001That's okay. At least you can see your settings. There we go. Settings, and go to display. Uh, hopefully that doesn't mean they're still in trouble. I think it's display is right there, but I'm not sure if you're going to find it there. Again, you might have to hunt around a little bit. >> Given that it's all technology. >> Until it comes to the technology, I'm going to have to say that's all I'm going to say. I am not. What? >> Wait, what were you doing? Oh, the up and down arrows. Got it. >> you somewhere. I am not 100% sure what it's under, but if you do a >> Oh, screen thing. >> There it is. Well, that might be wrong on your screen. >> So, is there a password for the Wi-Fi? For the
002Wi-Fi? >> Yeah. >> I agree. Oh, here we go. >> I'm sorry. Password? Doing a scavenger hunt? >> [laughter] >> You kind of look like you are. I know. >> [laughter] >> Did you see it over there somewhere? Uh, that work. Kendra, can you find out what the password is for getting in? Or is it can someone over there find out what the password is so Cindy can get in on the network? >> Yeah. >> [clears throat] >> Oh, the guest ones? Oh, okay. I wasn't in that one. >> I was in this one here. So Well, that one's up there too. >> Oh, [laughter] don't get too excited. >> Oh, okay. I didn't have the capital. >> [laughter] >> All right, are you ready? It's [clears throat] 6:31. We'll call this meeting to order.
003Um pledge allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Uh roll call. >> Um [clears throat] Carol? >> Yes. >> Harold? >> Yes. >> Ron? >> Yep. >> Um Adam? >> Yes. >> Deb? >> Yes. >> Cindy? >> Yep. >> Me, I'm here. And then Carol is not. >> And yeah, Carol will be late. That'll work perfect for that. Uh proof of public notice. And mission statement. >> Mission statement of the Gale-Ettrick-Trempealeau School District is learning for all, learning for life. >> All right. Item six, consent agenda. We have the approval of the minutes, approval of financial and personnel update. I'll take a motion for approval of the consent
004agenda. >> I. >> Sarah. >> Second by Adam. All those in favor signify by saying I. >> I. >> Opposed? [clears throat] Motion carries. >> Very very weak I. >> I hear that. I can feel it. >> [laughter] >> Her business is distracting. >> You're distracted by all the people trying to get on the computer. >> Yeah. [laughter] All right. Hallelujah. >> Item seven, public comments. We have none. And item eight, correspondence. >> All I have, and I I think most of you get the packets, there is a WASB summer learning symposium coming up in July in Stevens Point. Those can be kind of a mini conference. If you're interested in attending anything like that, please let us know. Kendra and I, one of us will take care of you, make sure you have your
005reservations, etc. Just an opportunity. >> Item nine, staff and student recognition. Um I just want to recognition recognize the athletic programs. I did have a chance to attend the track and field banquet. Very good turnout for that. And baseball is wrapping up or in the process. Softball also. Sports and I think that and anybody else? >> Um I just went to the CESA 4 annual meeting of course. Um They have a really cool program, which I'm sure you know about, Michelle. it's called the Wisconsin special education induction program. And what it is is it's something that they've put together that um special ed teachers you can have up to I think three per school take part into it. They only accept so many. But what it What's great about it is it's actually a three-year
006program where the teachers come so many times over to CESA for kind of all day instruction. And then there's times where CESA comes and works with them in the classroom. And it's been a really great program that has like a they've tracked it and it has like a high 80% I can't find my notes on it, sorry. But it was like a high 80% number of keeping those teachers in those positions in those schools. So that's kind of exciting to hear. Um and the the even better thing about it is it's free. And so, you know, um I guess we'd want to encourage um those educators in that area to take part in that. Um and then also too they said they know that it of course costs money to get subs for when they
007have to come to classes over there. So there are funds available to even help cover the sub. So it's kind of like cool, too. Um also too, Larry Cyrus, who is the rep from the CFC school district he's our um head for um CESA with the WASB group. And so he would like to come talk to all the schools in the CESA 4. Um I kind of just mentioned to him that maybe that that might be a best night to do that would be like one of our committee of the whole nights or something, but he just feels that there's a lot of good things that aren't being taken advantage of that are great for school board members through WASB. So, um, we'll probably be hearing from him at some point this year if he
