001Okay, we're going to get started with Paul meeting order at 6:30 and do the pledge of allegiance and I would really love Father, Robert Carr, Steve Pick, Debbie Sherman, Cadell Mike and Shelley. Yes. Here amendments to the agenda. Does anyone have an amendment to the agenda? Hearing none. We move on. Top order student recognition. Um we felt it was very important to acknowledge everyone's activities and how hard you all worked this year. So, I just want to read off a couple of things that I was given as a group. Um, 11 weeks football 2023 Northern Connecticut winner champion. Um, advancement to semi- regional game junior pew cheer 2022 Connecticut state champion. 2023 Northern Connecticut Top Warner local champion, Top Warner National placed fourth out of 11 team. Junior Varsity Chair, 2023 Northern Connecticut top local
002champion, top Warner National 12. I just like you all to give yourself a round of applause for your first time. preparing to help us with the hand. Your accomplishments don't come easily. They come from commitment. It comes from a lot of practice, a lot of inner belief in yourself and belief in your teammates and you have made all of Oxford proud. Congratulations, coaches, parents, thank you so much for the amount of time you've dedicated to our coaching. you are really appreciated and I know it's not easy the amount of volunteer hours today but we do appreciate you and I know the kids do too. So kids how about a round of applause for you. We're going to do 11. You first. I don't think he's here tonight. Trent Bar. [Music] Ethan Veretta. Braden Boule, Nicholas
003Briscolo, he's not here tonight either. James Crfield. Jack Dubis, Nathan Dyer, Tyler, I Cameron Frederick Hunter Guys, Peter Hatch, Giard King, he's also not Okay. Jacob, Larry, Grayson Lee, Luchiano, Amasonry, he's not here Leonardo Poli and Pereira, Anthony Panella, Charles Powell, Luchiano. He's not here tonight either. Dylan Shaw, Daniel ring. Tyler Johnson tonight either. And that's it for the 11u. All right, we're gonna move on to cheer. Starting off with my very own junior varsity team, we have Adriana Battello, Bella Cook, Crutchfield, Sierra Dea. Cyino Emily House Jesse Hernandez, who's not here tonight, but we can give her a wallet. Chelsea Liry, Addison Lima, Lucy Mlan, Skyler Priod, Caitlyn Schwarz, and last but not least, AA. All right. And the next team that we have is our auction pop owner team with Ariana Barrera. Leah
004Butler. I love Claire Car. Parker advice. Emma Florence, Autumn Garnett, Laura Gau Caroline Gorino, Emily Gay, Claudia Kavalowski. Carly Leonard, McKenzie Mitchell, Milo Pepper. Giana Bella Serino. Now, Lauren Smith, Brian, Addison Kinsky, Utah. Brooklyn. And last, but certainly not least, Miss Maya Wilshire. I'm soers and our cheerleaders, please stand. [Music] Okay, let's sit down. Oh, yeah. One, two, three. Stand up. We're gonna thank you for coming down the ring. Eric had the patrol if if people came in here to let them know what's happening. Yes. Someday I should get my own computer. I have one from like when I was in grad school, but I haven't turned it on in three years. I don't think it's going to work anymore. That's funny. The amount of updates that it probably needs right now. It'll take 10
005years just to do the update. Yeah, work so good. Let's stick with this. Hope it never catches me. Good sign. The last spot. The parking. Is it still windy, too? Yeah. It works, right? Windy. Yes. Windier as the evening progresses. Where are you? [Music] How are you? Oh, okay. Oh, yeah. I have that. I printed that out. February. [Music] I guess they didn't get enough. Yeah, that's the only time they actually have one Chicago. I did that. you as soon as they go that route and I went right after school during the summer fantastic museum fantastic restaurants and we did the architecture tour. Oh my god. I never print out the policies. I've heard this one policy that you're a new policy. It's the uh I'm still going to come up short. Student attendant and
006chronic absenteeism. The wording is pretty much the board is giving permission for let's have this policy policy. We'll be right back. I want to get out. I don't think you'll be able to go back the way you came. What do you What do you need? Left downstairs. [Music] Then we can Yeah, because I can't reach. Yeah, I got to come back for time. [Music] And then you mix and you get wet. So, there's that. Put your feet in the bucket of ice and we'll call it I guess is is that like bring up get us in the mood? You know you guys these presentations I don't know right so that Well, you you woke us up, so feel like stereo. It probably is. I tried to get uh with my IT guys uh to get
007an all because we close the office. So every time we meet, you know, and they meet in person there, it's always like at a at like a brewery or something, whatever. I don't cond I don't pick where we go. Anyways, they they keep complaining. They're like, "We want video and audio and we are stationed in all these spots." And I was like, "Thought about it all." And it's like, "No, we don't like the like they give you video and audio and microphones and noise cancelling." The only problem with them Okay. So, we're going to reconvene our meeting at 7:05. Um, the next item is the 1212 special board of education meeting minutes. Like to make a motion to approve the 121223 board of education special meeting minutes. Second. Second. Okay. Any discussion? All in favor?
