KCDS Board meeting May 18, 2026

001board meeting. Um Ally, please take >> uh Jody for the >> Good evening. >> Danny Buckley, Adam Stewart is absent, Kyle Jackson is absent, Dora Higgby >> present, >> and Mike East. >> All right, that is a forum and I am going to state right now, we've been having some interesting weather. So if we have a connection issue, we apologize. We are going to continue um with this meeting. We don't lose power. there. So, continue. Um, so again, thank you for your understanding as we do end up having some technical difficulties. Um, at this time, do we have I know that we have students. Are they going to help us guide us in the pledge of allegiance and then the Kingsbury pledge? >> All right. So, please, do they know that? They do now. They

002do. >> All right. If we could all rise and the flag is to by right over here. So, if you could lead us in the pledge of allegiance first. I aliance to the flag of the United States of America to the republic nation under God indivisible with liberty and justice. And now the KCBS pledge. I pledge to be respectful, responsible and safe to be best as a student and a member of the community. I have the power to make a difference at Kingsberry and All right, thank you guys very much and I understand that we will be coming back possibly for you guys. So, um, with that, I'm going to move on. Does anybody have any public comments this evening on the agenda item? >> All right. I would now entertain either a motion to

003amend the proposed agenda or approve the agenda as proposed. >> I would like to make a motion to amend the agenda. Okay. Did I say specifically what I want to amend? >> Yes. >> I'd specifically like to move 11B, which includes the ELA and math curriculum presentation. Move that um to seven on the agenda and move everything else down. Okay. >> We have one more request to present for Boston here. So >> slow. >> Okay. All right. Um but we would need to add that because it's not. >> Sure. >> So in the agenda >> for charter contract amendment we have a map presentation seven there. second. Mike seconds. Thank you. Is there any further discussion regarding this um amendment to the agenda? I just want to indicate that the reason that we're doing this

004is because we do have um students here that it's my understanding they're going to be part of the presentation. So, we want to make sure that we can um get them out of here if they need to go home and maybe do something. >> All right. So, dinner um dinner. That's not on us. Uh, okay. So, with that, all those in favor of amending the agenda as proposed, please say I. I. >> Any opposition, say nay. All right. The agenda has been amended. So, at this time, I would call for a uh motion to approve the amended agenda. >> So, move. >> Sandy moves. Is there a second? Dora seconds. Dora seconds. Is there any discussion regarding the amended agenda being approved? Hearing no discussion, all those in favor of approving the amended agenda, please

005say I. I. Any opposition, please say nay. Right. No nays. The amended agenda is approved. So with that, we are now going to be Did you say item seven? So we approve the minutes first. Okay. So at this time, I would entertain a motion to approve the minutes for the April 20th, 2026 meeting. So move Dora moves. Is there a second? Sandy seconds. Is there any further discussion regarding those minutes? Right. Hearing no further discussion, all those in favor of approving the minutes, please say I. >> I. Any opposition, please say nay. Hearing no opposition, those amendments have been approved. So that moves us to seven, which is the charter contract amendment schedule one, the ELA and now we're building presentations. So before that, so that you know in your packet, uh there's some documentation

006that we have to send to Sagena. And so this is our contract one amendment. Um there are two curriculums coming in front of you tonight. Uh one is for uh SAS my view and that is K5 but also there's a math curriculum that's in the presentation for for older students and that 68. >> Yes. >> Um yeah >> start with Wait, is it in this pocket be in that pocket? Okay. >> No, wait. Right. There's two in the packet that one of the curriculums did. >> And so when you're looking at that Son Valley State University and Kingsbury Country Day, the first amendment to come back and talking about the schedule one, the schedule one is the one that has two iterations of it. >> Um, and the only change in there is the actual

007yellow highlighted. I highlighted that. That was EV. That would be the only adjustment in what we resubmit to Sagenol Valley. Um, should one or both curriculums be adopted formally tonight. >> Okay. So, with that, where am I looking for the contract and the ELA math curriculum? >> So, we're going to go through this big package here, >> right? and it starts off with the K5 SAS my view. Um so I'll just highlight a few of the things and then um you guys can we'll ask questions as needed as well. So to begin the process of selecting SAS my view we had a curriculum selection team that looked at different curriculums um and they decided to pilot SAOS my view throughout the pilot we've had different touch points um to make sure that what's going well

