001Yes. Yes. >> I love it. >> I mean, it's noticeable like we just sitting right where you're >> we strategically put the involved families in supportive environments on the side. Is that kind of standpoint of >> makes sense. >> Everybody, >> this is all trophy girls. >> Okay. >> And he just does such a nice job. He's super reasonable. >> Yeah. >> Now, call to order the regular meeting of the board of education, school, district number 40, at 6 p.m. on Monday, February 23rd, 2026 at the Mullen Education Center, 1900 52nd Avenue, Molina, Illinois. Uh open the meeting. And a roll call, please. >> Carter Adamson. Chad de Smith >> here. >> Ramona Dixon >> here. >> Jason Ferrell >> here. >> Lindsay Hines >> here. >> Jeff Mayus >> here. >> Laura Severson >>
002here. >> Abigail Greenley >> here. >> Run Mela >> here. Do 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. >> Moving on to approval of minutes. Have a motion to approve the minutes of the regular meeting of the board of education for February 9th, 2026. >> So moved. >> Second. >> Any discussion? >> Hearing none. All in favor? >> I. >> Okay. Hey. Uh, can I have a motion to approve the minutes of the closed session of the regular meeting of the board of education of February 9th, 2026? >> Some moved. >> Second. >> Any discussion? >> Hearing none. All in favor? >> I I >> uh any communication or public
003comment? >> Okay. Moving on to consent agenda. Recommended motion that the board of education approve the actions contained in the consent agenda as presented. >> So moved. >> Second. >> Any discussion on that? >> Hearing none. Could I have a roll call vote, please? >> Lindsay Hyus, >> I >> Jeff Mayus, >> hi. >> Laura Severson, >> hi. >> Rona Dixon, >> hi. >> Jason Frell, >> hi. >> Cha Smith, >> I. >> Okay, before we get to the motion on number six, can I have the curriculum department come up and give us a little update on the Amplify Literacy Curriculum Adost? Um, good evening everybody. Um, last month Bob Beam and I we had the pleasure of coming up here and discussing the results from our our ELA pilot this year in our K
004through eight um classrooms. And part of that presentation was us um reviewing the you know arts and letters and and amplify and um that as a group we decided that Amplify was the way that we was the curriculum that we wanted to recommend um for our district moving forward. Um the curriculum's been on display for the last 30 days and we asked a group of teachers to come tonight because we know this is a very important night um where we get to talk about possible adoption. Um so we asked a group of teachers um two teachers um Allison and Jill from the elementary schools um and Diane and Shannon from from the middle school to come and talk to you all about their experience teaching Amplify and maybe answer any questions that you guys might
005have um prior to the discussion of the adoption. So I'm going to turn it over to our teachers. Okay. Um um I believe you can relate anything in life to friends. So I'm relating the TV right now. I am not used to talking in front of adults. I'm used to talking in front of kids. So please bear with me while I'm very nervous. Um but I'm very excited to tell all of you um very important adults about Amplify. So bear with me. Okay. Um Jill and I are going to talk to you about the K2. We've got skills. So skills is 60 minutes throughout the day. And then Jill's going to talk to you about knowledge, which is another 60 minutes of the day. So um I'm going to focus on skills. The skills is
006the foundations of reading. So this is the kids learning how to read. Um the focus obviously is the reading tools and mechanics. So you can see here, this is where the kids are learning sounds, decoding. They're learning how to accurately read the words. Um, this is their daily spelling, sentence writing. They have daily structured practice, and this is where they're building that reading confidence. So, this is where they're getting all those foundational um skills that they're practicing to get them to be confident readers. um some things that I just took a screenshot of so you could see what the kids are seeing in their skills book. If you look look up above, this is just an example of their code chart that they have in their book. Um what I like about it is it's
007the a sound and they're learning that with the a sound, there's five different ways to make that sound. But if you look at the power bar they call it, um the length of the power bar shows how common they're going to see that sound in words. So instead of just saying, well, you know, if you see a word like paw, which one looks right, you know? Um so the au is going to be the most common way you're going to see the a sound in a word. So I really like that when kids are writing, they can use their code chart. Um when they're going to spell, they can use their code chart. and when they're reading um they're just learning how to kind of put those all together. I also attached um just an
008example of their a grammar their grammar is embedded right in there with it. So I wanted you to see uh an example of their skills book. And then over here the cat bandit. One of my favorite things that I've learned is that these kids are reading almost every single day. And that's what I feel like sometimes we were missing in our curriculum before. And the stories are really fun. This one's called The Cat Bandit, and it's several stories about a cat and how he's stealing things from people, and um the the texts get more complex as the skills units go on and they're excited about reading these. Sometimes we partner read, sometimes I take a small group of struggling readers, sometimes I take my higher readers just to make it a little more fun. So,
009yes, they I love that part of this. Um, another part that I really enjoy about this for teachers is that they have daily slides ready to go. So, we don't have to come up with these. They are ready for you and you can edit these. You can add things if you want to, but it's all right there. Uh, like my friend Rachel, I was really excited when I noticed that everything we needed is right in the same curriculum. There's no more peace mealing. I'm not looking for something else to supplement. I never felt the need to go find something else. So, we've got grammar, we've got spelling, phonics, and writing is all taught in each unit. And my favorite part is that it's spiraling. So, for a while there, Jill and I were talking like,
010"What? This feels clunky." But now it's all coming back and the kids are like, "Hey, we've learned this." So, it's really really fun for me to to see that and the kids are recognizing it and then they're using it in their writing. So we're writing about what we're learning and all those fun keen things that we've been taught, we are now able to learn. So skills is a really perfect time to incorporate these structures. So all that Kagan money we spend on new teachers, this is a perfect opportunity to throw those in. Lastly, um, a lot of teachers were worried with the amount of time we're spending with 60 minutes that how are we going to get small groups in? Are small groups going away? No. There's built-in pausing points. And what's nice about it
011is they say, "Hey, uh, are your kids struggling with, let's say, diagraphs?" Well, perfect. I have more, uh, resources for you in the back of the book. And what's nice is it's all right there. I go to the back of the teachers manual, page 255 has more resources that I can work with that small group of kids or you know tricky words that they call like site words. I can go find a game. So everything I need is right there. They've got you covered. There's no again looking for more and resources. Everything that they need is right there. So all right, the next part is the knowledge. Are you pushing this one? >> Yeah. Okay. Um, so knowledge is another piece of the Amplify curriculum and the knowledge part we have really enjoyed because it
