001[Music] I I actually have something in lie of a ceremony, a slightly different one. Um, and that is, and I might as well start with that real quick, is to thank and honor each and every one of you during this uh, school board recognition month of September. And I have a certificate to hand to each of you thanking you from the school boards association. So, sorry. >> Oh, yep. So I will uh hand these out to each of you like you can put them on the wall or you can frame them or you can but school board association and this school district and I appreciate your support and your work as a school board member behalf of the students here Thank you, Mr. Thank you. I will give Tina when I see her next. It's
002uh the work that you do and that we do together makes a difference for students. Jeremy is handing out some gifts for all of you. table. >> Yes. So, if you start getting drowsy, the >> cards will start. You >> start getting drowsy, I'll hook you up to Chris and he'll give you a jump, this chair. So, thank you for all that you do. [Music] Mike Barrett, chair >> here. >> Jordan, vice chair >> here. >> Nicole Dejari, clerk. Robert Mlan, treasurer >> here. >> Tina Staley, director. >> Douglas Jack Dejari, director >> here. Thomas Barrett, director >> here. >> Tim, superintendent. Okay, we'll have superintendent do the summary overview. >> Gi mig chair Barrett. After our aotted time for any public comments, we will hear a presentation by Leanne Baky on professional learning communities.
003you had asked a while back that we provide more of these kinds of opportunities for the board to learn what's going on. So, this is what we're doing this month. In October, we'll have a presentation from Mike Nelson on our bus system and the bus tracking system. Following Leanne's presentation, we'll review the latest reports, including a report on finance, followed by enrollment numbers at the beginning of this year. After that, we'll move into the consent agenda, which includes approving the minutes from the August 20th um regular meeting and the September 10th special board meeting. The board will then accept a $1,000 donation from Paul Bunny Communications for the esports program here, followed by originally it was three motions for hire, but if you look at your blue document on your table in front of you,
004we have a new agenda item which you can add at this time. So, it is actually four motions for or motions for four hires. This one is approving the hiring of Jason Wilson as a paraprofessional student supports professional which will be listed as 7J in your consent agenda. We will then have a motion to accept a resignation. The board will then approve the additions to the sublist as attached and then close out the consent agenda by closing the following clubs for the district. skate club, fitness club, and cross-country skiing. There is no need for a closed session at this board meeting today. The board will then move into the three action items on the agenda. First one is approving the bills and wires for the month of August. Then the approval of those attending the
005NISA 25 annual conference in December in Las Vegas followed by certifying the proposed 2025 pay 2026 property tax levy at maximum. We'll then close our meeting with miscellaneous concerns and adjourn. Thank you. Since we're adding 7J at the beginning, we can add it when we same time that we approve the consent agenda. my motion. Okay, we need a motion for approval of the agenda. >> Okay, motion by Chris. >> Second, second by Tom. Approve the agenda for November 23rd, 20. Further discussion hearing none. All those in favor say I. All right. Other comments and relegation. >> We have none. >> Leanne Bach. >> Yep. Lean back minus minus Susan. She had to do something else at the moment. So >> yeah, >> Leanne is ready to share a presentation with you. I I am so
006happy to be here to uh share with you a little bit about the work that our PLC's are doing throughout the district. And so I wanted to just start with um the screen that says that we are doing the work of the PLC and the research about PLC's says that the professional learning communities can have a huge impact on student learning. So last year we began what we are calling the professional learning community reboot and I want to share what it is and where we are at in the process because this work is so very important. Todd Rose has a video on YouTube titled the myth of the average learner and I want to show you just a portion of that because it's a great place to start in understanding why the PLC process is
007so important. And I just want to apologize before we start that there is a commercial partway through the video and so um it will break into that but then we will get right back to the myth of the average learner 1952 and the air force has a problem. They've got good pilots flying better planes, but they're getting worse results and they don't know why. And for a while, they blamed the pilots. They even blamed the technology. They eventually got around to blaming the flight instructors. But it turned out the problem was actually with the cockpit. Let me explain. Imagine you're a fire pilot. You're operating a machine that in some cases can travel faster than the speed of sound. When you're watching the other foot, but don't want to ask your friends, what's off size?