008and what we needed to update or get questions back from and then if approved the authorizer form which is the um SPSU document would be resubmitted to SPSU um transitioning to SVS my view. So the reason we're looking at this is it's a comprehensive vertically aligned K5 curriculum that's fully aligned to that science of reading. Um it integrates intervention and acceleration within the program so that the teachers can help the students who struggle and then also push those students that need a little bit more. and it has been identified um by MDE for the approved tier one list for elementary reading programs which does make it eligible for grant funding for next year. So some portion of it would be could be covered by that but the full amount is in the draft budget for

009next year as a placeholder. Uh the next place the ed reports that just gives you some um data from um their research into this to make it a um I just lost the word >> researchbased program. Yes. So part of our curriculum review cycle that's mandatory is that we go to ed reports where you can find all the curriculum from everywhere and they rate it um and so you can see the different like what people are saying about it um for a researchback curriculum. So that's what you're seeing in front of you. We don't ever even pilot without going to ad reports to see um where it's most yeah >> we try to fit on one slide >> if you need a magnifying glass we can >> uh going into the next page is the

010teacher perception. Um so this is a quote from um one of our teachers using the current curriculum. So um chosen because it provides that engaging lessons, helpful digital resources and supports for different learning styles in that small group scope. So that's directly from one of the teachers. The next page is some quotes from our students um of how they like this is a student perception. And at this time, Miss Nadia, would you like to say anything about the SAS my view correctly? You can come up here. I'm dress and it helps people. >> What do you like about it specifically? The stories. Why do you like the stories the best? genres. Do you have a favorite story that you can remember? If not, it's okay. Okay. Anything else? Okay. Thank you. Thank you. Thank you

011very much for talking to us this evening. >> Thank you. And then Miss Miller, if you want to address some data. >> Yep. It's on the slide. It's called data from this year slide. grow this year program has been tremendous and books. I think this offers a very comprehensive book, but it's all and the stories go from about to fairy tales and folk tales. Um so it really does provide students an opportunity to read across different genres and um truly be champion. It offers not only great tier one national support um but there's also bills based off support for those students in the United States. There's also a literacy version for students whose are a little more involved that access student. So each child gets that. That's actually our second book. first book has the

012second book through five and it's actually line up pretty well with her studies science curriculum as well forms and I'm sure the topic that we're going to uh ELA is about changes but it does cost a lot so is are all of our K through five piloting this year >> yeah so that was super unique. If you remember when we came to you and said that we were going to pilot, uh you you figure you're lucky if you get one in one grade and they all kind of collaborated and said, "We're all in. We're going to have to make a change." Um and so right now you're saying after piloting it, >> everybody's in right now. The pilot actually included everybody. Okay. So, you're getting you're getting feedback from K5 in this. Um, the data

013is great. It's a surprise and it probably isn't that way for everybody, but typically when you go into a pilot, it's hard, right, for teachers to get into that rhythm of using it, especially where they came from um from previous uh whatever they were using before that. this is a big leap to ask for um to go from creating your own to now having that prescriptive curriculum. Um so there there's challenges of just figuring it all out and pacing yourself. So um it's great to see. We don't often see in a pilot year that you're increasing. So, um, yes, some are making their way is for both fourth grade classes, the entire fourth grade or is it just your Wait, so do we know what the data is for any of the other NWA is

014still they're testing right now. So, we don't have full group numbers yet. You'll get that in June. Okay. So, when anything else, Miss Miller? >> Okay. The next page is going to be your quotes. Um, they're in there individually. The difference with the quotes is the first one is a three-year quote of all of the materials that would needed be needed by the teachers including professional development. Then if you go back a couple pages there's a four-year quote um the same. So just as a comparison um and it has the online as well. So we would pay that for 3 years versus four years. you cannot enter into a contract longer than your authorization. Uh so four years is the max that we could do because of this year. Um but oftent times the curriculum