012just digs really deep into things. It has really great vocabulary. Um, at first uh with the first graders I was like, "Oh my gosh, these words are huge for them." But then I started listening to them and they were using them talking to each other in their conversations and it was so exciting. I'm like, "Oh my goodness, they're using the words." Um, and the other piece that I like about it, um, is that everything's embedded. Like she was saying before with the skills. Um, science is in there, social studies is in there, we've got, um, writing is in is included. And so everything's right there where you need it. And we also have the pausing points and the knowledge as well. So like when you come to your pausing point after you've taught like five
013lessons, it'll give you a pausing point day. And then you can go to the back of the book and you can find activities to retach or enrich. Um, and you can work with small groups. Um, so the pausing points are really great. There's a lot of curiosity. The kids are excited to learn about these different things. They want to know more. Um, and a lot of critical thinking with the discussion questions. Every single lesson you tell a story and then you ask those really deep questions. Um, sometimes it's whole group, but a lot of times it's with a partner. Share what you learned with a partner or share with a group and then this group share with that group. So another um way to implement the Kagan as well. Um and this is just something
014that the teacher sees. So when I go to a new unit um for example, right now first grade is working on animal habitats. Um so at the beginning of our unit um it has an overview for the teacher which includes all the standards. It includes the learning focus. It tells you what the assessments are going to be. Um, and it's just all right there on one page and you can keep going back to that um, at the end of every lesson to see, you know, what else are we going to learn next? Um, this is an example of a parent letter. So, kids come home from school and say, "What parents say, what did you learn today?" Well, here it is, parents. This is everything they're going to learn in their knowledge lesson. There's also
015an a letter that goes home for the skills, too. Um, I've had a couple of parents email me directly through Dojo and say they love the parent letter because then they can have conversations with the students at home. Um, and it comes in Spanish as well. Um, these are just examples from the pictures. Um, we were talking earlier about the slideshow that the teacher has. So, in knowledge, there's a slideshow that goes with the lesson. So, I'm talking about, you know, what's going on in the slide and the kids are looking at the pictures. Um, this is an example from the habitat unit we're look working on right now. And so the pictures are colorful. They're exciting. Um, and the kids really uh like the the pictures and there's um places where you stop in
016the middle of the lesson and then the kids discuss the pictures with each other. Um, so they're getting really excited about that. Um, then this was three to five. um they focus on close reading and text analysis skills, blending skills and the knowledge into integrating into the lessons. So this was just an example of a three to five. >> Yeah, their knowledge and skills is kind of one. So it's be it would be more like 90 minutes a day instead of two separate times of the day. >> In first grade, we do um our skills right away in the morning and then we take a little break, go to recess, and then we come back and we dig right into the knowledge. So it's nice. It works out perfectly. Um, at first it was a
017little clunky too with the trying to figure out the times and we would run out of time for skills and uh oh, it's time for recess, but now we've kind of figured out what works and what to put where. Um, so it's starting to really start to flow a lot better. Um, this is an example of some first grade student work. Um, so they made a journal. Um, each page of their journal had a different habitat and then they had to write a sentence about what did they learn from that habitat. So, we had a lot of group discussions and sharing. Um, we used Kagan activities for that. And then as the students are moving through their journal, they're writing two sentences and then they're writing three sentences. Um, so they're really really enjoying those
018and then they get to share those with a partner as well. Um, so a lot of um graphic organizers too. This was just an example of the we learned about the Arctic tundra. And so before we did our writing in our journal, the kids all did a graphic organizer. And when we started doing those um at the beginning of the year, we were doing them together whole group and then we started moving toward doing it with a partner and now we're doing it individually. So it moves through a progression of writing. So they're writing their facts on their paper and then they're transferring that into writing sentences. So it just has a really good flow. And really quick before we move to middle school, what I like most about the knowledge lessons is at the
019end of each domain, they have ideas for a culminating task. So, just to sort of wrap up and en enjoy the end of a domain, um we did a domain all about ancient Greece. And while you might think that's not exciting for second graders, they were so engaged. So, we had a Greece dinner party and parents donated items and we made togas and um little crowns for them and they got to eat in the cafeteria. Um our principal actually went to Greece so she made a little slideshow and we had music playing. Um, so that was just one idea out of about 10 different things you could have done. Um, the next one that's them saying hello Quad City. So we did a cycles in nature and one of the ideas was to invite in
020a meteorologist. So we invited him in and he talked to us about weather cycles because that was one of the lessons and they thought it was great to have a famous person. So it's just really cool to sort of wrap it all up. Um, and my friend Ross, uh, his pivot didn't really work, but ours is going to. Uh, we're moving away from my view to a program that lifts the heavy thinking, builds real knowledge. My favorite thing is that it's leveling the playing field for all students, whether they're special ed, um, EL or ML. Um, it's really I'm really seeing a difference in all different kinds of students, and that's probably my favorite thing, and it's making reading instruction smoother. So, on to middle school. Sorry, long winded. >> Okay. So, we kind of
021took um the format that they used to um bring that uh information from the middle school as well. We actually co-e a class. So, um I do the special ed or in the special ed teacher and then Diane is the gened teacher. So um this has been a really fun experience to get to try something and see how that affects uh the sped students as well as the gened students in our situation. So um in this you know when we look at it from the middle school there's a focus more on um expanding their comprehension and writing skills obviously and it was really good to hear all the things that you guys are doing that is going to help them build it up to where we are because in a situation where we are like
022we're starting fresh with this at seventh grade. So, it's nice to see that hopefully those skills will be coming up and um they'll be bringing all of that with them uh in future years. So, the focus for middle school is really on critical analysis and evidence-based interpretation of text. So, we're looking at um implementing writing frameworks. there is a consistent rubric that is really neat that then we are able to share with the kids and um talk about that and then the same rubric uh applies to all of their writing. So they're used to then exactly what is learning and how they're going to be graded. >> And so then um there's a lot of text to self connections to bring that in. Um, one of our favorite things at the very beginning was writing.