008can't do a little talk with us. He's He's really a cool guy, very very great guy. Um, so hopefully he can help um, come and talk to us a little bit about that. So, that's uh, just a couple of the things that happened at the annual meeting, but >> All right. Item 10, administrative reports. >> July 2026. Administrative reports and starting with Mr. Mendez. >> All right. >> Well, while Ryan's coming up, I'm just going to say if you don't know Ryan Mendez, he is a social studies teacher here at the high school. Very very well known not only for his amazing teaching skills, but as our track coach. I know you're giggling while he's while you're giggling while he's limping his way up here. So, it's kind of funny. >> [laughter] >> I'll fix
009>> Anyway, so >> Sure. Um, I I kind of I guess wanted to talk to the school board about a trip I was able to take to uh, Poland in April and it was an all expenses paid trip and it was thankfully generously able to do that um, get coverage for that to go and experience basically the Holocaust kind of uh, education in person. Um, and so from April 10th to April 16th, I went to Poland with a few other Trempealeau County teachers. There was one from SCF C, two from master fair trial, and one from Arcadia. And one from the Leavitt school. And we got to go with a larger group and have experiences like that. So, it was a organization called March of the Living that I went with. This is kind of
010a rough agenda. Um Scott and I, who was the Leavitt school teacher, showed up kind of a day early just cuz of flights and where it worked out. And we got to go and explore Krakow. The next day we went to some two small uh villages outside of Krakow, Poland, kind of where we were stationed. And we got to learn about Jewish culture, a little bit about the massacre and grave sites. Um and about the learn about the Einsatzgruppen, which is kind of a Nazi police squads that kind of would follow in Next day we went to Auschwitz for the whole morning. Um we were there right when it when it started. We only took kind of lunch just after 1:00 and then we went to Birkenau, which is very close to Auschwitz. Um and
011then later that night we attended a ceremony to start Yom HaShoah, which for Israel and Jewish people is the Holocaust remembrance. Next day we did the whole um kind of a whole thing. We went to the Krakow Ghetto in the morning. We got to see what's left of Oskar Schindler's Factory. Um really it's just a gate with a bunch of pictures at this point. Um and then we took a bus to Auschwitz. From Auschwitz we walked with about 7,000 other participants to Birkenau. It's about 2 miles that we walked. Um and then we there attended a ceremony, uh listened to the testimony of a lot of Holocaust survivors and survivors of the October 7th attacks in Israel. And then um next day was kind of a lower day. We didn't do any Holocaust related. We
012just looked at a very very very cool uh salt mine in Krakow. And we also visited the castle, which we were stationed in the hotel right next to the castle. So, we saw it every day. Um and then um we came back on the 16th. So, that's kind of what it was. I have a few pictures and and I just kind of want to share those with you. So, uh, this first picture here on the left is a picture of the synagogue that we went to to learn about Jewish culture. The man standing in the blue there, it was our guide. We had a a complete guide. We had like guides for every little part of the but he was our guide for all of the Holocaust related. Very powerful speaker, lots of really great
013resources to to kind of bring back to the classroom. Um, and then we went to the mass burial grave sites, um, which included, of course, non-Jewish members of this small town and then Jewish members of the small town. Talked a lot about how we knew the names of uh, the Christians that were executed but not of the Jewish population of part of that particular town. Lost a lot of Jewish persons in the Uh, and then we went to Auschwitz. Gave the famous kind of the my pride which is the work will set you free. Lots of very powerful uh, exhibits there. This is the one that's pretty well known of shoes of people that were taken uh, from them when they arrived. And then on the right, they didn't document a lot of what they
014did at Auschwitz but those are the images of some of the people. I just picked a few that cuz it was like a wall of like 60 ft both sides of just pictures and so on. Looked through all of them and I picked kind of a a few that I thought I don't know. They just caught my eye. And then, um, on the left here is a massive book that's on both sides and it's uh, an organization called Yad Vashem, I think is what it's called. Um, they put together all of the list of the 5 million Jewish people that they could find that had been them killed during the Holocaust, and so you could look through, and it's alphabetical. It's It's both sides, so we spent a lot of time in there. Some of
015our group were from Israel, and they were looking for for relatives. So, that was very very powerful. Some of the people people that were part of their family. In the middle there is the sole gas chamber that survived there at Auschwitz, and part of it was turned into a bomb shelter, and we were in that uh kind of a haunting situation there. Uh on the right is just a shot of the other [clears throat] concentration camp. Uh most of which is kind of flattened out. It's very very large. And it was big, but like standing there and seeing not the end of it kind of awful. Um and then on the left here, this is pictures from Birkenau. The concentration camp shelters where people lived and stayed. Uh the center is one of the gas