008Opposed? Obtain. Motion carries. And then the 1212 regular board of education meeting minutes. Like to make a motion to approve the 121223 board of education regular meeting minutes. Is there a second? Second. Any discussion? All in favor? I I same. Motion carries. Audience of citizens. Anyone wish to speak to the board tonight? No. Thank you for coming. Board correspondence means thinking that attributes of a graduate critical thinking flavor farms and goes. I'm gonna invite Amy and Rachel to the table here with me. We started this series back in fall and we got interrupted. So this is part two of the graphic for critical thinker. We had originally done the high school and middle school. The thought was to do one meeting with two schools and the second meeting right after that. The other two schools
009and obviously we've had an interruption here. They're going to pick up where we left off. I'm going to turn it over to the two of you. Sounds great. Well, welcome. Happy new year. Welcome to the two new board members. Thank you. Welcome to our returning board members. Nice to see you all. So, as Dr. Miller stated, I know that the other two schools have presented critical thinking um just as a review because it has been a few months um in regards to critical thinker as one of our activities of our graduate. Critical thinker is students analyzing ideas, evaluating concepts, thinking creatively, recognizing view, perspective taking, you'll see that every day. So every day you walk into a classroom, whether it's grade to prek all the way to 12, you're going to see critical thinking taking
010place on a daily basis, minute by minute. The students are constantly thinking about their own equipment and cognition, problem solving, finding solutions, opinions, perspectives on things with respect to taking the problem that all the time, especially with our little ones. Perspective taking is huge. Um, really finding the why, finding the why behind something that's being presented by the classroom teacher and it can be across all subject areas, researching best strategies, developing theories, developing work problems, and finding those solutions. but really focusing on the why and thinking about our own thinking. Okay, I'm going to just a quick review. I know the other two principles I've reviewed with go into too much detail, but certainly it's been a little bit of time. So, I'm going to go into is going to talk about what critical thinking
011looks like. Yeah. So, this is a short video um I walked around over a course of a few days. This was a few months ago, but um and asked students two questions. what is critical thinking to you uh and why is it important and then also what is perseverance because that idea of perseverance falls under critical thinking as well. Um and these skills are really important not just for academic learning but also for social learning. So when we talk about perspective taking and perseverance these are things that apply to peer relationships you know wanting to be a better football player as well as academics. So here you can hear from a few of our kids. Why? Why is it important to learning? So you could get better. I think critical means thinking hard. Why is
012it important in school or in learning? So you can think and pay attention to what your teacher says about what they're saying. To what? To learn more about what you're doing. come up unique ways um by um solving the problem in different ways that everyone else. Is there always one right way to do it? No. So like if in your if you're in math, you can like help like like think like use a strategy like that you know how to do like big plus bottom plus top. And for reading, you could like think about like author's purpose. You could question um and a lot of that stuff. Persevering means to never give up. Why is that important for learning? Because like if you're going to learn something new and if you give up like you're
013not going to learn anything and if you persevere do something you don't want to do and if you do it you will be proud. What does it mean to persevere? It means to keep on trying. Why is that important in school? Because because we need to keep on learning in order to do things in life. What does it mean to persevere? Can never give up when you meet your goal. So out of the mouths of our children and then um do I um under kind of each attribute we have can do statements that kind of break it down to what it might actually mean or sound like for that grade level. So oops I did not mean to start that over. I was trying to skip to the next slide. Okay. So these are the
014I can statements for um critical thinker for this age group. I can synthesize data to find commonalities and differences. I can use collected data to form a product. So these are just some pictures you see there at anchor chart of all point of view. They're working together in a group after doing some um reading a whole unit on inventions and how to build machines. Um, and in the slide all the way to your right, you see many ways to present information. So, they had choice. This was a teacher who was trying to put some of the UDL lens in the lesson. They were doing research project again on inventors, but they had all these different choices in their research and how they were going to present it. They had to think through that, collect all
015their data and present it. Um, the second area, I can persevere through complex problems and I can make multiple attempts to reach a solution. Um, this can be done in any subject, but the easiest example is math. There are lots of different ways to get to the answer, and it's not always easy. Um, and in here you see some of the kids working in groups at whiteboards. And, you know, there's a big push in math, too, to get kids talking and not just memorizing things. And that's part of this working through complex problems. And it really does lend itself to critical thinking and problem solving across the board. And then finally, I can develop and explain an argument using evidence. and I can use a variety of resources to research and take notes on a
016given topic. And these are some pictures. Um this was a group of fourth graders who were doing um they created these posters and they're messy. They're actually out in the hallway right now and and we said learning is messy. So this is not meant to be necessarily a pretty project, but they worked together for about two weeks researching a topic that they felt passionate about. Um there was a group that did save the sea turtles. This was a renewable energy group, but they had to examine different resources, form some of their own opinions, and then decide which opinions were most important to share out with their classmates. So, these are just some examples of the ways our third, fourth, and fifth graders are learning to think critically and persevere during the school day and hopefully
017outside of the school day as well. Any questions before I move on for Rachel's? Sure. So this is our we tried to do a video but of course in September October with four, five and six year olds. It was a little bit more difficult but our goal is by the end of the year to get more video. So this was something that Mr. Rich I had tried and it just wasn't working. It just wasn't appropriate. So Mr. Rich during one of his math coaching sessions with some students, he asked the students, "What does it mean to think critically?" So we got a little bit um so please bear with us. Avery, what is critical thinking mean to you? Critical thinking means like your brain is positive. Adrian, what does critical thinking mean to you? Practical
018thinking means to me that if you're on a test and you have to stop it and you pass something wrong, would would you give up or would you keep on trying? [Music] Adrian, how do you use critical thinking in that? I use the game where um let's say I had a 25 and I added 55. I'll start off with 510 210 added. I'll take the units away and then I'll add all of the groups to add together. Avery, how do you use critical thinking in math? I I use critical thinking is like there's a math equation in front of me and if it's like us I can do the backwards and I subtract it. So and then I take a bigger number and and then I take this and then I make it odd and
019then I take number then I subract that. How many things like you want to check your odds from the big number and then that gets me my answer. We're getting there. We're getting there. So, I did I did my presentation a little bit differently just to kind of hone in on each of the grade levels. So, as I reviewed it a few months later this afternoon, I was like, "Wow, this is a lot. What was I thinking?" Um, but in regards to kindergarten critical thinking, I kind of just shared a lesson. So, you can actually see HMH. As the district, we know that we adopted HMH. So, I thought it'd be great to see some of the lesson plans. So, the lesson target for this particular kindergarten lesson was that students would organize their opinion
020and two reasons to support it. So, that's actually an objective for kindergarters. Now, this is September, October. We're four. So again, looking at the age level, yes, critical thinking attributes are grades pre-K to 12, but how do we look at that in kindergarten lens? Um the success criteria, again, these are all of our high impact instructional strategies that as you've heard, old board members, new board members coming in. We've worked a lot in the district on instructional high impact instructional strategies. One of the success criteria was that students can draw and verbally explain their opinion giving one to two reasons. um how critical thinking is incorporated to this particular lesson was that students were expected to be able to generate and explain the reasoning behind their responses and that they're able to persevere through all