023The first writing that they did was about um, >> Disgusting foods that they had eaten. And some of them were so, you know, got we really focused on using the senses and things like that and the kids were really really engaged because it was something personal to them. So it starts out that way and then you use that to kind of bridge into the curriculum and the reading and things like that. So the other thing that we do a lot is there's a lot of annotating and so there's a lot of highlighting in the text or >> a note with your highlight >> to kind of explain why that's important. Um they can do that and we'll we have a picture to kind of show that they can do that digitally or they can do
024it within the workbook. And so there's different ways to get that um across. And then it there's a really good uh focus on vocabulary as well. And so there's ways that we are integrating that vocabulary. There's a vocabulary app that they use where the words come from that. And then they do different word work having to do with them. Uh synonyms, antonyms, uh context, analogies, different things like that. um with all of those vocabulary words. So, this here kind of shows the rubric that we have. And again, each year in middle school, so this is a seventh grade. The sixth grade one will be just a little bit different, but most of it is the same. They might have um like fewer words that they have to write about or the focus over here like
025this is vivid pictures and things. And then the eighth grade one kind of adds a little bit to the rubric, too. So, you can really tell that the rubric steps up each year. >> And that conventions is grades six through eight. So, it'll your grammar stays the same through all three levels within the middle school. >> So, this kind of shows the annotation um >> and the note that goes along with it that students can do as well. So that little thing there when we go to look at it if they do it on the computer they high they can highlight there and then there's a little part to do the note and then that'll show us that they made a note. So if we click on that then we get to see um their
026response to what they're doing. Where elementary was really reading focused or reading a lot. We have more writing which is great because that's where in our old curriculum was really lacking was that writing piece. And from here on out, from middle school up, writing is huge. I mean, like on college applications, you're writing your narratives. So that >> that's a big focus at the high school, too, we know. So we feel like this is really bridging that gap that we have. >> So we are also learning through our reading where um you can see some of our units here. We're going to focus on that history unit when we read hidden figures. So when we are reading the red scarf girl narrative talking about um cultural revolutions um you get our science element there when
027we're talking about our brain science and our seven um lessons there. >> Oh then we get that literature too. There's poetry um we get Edgar Ellen Poe. There's some character and conflict stuff. Um, but then also historical. There's stuff about gold rush, >> the art with the Freda and Diego collection. So, a lot of that cross-cultural connections, great discussions that you have within each of those units. >> They also include lots of really neat pictures kind of like they were showing too. Um, when we're doing Red Scarf Girl, there's little video clips. There's, um, a lot of times historical, um, cartoons and different things like that. So this is what really sold us on Amplified was the flexibility. So there's something called the 100 day pathway which there's 180 days in the school year. So
028this is within the 100 days. It ensures full coverage of all the standards. So then teachers can still do some of their favorite projects or like hey we need to take a little bit of a break from Amplify right now. Let's have some fun at Christmas time. Let's read the Christmas carol. Let's do some Christmas things and stuff like that. So, um, that 100 day pathway was a huge cell because >> it offered that possibility. You can do it just as designed for the 180 days, you're still going to hit all those standards or you can choose the 100 day pathway. You're still getting all the standards. There is some things that then you leave out, but that gives that flexibility. And it is also designed as a 90minute curriculum. So, at the middle school,
029we have two ELA periods. So, at first, you know, it's it's been a struggle to kind of get all that in just like they were talking about, but as we get better at it, and as the kids get better at it, it's fitting better into that time. So, like we said too, they have um we can use all print materials if we want to. We can use a hybrid, we can use only digital if we want to. And really, it gives the teachers the ability to do that. We do um a lot of hybrids. So sometimes we want them writing with paper pencils. Sometimes if it's short, we're just having them type it in and >> they're reading. We want them to actually read the print, not on the >> screen highlight. And then sometimes
030they transfer that over. So we use it all of the elements in a bunch of different ways. >> And these are a lot of great accommodations for our special ed students. So coming from a special ed background that was really my focus to look at it through that lens. It does offer um five different levels of differentiation from level one which is substantial and ML development all the way up to five which is challenge. So we really get to decide what level we think our students are at and if we set them at that it gives them different accommodations based on those levels. So, and we change it up all the time. Sometimes we have kids that are really excelling. A lot of some of our special education students are not, you know, getting a
031lot of the accommodations because they've done so well or we've stepped them up that way. And so, we adjust it all the time. That works for the vocabulary app has different um adjustments as well as the writings that they do. Um, some of it then will give them different amount of questions. It's giving them sometimes the need to know versus the need to know and the good to know. So they might get fewer questions, but they're still hitting the important skills. So we thought that was a really good option for some of our kids. A lot of times we will have them do them all, but see which ones they would take away so that we know whether they are really getting it or whether we need to accommodate that other supports. Um, they have
032the readalouds so students can listen to >> um and follow along. Those adjustable font sizes. So, if your students are visual impaired, blow up those font sizes. Close captionings. We also have the graphic organizers for a lot of our writing just to help them organize their thoughts. >> So, the reading out loud has been really good because if they're doing things on their own, they can put the headphones on, they can listen to it read. And for like Red Scarf Girl that we were doing first, it was actually the author reading. So it isn't just a automated voice. It's really someone that reads with expression and all that because sometimes you get those accommodations and the kids are just listening to like a computerized voice and they can't really tune into that. They do a
033really good job with um who they've chosen to read the text. So why did middle middle school decide to pivot? So there's rigor there is real rigor and we are focusing at the middle school level that rigger rubric the with um Rob thrown out. So rigor is huge within the middle school and um writing powerhouse getting them ready for the that I testing and then we're now data driven. we can get together with our grade level teams, our team across town and sit down and talk about data. What's working for you? What's working for you? So then we can know exactly what our students need. So everybody is then doing the same things across the board which I think is going to be really powerful that equity and that everybody's get has the opportunity to
034get the exact same curriculum. So the big picture skills build the readers knowledge builds the thinkers together K through eight that's the biggest thing that we love is that there's going to be a K through eight articulation and through time we can just see our students grow and it's going to be great seeing the middle the grade school come up to the middle school and we can see all of those skills and knowledge come with them. It kind of brings back a love of teaching. It really does. It's >> well and it makes it like we have seen such growth in the kids like as a special education teacher writing is always painful and this has really I I mean we were shocked even after the first writing how well they seem to express themselves
035and things like that and I feel like they have just gone even farther with that. So we really have been shocked >> at how well they've done. We've also seen that with our MAP scores too and we can tell the difference I feel like. So it >> any questions? First of all, I just your your excitement about this is contagious and so I just it's exciting to see you all super excited about an investment the district is making in this. I first want to say I I always forget how hard English language is until you say stuff like that. There's five different ways for awe to be known. What do we expect? Um, so just a question I had was particularly for like middle school, are you seeing now potentially after this some more integration
