001Okay, we'll call the meeting to order 7 p.m. It is Monday, June 23rd, 2025 at 7 o'clock p.m. in the central office conference room. We will stand and say 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. Next item on the agenda is confirmation and approval of the agenda. Do I have a motion to agenda? Second. All same. Motion passes. Welcoming the visitors. We have Sue with us online legendary. and we have the student bench and of course our um we'll move on to our student outcome goals. Okay. I'm sorry I don't have it up up there on the board but you have each of you has your and I don't know Sue. Do you want
002me to go ahead and do my report first and then do the questioning or do you want um Yeah, let's do that. I think we could do it either way. Whatever works for you guys, but if that's what have you how you've agendaized it, I think it's fine. Okay. Um Okay. So, this month we I'm reporting on goal progress uh or goal number one and giving it go progress measures for those reading was this last testing was was just fantastic how how the kids did in all one one two and one three. And um as you can see from the trend line, you know, they were they're on track. All of them finished out the year strong. We recovered our loss that we had except for in um one two we dropped a little bit,
003but I don't even you know you look the trend line. So our trend line was up from last year significantly. So um you saw from my report that 73% of our students scored above the 50 percentile compared to 60% at the same time last year. Um I had some questions from some of the board members that got sent out to you asking about you know implementing the science of reading. So I Mr. um Delbertson said I kind of backward map because we had just we knew we were going to have to start science of reading when I was principal my last year. So we started to get gearing up for getting the teachers trained. But then we started training our teachers in letters and that I think that has had a significant impact on us
004um on our attainment because our teachers in K1 have gone through K12 now have gone through letters training which is pretty intense and then they learn how to assess and they learn how to take that data. They learn how to you know do interventions for those kids. So 100% of our first graders met that 50% goal. It's great. I know, right? Yeah. So, that was that was just excellent um on that end. And then, you know, I mean, we talk about this, we have those conversations, we talk about what our interventions are going to be. And then when we adopted the um new uh resource up in four through six and um later on when I mean you read the um engagement by the engagement report how four, five and six especially six was just
005really engaged with that new resource that gave them you know the choice and um voice and what they wanted to do. But using those high quality resources has been I think impactful and I believe gratefully is the same thing too. So but they're always adjusting interventions. It's always been that way, right? If something doesn't work, try something different. So the elementary teachers are very very good at doing interventions, but then you're also dealing with, you know, smaller um sets of uh standards. You know, when you get up in the high school, you've got kids that are supposed to know how to read, all right? Because they're reading to uh learn instead of learning to read. So then their skill sets get a lot wider and a lot more var, you know, when you get up
006there. How do you decide what's going to be your what you're going to hone in on? So, uh I think one of the questions was what what would be happening or what changes are being done up in the high school to keep kids engaged? that goes into my engagement, but it kind of ties into this. Also, the teachers up there are um talking about doing some different classes instead of just offering English 9, 10, 11, 12. They're also talking they're talking about offering um journalism for a class. And in fact, one of the ideas that we had in order, we are not going to have um an advisor for the yearbook, but instead doing it in the classroom. And I that Caitlin is going to be doing that. would make journalism, but trying to get,
007you know, the kids more excited about that stuff. And so then having an impact on, you know, our our ELA, I know still focusing on those standards that they need to have, but you know, so 63% of our students in grade 7 through 10 scored above it. Last year at this time it was 45%. So one short year. So I our data was is looks fantastic for math. So really excited to get the NDSA data because our teachers I mean we have these conversations all the time now like in our PLC's we're having these conversations in our late starts like what are we going to do here? We're focusing on things that in the past we just were not that narrow focused. It was just smattering all over hoping that we would hit the spot
008on wall. Um so we're talking about writing you know we knew what was going to be on writing for NDSA. So our teachers prepared for they prepared and talked to the kids. and practice writing, you know, what they need to do. So, I'm really excited to see how our NDSA comes. I hope I don't get smacked down when we get our scores, but you know, if you look at our data here and our progress monitoring, it should do well on the NDSA. Those results do that. Yeah, they're working on Yeah, they're working on pulling together um you know, the sets of data off scores are going to be. So they're working on that this summer, but they they're saying in September September, I think right towards the end and we should have So it's not
009going to speed up like as they move along program they'll get more like markers in place. Yeah. So they'll know, you know, like what the range is going to be for, you know, whether they're one, two, three, or four because they'll have the data. They'll have those numbers set. They might have to adjust them, but at least they'll have them so we can get at least some preliminary data. So that was the good part in the last couple years was we were able to see it right away. So we knew where we were at. So when you were planning for the fall, you use that, you know, as moving forward. All right, Sue, it's all you. I was looking at your monitoring report and I was looking at your previous monitoring report like for your
010goal itself last year just kind of seeing how all the pieces fit and then I couldn't find the zoom screen. Um all right so we are conducting this evening part two of your goal monitoring training. We did part one last month. And so what we're going to do tonight is just a quick review of that. And then what we're really going to dig into because last time we talked about, you know, what what you're what monitoring is, you know, what you do before monitoring. Um, now we're going to start talking about what hap more of what happens in monitoring and really honing in on effective questioning. And like I shared last time, this is where you're you really as a board member want to develop your skills is that effective inquiry and effective dialogue in
011your goal monitoring with your your superintendent. And let me tell you, this is just a side note, like looking at your data tonight in this report, um, and knowing where you were last year. I remember last year you exceeded your target on your goal progress measures, but then we're just shy of your goal, right? And looking at how far your district has exceeded this year, your target on your goal progress measures. Um I'm super psyched to see how you guys do on the goal itself. And this really is a testimony to the work that your organization is doing. Like this monitoring report right here before we even dive into this training really shows the aligned focus that your board and your superintendent and the rest of the staff in the district are really starting to
012achieve and that I mean y'all y'all are rowing the boat in the same direction and that's when you start achieving these really great things for your kids. All right. So, we are just going to spend a couple minutes reviewing what is monitoring, why do you monitor, who would like to share first? What do you remember about why you monitor? Kind of the I'm going to call them dos and don'ts. Um, what are your reflections on our conversation from last time? Who will share first? It's like keeping score in a game. You need to know where you're at. Yeah. It's like keeping a score in the game. You need to know where you're at. Why do you need to know where you're at in the middle of a game? Why does it matter? You can change