021steps of the writing process. Remember these are four and five. It's October. They've only been in school for five or six weeks and we're expecting them to create an opinion. So um and also obviously we both add there's a turn and talk piece of the lesson where they're sharing their opinion and it's perspective taking this particular lesson from H&H talk um what was your favorite book and what are the two reasons that support this opinion. So this particular child my favorite book was my build. So, there's a book called My Build-a-Bear. And if you're familiar with the Build-a-Bear, lays in the walls. That's her favorite book. And two reasons was one was because I love them. And one was because I put heart in them, a heart in them. So, if you are familiar with
022Build-A-Bear, one of the steps in creating a Build-a-Bear is you get a little heart and you get the stuff to bear with that particular heart. So, those are two reasons why my Build-A-Bear was her favorite book. So, again, four and fiveyear-olds, it's something that that we're expecting them to produce. And obviously moving on to first grade, we're expecting to go from this level to now complete benchmar sharing or get some perseverance through the writing process even at that young age. Um first grade critical thinking their lesson target was very similar but students will be able to describe characters and the reasons for their actions. So again what are the reasons for a particular character's action? Um, students are writing how a character might look, how a character might sound, how a character might act, and
023they're expected to write complete sentences to describe how the character to describe the main character in regards to critical thinking. Again, generating and explain the reasoning behind their responses and persevering through how the writing process of writing complete sentences. Scaven the lesson template from HMH. And then the work also work the work samples is writing a description. So now they have to use key words to start that right. How do we get to writing a sentence? So again, what does the character look like? Ray has a big beak. Um is a swan. What do they sound like? Using some sound words. How do they act? Now creating those words. Again, critically thinking about all those characteristics of what makes the character. Again, writing specific words that they would use to describe that main character. And
024again, that perspective other people may I may see the character very differently than you might see the character. I might sound might be different than what you made this sound and sharing that perspective maybe. And then the expectation is now to take those key words and now write them into a complete sentence process. So again, you can see the progression from what a kindergartener is expected to do at this time compared to what a first grader is expected to do at this time where they're now writing sentences. Grade two lesson is a math lesson. So again, that's solving word problems involving addition and subtraction. So, you actually heard two second graders talking about solving addition and subtraction problems um and utilizing the the rods which are the tens place and the units which are the
025ones as strategy to help solve that addition and subtraction problem. In regards to critical thinking, they're solving story problems and they're showing their thinking or their computations in whatever measure they're getting to get to that correct answer and persevering through that. And just a copy of that illustrated math lesson along with some student samples. As you can see that this child is particularly writing, drawing out the rods, drawing out the units. Then in the next video actually utilizing some words that go along. Count on take away. You can see them crossing off some of the rods. You can see them formatting their equation. Very interesting how they get to it. Um, and just a side note, when I thought I was presenting in November, it happened to be in in a kindergarten classroom. It's right
026before Thanksgiving and I was watching the kindergarters, there was a turkey and on a turkey there was a number and 10. And there the objective was they had to draw 10 feathers. Every child was drawing the number that was on the turkey and there was this one particular child and it just stood out. It was just an interesting observation. One child in particular, it was the number 10 or five or whatever it was. She was drawing that number on one side of the turkeyy's be her head. It was 1 2 3 4 5 6 7 8 9 10. And then she was doing the other side. 1 2 3 4 5 6 7 8 9 10. I walked over to her and she said, "I know. I know it says 10, but if I put
02710 on one side, then the turkeys on each 10." She said, "I know it's 20, but I know." But again, that critical thinking and she did it for every turkey. But she was able to explain like, I know, Mrs. Case, it says four, but I put four on one side, but then the turkey it didn't look even. So now you're using the word even. She's five. So I did like four and four. So yes, I so she knew how to count. The objective was to count and draw that one to one correspondence, but now she's telling me that it is uneven and I got to it just really stood out in my mind. I wouldn't have thought of doing that. I would have just done exactly what it said. I'm the rule follower. It says
028drop by drop by. But she took it a step beyond. So I just thought that was like such a perfect example of critically thinking like above and beyond what the expectation is. It just the word even came out and it just didn't look right. How could you tell her that she was wrong? She wasn't wrong. She got the objective. The objective was met. She knew four had to count to four and how to count to four. And then she's adding it and now she's saying it's even. It was just it was very interesting. We obviously see critical thinking in all of our special areas as well. So in the art room, one of the lessons that was done was a brainstorming of multiple approaches to an art design. they're doing collage work and they were
029talking about positive and negative shapes and what is a positive shape, what is a negative shape and then how do you take those pieces that you created to create a masterpiece. So there are some examples in regards to some of the work that the students have done and it was it was really amazing. These little ones can tell you what a positive shape is, what a negative shape is, and now how do you use all those pieces to create a piece of artwork and share that artwork um with with a peer or with a class. So again, another great aspect of critical thinking. And then in the music room, music, the children absolutely love music. We think about critically thinking in music. Many times the students are asked to listen to a piece of music
030and to write down how they feel, what they hear, and give it a rating for how much they really enjoy it. And then that's taught. So it may be a turn off all the time in classroom at specials. And it really aligns that whole critical thinking piece as you look at the sample. They listened to Hoown by Aaron Coplin and how did they feel students obviously at this level they couldn't write it so they drew how did you feel and what did you hear some of the instruments that they heard and your personal rating and that talk to your your friend maybe your friend did not like it why did they feel sad or why did they feel angry or why did they feel happy why did they give it a one they give it
031a two and this is going on grades K1 and two so critical thinking it's really happening at all points of the Any questions? What's a positive and negative shape? So, I actually had to like I had to look it up. I'm like, you know what? The positive shape of you have a piece of paper and you draw seeing a heart in the middle of that little piece of paper. The positive shape is the actual shape and then the negative piece is that is a piece of round. So if you look at some of the samples, like one child decided to write the word fun, so drew the letter F, cut the letter F out. Yeah. And took the F and put it on the top of their page, but then took the actual outside space
032and pieced it on the bottom and then put the U at the top and the outside piece at the bottom. Very intriguing. Very interesting. In the let's say six years, you know, they're out here. What do you think has been the the greatest change? Because it it seems presentations that we saw six years ago, nothing compared to enthusiasm things that you're doing today. What was the genesis of that? Yeah. Um I think it's just the expectation. I think it just upped our expectations of what we expect. And again, there's pros and cons because kindergarten is not the kindergarten that when I first started teaching. the expectations have just increased. We expect more of these little ones and there's positive and negatives to that. You know, is it developmentally appropriate? Sometimes it is and sometimes it's
033not. So, we have to take that, you know, bring us as well. But I just think that our expectations standards have just increased over time. So, with with that, we have to kind of guide our instruction and our expectations to increase as well. But you think you could change also? Yeah. It's a nice trip. Anyone else have any questions or anything? We thank you. Thank you. Please go home if you say have a great night everyone. connection. Yeah. So, the next item is the staff survey. Um, I just wanted to to um say a little bit before we talk about the staff survey. Um, we had the surveys finished in December before break. We asked for as a board documentation updates of where where we were with it. We had the survey been attached to
034our agenda and and the curriculum agenda last night. We talked about it in the curriculum a little bit and um the staff was given information on it today. Um and I appreciate the fact that we are trying to put a plan together to work around this survey. It's not just going to go out and nothing's going to happen. You know, we have survey. We're working on plans to work with each building, each administrator to act on is issues, great things, issues um that come out of the survey. So, it's a work in progress snapshot, but it's definitely something that gives us a way to start moving forward. So, Dr. Miller, you give us some information. Yeah. And I'm going to kind of give you just a a broad overview of where we are right now.