008And how can I sound like I know issues between success and failure, sometimes life and death, can be measured in split seconds. If you're a fighter pilot, you know that your performance depends fundamentally on the fit between you and your cockpit. Because after all, what good is the best technology in the world if you can't reach the critical instruments when you need them the most? But this presents a challenge for the Air Force because obviously pilots are not the same size. So the issue is how do you design one cockpit that can fit the most individual? For a long time it was assumed that you could do this by designing for the average pilot. That almost seemed intuitively right. If you designed something that fit for the average size person, wouldn't it fit most people?
009It seems right, but it's actually wrong. And 60 years ago, an Air Force researcher, Gilbert Daniels, proved to the world just how wrong this really is and what it was costing us. Here's how he did it. He studied over 4,000 pilots and he measured them on 10 dimensions of size and he asked a very simple question. How many of these pilots are average on all 10 dimensions? >> There you go. >> The assumption was that most of them would be >> you know how many really were. >> Let me see. Uh I think let me look at what the date is. >> There was no such thing as an average. >> Yeah. So so yeah. So it would have been u I'm going to guess it's Tuesday. You're not muted >> because it was like
010the end of the month because we didn't want to lose October because if we waited two weeks in October, we'd lose all of October. >> You're not for the other guys to get >> and this makes sense. Just because you're the tallest person doesn't mean you're the heaviest doesn't mean you have the broadest shoulders or the longest torso. But this is tricky because if every pilot has a jagged size profile and you design a content on average, you've literally designed it for nobody. So the Air Force realized they had a problem and their response was bold. Build a website you love with wigs. were your worst. >> They banned the average, meaning that moving forward, they refused to buy fighter jets where the cockpit was designed for an average size pilot. And instead, they demanded
011that the companies who built these planes design them to the edges of dimensions of size. Meaning that rather than designed for say the average height, they wanted a cockpit that could accommodate as close to the shortest pilot and the tallest pilot as the technology would allow. Now, the companies that made these planes, as you could imagine, weren't happy, right? They argued and lobbied and they said it's going to be impossible or at least impossibly expensive to build a flexible cockpit. But once they realized that the Air Force wasn't going to budge, suddenly it was possible. And it turned out it wasn't that expensive. And in fact, they made great strides leveraging simple solutions that we all take for granted in our everyday lives, like adjustable seats. And as a result, the Air Force not only
012improved the performance of the pilots that they already had, but they dramatically expanded their talent pool. And today, we have the most diverse pool of fighter pilots ever. But here's the thing. Many of our top pilots would have never fit in a cockpit designed on average. So, most of us have never sat in the cockpit of a $150 million fighter jet, right? But we've all sat in a classroom. And I would argue I would I would argue that these are the cockpits of our economy. [Music] So, can you relate to that classroom? >> I don't know about you, but that kind of looked very, very much like the classroom that I attended when I was in school. And um just thinking about the air force's design for their cockpits for the average pilot is similar
013to how we need to look at our education system. and educators have spent years teaching to the average student. It's how we have we were all taught and it's also how all of our curriculums were designed. But now that we know better, we need to do better. We need to have flexible classrooms to fit every learner. Many of our learners will never succeed if we continue to teach to the average. So let's imagine it's the first day of kindergarten. We have 125 year olds showing up at our door and we know that they need to know they need to master letter names and they need to master letter sounds because that's the foundation for reading and writing. Some of those students can learn three letters in three days. Some can learn three letters in 23
014days, some in 43 days. And some of those students come in already knowing all of their letters names and their letter sounds. And we used to think that we could teach to the average and reach most of those kids. But if I took the average of the numbers that I just gave you, it would be approximately 17 days. By teaching to the average, I actually gave none of the kids what they needed. And what our video suggested is that building or teaching to the average is not good enough. We need to teach to the edges. We need to teach every child because their futures depend on it. That's why the Red Lake School District is committed to the PLC process. It is the tool that drives the learning for every child and every teacher in
015the district is learning this process. Much of this work is done collaboratively on Monday mornings and the focus is on developing content that addresses the four critical questions. Number one, what do I want my students to know and be able to do? Number two, how will I know they have learned it? And number three, what will I do if the students do not learn? And four, how will I extend the learning for the students who did learn it? We know that getting good at something takes practice. This little guy on the left will one day develop skills like the kids on the right. But it doesn't happen overnight. It takes coaching, practice, and dedication. The same is true for our teachers. This is a reboot because some of our teachers were taught 25 years ago