013your strategy if you need to. You can change your strategy if you need to before the game is over. Right? Once the game is over, you can't you you've either won or you've lost. Um, what else do you want to check in on what's going on in the middle of the game? Make sure everybody's understanding what's going on. Make sure everybody has a shared understanding of what's going on. What is our current reality? Do we actually know, you know, are we winning or losing? Are we where we wanted? I don't want to call it winning or losing. Are we where we want to be at this point in time for our students? Yeah. What does you remember about our conversation last time of the table? When should the board receive the monitoring report? When should
014you receive your report? We receive it several weeks before the meeting. Yeah. should re we usually recommend you receive it with with your agenda packet but before the meeting you should receive um you should receive the monitoring report. What do you want to make sure is on that monitor and report? We're meeting our goal to start the goal. What are we monitoring? What are we actually looking at? Yep. There are four there are four different things that you should look Say that again. The superintendent's response and what actions to take. Yep. Superintendent's response. What what is the superintendent's interpretation of the data? Why are we where are where are we relative to where we wanted to be? That's our current reality relative to that target. Um why is that our current reality and what are
015the next steps? Yep. What are the other two? Does anyone remember? What are two other things you want to check and make sure are included in that report before your meeting? Your previous data. Say that again. Your previous data. Previous data. Your goal. The goal. We're on track or or not. Yeah. The superintendent's assessment. So what are we actually monitoring that goal or goal progress measure? And if it's a goal progress measure, I always recommend that it also includes the goal that that progress measure is aligned to. What is our what is the data? Both where are we at relative to where we wanted to be? Where have we come from and where are we going to? Right? And I'll tell you as you guys were reviewing your monitoring report tonight, even I was looking
016at how did how did you do last year? Right? knowing that last year you just fell short of achieving your target the goal itself you know are you you've made such big gains I think it is likely again that you you will achieve your goal target this year um but it's important to know put this this year's data in context with previous years and then also where are we going where not only where do we want to be this at this point in time but what are those outyear targets um the superintendence assessment on track not on track met the target didn't meet the target stated the target because it's the superintendent not the board that should be making the interpretation of the data of course anything the superintendent anytime the superintendent's explicity explic I
017can never say that word right is not explicit it opens the door for the board to interpret the data and the board shouldn't be the one interpreting the data And then the last thing being what is the superintendent's response. All right. So now we're going to move on tonight and talk about during goal monitoring. And you should have a few documents just as you did last last time. one called effective goal monitoring, one called technical versus tactical versus strategic, and another one that has four columns with different kinds of questions in it. And those latter two documents just set aside. We're going to first start with this effective goal monitoring document. So once the board has determined that that monitoring report has all of the components the monitoring report is supposed to have and if
018in advance it doesn't, you should bounce it back to your superintendent say, "Hey, it's missing this. Please correct this before our monitoring session." If you arrive in that monitoring session and it still doesn't have those four criteria, stop. Do not proceed with your monitoring session. ask your superintendent to correct it and then uh make a motion to postpone that monitoring session until your next regularly scheduled meeting. I don't anticipate this is ever going to happen with your current superintendent. Um but boards should always be prepared for, you know, superintendent change. When Anna wins the lottery and moves to to Cabo, you're gonna She's taking us with her, Susan. She's probably tall, but you're gonna have another board with her. Um, so now what happens during a monitoring session? You guys have been really strong on
019this over the past year and a half that you have been doing goal monitoring. So, this isn't a you're not doing a good job. This is about how to increase effectiveness, how to grow your muscle, grow as an organization in this work and take it up, level it up even further. So during your goal monitoring sessions, just like you conducted tonight, your superintendent is going to give her report and then the board is going to start into a dialogue. The recommendation is that you spend about 80% of your time looking backwards. You want to understand what is our current reality? Why is this our current reality? What can we learn from our current reality? 80% of your time is looking backwards. The reason for that is if you don't fully understand what your current reality
020is based on looking backwards, like reviewing that proverbial tape, it's hard to assess what the next steps, you know, what what's appropriate for next steps. Um, and I'll give you an example. I had this is a superintendent that I asked you know how how did you get these results right you're outperforming the state in this area compared to any other district in the state how did you achieve these results the superintendent's response was I don't know that superintendent won't be able to replicate those results if they don't know how they achieve the result um so whether you're doing all the things that you think you're should be doing and you're not getting the results or you're getting great results out of the blue, it's still worth diving in to understand why. So, if you look
021on the document does not have page numbers. Um, I apologize for that. And I I think I shared with you last time, this is borrowed from the Council of Great City Schools. It's just a great document that I I find really helpful for for this process. But under this section during goal monitoring which is at the bottom of page two. So starting at the top of page three there are four columns. The first three are about current performance or you know how do I'd say the looking backwards. How do how how did we get to where we are right now? And the far right column is future performance. These are really centered on strategy. So, we're going to flip to another document really quick and that's the one because in order to dig into what
022are strategy questions, let's go deeper into what are technical and tactical questions to then get into strategic questions. So, if you would please pull up that document. It's called technical, tactical, and strategic. And I have officially too many windows open. So, there are three types of questions a board member would ask. Technical is trying to understand how something is measured or what are those details? Like a lot of times a technical question might even just be an abbreviation or like your superintendent mentioned science of reading but board members like I've heard that term before but I don't know that I really understand what science of reading is. Madam superintendent could you please explain what science of reading is? That would be an example of a technical question. Just trying to understand something that's being talked
023about. Um, our coaching recommendation is technical questions should be asked in the Q&A document in advance of the board meeting. The exception would be if you're in your meeting and somebody and your superintendent or something comes up in the conversation that you don't you don't understand something about about that topic and you need to understand that in the context of that goal monitoring session, absolutely ask the question. But any technical questions as you're reviewing your monitoring report in advance of the meeting, you're sending in your questions in advance, absolutely send those technical questions in in advance because you want to spend your monitoring session really centered on strategy. The next kind of question is tactical, which is trying to understand how something is done. So again using this example of science of reading your superintendent
024says you know we're we're using science of reading you already understand what science of reading is but you want to actually understand what that looks like what is that what is what is the implementation of science of reading look like that would be an example of a tactical question the and again those are questions to send in with your Q&A in advance You really want to be using those strategic questions in your monitoring session. You're really going to want to dive into that data, understand at that macro level what's working, what's not working, why it's working or not working, and for whom, and what the plan is next. Those questions can be sent in advance, but they I would recommend sending those strategic questions in if you send them in advance just so your superintendent