035So the reason we chose this particular company, well-being, was because they have been working with school districts for several years now in England. They started to work with school districts here in the United States. And they designed a set of um well they they used a a survey bank that was designed around six key management standards. Um and then they they built a platform around that on how to use that data that's collected to inform the well-being of staff in school districts. and then to consult with school districts on how to improve in each of those E6 management standards and then consult with us and work with us at the district level and at the school level on how we make the district changes that we need to make in the individual changes at each
036individual school because there could be areas of strength in one school and areas of strength in a different school and those areas of strength could be different and areas of improvement um differ across the schools. So, we did the survey back in December. Um, the survey went out to all staff, not from one of us in the school district, but this invitations were sent out by the company Wellbe. Um, they then monitored the incoming results and um reinvited um several times the staff that had not responded. The survey is anonymous, so um I can't tell who responded, who didn't respond. All I can tell from the backend data is the percentage of people that responded by stakeholder groups. I didn't have that data. Um, but they were able to from the back end from a
037technology perspective send out the reinvice to those that had not received it. At the same time, I was encouraging staff through my staff newsletters and um the OA was um encouraging their members to also complete the survey. Usually the more responses we get, the better the value of data that we have. the end of the process it was open for about two weeks and we ended up with around just under 75% response rate which from a survey perspective is is a pretty good response rate across the district. So we were pleased with that response rate. On December 22nd, uh my cabinet, which is my senior leadership team, which Eric is part of that, met with our survey consultant, um to review the districtwide data and talk about what the next steps were. Uh because we're
038in the initial stages of really analyzing what this data is, like I said, they have entire platform with heat maps and that gives us opportunities to sink in and really analyze the data by school, district level, by stakeholder group. It's possible that teachers are telling us one thing, par professionals are telling us something different and secretaries need something different. So what is it that very different stakeholder groups need and it's also possible that a par professional group in one building is looking for something different than a par professional group in another school. So what we decided to do was several steps from that consulting meeting. One, we wanted each individual principal to present their data to their staff. Um, and we wanted them to present their data to their staff, but also talk about what
039their action steps are, what are they going to be doing with the data at their school level. Um, and to provide that opportunity, we set up a coaching session, um, consulting session with the consultant with each school principal and we're also setting up that same meeting with Megan from special education plans as well. Um, as of today, he's met with three of the four schools. The four school is scheduled for Thursday. Um and we're still working schedule the meeting for special education. Um that session is about an hour and 15 minutes to an hour and a half with each principal and he spend about two hours with us at at our cabinet level just before the winter break and he goes over the the data that we're seeing at that school level. We look at
040the district data for that perspective. We talked about it's very easy to come up with a 25page tax. What are all the things that you're going to do to make changes based on the data it's doing? But when you take on an action plan that's that large, you're really not going to do it. You're not going to do it well. So he's really coaching us at the district level and the school level. What are the key one to three things that we're going to focus on? And if you take a look at a four to six week window, what are those actionable steps that we could do that will be noticeable by staff and noticeable by us that we can communicate and we can share and we could see um results in a very short
041window that's making a small difference and over time a larger difference. So that's really the work that we're doing right now is identifying those key few things that we're going to do districtwide and schoolwide around what the data is telling us. And he's having conversations and helping to coach us on the direction that we should be heading based on the data that we're seeing there. Going back to the the survey, as I said, it was designed around um eight or six key international management standards. One being the demands that people have on them. How do they feel um when upon the press pressures that they have as an employee, you know, the work that they're expected to do? Um the control, how much um do they feel that they have a sense of ownership in
042the work that they they're asked to do? Manager and peer support, both support from individual managers or admins within their school and the district level and then peer support from each other. Now, the manager support is one that as we're hearing feedback from staff, there's some um lack of clarity in terms of how people interpreted manager um whether that manager is interpreted as the direct supervisor within their school or the manager districtwide. So, as we go through another round of this um survey um in the future, we'll have to kind of um dig in and and make that a little bit clear as to what manager means in the survey. Um that's some lessons learned as you go through this. Um relationships um how people feel um they feel connected to each other as peers
043and feel connected to the district feel connected to the mid jitters um role. Um what are people expected to do? Do people understand what their job expectations are um and and feel they're able to do that work? And then change um people are asked to do something different. Do they feel that that they have support? they understand why they're make they're asked to make a change. So the the individual questions we can dig in and see what individual responses are but really the meaning becomes when you take a look at the questions for that category of demands what what is the data telling us collectively when you analyze that together around how people feel with the demands that are being placed upon them. So I'm not going to go into a lot of detail on
044what the survey results are. you have the the presentation that I shared with you the board docs and really what what we've come up with are some key criteria key things that we are going to be focusing on at the district level um and then the individual principles be working with their schools on what their action plans are going to be for their schools. Our intent, if at all possible, is to continue to revisit this um several times over the course of the rest of this year with our consultant um gauge how we're doing with the the work and the changes that we're planning to make um and if at all possible to redo the survey again before the end of the year and see how we've made improvements um during that time. I I
045will share from the district perspective the the four areas that we're looking to work on right now. One is building relationships, relationships with um stakeholder groups within the district and making people feel a sense of importance, making you feel that they have value within the district, that they are are every single person have values. Let me give you an example. um in my message to um staff and families on Tuesday morning on Monday morning that we had a delayed open day, I actually put in the words and I and I purposely put it in there that I was considering not just the families within Oxford but the staff members that lived outside of the community and I actually received thank you messages from staff that I actually um acknowledged that they had distances to travel
046and to consider that. So that's a way for people to feel important steps like that. Um, so those are the types of things that I talk about building relationships, potential office staff and admin support. I I firmly believe and I I built my career over the last 20 plus years on customer service. Customer service is my stakeholder groups in my school districts. And I want to make sure that our central office team is providing every person in the district when they're asking for support, asking for questions, ask for service, like they're the most important person in the world. and that we're providing that response rate to them and customer service to them. So, I want to make sure that we're emphasizing that as a customer service uh philosophy from our central office team here. And