015companies come to you with slightly better packages as you increase your um the contract that you sign with them for the length. Uh so if you go like one year by one year, it's more expensive than if you added them all up. Uh something to note about, you know, concerns or questions about a three-year versus a four-year. You you don't change curriculums every three years. It's not often unless something's going really really wrong. So, this isn't if you did go with a K or with a three-year um we would be committing to that anyways. It takes some while to get used to it, work some bugs out. And then from Brian's perspective, I correct me if I'm wrong, but they they bill you, but it's deferred. >> You recognize each year >> as a year,

016then we had to pay it up front and just be prepaid, then recognize expense in year two, then in year three. So, >> yes. >> Yep. That's Yeah. So, we wouldn't even come up for a curriculum review cycle until three years. But if you stayed for four, that's not out of the realm of waiting the four years. It there just a lot to learn in that time and you pick up little pieces newer and newer each year um as you become more comfortable with it. When we talk about this and I learn this or might be a little professional development, did you get professional development this year? And what was if you don't mind? What was that? Right in the middle. >> You're welcome. together session. >> It's like an introductory to the program. >>

017We we stay when you adopt curriculums are not one and done anymore, right? You don't buy a textbook set and then walk away for 10 years. Um, so part of making our teachers more comfortable with it is providing that professional development. So that to take Casey, uh, she had they had some concerns that they didn't see what they were used to seeing in it. And that's where she's talking about that we just connected with the curriculum company um to to say those concerns and ask how the curriculum like tends to those things um to see if we're missing a >> big backup >> basically. >> And some things that we've had a harder time getting used to is that like some spelling lists. You don't see those in that same way because spelling lists were

018based on rope memory and that's not how we learn to read. So when they're looking at words, we can go and the teachers could make uh certainly make a spelling list from it from the letter um sounds that they're working on or vowels or they can make it based off what they're learning at that moment. Um but that was something that our parents are used to. Everybody's used to spelling list, but that's we don't learn spelling in that same way just by memorizing. We're trying to teach actually how to read and then recognize those sounds as as parents of >> other part of this or is that a totally different thing? >> Thorn and Gillingham is a different program that the teachers were trained on previously and that's not going away. We're just shifting it

019to be more of an intervention than a whole classroom um curriculum. Yes. But they also have that to fall back on if if something that they're teaching here isn't getting through. Like if they're not learning it right, we have to teach it a different way. And the OG training is is great to have as a backup. >> Is this online curriculum like >> consumables and Yeah. and they can go up and grab the next grade level. So instead of walking down the hallway and saying, "Do you teach this or um my kids need this?" But they don't they're not ready for like the full-blown class, they can actually tap into a different grade level above below the whole strand of them um and utilize those to help the kids in their class. >> They being

020the teacher and assisting children. Yes. >> Books and all that. We buy that up front. We'd have all that on hand. That may have to get expensive in year one because every year we have to replace them or >> they'll hold them for them and they ship them >> each year. You'll get a >> too many books to hold. Yeah. Nobody ever se Okay. >> Yes. Take them home. So they replace it the following year. >> This could not be something that would last. >> Yeah. >> It's what they go year. >> Yeah. >> When they're done and like Casey said, some people are like really far along and some people are still getting their way through. So people are getting to places at different points, but as we work towards implementation, we would be

021having more conversations to make sure that we're all at the same. And and just so that I'm clear when you're talking about people in different spaces like teachers, students in the >> Sorry, it's a different >> No, that's that's okay. So there may be um like for example, Miss Miller's cohort of fourth grade may be into SAS much than the other fourth grade cohort. >> Correct. >> I think you guys have been trying to stay on track. >> Yeah, could be. >> But yeah, I just want to make sure I'm understanding >> right levels. Well, yeah. So, um, but but everybody has the resource. >> Yes. >> Okay. >> Yes. >> Whether or not I mean it's the classroom management, right? So, whether or not they're utilizing it as much or not as much or

022however they're in control of atmosphere as it's being piloted, correct? >> Yes, they should be going through as much, but it's it's challenging for some. So, we're working through those spaces, but yeah, it's a lot Does it does it save you time in the long run? Um the and the professional development are we is that spelled out how much that is what like I know the cost is here but how often they're on campus is it as needed if Miss Miller's having an issue and she can reach out. How does that work? >> There's different levels. So there will be like um in-person training where they send another coach and they can do some co-planning together. Um and then we also have the ability to reach out and get like those instant answers. Um so