016about PLC's and many have never received this this training. We are learning together from the best solution tree and we are practicing every week and we are dedicated to making this process work for every one of our nearly is it 1600 students approximately. So just as the teachers measure the success of their students, we are measuring the progress as a district and we have been for the past year. So let's take a look at the data. Um by the our our smart goal for the district was that by the end of the 2425 school year, 72% of our PLC's would improve their PLC practice by scoring proficient or distinguished as measured by the PLC rolling agenda rubric. In October, 12% of our PLC's were proficient or distinguished. December, 18%. February, 36% and by April, we
017had reached 67% of our PLC's scoring proficient or distinguished in this practice. So, we didn't quite meet our goal that we had set for our first year, but that just means that we press on. We are now about three weeks into year two and we are picking up speed and we've just been looking through some of our most recent um rolling agendas and are so very pleased with the work our PLC's are doing at this time. We expect to see growth and we will measure this growth as we continue to develop our plans to improve the learning for every child. And the last thing that I wanted to share about the PLC prep uh work that we're doing is that we have created a PLC handbook for the 2526 school year and I'm going to
018give you each a copy of it and when you have the time um take a look at it. It will give you much more detail than I have provided today. I want to thank you for your time and we look forward to sharing many successes with you in the future. Do you have any questions for me about the PLC practice work that we've been doing over the past year? >> Um, just with the year that you um have seen so far last school year, are you seeing a need for more resources like more pair of professionals to make PLC more effective? >> Um, I wouldn't say necessarily that's the case. I think that it's I think that we're in a position where when our teachers and our staff are really confident in the work they're
019doing that we are going to have um people in the places where we will be able to meet the needs of the kids. But like I said, it it does take time. It does take practice. Um a lot of relearning and a lot of new learning and it's hard work. thinking about that that group of kindergarteners that came in and the broad span of of knowledge that they're coming into the classroom with and and thinking about teaching each child exactly what they need is a really big task and it's overwhelming I think a lot of times and so that's the part of it that we are just practicing and getting really good at and that's where the SSPs come in that's where the additional support is is happening so that we can provide the the
020the right uh interventions or instruction for every student. Thanks Beth. Great question. >> So, how long have you guys been under this model? >> Uh the solution tree model, we started this implementation last fall. So, it's been one year. Like I said, some of them some of us were trained probably 25 years ago and then some of them's brand new. >> Looks like it's you just showed that's a big jump from 18% to 67. Yeah, she found a really good practice and I anticipate we'll probably be starting off kind of where we left off and that's what we always hope for with our kids. If we can pick up in the fall where we left off in the spring, >> very happy with those results. >> How many districts in the area are >> I
021don't know of any districts that are um working with solution tree. I think that a lot of districts are probably um trying to implement all these tiers of support for students, but I we were just at a meeting yesterday and I feel like we're really kind of ahead of the game and ahead of a lot of the schools that we were there with. There were about 10 schools at this meeting and we were >> kind of leading away thought out of that even over the >> So is that some information like we could put out to the parents like because I think that's one of the biggest misconceptions is the kids aren't where they need to be. And I think looking at it from >> from their perspective saying I think this information needs to
022be put out to those parents so that they know you know these are things the changes that we >> are making and the progress we've made from implementation to them because I think that's a big deal especially when parents are pulling kids from the district to send them to another district because of what they're hearing. But we're not putting out that same information >> to those parents either. So there's like a lot of misconceptions over what we are doing as far as the district goes. I think that way we can get some of our kids back, >> right, >> that have taken off. Those of mainly our higher >> are are ones that are proficient. They're they're heading off to other districts. >> I think we do that. we can have our social media communications