016chambers. It's much larger than the one that I was actually in that they had there. They had about four in working order there. And then that placard there says, "To the memory of the men, women, and children who fell victim to the Nazi genocide, here lie their ashes. May their souls rest in peace." So, part of the process of the Holocaust was of course cremation, and they just dumped them into an area. That's just pretty much Um and then this last picture here, uh this is our group, our smaller group within a larger group. And then in the center there in the red is Irena Sendler, who was a Holocaust survivor. She was about five or six when she was when this all happened, and then she's kind of Uh and then next to her
017is her her granddaughter. And then the rest of the people in that image are um from Treptow County. Um so, the the two people here on the left son and father, and then the just next to them. And then the other sister was present. That was our kind of experience to to go there and to meet the Holocaust survivors and to learn the Holocaust education firsthand. And then to get a well-seasoned guide, who's been doing it for 20 plus years, to talk about and share stories. That's all I did. I don't want to take up too much time. >> Do you have questions for Ryan? >> Yeah, if you have any questions, I'd love to answer them. >> What did you experience? >> Yeah. It was powerful. Um the the the family here on the
018left, this man is the CFC school board member and his wife, they were part of one of the sponsors of the trip of bringing teachers. They have talked about trying to do that again next year and trying to increase the amount of teachers, especially in our county, that they can get to And then it really was an eye-opening experience. I think going into it, I I know a lot about the Holocaust, but like to to go there, to stand where people stood, to feel the sense of both awe and horror, it definitely made an impact. >> Do you think they're going to sponsor more people? >> I don't know [clears throat] exactly who or when or how many, but they have talked about that. I'm especially grateful to them for paying for literally the whole
019trip. I bought a drink at the airport, but that's all I had to pay for. >> Wow. Ryan, how's this impacting your teaching? >> Um yeah, so I think the biggest thing for me right now is shifting what I do with my sociology class and talking more about something I did in the humanities history, but talking more about conformity and obedience and looking at the Holocaust as an example of that. And then of course, just kind of expanding. I think at every level in our district, at least middle school, high school, we try to do >> slightly different things with the Holocaust where we're overlapping and double dipping. Um and that's kind of the angle that I'm going to take is really And generally sharing experiences and pictures and stories Any Any talk of the
020Ukraine situation? >> There was. Um it it the organization that I was part of only directed for a year. It is a March of the Living. They're they're not a political entity, but there was a lot of discussion of the geopolitics of Europe and how we had to increase security and safety. Most places we rode out a chartered bus, but we had a security unit with us. It was just one guy, but he checked every single time before we would be allowed on the bus or part because of geopolitics of of Ukraine, but also the fact that some of our members of our larger group were Jewish and there's a lot of anti-Semitism especially they were fearful of an attack on Yom Kippur, which is a holy holy day. So, it was just a precautionary
021measure, but it was definitely like I mean, you know that people are victims, but to be part of that group that was like, "Okay, we could be targeted because of some Yeah, they don't know. Yeah, definitely. I could go on and on, but >> Well, that >> Thank you for the whole trip. >> Thanks for watching. >> Thanks. >> I appreciate the time. >> Oh, I have a >> [clears throat and sighs] >> You need to show >> Yeah. I can hear it. >> All right, I'm just going to talk a little bit about staff survey report. We've done this three That's for 2022. All right, well, as you know, we do the staff summary and we do a staff survey and done them every year since 2021-2022. That's what I thought was That's why
022my 2021-2022 was open because I started to actually kind of compare the two, which was kind of surprising. Sorry, I'm just >> [clears throat] >> Just be patient. >> Yeah. >> All right. And you guys have a copy of the report and you also have like a quick um just a nice summary of it that I'm going to get back up so Get my voice here. All right. So, the great thing about this staff survey report is first of all it's done by an outside company. So, we're not collecting anybody's information. Staff know it's anonymous. They can be completely honest. We got This is our fifth year in a row that we've done the report. Um it's through School Perceptions and um they do these all the time. Very well known in our area and