025is prepared for that question in the meeting. And then instead of answering those strategic questions in the Q&A document, ask them in the meeting during your goal monitoring session. So, you're saying you don't want Anna to include those in the packet like with the Q&A? I would recommend aside correct. I would recommend not answering strategic questions in the Q&A document. Just be prepared to discuss it during the meeting. Yes. Any other questions before we move on? And I'm not going to read all of that. You have it for reference. Um, so now we're going to go back to that other document, the effective goal monitoring and those four columns. So, these aren't exact questions you should be asking every time, but they are things to have in your mind as you're reading that monitoring report
026and trying to, you know, garner from that what's going on with your current reality of your students. And I don't think do you guys disagregate any data at all? No, because actually small our groups are. Yeah, that's right. Yeah. So, let's say for example on we'll just use on 1.1, right? We know that it's too small for my old eyes. You're 81%. Yeah. Yeah. 81. Um, you could ask your superintendent, are there are there any differences you're seeing between kindergarten, first and second grade? Um, are there any groups of students that are excelling farther than that 81% or are any groups of students that are behind that 81%. So again, you don't have to ask these questions verbatim that are on here. That's not the recommendation. The recommendation is to use these questions as you're
027digesting these reports, digesting what you're hearing from your superintendent. And all of your strategy questions may not even come up for you before your monitoring session. They may come up for you as you're listening to to your superintendent's verbal report. Oh, wait. Hey, I'm hearing something that's peing a question for me. Um, but you're really want to going to want to engage in a dialogue with your superintendent. Um, it starts out in this sort of inquirybased sort of space, but over time should turn into more of a conversation and that's going to take a while. Examples of ineffective questions. Why do you think I take a moment to read through these examples of ineffective questions? As you're reading these and reflecting on them, why either as a whole or any particular one, why would these
028be examples of ineffective questions? Say it a little louder if you would please. You're supposed to be looking backward, not forward. So like the last one he's telling you to look what happens next, but we're supposed to be looking at the data that's already happened. Yeah. I mean, you can ask questions about what's happening next after you understand, you know, how how the game is going so far. And what this is saying is only asking questions about what's going to happen next without having it grounded in what your current reality is based on looking backwards would be an example of an ineffective question. Why do you think that that that is defined as an ineffective question historical data to be able to fix what happens here? Yeah, there's no context and and a a future
029strategy might sound great, but it could be the wrong thing if you don't understand how you how you've arrived, where you currently are. Yeah. What other thoughts and reflections do you have as you look through these and why these would be areas that would be ineffective for questions? The first one would be giving your superintendent directives and that's not our job. Yep. Um favorite kind of question. Um superintendent, why aren't you doing this strategy? Why aren't you doing this instead? Still a question, but it's veiled as a directive of superintendent. And when I say favorite, I'm being very sarcastic. Um, it is probably one of the most common ineffective questions where board members do a lot of mental gymnastics to tell the superintendent what they should or shouldn't do or even tell the superintendent why
030the data is telling this story. Well, superintendent, do you think that we didn't meet our target because um we had too many snow days this year? It's not the board's job to infer. It's the superintendent superintendent's job. What else is coming up for you as you were reading these in examples of ineffective questions? You're asking anything that doesn't reference the data. I mean that's our measuring point. So I guess it would be irrelevant. Yeah. Did not ask. Why do you think it's important or why do you think it's recommended to not ask questions that don't reference data? their data is our unit of measurement. That's what we're tracking. Yeah. Yeah. Um, again, I've seen it happen all the time where because you're talking about a specific, you know, your superintendent brings up something that is
031tied to the data, but then that can open the door for a whole lot of other conversations, a lot about a whole lot of other things that don't actually have to do with the report that's in front of you and the data that you're looking at. So, we're going to jump down here a little bit, and I'm not I am not going to coach you on evaluating the quality of your goal monitoring. If it's some future date, this is something that you all want to learn about, we can absolutely have that conversation, but we're I'm not planning on talking with you about that tonight. Um, there's a whole lot more to that than I think we have time for. um or and even that I think you might need. But what we are going to
032do is go down to that box that says monitoring conversation evaluation rubric because it has some really helpful things in it about ineffective monitoring and effective monitoring, some good guidelines and and what we're going to do in a minute here is draft some practice questions. So for wards that actually evaluate themselves, they're they're evaluating themselves using this rubric about was you know was it strategy focused, measure focused, task oriented, results focused and time bound. And I really want you to focus on the items under effective monitoring. It's helpful to also review what's under ineffective monitoring. But that only really helps you know I just think it's another measure of knowing if you were effective or not but framed in the negative. Um so take a moment to read the items under effective monitoring. Why do
033you think it's important that the question is open-ended or why why is that a measure of effectiveness that it's open-ended? That leads to discussion. Leads to discussion. Yeah. Why do you think it's important that the question is focused on understanding data rather than sharing opinions? Facts, not opinions. Say that again. Facts, not opinions. Yeah. Focusing on facts rather than opinion. What other reflections do you have as you're reading these? Some of them some of them align to what we've been talking about but are a little more specific in as you're creating your questions. So what we're going to do next is as you're creating your questions considering does it meet these criteria or doesn't it meet these criteria? So any other thoughts, reflections or questions about these these items in the rubric under effective monitoring?
034You want to make sure your questions pertain to the specific data, not going off track talking about something else. Yeah. Let's focus on what what we said we were going to focus on tonight. Other thoughts before we engage in an activity or questions? You got any questions? All right. How many people do you have around your table? Six. Seven. Seven. Seven. Um, get into two. Well, we have Mr. Lynch back here, too. We could bring him up to the table. Bring him in. Yeah. [Laughter] That baby can wait. Come join them. Come join them. You're one of the principles, right? Yes. Yes. You can say madam president later. Are you a principal or a parent? Both. Both. All right. So, let's spend about the next 10 minutes getting into pairs and using the monitoring report
035that you have in front of you from tonight. Each pair draft three questions that meet all five criteria of effective questions and draft three questions that meet none of the criteria of an effective question. She thinks I'm a slacker. And don't forget there and and I think that last document you have is just a separate copy of those current performance and future performance questions on page three. And those in in of themselves are not effective questions. Yeah, some of them might be, but they may not be relevant to this report. Yeah. So, it's 7:35. So, or 7:35, so until 7:45. And I'm here if you've got any questions. We are currently I don't have any difference. Second [Music] actually the Oh, you're beautiful. would only be the difference between [Music] that drop. third graders up.