047the third is communications. Um while we do communicate a lot, we have our staff newsletters, principles do a lot of newsletters out there with their staff, there seems to be a sense of I don't understand the change and why we are doing things the way we are. So, while we're communicating a lot, are we communicating the right information in the right way? So really making sure that we are we're doing the right form of communications and getting our messages out there. And sometimes change is done because we feel it needs to be done. These are decisions that we make as a team and um sometimes not everybody's part of that collective conversations. How do you include people in that? Sometimes change is done at the board level. Then we make decisions and I implement that
048and sometimes people need to understand why we're doing that. Sometimes change is from the state level. the K5 reading programs for example that was done to us the change in the reading assessments that was not something that we decided something the state decided we needed to do. So even though we might not have control of that change is how we articulating it and getting the um our staff to understand why that change is there and making sure they have the supports to process through that change process itself. And then finally, professor development. Making sure that um everybody feels that they have a lane and they have a voice in professor development they're going through. We have a very strong or professional development committee that um Eric is director of instruction overseas. But um for the
049most part that has been focused mostly on teachers. um are we making sure that par professional have a voice in their secretaries even custodians making sure that everybody has some ownership of that and there was a lot of commentary in the survey of doing ed camps but we tried that we actually that was our original point of doing our earlier PD we didn't have enough stakeholders that wanted to run sessions we were not able to do that so while people say they want to do X we might not be able to implement it but did we actually go back to step and say we wanted to do that we were not able to do it because so part of that is goes back to the communication um of getting information back to staff. So those
050are the four key areas that we're intending to work with as a central office leadership team and and our cabinet level and our staff here and then developing similar type direct actions that the schools will will be doing. Anybody have any questions? I think just the the key is done a ton of these for a long time and it starts off with false getting a a feel of what's going on and it's drill down to understand more detail and it's the constant communication of we heard X and certain we delivered why we heard you here it is demonstrate yes the evidence of the change and doing that constantly is what you know you find the right things but it shifts the culture as well it takes time but I I think you really have to
051do a survey. Yes, that's we're intending to do that. Yeah. And the the taking time that's important. We're not going to see the the needle move completely over in every single category in the course of five months. But are we slowly move that needle in the areas that we need to see it moved? Well, you said you can't do 25 shortterm and long term and give the updates on progress and demonstrate, right? And be actively vocal in when we're when we're making a change or we're doing X. So there's a budget request that we think is going to solve something. We heard in the survey that people are looking for that making sure that we're making the connection between you said this and we're advocating for this. We might not be able to solve it
052today. People are looking to solve in this way. It's a start. It just has to Yeah. these things serving you know half schools in the closet. That's right. So, so it's got to be even if it's small practices, reiterating what you heard and demonstrating what keep being focal in the communications that we're doing and making very explicit these are this is what we're hearing. This is the work that we're doing and just keeping it in the forefront. And once again, one of the reasons I chose this company is because they were not doing a survey to walk out the door and say, "Well, see you in a year." They really are viewing this as a partnership with us and how we continue to make improvements in our our district and school cultures. That will make
053future data more reliable too because when people see that you're taking action, they'll take more time. More people will fill it out and makes everything better, changes the environment. I think that's what why our number was able to be so high. I think that's the highest percentage we had on a survey. I've never seen it that high. one of the surveys I any survey that's that's amount of people that responded and I want to thank this guy for doing so right absolutely absolutely hopefully they'll continue to get more sample feedback in the reform side right anybody else get nuggets out there yes I don't want to be the demi down but if there's a huge problem the high the high the high participation could be I'm not this is the first time I'm looking at
054it and it's great that they did yeah 75% but often times People only speak up when they're unhappy. So, I'm not saying they're unhappy. I'm just saying that there's a different there's a different side in terms of the what their participation is. But from what I'm looking at, it looks like pretty good in terms of how happy they're and there's a range. There's areas that they're that the staff are really strong in that they feel very good in. Are there areas that we need to work on changing those across the board? And quite frankly, it doesn't matter what organization you have. Change is difficult for people to go through. If you take a look at the bell curve, majority of people just despise change. You have a small group of people that would like to
055be the innovators and the pioneers. And then you've got a large group that's sitt in the middle and you've got a a small group at the very end that wait for everybody to get through it. But you really only have a small group of people that really love and embrace change and it's hard people to go through that. And we've had a lot of change. We've had a lot of change from a staff perspective, a program perspective and and once again budgetary and some of the stuff that we've decided to do and some of the stuff has been decided upon us. Um so when and the average scores for all participants has said that you they compare them to other schools. Yes. So do we know that they're comparing the same like the same demographic,
056same socioeconomic schools or is any school? It's just any school whatsoever. the management standards go beyond just education, but the percent of death that the desile that they speak to, that's compared directly to other school districts that um that they represent um for the stand the survey. And then the five questions that we added can't be compared to anything because they've never asked those questions before. Um and do we have access to the open-ended questions? Can we see the results of those? Um I do but because um we we're trying to synthesize them together because when people make comments it takes away some of the the confidence of that piece. So we're trying to use some AI tools and they help with this to consolidate the the data so that you get general um information
057from it without looking at the individual comments. So they they say the best out with all their schools they were 10 more at the bottom or worse with the top compared to their their population of schools. Yes. Right. And and we might in some of those cases we had some really high scores, but the the decile number was eighth or ninth. That just means that we did really well in that area, but a lot of most school districts also do really well. We threat to not be at the top of that. So relationship to change are two big areas that we need and managers from a decile perspective and change from a pure score perspective. And those are the key areas that work. When you take a look at our action steps, those are the
058things that we're trying to focus on each. Anyone else? Thank you very much. So, we're going to work on number seven, new course proposals. You gonna do that or do you want me to start it or So, um I'm going to bring Erica up here to give a brief introduction. We're introduced at our curriculum committee yesterday. Once again, Eric is our director curriculum introduction and will work closely with the high school administration and guidance counselor on these three passen um talked about last night just the course proposal. What usually happens just in regards to the process is um I'll meet with principles who have course proposals. They'll kind of starts the process at level. um there's a form they fill out and then we bring it to the subcommittee. Um so we'll meet and discuss