023our our state. So, a reputable source. So, we had 144 respondents, so 58%. of our total um staff participated. And as you can see, 47% the vast majority were classroom teachers. So, go ahead just a little bit more. Um when you look at the numbers and the um that you get for um the answers, a five would be if absolutely everybody put a five. I mean everybody did the highest possible score, strongly agree. That's never going to happen. So, most scores fall somewhere between, you know, a 1.5 and a 4.5 or somewhere like that. Um and um well, we don't have anything that would be 1.5. We don't have anything that would have fallen on that end of the scale. Um but a three would be like neutral. Sort of that neutral territory. So, anything
024really above three is leaning towards more positive. Anything that would be a below a three would be more negative and then as a total response from your staff. And then they break the uh questions down. So, the first section of questions that we're going to look at are Here we go. Um work day questions, so asking about my supervisor, looking out for welfare, that your supervisor is effective in management, feeling comfortable talking with my supervisor, do I look forward to going to work? Look at some of these numbers now. 90 some percent on all of these. And what I What's also important here is we're comparing last year and this year. They all went up. One of them went up quite a bit. I think that first one's pretty important for the people out there
025all the people that are the supervisors of our staff. Um speaks very positively towards the administrative team. The work that they're doing and and that staff are seeing that in a more and more positive light. Next one is also on the work day. I feel safe at work. Work I'm asked to do is reasonable. I have access to technology that I need. I have healthy working relationships. Again, all answers lowest one there 86% and the rest of them 90s. 99% are feeling good about your co-workers. I don't know how many people have jobs where they feel that way about their co-workers. That says a lot about our staff as a whole. And I would agree. We have just phenomenal people. And they feel good working here. Working with each other. And again, all of those
026were increases from the previous year. Um I have the technology I need to do my job well. That one went down just added a point two. Um so, it's a 4.2 30 to 4.29. Still well up in the fours, so something We did have some internet issues this year. We also had a lot of um technology work that may have, you know, created a few people to be frustrated a day or two throughout the year, so that might might be why that went down slightly. And then I have the materials and supplies I need to do my job well. This is the one where we all went, "Hmm." The group looked at this Tuesday or Thursday of this week and we're all kind of puzzled. So, now what we'll do is we'll break that down.
027You know, is it teachers? Is it support staff? Is it paraprofessionals? Who felt that they didn't have the materials that they needed? Was it in a particular building? So, we'll dig into that. We don't know that right now, but it's down a little bit. So, again, still at 91% no problem. Then the environment, administration handles student discipline in a consistent manner. 81%. All students are respected, 90%. This one, I trust my supervisor, 95%. Again, wow, what a testimony to the people who work there. Trust, 95%. I looked at 2021-2022, what our results were that year. That one was at 74%. We're now at 95. We've come a long way in 5 years. A lot more trust. Now, remember 21-22, that was the year, you know, that was the year that we'd gotten through a year
028of COVID. It was the hardest year. People had to teach in two different ways, lots of absenteeism, very stressful time for staff. So, we came out of that and I felt like that was a baseline survey and and then, you know, yeah, we've just been going up since then. And we increased from last year to this year as well. All right. And then information important to my work is shared with me in a timely manner. That was positive as well. Keep going. I have opportunities for training at 95% and 97%. We receive useful feedback at 81%. Located to discuss feelings, worries, and frustrations with other staff members at 89%. Staff members trust each other at 90%. All increasing over this last year in our scores. Lots of four point on others on their scores. My
029supervisor places the needs of children and personal and political interests above staff and community values. Staff and school are separate. Always have staff handle student discipline consistently. That was one of the lower ones at 68%. So, they're actually grading themselves a little bit harshly and I think sometimes that's typical because we don't really know for sure what's going on in the room next to us. Maybe you hear things. But it's easy to assume things, too. Not that that's wrong. It's just what that is. Our staff does a good job of educating our students. 99%. Yes, I agree. I think you guys are doing a great job. Our staff is working hard, doing great things. And our school's discipline practices are effective at 67%. A little bit lower and it went down just a tiny bit.