023when we do like the touch points and stuff, I can send them an email and say this is what a lot of the teachers are seeing and then they can provide feedback and then we can also have um individual emails with the teachers connecting to the reps that they you know if it's specific to just their group of kids as well. >> Okay. >> Multi level virtual. Yeah, >> that's what the first training was virtual. >> So, >> it's a flexibility and then when you buy it then it then next year if she's like oh we don't need coaching we need this they pivot that this Yeah. So I guess I just want to make sure that this professional development could be in base and if we need more >> if we need more right

024yes there could be more of a cost >> because I want to make sure that especially with what Miss Miller is saying that it's a difficult process and I understand that going from something that has been previously done especially if it's the only one you've ever done something completely different. I want to make sure that we're giving the teachers not just what they want but the support that they need >> in order to expel on it. >> Yep. Um, and so I want to ensure that we're not limiting what that curriculum or the the classroom looks like. >> Yes. Yeah. I can reach out to them at any point and say, "We need a little bit more on this subject or this piece." >> And they don't charge for the back and forth emails. It's

025like when they have to fly somebody out here or >> this optional page, none of this is needed for the enhance. Yeah, it's a it just has like it's a premium enhanced license, not standard like it's actually >> it's page five of eight of the quote which has a bunch of enhance like additional options but you don't have any it's not part of the 58,000 three-year quote more that stuff you're planning on meeting >> not not at this year not at this year >> it could expense it had a lot of Other questions for myself or Miss? >> Yeah. >> So, they do get the consumable plus the digital. >> Yes. >> And they're saying that these are they got 46 of these at 29 a piece. I think does this total is that part

026of the total? >> It should be the part. optional like the the on the page two on the previous page for first grade. They're giving us the standard three-year stat for 156 a student. This optional one's an enhanced premium. The premium enhanced is 20950. So it looks like you'd swap it out for the premium instead of the standard. The quote's based on the standard way I look at it. >> You guys have front and back page printed. I no >> let me uh send those to the printer here. >> I think he's on page three. >> I'm gonna send him to the printer right now. >> Okay. Gotcha. >> Okay. Thank you. That's why >> I don't know what's in my hands versus original. You don't >> No, we don't. So $60 for students >>

027then per grade like every every grade how it's set up. So >> that's a license. Must be something that's online. They give you access to that stand or doesn't give you. >> Does that give the kids access to go on like iPads? Can you do that now? >> They can now. So they get a log on information log on type of video in terms of just because of their age or age. But that's simply from my understanding just because of their exposure to it. They're lack of it. >> I would wonder if the access to online is because of the pilot year. >> That's what I'm >> trying to sell you on it restricted with >> without the advanced package. >> Yeah, that's is that something? >> Yeah, definitely. Okay. I I want to make

028sure that when and if student because again age differences and often seeing book was actually one of those things that wow >> when do we have to get this decision in place so that we have the product in the hands of the teachers to give them time for preparation for the >> for next year so they have everything now so they have all their teacher manuals they can use over the summer and those don't change so what we're looking at is like the consumables which we would typically do you know beginning of July Yeah, you need to get those orders in now though because I have another school that has this curriculum and they're like you they need the orders sooner than later for the consumables which is included in this um so that they

029can have them sent out to school. So >> So we're going to be asked to approve this on either a threeyear or a fouryear and then we could still get an answer to so we can approve the base package which is what? >> Yes. Yes. Yes. And then we could ask well what's included in the enhance in the up is the real question is do our kids benefit >> from the enhanced yes I can get that answer as early as tomorrow >> and you can send that out to >> I can explanation and probably teachers as well. Yeah, the only other big difference is this the optional it's a my view literacy teacher edition for 2,000 that's not on like the >> I'm not sure what they're getting for 2,000 >> part of this is