036Yeah. This is 3 through six. So this yeah [Music] I often true. Well, I turn in their homework. [Music] kids take this right here. Yeah. I don't know. [Music] We don't know. Yeah, this would Let's see English. quite one point. Yeah. Let's see. So I Yeah. Absolutely. And that's something You got to be the second idea. teach that to our kids to question please. Right. That that you sent. question. I didn't write them down and what I mean you guys are doing and how many question one since she's muted. You're muted. Still muted. Thank you. Does everyone have their three effective questions and their three ineffective questions? First listening so well. No, you don't have to do it. Does every Does everybody have their questions? Wait, we have one more. Hold on. Okay. Yeah. It
037happens. Try to number are all getting quiet. They're distracting us. Oh, are you my computer? Yep. I was trying to save some writing, but we got it. And never on Monday want to work for her. She has affect performancebased also. We do homework and interventions all I bet you do intervention. All right. So does everybody have their three effective three ineffective? All right. Have five. Some somebody Oh, that's the overachieving. I guess they're overachieving with having more questions. Um, let's start with who would like to share one of their examples of an effective question? Yes. Effective or ineffective? Effective. Okay, thank you. Um, our first one was, what are some specific ways that letters changed the approach to reading in the classroom? What does letter stand for? So technically two questions, but we're overachievers too.
038You don't get a gold star. What do y'all What do the rest of y'all think? Do you think that that question meets all five criteria of an effective question? I think that the question of what is letter stamp for that would be more of a technical question. I would agree. Letters was brought up in her verbal report and not on the go. That's that would be the difference if that if if that term was in the written report then that But that technical question should be asked in advance. But if it was not in the written report and you heard it in the presentation in the meeting, by all means ask that question. And I'm going to interject here. If there's ever anything that your superintendent is sharing that you just really don't understand and
039it is going to inhibit you from understanding the rest of the presentation, by all means chime in and say, "Can you please tell me what that means?" So the the the rest of the question is that it it was the question about a strategic issue. There was that technical issue in the second half in it of it, but in the first half, is everyone in agreement or is there anyone that disagrees that it was a question about strategic issues? Can you can you restate the question? What are some specific ways that letters change the approach to reading in the classroom? So the strategy is letters, right? So this is definitely a strategic question. It's you want to understand how this strategy has changed things in the classroom. Does it does the question reference specific metrics
040or data that has been require requested been provided at the request of the board? And just to be clear, the whole report is actually data that was requested by the board. Is there specific data? Does it reference specific data? I don't think so. not necessarily unless it's increasing enough to hurt me. So then how could you revise that question so that it does reference specific data? And and I'm gonna I'm gonna also interject here. This report is a really hard one to do a training on because the data is so good. Um, if you use the one the one of this from last time, like if you ignore today's data and just looked at the data from your previous ones on the on this measure, it makes it easier to come up with better questions
041because right now it's just like everything's going great. Um, so it does make it a little more challenging. But how could you incorporate data into that question? Could you just reference one for um one one you know how the K2 has you know how their data has gone up and they know that they're using letters. So how did letters affect that? Yeah. Is it open-ended? What if I don't want to get off in a tent, but so a superintendent of a big huge school district like okay let's say you're the superintendent of Fargo and you're not really into the weeds on you know what's happening in your kindergarten first and second grade classroom but you're just getting this data how do the how do they answer those kinds of questions when it comes to the
042monitorings how much monitoring now because like I know what's going on just because we're small enough and I thought but How do you how does So, first of all, it makes me laugh that you think Fargo's big because I'm in Houston. Great. We have twice as many kids here as you have in your whole state. But I think it's it's a great question. Um, so a superintendent in a larger district that is farther away from the classroom than in a district your size has several layers of staff. And so what happened in my own district here is there were lead administrators who were asking all of these qu like they were doing their own monitoring on what was working and what wasn't working and then they were visiting with the superintendent and so the superintendent
043did not have as intimate of knowledge about what what was going on in the classroom at all. Um but the superintendent is still the one responsible for knowing they just know through other people. So the the question that was lifted up is it an open-ended question? Yes. I mean it wasn't a yes or no. Was it focused on understanding data rather than sharing opinions? Yes. Yep. Um, was it focused on current performance rather than future performance? Yeah. How is this working? Yeah. Um, I think the one improvement that could be made to it is tying it back to like and think of it this way. What am I seeing in the data that's comp compelling me to ask this question, right? And so this is what I'm seeing in the data. Just reference just reference
044your question back to that on page such and such on this progress measure. This is what I'm seeing. You know, how is this strategy? You know, you you and then you've said this is this is what you're doing. How is it how is it manifesting in these these results? Yeah. So, super close to an effective question. Um who who would like to share next? What was another example of meets the criteria of effectiveness? Yeah. All right. In the K and talk really loud because you're far away from me. All right. in K through two when the kindergarteners start in the fall. My question would be is what can we do to prepare our kindergarten students for preparing for the testing and preparing for the reading because our test scores are below our goal. But then
045when they test again in the winter time, you know, their their goals or their test results are very high. Okay. All right. Board colleagues, is that question about strategic issues rather than technical or tactical issues, strategic? I would agree that it's strategic. Um, does the question reference specific metrics or data that has been provided at the Well, let me back up. Does anybody disagree that it's strategic? Tell me I'm wrong. I could be wrong. Nope, you're right. Okay, I've known to be wrong. Question reference specific metrics or data that has been provided at the request of the board. Yes. Is the question open-ended? Yes. Is the question focused on understanding data rather than sharing opinions? Yes. And is the question focused on current performance rather than future performance? Yes. The one improvement that I would
046offer up to that question and this kind of leans into the focus on understanding rather than sharing opinions. There's a presumption in the question that the superintendent didn't do something different. And so a better way, a more effective way to ask that question would have been, you know, what is happening at the beginning of the year that is causing and I'm at this point I'm let me pull up the data. So I is you're looking at K2. Yeah. one point. So, um one on progress measure 1.1. Yeah. Um a more effective way of asking that question would be um what is causing so for goal progress measure 1.1 the students are declining between the end of the previous year and the start of the current school year and they do that historically year-over-year. Um what