030It's not much on the decrease. I think that's one that varies depending on the experiences that you have in your family. Let's move on to the next section, support. This one's interesting. School board is doing what it takes to make our district successful. Back in '22 or '21 '22, that number was at 60% and it's now at 85%. School board, that is a testimony to you. Yes, Todd. It is all about you. >> Yeah, no. I'm okay. >> [laughter] >> I didn't know if that's what you said, but I thought I'd go there anyway. Uh Pay practices are fair. I think that's good that we got it at I can see that being a tough one to get a super super high score. District is headed in the right direction. That was at 48% back
0315 years ago, now at 90%. >> Good. That's a good testimony to the work that everyone is doing. I feel supported by my supervisor when I make a decision at 93%. >> All right, let's keep on going. More on support. Supporting our students backgrounds. Students' emotional and social needs met. This one's about all of the district administrators. That's at 89%. That was at 48% also 5 years ago. So, nice increase for district administration. Um that's something to feel good about. And then there's a clear connection between my job performance and compensation. >> Uh always kind of a low one. >> Interesting and then it's probably based on the fact that the way our scales were um were not performance-driven. >> Performance-based. But it's all laid out though, right? >> Well, it's clearly laid out. So,
032it's not that it's hard to understand, it's just not necessarily actual. For some people that could be frustrating, I suppose. Yes, there we go. Keep on going. I have the training night um to work with students with different backgrounds. 72%. District seeks input from a broad group of staff. 74%. All students are given equal opportunity. 87%. Parents and community support the whole district. 92% again, all increases from last year. Last one on support. I recognize when I do a good job at 79%. And our school has processes to ensure students have connections. If one don't, school at least only 99% of the district is committed to growth and development of the employees at 86%. All right. And then there's just overall um questions about do we provide equal opportunities that [clears throat] down and genders,
033racial, cultural backgrounds, special needs. And all of these increasing in a positive direction from the last year. Um again, as you look at that, you know, just very positive results on this survey overall. Something to be really good about. And then would you recommend this district as a place of employment? As you can see, that is on the very positive side. Two there below the neutral, but everything else way up there in the higher and the green section, which is what we want to see. And I think that's why we've been actually getting applicants when we have job openings. They're making recommendations saying, "Hey, come and work here." Recruiting people they know, friends that they would like to work with. Um that's all. I was going to just share that so you have those results.
034Again, very positive. Way to go, school board. Way to go, administration. There's some really good um statistics statistics there that we can kind of feel good about and then we can dig into the ones that we're not sure about. >> Thank you, Michelle. Any questions for Michelle? Hearing none, we'll continue on. Um item 11, unfinished business. So, we have some policies that are updated. This is our second reading, so we'll need a motion on these, correct, Mike? Okay, so we have our Scotts some policy update, technical corrections, special updates, special needs school support organizations. 57 is also there. So, I would take a motion to approve the policies. Stated in the handouts. >> I'm good. All right, make a motion to approve the adjustments to the policies. >> Cindy? >> Seconded by Adam. Any [clears
035throat] discussion? All those in favor signify by saying "Aye." >> Aye. >> Opposed? >> Motion carries. >> On to new business. Um looks like we have some We need to approve the student handbook changes for 2026-2027. We have the high school, middle school middle school middle school changes, middle school handbook, elementary changes, and the elementary handbook. So, I'm looking for a recommendation. I recommend approval for the elementary, middle school, high school, and parent handbooks for 2026-2027 school year. You have a chance to take a look at those? Or Or do we Anybody want to talk about the changes? Anything major? >> Major? [laughter] Small changes. >> I didn't go over anything. >> High school staff, it just shows under multiple languages has Amanda highlighted. It just says Amanda. What is I mean, there's highlights, but
036>> Okay, high school, there She's asking what was that? >> High school staff. >> Oh, so when >> has the name Amanda. >> And then it just says feel free to change it. >> It just means those The ones that are highlighted are not updated currently. >> Okay. >> No prices, as you know, you you just uh approved the changes, so those have to go in. Those changes will go in. So, yeah. >> Homecoming dance policy. >> Yeah, those are things that have been or need to be updated yet. >> Those are highlighted have to be updated, he said. >> And like the homecoming, so I'm like on page 10, the homecoming form, prom court eligi- eligibility. >> Jamie, they're talking about homecoming. >> Okay. >> It was a It was a policy in the