030for the pilot we brought we bought teacher resources so we don't have to buy them >> have but you need to get them yeah 50 something So you >> it sounds like she said that she's one of the few that actually challenging the third graders. I guess first >> well they also don't have the wars or fourth graders >> they have minute and and and again I understand that too like are the younger one going to need it? um especially a big >> part of it is teacher comfort with technology too. So there are some teachers that really prefer to not use the digital they they just work better with paper which is completely fine. U but you are not onetoone that's something else to point out. And so if you did we wanted all

031students to be able to log in and do that we would need to look at the number of devices in the building. So, >> so we just need we need some clarity. But I think >> I the point I was trying to get to is do we have enough information to make an affirmative decision today so that you could own friv? >> Yes, you can. >> Sounds like so I I don't do not take any disrespect. I guess my concern is though we're hearing from one teacher out of 12 that had piloted this and I want to make sure that we're getting the right curriculum in the family teachers and what they want. Last year when we did the I think it was the sixth grade um I think it was both teachers that they

032come in and I know we're not going to get all >> Yeah. And and again I'm not discounting anything that you're saying please I just I wonder should you be asking more teacher what they and again I don't know necessarily what the other option is. Um >> Nikki >> there was other invited as well tonight. Probably the weather kept them away but I did have other teachers invited. But during your PD, did you >> Yep. >> We talked about it. >> What was the feedback during that time? >> We talked about um the Sabas at the main PD um and we had said, "Okay, is this the quick curriculum we want to go with?" And the answer was yes. They love the readings and that was K5. Um they love all the Well, fifth grade

033was a camp. Um I talked to Mr. Taylor previously, but they love all the readings in the program and they want to also use the Youth Fly with it as well, which we already have. they've been comfortable with the UFly. So, they're going to do um some boss and incorporate UFly in there for areas they feel that you fly is a little bit stronger, which is the phonics pieces of it. >> And again, I love that we're planning out building. I mean what can we do we really >> we don't have science of reading based which is statemandated by next school year so what we're using what we were using last year because we've run into the pilot we did present three curriculums to the teachers to pilot some could have chosen different and they

034all >> they all chose to go all in >> on this last note >> so they did look at two other curriculums and opted that this was the best of those forward. Um, you can wait until by all I don't want to get into a situation >> you and >> you have to have a science of reading based curriculum by next year, >> right? And again, I'm not not trying to be difficult in any way, shape, or form. Just recognizing that three years. Yeah. As a commitment and what are you asking? >> I just clarify. I mean, I I guess well, not if it I mean, I just don't know that I'm comfortable to vote on it right now with only one because any of the other teachers here haven't piloted this just yet. Correct.

035So, I can't talk or ask questions there. Um, >> it's fairly common that we can only get one or two. >> I did have other teachers invited to come and speak to. There is feedback in there from some of the teachers. Um, and the data isn't just fourth grade data. It's pulled from um, we sent out a survey for all the teachers to fill out. >> So that data >> the bottom just down where it says 2425 NWA. That's just fourth grade data >> data from this year. >> Yeah, they're not page numbered. Sorry. The top one is a kindergarten data. >> What's the top statement? >> Yeah, the top statement is kindergarten. The second statement is also kindergarten and then those are fourth. And then the quotes as well, the student quotes are from

036different grades of students as well. And you said that there was other teachers. >> The teacher um teacher perception that was the overall from the group. I mean we can certainly move it to next month. Um and if they can't be here maybe you could get some folks from them. >> Yeah. We we need to be really clear what we want to see. >> So if it's not this then what we have to have >> right and I can't guarantee that teachers would be able to come in person as school be over. So if paper was okay, I can bring in quotes and stuff. >> I mean, I don't know that you're going to get more just show off at a meeting just time of year, right? But in that space, we can absolutely get

037get their feedback and even have it in email form and show you who it's coming from. So it's not a telephone game. Can absolutely do that. At this juncture, the reason why it came is because if we had piloted other ones, we would have other options before next year, but they chose to to do everybody do my view. So we >> But what I understand you saying then is we only have one view of this, then we don't have we're not complanting with the science agreement. So in order to be compliant basically it doesn't matter if a teacher has struggled or doesn't enjoy this curriculum. This is what we're want. >> Well, nobody else has it's you've got the two fourth graders, right? I mean, has anybody else struggled with it or >> struggle? I