023person share some of the information we give her and we can share that in conference. >> And two things that popped into my mind as you were saying that one is that um we have we're not just meeting the needs of the kids that are needing the extra support. We're actually in our strategic plan, you'll you'll read through our five goals and one of them is to move kids out of high-risisk but also to maintain all of our kids that are um in the top >> Yeah. >> college and career ready. So, you know, instead of teaching to that average, we're giving these kids enough so that they can make, but we're also giving the kids that need more practice the the intervention that they need so that they can make more than a year's
024grow. And that's yeah, I think that's been that's been a part of what I think a lot of parents have been looking for, >> but we haven't advertised or got that information out that that's what's going on. >> And I think like the information you share with us needs to be shared with those families. They don't know and they're just going by what they hear and what they see. You know, be fun to share that video and then to have a few slides that we can put out there that say we are teaching to the edges too. >> And that's what we talked about with the elementary school a couple months ago, what they're doing with their mass customized learning in different grade groups where a third grader might be learning along with a second
025grader along with a fourth grader. They're all learning at their level, pushing them all forwards, not teaching to them. So yeah, we'll get the word out. >> And it's also really good for them to know that those late starts on Monday, this is the work that's being done. >> Yeah. >> Not by a few teachers, but by every teacher in the district. >> That's I was going to mention because I I get asked sometimes >> what are they doing? >> Yeah. Because it, you know, it is it is minor inconvenience, you know, especially if you're a working parent to >> and to know that the work that's being done is so valuable and that the time needs to be in place so that the work can be done. So is this I guess my question
026next question will be is this what we're seeing across the board K through 12 or is this middle secondary complex enough >> every teacher in the district >> every single teacher every single SSP >> so we're saying 1600 students and 67% of our school >> every child is affected Yeah. And I want to say that we will probably be at 70 if we didn't lose those higher learning >> that that are up there. >> And actually I in the enrollment report coming up, I can share some with you there too about the fact that we are keeping students and getting students back. So we can move on to that in just a bit here. Um, we'll let Leanne finish handing that out. And I want to thank Leanne for putting this together and sharing her
027time and her expertise and knowledge with all of you. It's exciting work. >> Thank you. You >> would be like, Mr. Chair, I miss She used to be my teacher. >> Yeah. Yeah. >> Say she was my sister's volleyball coach in 96 and she still looks the same. >> Exactly. >> I can move into the reports. We talk about that enrollment if you like. Next >> report. Uh >> first we have to get through the finance report I guess and that's the first one there, right? And that uh shows a starting balance of 31,912,5164. Debits were a little over4 million and uh 4.2 million, but we took in 4.4 million. So uh our ending balance is 31,717,000 in chain. I have to say that when it comes to our financial reports, we are the envy
028of just about every other school district in the state. They appreciate and often ask how we do it, but a lot of it's because we do get the funding that other school districts don't get. This year and this past year in particular, it's because we were able to hold on to a lot of our enrollment and that is what drives our finances. So, if we want to segue into the monthly enrollment and I would like to share that with you and I would refer you to page 49 in board book. This goes back to, if you take a look, all the columns, September 12th of last year, and I touched on this a little bit back in May, but we started the year with what I call a falls G or falls number 1565 because
029we're always we always start a little high because people say they're going to show up and they enroll and then we have students who don't show up or it's miscounted somewhere somehow. But by the 1st of October, that's the official date that we report our enrollment numbers to the state. So, as of the board meeting around the 10th of October, we were at 1,510 students, almost 1,600 students. If you go down a few more lines to 1593, so right around 1,600 when you count the three and four year old program students. And then as the months progressed, we lost a few here and there, but then around around January and February, that started to uh to change. When you look at the bottom numbers, um I guess it was late closer to April, but the
030the drops of students slowed down quite a bit and we ended the year at 1470, actually grew from April onward. Um which is encouraging. We brought students back. I talked to Kellier. They're down this year. Black Duck is down this year. Um, and I asked, you know, superintendent, why are they down? They don't know yet. But it's my hope. I hope. I can't prove it yet. That is because many students are either staying or coming back. The good news is we're starting this year out at 1567 or 1603 if you add in the three and four year old students. So very similar to last fall. that will probably drop to maybe the low 1500s or the when you get into the three and four year old probably around 1580 or 1590 altogether but that's stronger