059it and then it comes to the full board obviously and then the process from there goes um at this point obviously the curriculum hasn't been written. So the next pro the next part of the process is to go ahead and write the curriculum which then have to go back to the subcommittee for review and then to the full board u for review as well. So um in regards to just a quick update related to that for this year we did adopt a new uh districtwide curtain template um which is it's modeled after the universal backwards design which the district had previously an older version of that. So we updated it to the newer version. Um and moving forward all curriculum writers will get um a couple hour training before they uh write curriculum. Uh so
060we just had our kind and I said giddy big um kind of start uh and we're probably ready next month to bring forward the first completed curriculum um that's been written new district template with uh a lot more kind of coming on its way uh moving forward. So just want to talk about the process a little bit. So each year there's always proposals and some we some we move forward with and some we don't. Uh there's some that you know based on just you know district initiatives and cost we say we're going to wait on this one and then there's others that we say you know teachers want it we have no reason not to bring it to um for the proposal. U so the three are any particular order. Um so we have sculpture
061which is just a a halfyear elective that would obviously live in the arts program. Um we have teachers um that are already teaching similar courses such as ceramics um ready to teach the course. We have the materials, we have the supplies um you know we have student interest for other options in that area. Um you know so we are looking to move forward with uh building and and creating that curriculum. Um there is a AP seminar course which would be a 10th grade AP class offering. Um, this would live in the English department. So, there would still be English 10 and those courses would still be there, but this would be an AP offering. Uh, in the AP world, this is a newer course. And this is seen as kind of a feeder for kids
062who take uh AP Lang or AP Blit that they're commonly known as. So, those two AP courses have been around for a while. Um, this would be a 10th grade almost feeder course for those. The focus of AP seminar is a lot of those skills that they would be using u in those future courses. So, uh it's a lot of inquiry based um a lot of detecting bias looking at different perspectives of an argument um research skills uh a lot of collaboration um socratic seminars discussion amongst peers and so forth. Um it's not a curriculum where it's very um each year is set on very specific content. The way they want you to teach the course is really looking at kind of current events and what's out there that may be interesting to students and
063use that information um to build engagement and and teach those skills using those um when you decide uh or the class possibly decides is engaging. Um so again that would be an AP class and that would be offered to 10th graders. Um and again a feeder course for AP learning AP and then um the last course health and wellness. Um you know I know we've talked in the subcommittee before about you know a lot of curriculum work to do in this district. Uh last year they two years ago the state came out with a healthy framework and updated it last year. I had some preliminary discussions at the middle school level about some of like the health pieces. Um and just the high school felt just kind of looking at kind of some of the
064requirements that are in that um we kind of need to look at those offerings uh and kind of see if we can update um you know our health curriculum to kind of meet those needs. So, a lot of what we do, we we feel like we have a strong ninth grade. Um, and a lot of it's kind of integrated into the PE. Um, but you know, putting this proposal forward so we can kind of look at the process, sit down with I want to sit down with both middle school and high school health teachers, we got to look at this healthy framework, figure out what is the progression, what are we teaching, and what is this course going to look like. So, that would be the process for that course. Again, all these would be
065thought by school. Does anybody have any questions? Does that AP seminar class have an AP test with it or is Yes. Yep. And it's newer. I don't have like specific I I'm honestly not too familiar. We're lucky to have a teacher who's taught it before. Um who has Yeah. You said another district that we hired. Um so she has experience teaching the course. Um, so we're lucky to have someone who um, you know, would be able to almost get curriculum right away. And a lot of AP classes are done as juniors and seniors to get a course that gives them one additional course that they can think of that college credit before they leave high school. So it's a it's a relevant course that colleges will accept too. seminar courses for first and second year
066students are really um so it's definitely will be relevant to them in the skills like we you know we're talking 21st century skills that's basically the point of the AP course you know where it's not a contentheavy the test is going to be based on like you have to memorize this content it's it's very skills based and relates a lot of to what these 21st century skills that you see presentations throughout the year in school and I will also point out that these two classes we're looking at from the students operating from the perspective of increasing course offerings and options and availability for for students to take a wide variety of types of classes. So this gives us additional courses that students might be interested in based on finding different areas of interest. You need
067a certain number of students because we offer some of these and then no one signs up for them and then and there's some courses every year that don't run because of numbers and obvious you know you know we look at um you know being able to run full classes and and so forth and You know, there's certain numbers we tend to try to have when we're looking at AP classes. We're not going to run classes with three, four students in them. Um, so there's some years that classes will run and may not run next year. Sometimes having a cycle that every year or two a class may run. Anybody else? Hey, so we need to make motions for these, correct? Yes. Okay. So, I'll make a motion to approve the course, the sculpture course. Second.
068All in favor? All in favor? I opposed. Motion carries. AP seminar. I'll make a motion to approve. Second. Any discussion? I got that. Sorry. All in favor? I opposed. Motion carries and motion to approve the health education course. Second. Any discussion to uh approve? Abstain. I mean yeah again abstain. Motion carries. people for next. Yeah. In next fall. These courses were all chosen. We got people like ready to go and the process in place. So next steps is the curriculum do the work bring to the sub review and then bring to the review. We'll go through the process with this thing within the next month or so having that first course. We'll go through the process and every new clip will follow that same process there. And Eric has developed a basically a flowchart or
069an audit process to make sure that all the steps that we need to follow are accounted for. Great. I think they're set with those. Right. So, have a great day. Careful though, the superintendent. Considering the weather, I'll be pretty brief on on my reports tonight. First of all, I'm very positive positive news from an Hback front. I want to thank all of our parents for their involvement and um both providing additional information to parents um as well as attending our board of selective meeting um selective meetings um in November and December. As a result, I think of the um great support that we had from parents um at those meetings. were able to um get the board of admin to approve the grant applications for both the cafeteria and gym project for this building um
070bridto and for the full bill at farms. Our grant writer did write both grants in December. Um and those grants were submitted um prior to the state deadline. So we are um good available for that. Next step is for us to be awarded from the state. Um and then we need to go back to the board of a board of finance. We need to um get that effectively fund the projects once they are approved from the state by that first step was to get the applications in before the deadline which gets done um in December. Um the HVAC work in this building great oak the rest of the school um begins. Um we should see um the contractors here in this building as early as next week. website already there is a trailer for the