038just need >> Yes, >> there's been some implementation implementation struggles and that's just part of working through a new curriculum going from nothing to a big >> a big program >> and there's going to be likes and dislikes of every curriculum. >> Yeah. Pieces some favor over others. Um, you know, I've heard that the phonics isn't as strong with the SAS, which is why we're going to supplement the UFly. >> I'm not the one in the classroom. I'm >> not to talk out of turn. Is have you heard from other teachers? Maybe if I could interrupt you, can you just explain to the board? You you you said that teacher mentor and can you explain what that means because people may not understand that role. You're that person for What are some of the main

039um so we can I've been diagnosed and it seems well responded as well as measuring the family as well. So you're hearing positive overall. While there are some concerns, there are still is positive overall. >> I was here for the coaching day and sat in in the meetings with the teachers after their lessons and that's where I the spelling came up, right? Because we're just used to spelling lists. And so she was talking to various teachers that had those concerns because Nikki shared them in advance um to talk through what does that look like? Do we need to buy a whole new spelling program? um how does my view savas actually tend to that? And that's where we started talking about um word study. So spelling lists are like I said kind of in the

040past um and now they're working on on word studies because that's the recognition of what sounds do they make, what pairings go together to make a different sound, how they'll how it impacts everything. Yes. >> So are they learning to spell while they do all this? Yeah, obviously. Yeah. Okay. >> But now they're able to apply instead of the word that was on the list that you memorized the you can apply it to other words that you don't you're not familiar with. You can see those vowel pairings or you know >> I just thought it was important that we understood that she's presenting not just as one fourth grade teacher but a new fourth grade teacher and the leader of big too as well. So I guess the the one not really represented here would

041be third year. >> I know Mr. Taylor likes it. I've heard rumblings in third grade that some don't love it make everyone happy about it. >> And I >> not to just tell the people don't like it. there's some impact of right the amount of time that the curriculum requires you to spend on topic with a subject is different than when you're creating it on your own and so there's some growing pains of I can't do this outside I do have to stay inside and teach this um or I took my kids didn't get it because they haven't been coming up through the curriculum so that vocabulary was far more challenging than I was ready for and so we spend a little bit more time on that or the reading passage. Uh we did get

042some feedback that students were having a hard time with the reading passage and then you go to the back and there's a whole chart that says what that students do need to try it and and it's okay if they fail at it. It may be too high and the teachers can see that it's it's kind of where they should be or just a little above or different parts that are that way. And it's to help students Yeah. to do it on their own and struggle a bit and then teachers come in and they they do it throughout the week. And so that was something that came up. I thought that was great that you go to the back and you can see where the reading levels are for those um and where the teacher may

043need to intervene should students struggle too much. But putting that in front of them and knowing it might be a struggle and that's >> Yeah. Yeah. This is being piloted through third, fourth, and >> K5. I have a third reader and I >> it won't come home until the end of the year. >> So, it's not something that comes home. >> Not back in. No, it's not homework, per se. At the end of Yeah. Well, that was I was going to ask how many students because it stays here. It would be one of those I don't know if you remember those workbooks where you could practice to be a teacher at home because you didn't get through all of it. [laughter] It's it is meant to go home at the end and you can use

044it. Yeah. And I just myself I mean I different generation having a text come home on a even once a week. It's nice to know where they're at. I don't think we're we made an a decision last year, right? To go this way that we knew that we had made >> a decision to choose just this one way forward. >> We also knew that we have our backs against the wall in terms of unions and timing and we didn't. Nobody came out mid year where and said, you know, gee, we'd like to try something else on because this is good, but it's it's so now here we are at the decision place where and I know nobody likes to feel like they're backs against the wall, but we don't. If let's imagine that we say

045we're not going to do this, what's the alternative? Skipping with what we've always done and every we have to have We all did another pilot, >> two to three groups shows the which is why the only one that's been Yes. >> Okay. So in some Yeah. of course and see it through and then get to a point where you have >> because it's partially through the year we wouldn't recommend just stitching and shifting to something else. It doesn't give you that knowledge. So >> right now from your understanding I hate to put you on the spot I'm sorry but there's you don't have a feeling that teachers overwhelmingly want to try and pilot a different program. Okay. >> And it's not perfect. >> It's not perfect, >> which is why I think it's not it's