047is the reason for this and what is the strategy to mitigate that in the for next year because you it's you're it's getting at the same thing that you've just asked, right? you're you're seeing this in the data and you're wanting to understand why you're seeing it, but it doesn't make the presumption that nothing's being tried. And what you should then expect to see in response to that question is here's, you know, here's why, right? And here's what we're doing in response to why. and here's what we've identified as working. Or hey, what we tried this year didn't work as well as we hoped, so we're going to try something different. Or if you look at the data, you know, superintendent might say, you know, as you can see that that decline has gotten smaller
048this year than it did in previous years, and we did this thing last school year to mitigate our summer slide. I'm making that up. But what you want to hear is does your superintendent know why the data is telling the story it's telling and what their plan is if the if the story isn't what you want it to be in ter and and what you want it to be is defined as you're on track for the target or you met the target. Um, but if it's not what you want it to be, you should expect your superintendent to know why and you should expect your superintendent to have a strategy for what to do next. Let's real quick talk about one sample question that you someone drafted that is was drafted as ineffective. Do you
049feel listening to uh do you feel listening is vital to the operations of the board meeting? Do you feel listening is is optimal vital is vital to operating the board meeting? Yeah. Why is that an ineffective monitoring question? So bad question between 10. So how could you turn that into an a question that is effective? What were you trying to What were you trying to understand with that question? Were you just trying to be like one of my colleagues and be ory? Yes. Yes. Yeah. I can't imagine that. As you get into this more, you're going to start finding more curiosities. Like one of the curiosities even though you can't get super granular and disagregating your student groups because of Furpa, it is still fair game to ask, you know, especially if well whether you're
050you've made a big increase or you're on the decline, you know, there always students that are understanding it and and and are are achieving and always students that are struggling and understanding that more like, hey, We're knocking it out of the park, you know, on goal progress measure 1.1 for the students who are not achieving at this level. What are the challenges and what is the strategy to get so that they are achieving at the same level? Um, that would be a question, you know, like you can dig into, you know, that sort of way. And you might find as time goes on, you're asking questions that might precipitate more granular data. I was notorious as a board member until I started to to learn how to do this more effectively that in a public
051meeting I would ask if we disagregated the data this way what would it tell us and very consistently every time our data person would say well we didn't disagregate the data that way so I can't tell you and I learned to ask my questions more effectively sometimes in advance um but sometimes things would come up in a where that would precipitate the next time we monitored that report to actually include that data. Let's say you had a particular you weren't on track and you had a particular you your superintendent identified a particular group of students that if that you might be special ed or economically disadvantaged or might be your first graders um that are holding your district back from being on track or even if you are on track are still a struggle consistently
052struggling population. you're you're as a board and superintendent, you might decide, let's start having an extra slide in there about this particular group of students because if we don't move them, we're it's always going to hold us back on on meeting the target. Does that make sense? And it's it'll just come it'll come along over time that you might start digging a little further into data in some areas. Um, I'm going to lift up because I think we're about out of time. Um, two two final thoughts. one and again I am not at all suggesting that you guys rate and score your monitoring sessions but I do want to lift up under this preparation and participation in this rubric it recommend recommends that if any monitoring conversation there's a nonparticipant nonparticipation by any board member
053present then it's in this area they score a zero. Why do you think it's important or recommended for all board members to participate? Why is that the aspiration that all board members are participating? I don't think you want one person to monopolize, don't you want everybody to have, you know, equally participate? makes for better discussion, drives better discussion. There's a reason why you have five board members and not one. Everybody's going to see things a little bit differently. And when somebody doesn't participate, something might get missed. It diminishes the quality of the conversation. Doesn't mean it's still not good, but it's slightly diminished when people when when someone doesn't participate. And then another reason for it is fast forward again, you know, Anna's won the lottery and some moves to Cabo and some a couple
054people decide to stay. Now you've got a lot of new board members. And if those two board members that decided to stay hadn't been participating in this process, they're not able to to lead by example with the new board members. So again, not a requirement, just a recommendation that in that increases the effectiveness of the conversation. Before we close out, um, if you guys have time, we don't have to do it all together, but it could be a great exercise for you guys as a group to just review together the questions that you drafted tonight. you know, did did this have meet all five criteria of an effective question? Um, between now and your next monitoring session, when you get your agenda with the report, if anybody wants to schedule one-on-one time or I think
055legally I can do it with a pair of you, but not a larger group than that. But if anybody wants to just review their questions with me um or send them to me an email and ask for review or you could even get together in pairs before the meeting and say hey let's let's create our questions together um and work as you know small groups towards that. Um those are different strategies that you could use to continue to build your effectiveness and build your muscle on this. Um, but before we end our time together today, what questions do you have? What's coming up for you in this conversation? What things don't you understand or just things that you found interesting and didn't know before? I appreciate it. Now, I know the tact tactical and technical
056questions should be the Q&A and then the other ones just kind of be aware that they're coming, but push those off to the side. So, yeah. What should you do if this what should the superintendent do if she doesn't have an answer to a question in the meeting? Say that again. She'll get back to us and find out the answer for us. Never want to be again. And we did I didn't review this with you at the start. I I cannot overemphasize enough. This always should be a safe space for accountability, right? This is modeling a safe space for accountability to your whole organization. And if you're in a place where a superintendent is making up an answer because they don't feel comfortable saying they don't know, then that is a clear indicator that it's
057not a safe space. I don't again expect that's ever going to happen with your organization, but still a good thing to be mindful of. Other questions or thoughts do you have before we close out? None. Can we do a quick round the table one more checkout? In one word, as you reflect on this training today, our time together, in one word, as you reflect on what you will take with you, what would that one word be? Who would like to start? Just go around the table. Understanding. Understanding. Effective. Effective. Oh. Uh, defining defining slightly slightly confusing. That's two words confusing. Slightly confusing. Is there anything I can do to make it less confusing? I do numbers, not words. That's fair. Next. One word. Educational. Educational. Um, one word. One word. Um, well, I'm going to