037disciplinary law. Um as far as it is and code violation is different than the court. transfer to hand >> Got it. So, just add it. Has to be in two places. >> Right. >> And it's highlighted is new. >> Well, highlighted, but it Is it new or is it not been updated on? >> Yeah. >> Okay. >> I think that >> Those are the changes that they want incorporated in. >> Yep. >> Okay. >> We have a which is the same as the >> Yeah. >> Do we [clears throat] know what the title of the >> The ML person should be it needs to be updated. That's not correct. Yeah. >> There's a new hire that you guys have approved or it just has to be inserted there. >> So, that one is incorrect, but
038the other changes are things that are correct and >> The other ones that are highlighted like Ina and Jody and John. Those are all updated. >> I just thought Amanda's last name was And the other one said >> It's Amber. It's Amber. Amber Teal. >> Amber Teal. >> Any other questions there? >> That was inconsistent is what you're saying. It's confusing. What was the change and what was still having to >> [laughter] >> change? There we go. >> I don't know. I have a motion in a second, right? I lost track where I'm at. Do you have any? Okay. I would take a motion then. >> I think we were looking at them first. >> Okay. >> Is that cuz that a couple of people hadn't looked at them. >> You got to look at
039middle school next. >> It doesn't really matter. >> Are we doing each one separate or And all together? Okay. >> I have a question. Does anybody else find whoever did the mission statement for the high school mission statement to graduate productive citizens who grow, excel, thrive? I don't know. Graduate and productive seem I don't know. Kind of weird wording. And I was looking at that earlier and I was wondering if maybe changing that to to promote valuable state students who grow, excel, and thrive. I don't know. I'm just throwing that that out there. >> I don't That's a thought. I don't think that's >> It's created by the high school staff. They created it. I guess. You know, Jamie, can always share your thoughts with his staff. >> Yeah, I was laughing with the staff.
040Wordsmithing the law. >> Um Just a question for the middle school. It's grading letter grades or proficiency or both letter and proficiency? >> We did switch back to still um label letter grades or proficiency standards. >> Okay. >> We're still on the standard base but using letter grades to report out on it. I guess the other big change that we're moving back to letter grades for our employability skills. >> Okay. >> We went from an I, an A, and a P to a ACF for employability skills. >> Okay. So like so the employability skills that can if there is only ACF, is that like a B or D? Okay. Thank you. >> We went to letter grades and the parents again were confused because the I and the A means which means middle for employability.
041>> Yeah. >> But letter grades means something different. So we went back to >> So it's Got it. Thank you. Um I have one another one. Um where it says for the middle school um where it says um hoods in class but it's not it's not that one. It's the um under the current policy where it says clothing may not interfere with school work, create disorder, or disrupt the educational educational program. Like what kind of um clothing um were they referencing? >> I think that would be implying like gang signs or something like that. >> We don't care political wise it's not a big deal but if there's anything that's like minority or like all of the latest next things that you guys are going to cause a scene and disrupt education and Okay. >>
042So that policy is kind of open to interpretation by whom? Being it's not really defined >> by Yes, it's not defined. It's fairly vague. It's open to the teacher >> Sometimes there's terminology that stands for swear words but they're they change the label of it. Maybe there's some other slogans that are out there that stand for swear words. So if that's one of the school we have a conversation you know like that's not appropriate. Um or if there's something in the news that pops up in the news and it's kind of being a bigger issue and then it's attacking a certain group and we can take a look at it and talk about it. And address it. If it's causing an uh stir in the education process that's disrupting the classroom. And it's hard to
043put everything in a handbook that you might see or might change in today's society but these stuff happens on social media as well. Um so usually it falls on my shoulders so if something is brought to me I look at it and if it's causing an educational issue or someone is offended here or something we take a look at >> Interesting. >> That's a category that people need to tread lightly on. >> It's it's definitely something that's that there are uh lawyers Yeah, you know, really battle and and ev- about every year they bring it back up as to what are the hot ticket things things to be aware of what is what was once considered okay to say change your shirt and now is you have to not let it be. Um every year