036with some of the other subject teachers like now you have these great topics that are consistently being read and and so what's next I guess of how you use the curriculum here to maybe integrate with other subject matter teachers potentially because of the um sort of depth of things that are being offered to the students. Well, I think that would be amazing for us to be able to make that comparison then now that we know that this is going forward to look at what are you doing versus what are we doing and how can we you know collaborate or you know work that in together. So I don't think we have you know done that yet but that's something >> I think that's some of the logical next steps when you can start to embed
037and integrate the curriculum you know across all those curricular areas and really start to within um the instructional teams being able to have those conversations to really bring it all together tie everything together so that we're not just teaching different curricular areas in isolation the kids can really see how these things integrate and I and I think that's going to be the beauty moving forward. So, >> right. Sure. >> Thank you so much for this. Those fabulous questions. >> A couple questions like one for grade and one for middle school. So, the grade school level at there seems to be kind of a huge jump from like second grade to fourth grade between reading and then actually learning how to write and pronouns and what are you guys seeing when it comes to that kind
038of that dip, you know, for these students in this new program? Is that helping bridge that gap quicker or what are you in some of that? >> You mean like compared to what the fourth grade? >> Yes. Yeah. >> I don't know yet. >> Okay. >> Because I don't see what they're doing >> right >> upstairs is that I >> No. No. Absolutely. I'm just thinking along the lines of like those steps between it. >> What I've noticed most in second grade is my kids this year are writing so much more >> than they have in the past because I think they're able to tie it into what they're learning. >> It's not a separate entity. >> We're not saying, "Okay, now it's writing time and we're going to write about a personal narrative." You
039know, they're writing about like for instance, we're doing Civil War right now, >> like in second grade, and they're writing a record book on Harriet Tubman's life. And you wouldn't think that they'd be able to do that, but they are just writing and they are going and going and it's just amazing to see how they are just going, you know, and right now it's not anything that's super structured, but I think just giving them that time >> to just write freely and then they'll they're turning it into later an informative paragraph. >> So, as far as them going upstairs, I haven't I'm not sure what they're doing yet. They're only doing it in fifth grade. But one of the the one of the >> best things we saw during our learning walks and then you
040know me fortunately with my position being able to get into other classrooms you know throughout the pilot you can hear vocabulary usage in kindergarten first grade that's also being used in third fourth and fifth grades. So I'm excited for just that progression piece that you know we're really going to see the bang for the buck with the program on year three because then you'll have kids that have had it for consecutive years. Um, but you know, piggybacking off what Allison said, you know, the fourth and fifth grade teachers, they're kids that they didn't think were capable of demonstrating certain skills, they're demonstrating those. And that's something that we're really excited for in the next couple of years to see that and see how that progression, how that how that uh bridge, you know, how we
041Yes, exactly. >> Very cool. >> And I know that Bob kind of had the same experience with Kelly. >> So I Yeah, I was kind of in a unique uh situation because I worked with the middle school teachers. So I I worked with Amplify and the middle school teachers. So, I saw that side of it. Um, Kelly piloted fourth grade, so I saw it every day at home. I saw, you know, she must have done something with medieval times because there was some kind of a gown that she would wear hanging there every day. And then we also have a seventh grader at home who was part of the pilot as a student. And what I saw, I saw her confidence grow over the last four months with her writing, with her reading, the vocabulary
042that I would hear from her. I'm like, whoa, like you're 12. and you know it was things that they were talking about discussing things like that. So just that confidence piece that that gave me a lot of um you know I guess made me feel really good about the program the process and some of the things Kelly would be talking about you know Brandy would say oh yeah we're we're talking about some of those same writing elements or whatever off top my head can't remember but I remember thinking oh that's that spiraling piece that we're seeing. Um, so I think what Stephen said holds true. You know, in a few years once this takes hold, I think we're really going to see some benefits. >> We were talking about the confidence. Our word this year
043is brave. At the very beginning, it had this little introductory lesson that really talked to them about being brave and getting out there and raising your hand even if you're not sure and, you know, being brave enough to do that. And so we use that all the time. like, you know, there's always times when we're talking and then it's crickets when we ask a question. We're like, "Okay, be brave." And someone always, you know, so we really have focused on, you know, it's okay to make mistakes and we're all learning here because we didn't know the curriculum either and we're kind of learning together. But I loved that whole thing about just being brave in your learning. And so we've used that a lot. Yeah. And then the the only other question I had was
044just the consistency. You guys were talking about the spiral. Do you think that'll help really shorten the loss of learning during summer breaks and things like that when these kids leave and they come back if it's you know I know this is a small sample so you haven't had a chance to see that yet. But they talked a lot about leveling the playing field. I mean I think that's the biggest that's one of the biggest sells in my opinion for this curriculum too is just the equity piece, right? like we have kids that come from so many other under, you know, privileged households and um they don't have the experiences as maybe some of our other students have. But that knowledge building piece is really helping bridge that equity gap where kids are coming in
045with prior background knowledge and are able to apply skills. That's one of the reasons why they can can apply those skills because they have the background knowledge from that. So that's something I'm super excited for as well. >> Well, in picking things like disgusting food, everybody has eaten a disgusting food. They don't need the kind of background knowledge, you know, that cuz everybody can participate in that. And that was kind of the introduction to, you know, using your senses to write about things, focusing on certain things, you know, looking at the grammar through that. So, you know, everybody has that shared experience. It doesn't rely on them necessarily having to do that because then we're responding to the text, but they're responding with their own feelings sometimes, too. Like, how did it make you feel
046when you read that? Instead of just looking at the characters in the text, it's really bringing it to them, too. >> And we have the opportunity in their writing for them to share with the other students. So, they're getting some affirmations then back. So, we're building that love of the CKH um capturing kids' hearts in there as well in that piece, too. >> So, yeah, there is built-in time to share and then it has response frames to help other kids respond and they get to pick who responds to their writing. So, >> I've noticed Oh, I'm sorry. I would just say one thing I've noticed uh we when we just started a new unit, it'll say right in there um in grade one kids learn this and this and this and this. So it'll try
047to have them related to first grade before you start that unit, which we can't do that right now, but it's nice to say like this is what they've learned last year. Now they can tie it into what they're learning this year. So >> yeah, and those were my couple of questions. it was about that vertical and horizontal alignment within the, you know, grade levels, but also as we're looking at two different um grade bands that have um tested out these material. I must say I'm biased. My sister is an instructional coach in North Carolina and they transitioned to this like three years ago and so they've been moving her from school to school because they've had lots of gains. So I'm biased. I listen to her talk about this stuff for an hour. Um and