058use two though. A good refresher. Good refresher. I think clarifying the rules. Clarifying. All right. Is that everybody? No. Mr. Winchester, go ahead. Informative. Informative. always it is a joy to work with y'all. Um again if anybody wants to visit about this between now and any future monitoring session just don't hesitate to reach out. Happy to visit. Good sir item number three consent agenda. You all had everything in your packets. So, could I get a motion to approve? Move. Do I have a second? Second. Carlson seconds. Um, Shannon, would you call the RO on that? Patty Carlson, yes. Brian Fire, yes. Rhonda Day, yes. Sheila Nagel, you bet. Monica, yes. Motion passes 5 Z. Um, item four reports. Does everybody have those reports in their packet to review? Uh, moving on to item number five,
059items for discussion and possible action. Um, item A under that is our school board election votes canvasing. Um, Shannon, do you want to take us through that? I sure will. No, I thought you would. All right. So, everybody has seen their um the poll books and the little explanation I gave. I printed 200 ballots. I had one absentee ballot. There was 104 uh leftover ballots and 95 cast ballots. So that makes our 200 printed ballots accounted for. I received the absentee ballot after the election closed. Um, however, I will pass it around and it is dated by the postmarked of June 11th. I'll look at that. Pass it around so everybody can see that. Uh, Northakota Code 16.1-7- 09 canvasing of mailed absent voters ballot received late. There's several sentences, but the one that pertains
060any envelope containing an absent voters's ballot with a postmark or official date stamp on the day of election or thereafter may not be tallied with the ballots timely submitted for the election. Therefore, that get shredded. Therefore, this would get shredded. I had received one other application. However, I got received both applications from the county auditor. This one was signed. The other one wasn't. And I contacted the elector and never received another completed application. So therefore, we just had the one ballot that I did send out. Um, uh, the ballots, let's see, it was 95 or no, it was total of 95. I can't remember off the top of my head. See how many were for Ryan? That's 40. Was it 40? 40 for Ryan, 40 ballots were cast for Ryan Rosenol, 33 for Ronda Day,
061and 22 for Katie Haley for that for 95 ballots. Are there any questions for this? Do we need a roll call on that? Okay. Wait, do we have somebody motion to approve the the school board election votes camping as presented? So moved. Do I have a second? Seconds. Uh Ron Day, yes. Patty Carlton, yes. Brian Sire, yes. Sheila Nagel, yes. Monica Hinduk, yes. Motion passes 5. Moving on to item B, bus bids opening. Who gets the pleasure of opening the bus bid? We have two bus bids. I think we had one at the time of the right. But hey, we received another. This one is from Harlo's. information. They have 126 stock international for 157,662. And then they have a one 2026 international that they uh must have to order for 162 802. The date
062is approximately November December of 2025. And what is the budget on this? Do we have the budget for the bus? Don't we have a grant to pay for Oh, yeah. 38,987 is the amount of the grant. So then do we have something in the preliminary budget for the best if we put it out of the latest so that was they said that towards the end I don't know if that's okay with the buses Can we get the last ones from No, we got the last one from Oh, yeah. See if I can find [Music] Yeah. If it meets all the specifications. So it it doesn't meet our specifications. Make sure that we were I thought they was saying that one time keep them all the same. We have maybe it's add in the other pack.
063Yep. We have Thomas, a bluebird, a Thomas, a Thomas, a Thomas, Thomas, a Bluebird, an international, and a Thomas. Is what's number nine? Is that you have that on there? What's number nine is an international. That's the one. That's the land because the Thomases Aren't they? This is I state. This is uh this is out of state 157,000 people asking What? Oh, that's the stock one, right? Oh, that's just a copy. Okay, so this one is a promise from Ice State. Um, this is a They should be all the same. This is 155,300. On vacation. When was the last time? Well, we buy it last year. It arrived for last year 30th of 2024. And what does that one say? 155300. Stop. 157 62 plus weird. Well, no. fuel burner feeds the water and circulates
064it starts right up and any other six They haven't even built either one of this one because he built in. Yeah, I expect them to be built in November. So, we wouldn't even getting this bus. I think I put the specs out if you had to receive a pledge 30. Oh, Yep. Okay. Good. Anybody have a motion to approve any or would we like to have a motion to open discussion of bids? I'll make a motion to open discussion. Got it. Second. seconds. All in favor say I. I post same. All right. Discussion is open on bus. I'm really struggling with purchase purchasing a bus right now, but we're looking at a preliminator and budget on carryover 7%. want budget cuts. I think that's always struggling with this grant, right? So the you know the
065grant came out so that's 14th of the bus. So, we have a bus. Oh, so I sent you the uh the inventory of the buses. So, we do have that one that is an 18y old bus from the 2006 that you know, I mean, some of them were subs. I wish Dave was here to, you know, and I I mean I I I totally get what you what we're talking about, you know, that the kind of money, but like bus 9 is our lemon that we can't use at all and we can't send it outside of town. So, you've got that one. We have two buses that we don't purchase now. They're 12 years and 12 years old. Actually, we've got one, two, three buses that are So, you know, it's no different than our
066facilities where we kick the can down the road and we don't make sure that we stay up when we've got opportunities and there could be more grants that would come up, but we know we're in bad money shape this year, right? But actually looking ahead, this is going to be our best year moneywise next year. We already know how much, you know, that we're in a poor shape next year. And if you listen to what the legislature is saying that the state is looking at less money, they're saying that this is going to look like a flush year, what we got this year compared to what they're looking at in the next. So we could be four years down the road and not have bought a bus and and all of our buses are four
067years older. And what I don't think Dave would say, yes, we we absolutely need to have this bus. we're not having enough buses. But, you know, he's he tells us, you know, I need to do this maintenance. I need to do that maintenance. I've got these things that need to be done. But, can we table this until Dave is here for discussion? And then my next thought is is I understand where our budget sits, but if we don't stay on a a rolling as far as replacing buses, we're going to get really behind and then we'll be a lot of trouble to have to try to come up with four buses at one time. So I see both sides there. When when do we have four jobs? When will that expire? 30 days from the
068bid opening. Yeah, they are. So, does that mean from the moment you open the bid here or from which is good for 30 days from bid opening date? But is that when we open the bid and put it out or is that when you open the bid that they gave you today? What does that say? Right. Does it say that in the yellow right there? What does that say? No, it says, right? But I didn't the grant that we have. When does that expire? Oh. Oh, I think we've got it for a little while. Until June 30th of 26 and then we could possibly I would think we've already technically accepted it. It's just a matter if we choose not to buy the bus, we have I have to let uh the department know we
069don't have take I would think that if we talked I stage we said that we tabled it until next month that think'll So this report you gave us doesn't have mile what the mileage at least Shannon you have the mileage on which bus is that what you're looking at and bus 9 is just new enough that we can't use it to trade in. So, you know, our oldest bus that we have on here, 2006, that 2006 would be the one that we would um put out of commission. So, we're waiting for the bus. The 2006 we have commission. Yeah, you have to put a bus out of commission. So, we're not going to be increasing our fleet. We're just going to be replacing and it has to be the old It has to meet for