031than last year. We're retaining where we put kids back and teaching them the culture and the language. So that's the good news and hopefully we will continue to do that more we have a positive climate and culture and then the more we meet the students without teaching to the average we should be able to keep more students. Those are the two reports I have for you today. I notice on anal here why is there a drop like from 522 to Number like quite a bit there from 76 to 21 on three and four year old program >> in what months again please. Um that's the uh from 5225 into 918 to a 25. Why is that 76 and it drops to 21? >> That is another faulty number that will change. Yep. It's just that
032the numbers didn't get in. I think when we look at next month that number will be closer to maybe 30 or 40 more. >> You mean it just wasn't reported on? Right. Right. No, it was that some of the we don't get all the three third and foury old programs started at the same time. >> So by the time we get to October because you don't notice that any >> Yep. And so >> 50 some kids >> if we lose 30 or 40 at the K12 level, the third and fourth grade will probably make up for most of that. Still be steady numbers. >> Yep. >> Okay. Yeah, >> good question. Just thought it was kind. >> Yeah. >> Okay. Consent agenda change on there. Jason Wilson hiring. >> Yep. 7J >> and these you
033know that the closing of the clubs here in I were these already started this year or last year? >> Nope. They >> they weren't started at all this year. >> The only one that was started was the cross country. The others never really got going. There was no interest. So, we thought we might as well close them. >> So, Dan Rogers's club is different from this skate club. The Dan Rogers ran a skateboarding and roller skating. >> That's right. I was thinking skiing, right? He >> There was still 16 kids sign up in that club last year. Is it possible to find somebody to replace Dan Rogers to run the club? I'm sure the kids still show. >> I think it's been posted for months and it was abandoned. So that's why it's being posted
034today. >> Yep. And usually when you don't have somebody who's filled it, >> did we pay for these positions here? Did we pay somebody to >> Nope. >> No. That's why we're needing to close them. We still can have people participating, but it's not a paid position, if you will. Um there were a couple of other teachers at times who would go out I believe help out but it seemed like towards the end there wasn't much of a club anymore. >> Okay. So >> we can always bring it back if we find someone who there's more interest to the agenda. Motion to approve the consent. Okay. A motion by D I'll second >> second by ML to approve the consent agenda September 24th 2025. Further discussion hearing none. >> Oh, one more thing. I was
035just going to mention that um since we're talking about clubs that if we can look into opening a boys volleyball club >> we'll start off that way before we um start a team. >> I have some students that are approached me and they're highly interested in that >> and that's a spring sport. We have time sport. Yeah. So we have time but if we could start a club now you know get the ball rolling and >> and then later it could become a sport. Yeah. >> Yeah. in the next years, you know, but for now it's just um a lot of young they don't want to play football, but they want to play volleyball and they and so I'm just like let's see if we could start a um club and if there's any staff
036interested in taking a meeting on that, >> we'll look into that. Yeah. >> Okay. All in favor say I. >> I don't need a close session. Uh action approved building on wires for the month of August 425. That I refer you to page 100 in board book and uh everything is in order. If you have any questions feel free to check with Willie later on. But hopefully if you had questions, you already did do some checking. Know Chris had a check a question today. He asked about that and I answered them. So everything as always is in order today. So we need a motion to approve that. >> Bills. I'll second to you. >> Second further discussion hearing none. All those in favor say they oppos. >> And I I 225 annual conference December 8th
037and 9th 2025 last. >> Yeah, we lost wages. So this is the time that we would approve anyone of you who would like to go as board members. I've been going in the past and I built a strong relationship with the NISA and Mr. Gish and all the others, but >> okay. >> Add me to the list. >> Yeah, Gish is a mentor and I Rob That's too many of us going to sit. We don't have to sit together. >> Not that. >> No. Like >> Oh, no. Not bad. >> But have a portal. But we don't have to sit together at training >> or conduct any business. Yeah. It's just for training. Well, I'll just tenatively I'll just I'll just tenatively just I I was I was telling earlier there >> huh get you
038a scooter. >> Yeah. Yeah. I like walking down there. >> No, >> I like Washington. >> They even have luggage now that you can sit on. >> Yeah. >> That's right. last at this conference last last >> and Rob will volunteer to drive all of us. >> No. >> Okay. >> I'm flying to that one. >> So, we got Nicole, Chris, Rob, and myself. Need a motion to approve. >> A motion to approve. >> Okay. Nicole. >> Yes. The conference was none of us made. Yeah. >> Yeah. >> Ahead of that out there. Yeah. Yeah. I like though I thought they were born. >> Yeah. DC was had too many guns going on walking around. >> Yeah. Yeah. >> I'll second. >> Okay. Second by Chris. >> Hey, further discussion. hearing none. All those favors