071supplies to go into the work is going to begin is real they're they're here we've already had two building management meetings um around the work um studium rville um I guess do you know they're all involved in the process um so the work is is being um from a program standpoint you've heard a lot about the graduate um at the high school level um the students are just completing the capstone so this Friday um the students will come in during the quarterly release day. Um so teachers in PD, the other schools, the high school um listen to each student presentation for their capstone. Each student has about a 10- 15 minute presentation on the work they did in the fall. Um and there's a whole rubric that students have scored around. Um typically there's multiple
072teachers involved in the scoring of each individual student. And then um if there unfortunately if there are any students that are not able to pass the capstone they basically do a repeat of a summer type of an experience in the springtime as a followup for that. But most of the students do um successfully complete the capstone. So I'm hoping that um after Friday we're able to report back some more data around that. Um if anybody of you are interested or available, I certainly can make available for you to go in and see some of the stateations if you're interested in that. Um if there's any questions I'll pass. So is that presentation board there other options they could do an internship internship that the challenge with doing the internship is having a staff member involved
073with facilitating us and um that's something we're looking at from a budgetary standpoint. I'm trying to build that into the budget for next year. So I'm ready for this year the students are deeply involved in the capstone. And once again the capstone is something it's a personal project that the students invest in for the course of the first half of the year and something that they want to learn more about themselves or engage in that could help make some decisions around their future. Whether it be something college, a work type of situation they want to um invest their time in or just something that an area of interest that they want to learn more about. It really is is an area that gives students a lot of flexible control and and um opportunity to decide
074on their own going back to UDL um going back after graduate. There's a lot of ownership that students have in deciding where they want to go with capstone. Jessica, it would be nice if we could bring the internships back. My oldest was able the year that she did capstone they offered that and it was a really good she she went to an architecture firm and she's graduating next year or this spring as an architect. So it was a great, you know, introduction to what she wanted to do. Right. The internship is something I feel really strongly that we should have at the high school. I would love to see every high school student do an internship. Um, and it actually is built into our strategic operating plan to have a robust report of the high
075school. From a staffing perspective, we struggled with who's going to manage and facilitate that, which is why we're looking for a budget how we could make this happen. I think that would be a very strong um program and I think that every student should participate in some sort of internship. They also have any questions. I just have something with the uh administration with department heads. We have three. He had five that just run over that system. Yeah. Didn't show up on the survey or anything like that. But uh and where's that going to? Um you'll see in our budget request um a recommendation for a change model based on the feedback that we heard. So what's the change? We will be presenting that um through the budget process. Three to five. I mean it can't
076be a mystery. We're recommending an increase in the department chair model. I don't really want to go into the budget request tonight. That will be come out in two weeks, but um we are re we'll be making a recommended change to department chair model to increase what we have. So you're still working on putting the budget together. Yeah. Yeah. Anybody else have any questions? Um I have no nothing tonight. I'd like to get us all home early. So, um, facilities, uh, no updates at the moment. We're looking to have a facility meeting next week and, uh, we're coordinating on date and time to make sure we can all attend. Follow We had a meeting last night. We um, I would, you know, Eric did a lot updating of of our curriculum. If you go on
077to our curriculum agenda, you'll see his report. There's also live links that you can see the um the calendar, the assessment calendar. So, it's really he's been doing a great job keeping us updated and providing the information and moving us along. We have a template for the first time that is usable. Um he has teachers that are looking to write curriculum. um we saw the model as he explained of one of the programs that's coming forward. So it was it was great to see that people are actually interested in getting involved in writing curriculum and can do it. Well, we talked about the dual credit grant. It's which is working at Oxford Middle School. We did the new course proposals. read um for our next meeting we're going to um look to for the statistics
078um course approval update on the surveys the dual grant um and then in March we'll have our scores so just look at the stuff that Eric's done he spent a lot of time updating and a lot of live links so it'll I think that'll help out all those attending are in the they're on the curriculum agenda So if you need them, they're there. Any questions? I just a comment. I think it's the first time I've seen wherever we actually have a structure that can be rinsed and repeated. We actually get something done instead of halfhazard. So I think how he approaches things and structure methodology is pretty solid. And he's developed an axel training program for any teacher that's going be writing for them. So we've centerized their approach to making sure that anyone is
079being asked to write and that they are providing learning to do it at the same standard of Brexit for the same great consistency. Yeah, I have to add that with Eric's leadership instruction. It's um it's remarkable that in a year's time we went from nobody could write curriculum or knew the definition of creative to today having team people want to get on there. remarkable leadership interest because it's I don't think the change the people think critical thinking is the leadership and so I think a pat on the back stressing this for six years so [Music] cricket structure that job anybody else. So we have three policies down for a second read tonight. The first is employee use of um district computer systems. Um the next one is student use of district computer systems and the
080last one is the use of private technology devices by students. Um since the last time we all met, Shipman and Goodwin actually put out a new update and they added some new language regarding AI and also cleaned up some technical edits regarding social media websites and whatnot. Um so those changes have been incorporated into the second read. So does anybody have any questions about anything? We did we did review everything with uh our tech our IT department and they they were involved in the process and they didn't have any changes. They wanted they were they were comfortable with the language as it is. Go ahead. Yeah. Um my question is specifically about the search of privately owned technology devices. I mean I've got a serious problem with that. um to me and I it's somewhere
081is in here somewhere else it says students should shouldn't expect the right to privacy um without getting into new too much detail I think this raises multiple issues uh probable cause issues legal search seizure issues property rights issues right to privacy issues fourth amendment issues um my children don't actually own their phones I And also they are we all share a cloud. So if we're taking phones and searching them, you can also see my information or at least some of it on there. Pictures, what all that all that type of stuff. Um I I think it's easy to abuse. I'm not saying that it will be. I'm just saying I just think it is. Um you know, how do we get passwords or are we just going to hold phones up to kids faces to
082get on their phones? We've got teachers confiscating stuff potentially. They're not cops. I mean, for me, this is a this is a very big no-go for me, a whole person. I'd second that. I when this was proposed last year, it was one of the only times I'll ever be against policy. I'm I'm usually pretty go along for most of it. I can't I've never been comfortable with it. And uh it's simply just add in a line that says a parent has to be present in club. I mean there's always going to be some but you know permission to you know because if there is something going on you know you want to be able to see it but you need a parent permission. You can't just take the phone and say I'm going to look