070um dates, right? So that's that's the oldest one that Yeah. So next year would bus 9 qualifying next year the following year we're we're thinking because right now I think it's 2010 and it's like 2011 Dave and I well it might I might be wrong on the date on those ones but we checked on it and we're like one or two years behind being able to train the women and that like I said that bus just sits there body's great seats are great but the engine you can't trust it we can't send it out on the road. So, bus 1 A is 110 110,000 miles. Bus 2 A has 56,000 miles. Bus 7 has 35. Bus 8 has 14 No. Yep. 14,000 miles. Is that right? Number one on this sheet. I just said bus
0711 A has 111. 2 A has 55. Those white bus. That's one of the AS. I'm I must be just rereading them. Why did I say one? One A has 111,000. So, is anybody ready to make a decision on this tonight? I feel like we're not we want to talk to Dave first and then I will get I'm going to have him um he had a report that he has that's got the mileage and then also things that we are needing fixed on each of those because there's some expensive fixes up. So, can we request that Dave puts kind of a write up on this in in the board packet since we're going to have that out to us shortly for our meeting because the ETH is two weeks from tomorrow. So, that's plenty of
072time and just look at semis and you can get millions of miles on those things without needing to buy new. We find out if there should been one bus. [Music] And he might have it numbered differently on because we run by routes, but then the buses have bus numbers. So there's always this, well, which one is that? Which one is that one? What bus is this? You know, so yeah. Okay. Bring it back. Okay. So, do we have a motion to table this decision? We don't need to. We don't need to because the only motion we have is open discussion. We don't need to close it. Perfect. No action taken. All right. Let's move on to C approve the 2025 Hall of Fame inductees. Um, we have a a committee of Jerry Prasa, Nancy Maddock,
073and former president Sonia Neil. Um, looking through our Hall of Fame um nominations for this year. They actually came back to us with two that they recommend that we approve for inducting um into the 2025 Hall of Fame. Um, the first one would be um, Rich Vogalai. Um, the nominee or the nomination form says, "It is with great pride and admiration that we nominate Richie for induction into the Hall of Fame. That we no longer reside in our community. Rich's legacy continues to make a lasting impact through the lives he touched to the programs he helped build. Rich dedicated countless hours to youth athletics, playing a vital role in the development of elementary football and wrestling programs across all age groups. His influence extended far beyond coaching. He mentored young athletes, instilling in them the
074values of hard work, sportsmanship, and perseverance. Known as the unmistakable voice of tornado wrestling, Rich was a fixture at meets, always bringing energy and pride in his trademark orange suit. His contributions didn't stop with sports. Rich was devote a devoted boy scouts volunteer, consistently stepping up to support events like the Pinewood Derby and guiding scouts on their path to personal growth and leadership. His presence brought a sense of fun, encouragement, and purpose to every gathering. Rich Bogalai is the definition of a role model. His selfless service, infectious enthusiasm, and dedication to our youth left a strong and lasting impression on his community. Though he man elsewhere now, the positive influence he had here is deeply felt and fondly remembered. For these reasons and more, we proudly nominate Rich Bolet for the policy. Um, he was
075nominated by Lacy Adrian. So I would contact her and let her go with your approval that would be inducted in um great homecoming coordination. Um our second recommendation is Sarah Lagala. She was nominated by Terry Schmidz. Sarah was born in 1983 in Oakland and OS graduate 2001. On June 15, 2021, Sarah was nominated by President Joe Biden to serve as the United States District Judge for the US District Court for the District of Connecticut. Her nomination was confirmed and she was sworn in on November 3rd, 2021. She is the first judge of South Asian descent to serve on the District Court for the District of Connecticut. Prior to her appointment, she was part of the US Attorney's Office for the District of Connecticut. prosecuted cases involving child child exploitation, human trafficking, hate crimes, government fraud,
076identity theft matters. These are the two names that I am bringing to you for recommendation for the inductees if I can get a motion. Madam President, can you spell that first name, please? Sarah. S A R A L R I C H. Thank you. Do I have a nominee or do I have a motion to approve these nominees? Make a motion. Do I have a second? Seconds. Do I do I need a vote for this? All in favor say I. I. post. All right. Well, we are proud to have these guys to oursel for ops. All right. Items D and E will kind of combine here. Um board member Nagel asked for these to be pulled to the discussion. So, do you want to leave this? Sure. Okay. Um basically, I wanted these pulled because
077we discuss our teacher negotiations out in the open. So I thought since we negotiate with Anna and Shannon, we should do the same thing. We do not negotiate with the principles that's up to um Anna. So I have all those. So um Anna's salary um she agreed to no increase in her base and she gets everything the teachers got. So, the 1.5% TFR um increase um on our percentage that we paid and $200 to the HSA paid by OHS or OPS. Um her health insurance is was on the high deductible. So, there was no change in that. So, her overall increase um in benefits and salary is 1.91%. Did I miss anything? Okay. Um Shannon's uh she requested a increase in salary of 1550s. Um health insurance she is on the traditional plan. We did
078agree to leave it at the traditional for this year. Um, basically because there's only a $127 difference between the high deductible plus the 19,900 that we would pay into the section 125 with the understanding that she probably would not get the traditional next year. Um, so her overall increase is 2.42%. She is also requesting to carry over five days of vacation which according to OPS policy that's supposed to get paid out rather than carry over. We do have the right to okay that if we want to um as far as the vacation goes I worry about that opening a can of words unforeseen consequences I have a motion to approve the superintendent business manager contracts. Do I need to do those separately since they're separately? Okay. So, let's do the superintendent contractors and then we
079can open discussion. So, move uh make a move. Do I have a second? Second. I'll make motion. seconds. Almost called you Shannon. Sorry. Is Is there any discussion? Um Mr. Superintendent Conra, you need to take uh not take it home, but all in favor of opening discussion motion. Okay. Okay. Sorry. That's okay. But once that motion is made and second, then we can discuss any discussion on super superintendent contract. Ask that three times. Do we get a roll call on this? Probably. Okay. Sheila Nagel, yes. Brian Zire, yes. Ron Mday, yes. Patty Carlson, yes. Yes. Motion passes 5. All right. Moving on to approving the 202526 business manager contract. Do I have a motion to do so? Awesome. Do I have a second? Second. Michael seconds. Is there any discussion on you explain again your
080concern? So policy which was included in the packet is that um vacation is to be if it's not used it is paid out at do you have it in front of you? I do $50 instead of being able And we can vote to I mean on a case by case basis always vote to override. Shannon did you want to explain your request? Um I guess it's just personal. I was kind of saving it um for family activities and I didn't need to use as much as I did or I didn't need to use as much as I had saved up in April and May or June and I have some more activities coming up in 25 26 and so it would be nice to have those extra five days to use up right away in