039say they oppose. >> Okay. Certified proposed code 25 pay 26 property tax levy at maximum. >> And this is something we do every year this time and then we we we certify or we don't certify. we we propose uh and then in December we officially certify in and what we do every year at this September board meeting we certify the tax levy at maximum so that we can get the word out and make sure the county knows. Then in December we set the official number and usually it's less. So if you look at page and refer to page board book, but then you end up with another 50 pages of documents that look like this is more than way more than you need to see. But if you wanted to look at page 168 and
040169 in here, there are two pages that kind of more or less provide a summary. And basically last year we proposed a maximum and then in December we settled on a certified levy of just $7,000 $7,084.34 because we have something like 13 taxpayers and if we were to certify the maximum it would be over 300,000 and those taxpayers couldn't handle that. So, we certify the maximum in September and then we in December go back to around $7,000. So, we never say a number because we're not sure what that number will be until we get to December. We just want to say we'll do the max and then we set that number in December when the county helps us with the taxes and all of that. So our motion before us is to certify the proposed
041property tax levy at maximum rather than add a number and then when we in December it'll probably fall around 7,000 or 7100 which is way less than it needs to be for maximum and it is not a burden on taxpayers. So >> I'll move. >> Thank you. I got >> a second by Tom with Rob to see if >> Yeah. >> So this is the property tax, right? >> Yeah. It's only from there. >> It's a big deal everywhere else though. >> It is. >> Yeah, it is. >> I'm thankful it is not much of a deal here. Could it be maximum? >> Yep. Yep. >> Okay. All those in say I. >> I think miscellaneous. Yeah, I got one um just quick question. I was like these fights at school and I just been
042getting reports on but why are we doing lockdowns for just two kids because it's kind of punishing the whole student body. >> Oh, you mean why are we doing the uh >> no lunch ball? >> Well, I'm not worried about >> restricted movement. The restricted movement isn't anything to do with the fights. It's so many kids trying to skip class and it's kind of happens every year the first couple weeks they try to um avoid going to class and it's maybe about a dozen students. Problem is if we let them skip and wander the hallways then they then they might get into fights but worse yet they get behind. And once you get behind in math or in social or science or any class, then you really don't want to go to class and it
043becomes a problem. >> We do this last school year where we had the restrict and then it kind of the kids now was taken away so they're you know lifted it there wasn't the skipping as bad. >> Yep. So we did it for a couple of days last week and it made a difference and now we're back to normal again. And um if it happens again in a few weeks when a few kids decide to push the limits and people will always do that. I do that sometimes when I'm driving, you know, the speed limit. We all push the limit at times until we get a reminder. >> Friendly highway patrol officer stopping you, you know, that kind of thing. Uh I think that wouldn't that be wouldn't that fall under the discipline our disciplinary
044issue or actions because >> I guess the some of these kids that they feel like well I'm not doing anything wrong but I'm being punished >> for the few and not the whole you know the whole school ain't doing it. It's just those few. >> Yeah. But it's not a punishment so they shouldn't feel that way and we try to help them understand that. This is a reminder also good for teachers to be reminded don't let your kids out. You know, they often want to go to the bathroom and if they really got to go, we let them go. But we suddenly figured out after a while which students want to go just to skip and then they don't come back. So, we're also doing something different this year where more classroom teachers at the
045beginning or the end of the class walk with their kids to the bathroom and then they come back. And now no students at the beginning. If they all go at the beginning, they don't have to go again 10 minutes later. So that helps too. So what it is is not a punishment. It is a reminder. Hey guys, >> you're supposed to be in class. And that's all it is really. >> The yonder pouch. You got to bring my pass back. >> Yeah. >> Can I have your yonder pouch? We need something for collateral. I mean there there's ways around it. That's true. >> To me, you take a yonder pouch because it's got their electronics in it. You think they're gonna be roaming the holes? Got to leave your yonder pouch. >> That's a good
046point. We should maybe look into that. They don't have their phone anyway, but if they take the pouch, now they got to go get it at the office at the end of the day. >> Yeah. >> Something else we're doing this year that's starting to work. I don't know if you knew the numbers last year, but we spent $35,000 fixing vandalism in the bathrooms. This year we're trying something new where we're going around and talking. We're using peer leaders to talk to the kids and we have a thermometer. You know how the United Way thermometer kind of works. Every week that goes up $1,000. We tell kids we didn't have any damage to the bathrooms this year. We saved $1,000. So right now we're at $3,000. Next this Friday it'll be $4,000. And we've told