048in Rock Island we use this as well. I was a part of uh finding the funding for the curricular resources. So, I'm a fan. I am a fan. Um I'm glad we're going this way. That scope and sequence work is what I'm um I'm what I'm wondering if we have planned because when we look at that equity and PL and really leveling the playing field, the flexibility that we are afforded are afforded within it can allow us to kind of be on different pages. So in order to make certain that from school to school our um students are afforded with the priority standards that you know are priority for AR and all the assessments that we're preparing them for and life because it's not just about the assessments like how are we where is that
049conversation where are we with that like understanding um how those scope and sequences can look in the given 182 days that we have. So, in terms of like um with this adoption um with the new curriculum, we've got planned professional development that we're bringing in with this and um you know, is what we've seen with math already is uh a little bit of of that same scope and sequence. We're hearing teachers say that kids are coming more prepared, right? But, um I think the one thing about this adoption is, you know, we did it wasn't just, hey, we're going to try some things out. was very methodical. Um Stephen and Bob and working with these teachers um you know did a wonderful job and to get this K8 alignment with a budget of less than
050what we paid for the original K5 five six years ago. Now um the team did a good job at really negotiating in a lot of professional development that will actually start this year and carry into next year which then will allow us to have those conversations. And we recognize the heavy lift that this is going to take for our teachers and we're prioritizing this for next year. And and actually um this has also helped us even though our math curriculum's been in place for three years now kind of go back. We've talked about going back and just shoring up some of our practices with math too. Even though the data is good, but we got to keep it out in front of us continually. It's not just a oneanddone. here's the curriculum, but having those
051conversations to make sure we're looking at our data and identifying those needs. And you know what we heard what from a curricular standpoint, everything that they went over, you know, we've got a lot of standalone programs, he and some other pieces that we're not going to need now, too. And that's going to free um a lot of money up >> in our yearly budget for some of those standalone programs we're not going to need now. So, that's going to also help us not only uh keep the PD piece in there, but also um reinforce extra time to get our teachers together to make sure that they're having that time to plan and talk. >> Yeah. >> And then second question, second question is around those uh digital versus hard copy. I know we are um
052what we're one onetoone. I know some people what you know we have one device per kid. So, kids can take that home. How does how does what's the expectation of the district as far as are we using digital? Do schools have individual choice? And then how does that impact the budget um moving forward? >> So we have um been really taking in data on our our lead molen program in terms of the Chromebooks going home and uh up to this point to kind of get to that we were we we were sending all Chromebooks home at one point except kindergarten. And now this year um we have transitioned K12 stays in the classroom. We're talking about integrating uh or or following that next year with grade three. But really um as you kind of heard
053uh um you know there's a balance there. um you know the writing that's one thing like writing is writing right like whether it's um you know for the middle schools having it on the Chromebook they're balancing that but at the elementaryaries is doing a lot having books in hands and things like that has been a priority Stephen Bob would you agree with that >> I would say yeah especially with the with the littles we want to keep text in their hands as much as we possibly can I think that's one of the great things about the program is they have those readers that they're using consist consistently like Alison said they're reading more than that that they have in past curriculums. Um I think um the other thing you know the program does have an
054option to assign digital text to the kids but we would prefer having them in hands and then one of the other cool things too in the older grades um once they get into third fourth and fifth there's novel studies so the kids will get a get a physical cop copy of a novel I know third grade right now I think's doing Charlotte's Web um there's a Phantom toll booth in fifth grade and some other so we want to keep text in their hands especially at the in the younger younger ages >> and one of the things with the cost savings that we're having we're actually looking at Um because we do have additional libraries, classroom libraries and um Bob and Steve and I, we've gotten together um we're working with Scholastic right now because they
055have classroom library libraries aligned to this curriculum and um because we're able to look at that and to we're working on getting teachers additional resources to really have the hard physical books in hand and it's not a lift for the teachers. they don't have to go out and try to make sure it aligns because these libraries will be aligned and they have a really they just bring extra topics in that reinforce those uh standards that we're working on in those units. So, um thank you. >> We're excited about that. >> I think we've discovered too that they have PD like if there's um like our solos is basically what they kind of a show what you know um situation, we can actually print that too. we were just talking about for accommodations for our kids.
056Sometimes it's better for them to see it on paper. Do it on paper first, transfer it in so then that data still goes in there. But we use both a lot and we would never want to in our classroom just use digital. We want them to have that tactile even though they can highlight it on there be able to do that with the books. We have a novel as well. But I think we like the option to be able to do both. And it has a lot of things too that you can also like print that would be on the digitals so that you can have it in front of you. And >> I don't know if you know middle schoolers really well, but they like to wander as we are instructing using technology. So
057some of them have lost their privilege in ELA to even have that technology because they're not staying with us. So we just print it off or they're in their book and they're right there with us which is very nice >> and it's all the same or you know so if you're not doing digital you are getting the exact same thing you know so it it doesn't there's no discrepancy in that. >> Um you had talked a little bit about the data and being able to compare um in different classes. Is that going to be new data points that we're going to be able to collect or is that we are tracking things now the same way across different classrooms and different schools? So for us, we are looking at we have a vocabulary app that
058the kids use. And so we have looked at that data to make our decisions about what levels that they need to be at. We're sharing that with the kids. We're having them set goals and things. So, we're able to then talk to our other seventh grade um person that's doing the pilot and saying, "Hey, you know, like are your kids struggling on this part of the vocabulary or things just to kind of be able to do that, but it gives you very specifics for each kid that you can look at to look at that or a class overview as well. The other thing when they do their writing, it's scoring it on a rubric and it like we showed that rubric that's the same, you know, for everybody across seventh grade. So it would be
059really easy to be able to make that comparison to um how other classes are doing and things like that when we have those data discussions. So once they put it in there, we have all that information in there and it can give us that overview of each individual student or a class. >> Lindsay, there's a with the digital assessment platform too, they do a good job of breaking down the standards. So the assessments once there once they're graded, the teacher has a dashboard where we'll go through all the standards and what their uh proficiency level is. The one thing that we asked at our training um this this past week when I got another group we got another group of teachers trained um we hope that the company eventually will add like historical data piece
060to their assessment dashboard because it would be cool especially moving towards a standardsbased report card if you can see over time on their platform if maybe they weren't proficient in a certain standard at the beginning of the year but once they once that standard respiraled in you know third second or third quarter then that that child was proficient. We're hoping that the company eventually adds that. That's something they said that they're working on. But that would be I think to answering your question, that would be really awesome for our teachers moving forward if they eventually do that. >> Well, the company has been amazing to work with. Like we have had Erica is her name that has come out and has been 100% supportive of all the teachers. She's even us given us some insight.