083at it without calling. They're they're minors the whole thing. So and it is a phone like you said most parents own the phone. It's not kids. So that I would add that verbage. We had this discussion last time um when it came up there were um and I think that we had some serious discussions about it last time too. So I don't know it was the how did the word change from this to the from last time it did change or the same minimal. Didn't we didn't we add something to it last time when it came up that we wanted? I don't know if that got removed or not. I that last sentence might have been what we added. It's not it's not a car launch. But this is we had we had ad language
084about having a second adult present. So it wasn't just one administrator searching in the device. They needed to have the second administrator, second employee with them um any time during search. And I know we because we did add a lot of stuff. I think this opens up opens the school district to lawsuits. I I I'm gonna be honest with you. If if an administrator or a teacher goes through my kids phone without me being there and it's not tab or nickels and there isn't probable cause, I'm going to be super hot and I'm going to be talking to a lawyer. We we had this discussion when we did the discussion when we had questions about policy. What we've done is we've collected those questions. We've asked our policy attorney to weigh in and we've had
085a follow conversation with policy committee based upon the feedback from the attorney. So if there's questions about this specific policy, I would recommend that we table it that Nicole collect the questions from individual board members that we need answered about this policy. I'll then take those questions to our policy attorney. We'll get some responses and then we'll have the discussion with our policy. Yeah, I think mine's pretty simple. search of privately owned technology technological devices kill the paragraph. Yeah, I agree. That's it's not even a question. It's just it's going to be like you can add if if a police officer is holding the phone, do they have you know it's like even that like if if you get pulled over and the police says I'd like your phone. I want to go through your
086phone. No. Like it's even that I would be like you know is there is there a court order? you know, to search and and that's not going to exist. There's just it's one of those we can dress it up any way we want. I I'm not going to say speak for the whole board, but as an individual, I will vote against this every time it's brought up. And I hear again, I'm not trying to advocate one way or another, but there is there's case law that's been decided up through the Supreme Court on what school districts are allowed and not allowed to search in. Just because you're allowed doesn't mean you should. And this falls under that. So, I want to make I want to make sure that we get your guidance from our attorney
087around these questions. So, so when we come to it, we'll just table it. We can just take make a vote. We'll still, you know, just the motions, Nicole, and then we can decide how board wants to vote. It looks like we're moving. Okay. So, I'm going to start with um motion to approve employee use of districts computer systems as written. Second. All in favor? Oppos? Okay. Motion carries. Um motion to approve student use of district computer systems as written. Second. All in favor? Opposed? Abstain. Motion carries. Motion to approve use of private technological devices by students as written. Approve. Motion to I mean second. No. because you have to vote for it against it and then if that's what you want to do and then motion's table. Um all in favor we got a second.
088Did somebody second? I didn't hear second through it. Second just for discussion purposes. Um all in favor opposed postain motion payout. So then you can do a motion to table it I guess. Okay. Um motion to table use of private technological devices by students so that we can consult with legal counsel on appropriate language. Second. All in favor? I opposed abstain. Motion carries. That that'll keep it on the on the um agenda as a table item as well too. And you have your first sheet. Okay. And then I have Yeah, I just wanted to get down. Yeah. No, no. Sorry about that. All right. And then we were very busy. We had a meeting on um Thursday. We brought four five more um policies or four policies in a bylaw. Uh the first is admission
089to public schools at or before age five. So in case you guys didn't know, they're changing the start date for um or the age for kids to become eligible for kindergarten. Used to be that you had to be five by January 1. Now they want you to be five by September 1st of the school year that you're starting. There is a way to wave in if you think your child is can go earlier. Um, so that's all in the rags. That's one of the things that we discussed. The next is recess and play-based learning. We had Eric come to the meeting to explain what we're doing already and what we need to change in our curriculum regarding that. And it was really interesting because it seems like we're already on track for uh prek and
090kindergarten, but there's things that we need to work in for first grade to fifth grade. Um, the next thing that we discussed was student attendance, truency, and chronic absenteeism. My take on that is it seems like a lot of the changes were mostly with the rags, not so much with the actual policy. Yeah, there's some minor language in the the policy, but not substantive amount. It goes more with the um student mental days and the letter that needs to go home to parents if the student is identified as and then we have section 504 which seems like every time we think we have it approved, something changes so we're back and we have it again. Um, and then lastly, we have construction and posting of agenda, which is a bylaw that's down for the first
091read. So, everybody take a look at that. If you have any questions, feel free to reach out and hopefully we can move forward with that as a second read at our next meeting. Well, we're doing we're actually it'll be next month because we're doing budget for the next, right? And and based on your current bylaws, you need a four-w week interval between first reading and approval of the bylaw change. Y anybody have any questions or just want to let Nicole know what your questions are? um you know it's probably in here I missed it but the truency piece of it that's the top it says that the superintendent or building principles discretion is it excused or unexcused but there's probably like if the child has an IEP or 504 in there specific language to um
092due to an illness they may be chronically absent is that considered in the policy So my daughter has type 1 diabetes and she she has something like that. I believe that's in it. I believe it is that she may be out more than a normal student. She it shouldn't be considered. I believe because usually the the portion they will make mention if there's a health reason. I just want to make sure it's coordinated with policy. Yeah. And the the truency piece is something that is by defined by state law that we need to to follow. Then the policy is defined to follow the state law. Okay. That's where it gets messy, right? 504s and I are also state law, right? So make sure Steve, finance, insurance, and personnel. Yeah. So, we're going to have our
093draft budget review next Tuesday at 4 p.m. here. And we're going to get initial read feedback to Rob and the team. Um, and then the following week at our board meeting, we're going to get a full draft review of the superintendent budget the board. I think at that meeting we're going to invite the um board of finance as well, which we've done in the past. Bring them in early. Yep. All the principles and directors will be at that meeting to answer specific questions about their individuals and budgets. Do we want to invite George Temple to that meeting? Sure. Doesn't hurt. And he definitely gets involved. Yeah, absolutely. I think it's just that because there was turmoil that other meetings with children about being at the meeting. It was at one year. The year before next
094week, but but it's it's just doesn't hurt if he doesn't want to do it. He's welcome in all of our meetings. He's actually part of our board. So, he can come anytime he want. That's what he said. That's what he says. Leaison report. Um I the who's um PTO meets next Thursday next um so I'll have a better update after that. Um your club um we had a very successful festival of trees and lots of people got involved and it was really fun. We raised $7,000. So the at our next meeting which has been postponed till next week because tomorrow's the against the high school um they'll be writing out the checks and signs of the charities and we're that they ready to hand out the goodie bags for midterms are always fun. Um anything
095else any other ways on board I don't think we have any nobody doing oasis right? Okay, next item is our executive session. I hereby move that the board move into executive session for a board self-evaluation for the purpose of discussion of board interpersonal relationships at 8:16. Second. All in favor? I opposed.