047the kids every month if we can get to that point there's $4,000. In October it'll be up to 8,000. So let's do a little party, a little celebration at the end of every month, congratulating ourselves on taking care of our bathrooms. And it's working. And it's also working because students are telling each other, "Don't mess our bathrooms up. We need these." So little things that we're trying to do. Couldn't we do that with the I mean if that's working for bathroom that for skipping class >> actually we're starting to do that too. That'll be coming up in a couple weeks where we're going to be reminding students how many days can we go >> without a problem and yet it just go to class. Yep. >> And make it because I agree with you. It
048does feel like a punishment. It shouldn't but it kind of does. >> Yeah. >> So let's do the reverse. Let's make it a let's celebrate that we did this and reward each other on it and all those issues. >> That's that's what's behind PBIS and key is positive behavioral interventions. So >> yeah, >> Google have a security president like we >> none that I know of. I'm >> surprised to learn that. >> Yep. Um, and then therefore you don't have so much like we have a lot of conflict. >> Yep. >> Between our guards and students here, right? >> Yeah. >> And that's >> so asking other kids in different school districts and they don't have that. >> They don't have the kids in the hallway and they don't have it. So, you know, and
049I thought that's interesting. >> And I would like to work to the point where everybody just does their job. Every student has a job and it is to come here, go to class, and if we can get to that point, we can maybe cut back on the need for food insecurity. And speaking about that bathroom damage, um what what do we have for like anti-smoking or or the bait? And I mean, do we have any like curriculum like like you mentioned or is it just >> what do we have? >> They have some in the elementary and they have some in health class here at the middle and the high school and they cover things like what's in vapes and what causes the the damage to your lungs or to your brain when you're vaping
050or smoking or vaping stuff besides tobacco and what could happen if a vape blows up on you. So, Yeah. >> What's that? Oh, um, we have a couple different health classes. >> I was surprised to learn there there's a K2 and diabet. >> Yeah, >> you shared that with me and I passed that on. So hopefully they utilize that. That's awfully early, but that's when you got to start teaching it to them. >> Yeah, I was surprised that I'm glad you shared that. >> Yeah. >> Then I want to share another thing on the hope scope. I share that with you. I don't know if I've seen anything, but the um I went to this conference this summer >> and they said that >> everybody who works with kids kind of we're in the business
051of kind of delivering hope to kids, you know, some of them come from places where there's not a lot of hope. So when they come to see adults, we have to >> kind of kind of do that, you know. So I so they what they said was they had this little mathematical like you answer some question you come up with a hope score said that you should have a high hope score if you don't have a high hope score but you have no business working that was interesting you know so I asked him and Tim had a little bit of knowledge on it and I was hoping that maybe we could you know do it here as leadership and then maybe we we filter it out to to staff so that >> so that we
052can See, because sometimes we we we conversate with people and their life is pretty dim. You know what I mean? They they don't spread a lot of cheer and positivity and and I think that like that guy said, you're in the wrong business. You know, you probably shouldn't be working on kids. If you don't have you don't can't get yourself to feel good enough to to spread some cheer, you probably shouldn't be working. So, that was just something that popped in my head. I wanted to share because I I haven't heard it since I shared it with you. >> Why don't we maybe at our October board meeting, we can start the meeting out like that. Do our own hope survey >> little presentation on it. Maybe >> maybe the two of us could share.
053>> Yeah, I asked him and he has he had experience with the group. >> Yep. >> That I was at this little seminar with, you know, that same kid, man. kind of really like >> I could share that when I was in Kellier we had called the hope study and we could show that it made a difference when you offered hope to kids without hope there's nothing much else you know hope and love pretty important thing but you have to have hope for your future or what's the point >> of coming to work every day or coming to school every day you have to hope and believe that good things will come so yeah I can put something together Thank you. >> Because I just before I came over here, I was having lunch and
054I shared it with this um well this guy come up because you know he's a staff member. He's going through a lot of a lot of heavy stuff with with divorce and everything and but yet he he can leave that you know cuz I was like you don't support that when you come here cuz he was talking about the challenge of it but he said that when he comes here like the kids kind of give him good energy and I was like that's really important that you're not able or that you are able to leave outside once you come in the door you know what I mean and then and then you could see his kids have they still have you know they both have good energy you miss the the staff member plus the
055kids. So >> yeah, >> and then lastly um speaking on your your your what you said about that club see and I was thinking about across country something in the ball because our kids aren't playing football, >> you know what I mean? Or or those kids who aren't they need to be doing something I think you know what I mean because there's no option for boys, right? in in the fall other than our numbers look like where we at are we going >> cross country running >> it's the same thing it's it's just like there's interest at the beginning but then once you get to the contact and then the games the interests and then you got injuries so I mean love the boys hope that they you know they got some fight in them