061Oh, like, oh, you don't need those or yeah, use this. you know, so they're not really trying to sell us on something else that we don't need, you know, so they're really honest. They're really great. They get back to you pretty quickly. >> That supportive coaching we really experienced with them and they come in to give us feedback on our lessons >> or even like Stephen said like, "Hey, it'd be really great if the company did this or if they did this." And they're like, "Okay, we'll take it back and see what they say." So they've been they've been pretty good to work with, too. >> Good. So just one more clarification on the total cost. Um can can you guys just explain a little bit more about what we're getting? So you said is
062PD? >> Yeah. So what we we we've got it'll be a six-year contract for the program. Um as part of that cost, uh because of the pilot this year, we we basically we're getting kind of an extra year for the pilot teachers in a sense. So we negotiated in as part of that cost making sure that all of those classrooms were filled out for the rest of this year so they could continue teaching and we included the teachers that were teaching uh the arts and letters which was the great minds um uh curriculum. So, um, and then we also put in all the professional development, um, that we felt would take us through next year, um, to get us through. And, uh, we negotiated, um, what I thought a pretty good rate on that professional
063development. And, um, pretty much, uh, that that that one number in the board letter represents everything included down to the the penny, I believe, on on what we're getting to carry us through. Um, and that's all of the student materials for the next six years. >> So, all Well, just just clarify >> the because it says here that an early adoption component is 80. >> That's that that early adoption um part is everything for this year. >> Um, that you could argue would be like a a six and a half or a seventh year essentially as part. So, we broke that out from the total, but it was included in that one little big number. >> Okay. Okay. >> Yeah. And we did that specifically um because when I mean we could have ran it
064all into one, but because of the timeline and making sure the teachers had what they needed, >> we proactively kind of put together a separate quote to make sure that happened because we were still working out funding details, Vince and I were, and and how we were going to pay for everything. Um so, that's kind of how it it came about to be that way. Does that make sense? >> Anybody else? >> I want to thank you guys. It's really great to see excitement over curriculum. Um, you know, this is it's it's it's one of those things that, you know, when you see a teacher being excited about being able to teach something, it it goes just it's going to really affect the students in a positive way. So, it really helps me feel very
065comfortable with adopting this curriculum. So, thank you guys very much. And with that, the recommended motion that the board of education adopt and approve the purchase of hold on amplify CK CKLA K through 5 and amplify ELA 6 through8 for a six-year term at a total cost of 1,151,753.15. >> Second. >> Any other discussion? Hearing none. Can I have a roll call, please? >> Jeff Mayus. >> Hi. >> Laura Severson. >> Hi. >> Audrey Adamson. >> Hi. >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsay Hines. >> Hi. >> Chedda Smith. >> Hi. >> Thank you. >> Okay. Uh, number seven, approval of new project manager for facilities and construction position and job description. recommended motion the board of education approve the new position of project manager for facilities and construction and
066job description >> moved second >> uh any discussion on that one >> hearing none can I have a roll call please >> Laura Severson >> hi >> Adamson hi >> Ramona Dixon >> hi >> Jason Ferrell >> hi >> Lindsay Hines >> hi >> Jeff Mayus hi >> Smith >> hi >> okay number eight approval of Second reading of updated board of education policies section three. Recommend a motion that the board of education accepts for second reading the updated board of education policies as presented. >> So moved. >> Second. >> Any discussion? Hearing none. Now roll call, please. >> Adamson. >> Hi. >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsay Hines. >> Hi. >> Jeff Mayus. >> Hi. >> Laura Severson. >> Hi. >> Cha Smith. >> Hi. >> Okay. Moving
067on. Number nine, approval of student teaching and clinical experience affiliation agreement Eastern Illinois University. I have a motion that the board of education approve the student teaching and clinical experience affiliation agreement between Eastern Illinois University and the Mullen Cole Valley Community Unit School District number 40. >> So moved. >> Second. >> Uh any discussion hearing? None. Can I have a roll call, please? >> Ramona Dixon. >> Hi. >> Jason Ferrell. >> Hi. >> Lindsey Hines. >> Hi. >> Jeff Mayus. >> Hi. >> Laura Severson. >> Hi. >> Audrey Adamson. >> Hi. >> Jet Desmith. >> Hi. And finally, number 10, approval of agency affiliation agreement, the University of West Florida. Regular motion that the board of education approve the agency affiliation agreement between the University of West Florida and the Molen Cole Valley Community Unit
068School District for moved. >> Second, any discussion hearing? None. Can I have a roll call, please? >> Jason Frell. >> Hi. >> Lindsay Hines. >> Hi. >> Jeff Mayus. >> Hi. >> Laura Severson. >> Hi. >> Audrey Adamson. >> Hi. >> Ramona Dixon. >> Hi. >> Jeda Smith. Hi. Okay. Now, moving on to reports, requests, and open discussions. We'll start with Dr. Sutton. >> Yeah. I just have a couple of things. Thank you. Um I want to show you um our portrait of a leader visual here in just a minute. But before that, I just wanted to make sure that if anybody else was interested in um attending our March 3 ISV event in Rock Island that closes here, I think perhaps today. You want to go with portrait of a leader first, Craig? Um,
069that event is next week coming up already. So, um, I think we have a handful of registrations. So, if anybody else still needs to get in, please let me know, including Abby and Veroon, please let me know. Um, I had this included in the weekly update. Um, I don't know if you can shrink that down at all by chance. Might be a little bit hard with that, but I'm really proud of how this turned out. Our uh portrait of a Molen Kov Valley leader is our third installment in our portrait of a maroon uh suite. We have portrait of a graduate. We have portrait of an educator and this is one of our case schools uh for this year and this has really turned out to be an exciting project. So we got input from
070every single school. So the principles worked with their teachers and staff to develop the qualities and characteristics that they thought were most important and the most effective leader. So every school developed their own list in a priority order and all of the lists from all of the schools were combined together and that information was put in front of the principles and they were able to sort of sort and organize the um uh descriptors that go along with the competencies. And then we kind of gave some ideas to our new professional graphic designer, Heather White, that we've been working with. and we kind of gave a couple of ideas and she really came up with a really neat concept focusing on the shield that we felt that administrators uh really do a great job shielding everybody
071inside their schools, shielding kids, shielding uh their staff and families and just protecting. That's really what our administrators do is they're protectors. And then the other symbol that emerged from the feedback was the torch. Um not only are they protectors of their schools, but they carry the torch. they carry the vision and you saw a lot of that tonight. So, we're just excited about how that turned out and um we're moving forward in this process, but wanted to um highlight that work. So, thank you. Um couple of more things. Um I think many of you, I think five of you have submitted your lunch order for the March 11th uh leadership lunch that we'll be hosting here in the diner with the state board of education. If you still need that link or if you
072still need to sign up, please let us know. We'd like to get those lunch orders in by the end of this week. And that includes um Abby and Verun. If I need to spring you out of high school, just just let me know. We'll we'll get you sprung out so you can come down. I believe that's at 12, I think. Don't quote me on the time, but uh everybody is welcome and we will post that as a board activity. Um you have a copy of a journal article from Katie Boliva who is our representative from IASB. She will be providing the professional development at the next board meeting March 9th which as a reminder has been moved to bsentennial. Uh Isby will be arriving on March 9th and will begin setting up in this room.