081July. July, August, this summer. Another question. We can just do this on case by case. a case on every teacher or just a teacher. This is just not if you did look at did say that was the left hybrid test. I see both sides very clearly. I think it's a tough call because you can you know how do we define what's justifiable in caring over staff are considered the custodials? No, they don't they don't get vacation. The only people they get vacation time are the custodials. Uh very honest. [Music] It's just vacation. He's on vacation. I give my thoughts one of your business. I've always worked in companies that let you carry it over. I don't never really thought about it. Contract is just a little different though because she's not hourly. She's salary where
082everybody else is at. I just wanted to make sure you guys were aware of that. You weren't just approving something about it. I was just looking at the contract. You didn't know what the course was. Okay. So, we either need to move forward with approving it as written or I need somebody to make a motion to amend it. I'll make a motion to approve it. Second. Well, that's already. Okay. Wasn't that already the motion? Yes. So, we just Any discussion? Any discussion? Hearing none. Brian, yes. Patty Carlson, yes. Rhonda Day, yes. Sheila Nagel, yes. Monica. Yes. Motion passes by zero. Somebody is voted. All right, moving on. I'll kind of combine these together just to open discussion, I guess. Um items FG and H board member NAL also um requested those to be moved. I
083think probably these out into the open, but I'll let you like your train. All right, we're supposed to do that. I'll make a motion. Okay, makes a motion to approve the first reading of new policy five, personal electronic communication devices prohibition during instructional time. Do I have a second cross and seconds? Any discussion on this? All right. The only reason I really wanted thought we should pull it forward is because this is something completely new to the state. This this is out of our control and it's law. So, so I think I had one thing I looking at. Oh, what page are we on there? What page did I say that? Reference to the public and everything. This is our new policy that is mandated that we approve with the law banning personal devices personal
084electronic devices during instructional hours. So the only thing there were certain things that we could either put in or leave out. Correct. And that's what Anna has highlighted in the so on page six letter G that last sentence in there makes to me it sounds like they are expected to use them whether they want to or not. So I thought it should be only where did I say employees are employees are expected to use personal devices during non-instructional times and other breaks in the school day and I think employees I remember I had I inserted the word only in there someplace during noninstructional someplace I don't expected to use personal devices only during non-instruction. Is that what you hear? Maybe I'm the only one that reads that sentence that way, but ask for clarification that
085way. I mean that's the way it was sent to her from schoolboard association but to me it sounded like it's a directive that they expected to use them whether they need to or not and I think one thing to point out too is this everyone has to police this every adult working in the building everyone Shann and I are having that conversation too. So, if Shannon sees somebody that is walking down the hall with their phone and she doesn't do something about it, you're in here. They can be fired. Something to parents to discuss that, you know what I mean? just so that they're a little more aware. So when kids start coming home saying, "Oh, the janitor was telling me, you know, or whatever sitsler, you know, there's a broader understanding that it's not
086just teachers." Yeah. Yeah. So they received I sent first notice of this you know right after school got out waiting for you guys to approve this and once it's approved then there will be things coming from me and then there will be a principal's level because then it'll say okay because this this requires the law requires that there are consequences. You can't just say oh you know that's okay it they have to have consequences and they have to keep track of it. So we have to keep the data. So Jordan and Ray both have their procedures that they're going to be following. that'll be in their handbooks that you'll get next month. But they'll also be communicating because that's in the law also that all of this stuff has to be communicated with parents. Um
087there's there's just there's just a ton of stuff in here and we sat through a web or a meeting with school boards on here's what you have to do. Now, there isn't anything restricting employee use, but we felt like we wanted to go with what school boards adds in here because we're expecting the kids to not be using their devices. Then how do we as teachers? Yeah. We didn't tie the principles into it's not going to be in the policy what their um rules are or what their uh consequences are going to be but that will be outlined in everything that they share with the parents. So and it's going to be one that's the consequences are not going to make parents happy because the parents are going to be held responsible for you know
088and again like I said we'll share that out with you guys. you'll know what it is and they'll be communicating it. I'll be communicating. Any other discussion on first reading? Could you change the word expected then? Only during instructional assessment. Is that where you put it? I think so. Sometimes employees with the Well, yeah. What did you see? Employees are expected to use personal devices only during instructional time. Expected. So I think probably what you'll have to do then is somebody will have to um amend this to say that approve the first rating with this change, right? Because we can move forward that you we're just going to have to go through your first reading with this change. You're going to approve it. Actually, I think I said the employees are expected to only use
089only. You want that in there? Maybe that's not only And it is weird, right? Yeah. May only use personal devices. So instead of employees are expected employees may only use personal devices that out of there. So you're taking out employees will take out are expected to just employees may may use personal devices during non-instructional time and other breaks in school day. Okay. Yeah. So, we're deleting uh our ex our expected in paragraph G. Do I have a motion to get that amendment? Yes. Do I have a second? We need a roll. Yeah. Okay. First read the amendment. I think we have to do these step by step, right? Uh, yes. Brian Sire, yes. Patty Carlson, yes. Uh, Sheila Nagel, yes. And Monica, yes. Motion passes 5 for the amendment. No. Do we need to approve
090the first reading? Is that a motion still? Okay. Okay. So, do I have a motion to approve the first reading of the policy after the major [Music] on that please? Sheila Nagel. Yes. Rhonda Day. Yes. Brian Sire Carlson. Monica. Yes. Sorry. Motion passes 5 Z. We'll belong to item G. approve waving the second reading of new policy FFI for electronic communication devices prohibition prohibition during instructional time. Do I have a motion for that? So I have a second. Um may you please call Brian Zire? Yes. Sheila Nagel. Yes. Sandy Carlson. Yes. Rhonda B. Yes. Monica. Yes. Motion passes by zero. Moving on to item H. Approve adoption of new policy personal electronic communication devices prohibition during instructional time. Do I have do I have a motion for that? Okay. Second, please call the role one
091final. Petty Carlson. Yes. Ramay. Yes. Sheila Nagel. Yes. Brian Cider, yes. Monica, yes. Motion passes 5 Z. Moving on to item six, future meetings. Our next regular meeting will be Tuesday, July 8th, 2025 at 7 a.m., which will be our reorganization meeting. Um, and then the proposed annual board retreat, Wednesday, August 5th at 6:00 pm. So, that at this time, but to keep that on the radar, I guess. Um, Further business for the executive order. I would just like to extend a thank you to Ronda Day for the three years of service on the board. Appreciate you. We appreciate you at 8 a.m. We won't miss you. Um, no other business. I will declare the meeting ajourned at 8:59.