044that's discussed at legal legal seminars and it just keeps changing as you were saying, Pete. >> Uniforms. Just kidding. >> All right. Let's get that rumor started. >> Yeah, just teasing. >> [laughter] >> Yeah. Good? All right. So, now I'll take a motion to approve the recommended approval for the elementary, middle school, and high school student parent handbook update for the 2026-2027 school year. >> I move to approve the handbooks as presented. >> I'll second it. >> Seconded by Cindy. Discussion? Um all those in favor signify by saying aye. >> Aye. >> Opposed? Motion carries. Um item B under new business. Approve Into Reading as Approve Into Reading as a curricular resource for K-5 ELA. We're looking for a recommended approval of HH HMH Into Reading as the core English language arts curricular resources for
045grades K-5 beginning with the 2026-2027 school year. I know there's some additional information that's passed out earlier. That was presented to I think So, this has time to look at that. Is that it? If there's no questions on that, I'd take a motion to approve the reading. Approve Into Reading as a curricular resource. >> I move to approve. I move to approve. >> Second. >> All those Any discussion? All those in favor signify by saying I second. Oh, sorry. Uh I'll >> [laughter] >> Now you're bringing in the reliever. Um all those in favor signify by saying I. >> I. >> Opposed? Motion carries. All right, committee reports. We did have our committee of the whole last week. I know you sent out your weekly the updated template for where we'll be presenting the building
046referendum. Yep. >> Yeah, so >> Yeah, like that. >> Carrie was just presenting tonight. And this week, what do you have? Five more to do? >> Four more to do. >> Busy week this week. >> How are they going right now? Carrie? >> Positive? >> Yeah, really positive. Um Tonight I was at the Trumbull Lions Club. Uh They were There was probably close to 50 people there. Uh they busy place. Um But yeah. I don't I think nobody really wants to talk about the negatives in front of everybody else. So um But I got good questions. Um People like give a lot of handouts. Every every one that we've been at. >> Are there any questions that you're hearing, recurring questions like a common theme or >> Not really, because as we as we continue
047moving forward, uh question that is asked by one group, we try to address it. You know be a long game, but Um I had questions tonight about the recurring referendum, which I wasn't wasn't expecting, so. Yeah. >> You done town of Caledonia yet? >> Yes. >> You did? >> Yes, town of Caledonia tonight. >> Okay. Do you know I I haven't read all the way through the website again, but you know, I mentioned to you that there was no um mention of that we're having an increasing enrollment, thus leading us to, you know, need the additional classrooms. And I have not quite seen that out there yet. But I I haven't read through every page, so but I I just think that's a real key set of info to support >> we've gone to these
048presentations, but yeah. You know, why do we have a portable at Fields? You know, we talk about how our numbers have been increasing slow but steady and which has led to that need and yeah. So, most of the people are like, "Oh, yeah." Or they didn't know we even had a portable there, so. >> Oh, do you have a >> So, Matt came to the whole we kind of took a look at the committees. We added a We added Scotty to a few and then we still have some openings, but we also know you're, you know, potentially appointing someone >> Right. >> new, so. >> And I think it's nice that we have a lot to the whole two nights. open and >> Mhm. >> Maybe um >> But oh, I was going to have
049a printout tonight. I'm sorry. That went just like My mind is somewhere else. Normally I would never admit to this, but my daughter was supposed to have a baby sometime today. >> I'm still waiting. >> You rock them on? >> She hasn't had it yet? >> still not had this baby. >> She She was induced last week. >> I had it at 9:00, so we are waiting. >> Oh, let's speed this up then. That's good. >> What would she's due a week from Monday. She's She was She's They're just getting things going. >> Um I will have those copies for you. I know I did attach it to an email a couple weeks ago, but with you know, the committee at the time. >> When when When we get a chance. There's no rush on
050that, so. All right. So, item 14, future meetings. We have a special board meeting 6:30 p.m. on the 9th of July and then our regular board meeting on the 13th And with that being said, I will take a motion to adjourn. >> I make a motion to adjourn. >> Second the second. >> Second. >> All All those in favor signify by saying I. >> I. Any opposed? >> I. I beat you by a week. >> Really? >> [laughter] >> Oh, you've got your second >> grand. >> Oh. >> Yeah. I know. We just keep competing back and forth. >> [laughter] >> I think after this one, mine's going to be done, so. >> This one be done. >> A baby. Like a really big baby. >> Mhm.