073And so in order to not get our meetings off track, we just decided to change the location. And she asked that we send out this article in advance. So when you get a chance sometime before March 9th, our next board meeting, if you would give that article a read, it is a foundation of her PD focused on communication and uh family engagement. Um you have another uh document just a continued communication. Our latest uh bit of information coming out is just our list of important dates for Lincoln Irving. We're just trying to have a constant flow of communication. So, our principles over at Lincoln Irving, uh Eden Pul Breeze and Caitlyn Hillier are doing a fantastic job. They're going to be announcing a parent meeting coming up March 12th, and they're going to be rolling
074this out, this next piece of communication. Um, we're going to be able to share what those metro bus stops are going to be around the school and be able to get that information in the hands of parents. Um, we've got an open house slated for Western Illinois. So, we're really kind of gearing up because the movein date is coming soon. The teachers have done a fantastic job packing. Maintenance has done a fantastic job getting a lot of things moved over there already. And so I just thought it would be nice for you to have a a copy in hand uh just to kind of keep you in tune with our important dates. And we've added another backpack night uh just to get parents in once all the kids are settled in. Um and again, shout
075out to Vince. Um I sent him home after school today so he could continue on uh feeling better. um told him we could handle the meeting tonight, but he and uh Keith and everyone has done a great job coordinating the purchase of the brand new furniture so we could get it over to Western at a very timely uh time, if you will. And thanks to Audrey for helping coordinate that so that the furniture at Lincoln Irving can stay put so the kids can be there at the very last day while all the classrooms at Western are being set up with a new furniture. So, it's kind of very strategic, delicate timing and balance to try to make everything work, but so far so good. So, those are just some important dates um for you all
076to just be aware of. Um a special announcement. Um we talked uh one of the teachers mentioned Rob Thornell. He is our leadership coach from HMH that we've been working on. Dr. Pribble and the curriculum department have done a great job just bringing in extra resources and support for our leadership team and it is paying off. Not only has Hamilton been recognized as a model school, our district has been named an innovative district for two years uh in a row and we just found out uh that we have two different schools that have been named a model school uh for 2026. And so we're excited to announce uh Franklin Elementary and Wilson Middle School have done the work and they have submitted all of the applications and all the paperwork and they've been selected by
077the Center for Model Schools and so we're just going to keep working on all of our schools. Uh you know they have to meet a certain level of criteria. Big shout out to Dr. Prible who guides that work. you got to meet a lot of the criteria and do a lot of the work and then you have to submit all of the application materials uh for them to consider you as a school. Um and so we'll be celebrating them and um they'll have an opportunity to present this summer at the Model Schools conference. So Brian, anything else you'd add? >> No, I mean they had an overwhelming large number of applicants this year. So for us to get the two schools through it, it's a process. It's a lot of work. the data has to
078verify the the awarding of that. Um so um it's it's challenge but it's nice to see that uh we're getting recognized for the work that our administrators are putting in and our teachers are doing with their students. So yeah, it's exciting. >> Nice thing now is that it's our third school as we're kind of getting a bit of a a routine in a playbook of what's expected to receive such a recognition. And so being able to put that together for our other schools and want more of our schools to get that special recognition um will be more attainable moving forward. Um we're going to be working with Candace to get a press release coming out soon for those two schools and be able to celebrate with them. And shout out to Bob Beam, too, who
079was a big part of uh the handing off of the leadership at Wilson. Uh that's not a one-year thing. That's multiple years in the making. Um and lastly, I want to just share a quick point of pride. I just have a couple of slides. um that I wanted to uh just share some information. I'm incredibly proud of our administrative team at both the district and at the building level and I wanted to highlight an updated data point and that is our administrator to student ratio. This is a metric on the Illinois school report card. Uh but more than a number, it tells the story of who we are and how we work and I think it's important to share the story while we can. Oh, I guess I have the clicker side of me. That's
080really weird. Um, our headline is that Molen ranks in the top tier for administrative efficiency. There are 56 Luda districts, large unit district association, and you need, I believe, 3300 or 3,500 students to be considered a large unit district. There are 852 districts in Illinois and only 56 are in Luda. And uh our district with a 194 administrators, excuse me. Yeah. Uh 194 ad I have that backwards. Oh my god. Sorry, that would be really bad. 194 students to one admin. I have that backwards. Oh my god. 194 students to one admin ratio places us among the leanest operated districts in the state of Illinois. Um, this is a chart. I know you can't read it, but you have a copy. These are the 56 Luda districts in rank order from adminto to student ratio.