056but in the same token I was actually thinking about cross country too just to give them something to be doing >> and that's not a you know not really an expensive sport is just finding somebody that can >> coach it I >> isn't it listed and nobody even has interest in that club though right >> I think it's been listed yeah cross country or skiing cross country there's no cross country >> cross country running right yeah maybe not running >> is it cross country skiing is just cross country running. I was in that in college. Hated it at the time, but it was good for me. >> Like the cross country program, they compete against other class A 2A schools. So teams in North this region that were there to jump in next year playoffs,
057you know. >> I think doesn't Biji have it too if I remember right. They did when I was there. I'm pretty sure all the all the schools >> because it is country >> you know traditionally our our people are runners you know what I mean cultural aspect the cultural aspect >> been a good >> good fall sport and then we got you know prep them for football and basketball >> yeah because a lot of our kids come into basketball and they're >> Yep. >> Yeah. where it could be. >> I'm intrigued, you know, by Nicole's idea about the boys volleyball that's that's taken off in the state. You know, Bumiji started their actual team I think two years ago and now they're like, you know, competing for the section 8A, >> you know, to go
058to state type of stuff. So, it's >> you're hired. >> You would be a good one for that. >> Having a tournament >> over here this weekend? No, we're gonna start um the league, the adult league. >> It's a league like once a week the teens, all the teenagers that come to club together. >> Yeah. For the high school kids, >> right? We want to start one. >> Yeah. So, I mean, starting the club now is cool. And for real, like I guarantee you put enough into it to get out of a boys volleyball team. We probably have to get other schools in the area to commit to so there's actually, you know, enough to play against. probably be almost, you know, not as popular as basketball, but more than football again because there's no
059contact probably. They'd stick it out. >> Need what? Six kids out there, right? >> You know, they don't need that many kids to play. >> Yeah. >> A kid like Austin playing volleyball. >> Yep. when they they included at at the Indigenous Games Alaska. I was impressed at the talent level. >> There's college scholarships out there for >> jumping three feet off the ground. >> They actually have college volley men's volleyball. So there's opportunities in different sports that like I said I don't >> Yeah, I'm neither here nor there. I'm just a lot of our student happy excluded because they're show you know two spirit. >> So they're being excluded and they can't play with their friends on the girls volleyball or boys softball. And so it's it's gaining a lot of interest here. So
060that's one of my main concerns. And since we're talking about all of this with kids and stuff, indigenous parent leadership is what we should bring to Red Lake. We tried to bring it here about four years ago and it was just me and then Hans that registered and so I I wish we need to have at least 15 um students register. >> I reached out to her again and we're hoping to set something up. >> They are they are doing their cohort in whiter now and I think they're under 51. So we were we were given the same as white earth but nobody shown interest not even schoolboard members and we should be the first ones to sign up and so it's like a um >> leading the way >> indigenous parent leadership class. >>
061Yeah >> and it talks about you know civic duty and also parent parenting skills. Yeah. >> Um I just think that's a big thing that we should be involved in and try to bring that here for our young parents to get the skills needed to be >> to to thrive as families. >> Cuz last year, like I said, you know, nobody else signed up. It was just me and then the two Mr. and Mrs. N. >> And I was like, "Oh, we couldn't get anybody." So I tried to thank and Lexi and everyone else, but they go, "Nope. Sorry. We're pulling it. We need at least 20 at the time. >> All right. >> And you get a stipent, >> you get meals, you get a daycare, they'll watch your kids during class, you know.
062So, it's just something I think our community needs to take on or we need to find someone to take that on. >> Yeah. >> It would really help our young parents. >> Yeah. I've heard a couple reports from parents about some students in in certain classes that are disrupting and and preventing the other students from learning is constantly preventing the teacher from I don't know if anyone else has had that's a part of what I was talking about too. They're trying not to let them out of the classroom >> because of the cutting situation, but then they're keeping them in the classroom and it's preventing other kids from learning. So, >> it is a problem in every school because parents often don't teach their kids, >> you know, their job, >> behave in school, do
063your work, >> you know, >> and so we go back to the indigenous leadership program. >> Yes. Exactly. So, you know, that would be a way to kind of help, you know, and also teach him the skills how to do parenting, >> right? >> Yep. >> Yeah, >> I agree. >> A motion to motion by Chris say I thank you.