081Um, from the number one, which is, I believe, 94 students to one admin. And the last ones at the bottom in green are numbers 50 to 56 in Luda. And we are number 50. So we are operating basically um the top in the top 10% of the most efficiently run districts just in terms of administrative coverage and that's district leadership and that's building leadership. So that means everybody in the district is doing more. We're we're hustlers I kind of say and we're we're really proud of that. I I know sometimes like oh god now we have to do more. We have to do more but we're proud of it. We try to be good stewards of taxpayer dollars and we try to do more with less. But sometimes when report card metrics go out without
082the context, sometimes it's easy to misunderstand, well, how many administrators is too few and how many administrators is too many and how many should a district our size have in the first place. But this is important. And so with 194 students to one administrator, that puts us in a really good position. Um, in percentile terms, Molen is right around the top 10% of the most administratively efficient run districts in Luda. We are operating leaner than the vast majority of life-siz peers with only a small handful, just those other four, which I think CPS was in there if you saw, just only a small handful of districts operating with fewer admins per student. Just a couple of key takeaways. Among districts in the 6,000 to 8,000 student range, which is kind of our range, um we're
083still the leanest at 194 students to one admin. And then with some districts a little bit larger than us, Peoria and Rockford and some of our neighbors, um we're still operating at the leanest at 194 students per one admin. And so I tried to just in summary and I just have this one and one more slide. Just in summary, what does this mean? It really just means efficiency without sacrificing support because we have great things happening in our classrooms. We have strategic allocation of our resources. You heard Dr. Pri will talk about a six-year contract with Amplify and making sure that that included all of the consumables, all of the professional development and the pilot materials for the teachers to finish for the rest of this school year because the pilot was only first semester,
084which technically meant those 48 teachers or whatever had to go back to my view second semester. They only gave us what we needed for the first semester. So, you did a great job just making sure that we got all of those materials that we need. Um, shared leadership. We have a fantastic leadership team and everybody is pulling their weight and and taking on more and more distributed uh responsibilities and doing more with fewer FTEES, full-time equivalent. That's basically a a full-time employee. And last slide, um, we're managing a lot of things. We're managing multilingual student growth. It's our fastest growing student population. Um student support systems expansion with Mr. Turstrip and the amazing student services uh department is hopping. Um accountability demands, compliance oversight and safety expectations while remaining in the top tier of administrative
085efficiency statewide. So I just wanted you to have that data at your fingertips. I know sometimes you get those questions in the community and again it's hard to know what's the right amount of administrative coverage for a district our size and it's just a point of pride um that I wanted to share with you tonight. >> Thank you. >> All right. Uh student board of education member report. >> Um this weekend we had Sades on Saturday night. Student Congress did a great job putting that on. and it's definitely one of the less attended dances, but I do like to say the people who come to cities show up to dance and have fun. So, um Ramona's daughter was the DJ. She did a fantastic job. So, it was a great event. And then, um athletically,
086uh Molen girls basketball just won regionals. So, congrats to them. A great accomplishment. >> Yeah. And I only have a few things to say. I know Abby just talked about it, but congrats to the Mullen girls basketball team. They took home the 4A regional title. So great congrats to them. And then Hussein Adai made it to the 3A IHSA wrestling tournament. So congratulations to him too. And then the Mullen boys basketball team won conference this year. So congratulations to them too. And hope that hope I give them Yeah. Good luck to them on Wednesday night when they play UT in the postseason. All right. Uh, board of education members. Does anybody have anything they'd like to talk about? >> I do actually. Um, and this would have been something if I didn't have the opportunity
087to to discuss in board member uh open discussion. I certainly just as a community member would have uh you know advanced a uh uh I'm sorry the uh like public discussion uh form to to to to say what I want to say tonight. So that said as president of moly youth basketball I want to take a few moments to sincerely thank the many dedicated staff members across the district who came together to help us produce this past weekend's brick house shootout tournament. Uh my held games at Wharton Fieldhouse, John Deere Middle School, and the the PEC. Um and by all accounts, the event ran flawlessly. That doesn't just happen by accident. It happens because of people. Um it happens because of the partnership mindset and it happens because of the pride and professionalism that the
088district employees bring to their work every single day. Um when the district opens their facilities of this caliber to the community uh organizations like ours, they are doing more than just unlocking doors. They are creating opportunities. They are helping us to provide incredible experiences for our players, our families, and the Quad City region. Um this fosters an environment where the district is strengthening the connection between our many wonderful feeder uh sports programs throughout the school district. I especially want to recognize Tammy Eisenberger, uh, the high school's head custodian. Um, Tammy's leadership and expertise in activating what I tr truly believe is the best physical education facility in the region was instrumental to our success. Her professional professionalism in the custodial arts is unmatched. She has a tremendous pride in her work and it shows throughout
089every single detail. I would also be remissed if I didn't give praise to the many other custodial professionals that came out came out of the woodworks and came together to help make our tournament easier and more successful. Uh last but certainly not least, I'd also like to give a huge shout out to district facility manager Todd Berma. Um whether it is this past weekend or the hundreds of other instances uh throughout the past several years, Todd has been outstanding asset and our primary point of contact. He's been one 100% responsive to every need inquiry that my has ever requested. His professionalism, communication, and willingness to go above and beyond consistently make uh a tremendous difference to our our feeder program. Uh so we are incredibly grateful uh to share everything we do to help Molen
090youth basketball uh continue to thrive. Also, apologies about my voice. I talked to a lot of people this weekend and uh it it kind of perched my voice box. So, thank you. >> It's just um coming up just because it'll happen before our next um meeting just we have a lot of sport things going on but it also hitting musical season. I am not sure about John Deere's spring production, but um Shrek will be going up at Wilson um the fifth and sixth and um they evidently were able to borrow some um UT load them there like costumes that they rented for a production they have later this spring. So they have some really highlevel costumes going on for their production of of Shrek. So I would if you're interested in seeing some middle schoolers
091and then tickets will already be on sale the 12th through the 14th for Adam's family the musical at the high school. I'm sure you guys will bring it up as it gets closer. But, you know, if you want some good seats, um, those will go on sale. So, just a shout out to those things coming up just because they have been >> Audrey, I do know >> consuming parts of my life. >> I do know what production is is is happening at John Deere School. It's Annie. >> Thank you. I knew something. Yes. >> Coincidentally enough, my son >> is going to be playing the role of Daddy Warbucks. >> Love it. So, so yeah. So you can get all of your uh musicals needs on in the next month here in the Main School
092District. So just just putting that out there. And then I also wanted to say so I was running a little late tonight because I was doing a resume workshop down at Western and two of the students that were in my workshop. It was for teacher um education students. Um and I always ask at the beginning kind of what let you know when you wanted to become a teacher. And two of the students um were part of the grow your own program here in Molen. They're both currently juniors um in college right now and then we'll be um student teaching uh next spring for their final year and stuff like that. But um they had no idea any of my real connection I think because they were on Zoom for for this. They were individuals that
093are are um local but also one down in Mcome. And so just the fact that they were doing a shout out saying that they that really reinforced the fact that they knew that they wanted to be in the classroom for their career. So just wanted to put that out there that we have some great things happening with our pathways. >> Couple things. Uh one thanks to Dr. Pribble for taking some of us uh that were able to to go hand out certificates for the standardized testing. Uh which again those classrooms those teachers some of them take it very seriously and you can see the wall of certificates up uh and so that's just a cool experience. So thank you for for bringing us along and girls play tomorrow night right >> in Poria. So good
094luck for the girls tomorrow night. >> Anybody else? Okay. Uh now we will need a motion to move into close session for two things. One to consider litigation when an action against affecting or on behalf of the particular public body has been filed and is pending before a court or administrative tribunal or when the public body finds that an action is probable or im imminent in which case the basis for the finding shall be recorded and entered into the minutes of the closed meeting. and to consider the appointment, employment, compensation, discipline, performance, or dismissal of specific employees. I have a motion to go into close session. >> Second. >> Any discussion? Hearing none. All in favor? >> I Okay. Can I have a motion to adjurnn? >> Some move. >> Second. >> Any discussion? Hearing
095none. All in favor say I. >> I. your son.