046supplement >> and we buy something we've already purchased already in the building. >> You've been using it. That's science of reading. >> That's just a piece. >> Correct. Correct. No, just for this. I think people to No, you want to talk about the >> Yeah, we do. Yeah, >> but not all teachers want their kids attached to that and so that's where the workbooks come into place. Everybody has a workbook and then you can have students log in as Miss Miller was stating u button is kid-friendly though to >> it's a little bit harder to maneuver and that's why we we tried it. So, some may want to keep it and some may may not have even touched it this year because it's not and Kingsbury isn't one to one. Um, that's kind of stayed

047the course. Um, because the overwhelming feedback from teachers is generally they don't want kids hooked up to computers all day long. And I happen to agree with that. you say too it's that the challenge is for the littleer kids because if you interface you're going to spend more time learning the interface that you should would rather be devoted to the sub the substantive subject matter that's for a while at the And it's the way they truly go through it. I would put them on there. They might be very successful, but it wasn't something that I sne all the other resources. get through. >> All right. >> The reason I was asking start a little bit earlier, right? Where makes >> true. Absolutely. So you also challenge though that like you're going to be put on

048all sorts of different platforms your whole life and so this would be an opportunity maybe not every day for you but an opportunity to have kids engage in and jump onto a platform and learn how to maneuver. I guarantee you these kids can maneuver on a lot of different places right outside of school. So, >> yes. >> Yeah. >> I mean, you could go >> you could go forward with what it is now and add that each layer. I don't think this one's very tells his little sister. He's about to be very alone. You need typing. You need typing. You'll fail in high school if you can't type. So that's where my alum is. He doesn't say anything else about anything else in his platform. So, >> and some of that comes with getting on

049other platforms and having to navigate. >> At this time, I would entertain a motion to approve the SAS ELA. You're asking us to choose between the career and the career. Yeah, I'm willing to make a proposal. I move that we approve the fouryear the four-year commitment to the and that coincides with us having to get real save ourselves some I would still be locked into I don't want to be misunderstanding I understand the rationale but >> we wouldn't even bring curriculum cycles don't happen except every 3 to five years so if we come back and people are saying we want to change curriculum after year one, we have to stay the course, right? We recognize that there's going to be some bumps, but we do have to >> stay the course, >> isn't it? If

050if you only do it for a year, you you'd only know what any years to do it, >> which is why we look at three to five years. And then many schools along the way for the curriculum cycles, we'll go check everything something back out in three to five years and then say, "Okay, we're going to choose to upgrade and move up to the next better model of this." >> And it changes. >> It changes. So to answer your question, we wouldn't be having a conversation in less than three years. Um, but four is definitely within that window of three to five before we start talking about is this right because we want to make sure that we've done it really really well and can say that it's not right before we >> um so

051the motion on a table is to approve the four-year commitment for the curriculum for the basic >> for the basic with the caveat I think we can always supplement Mr. Ginger made the point that they're not going to turn down the sign that we love. Okay. Is there a second go? Is there any further discussion regarding uh the Civas ELA? I appreciate all of the answers, all the answers to questions, guidance. So, thank you for that. So, at this time, I would call all those in favor to approve the four-year basic commitment for the citizens, please say I. I. Any opposition, please say nay. There you know position four year basic women for the sas. There's the math. >> So the math curriculum was piloted by fifth through eighth grade. Um they saw a need

052that's at the back of the packet. Another page. They saw a need for a curriculum that they could scaffold as well for their high learners and their low learners. So they did a little research and they came up with the math and me. >> Um so we initially applied for the SPSU grant to pilot this um and that's what we've been doing since December. Um is Miss Neans and Mr. E, Mr. Grossman Leard have been piloting um the math and me and then as well as our fifth grade long-term substitute. Um she's been getting support from the other teachers to pilot that. Um so again they searched different um curriculums and came up with this one. Um the reason we transitioned to this one is this one is also vertically aligned kindergarten through 8ighth grade.

053So we could do this Kth grade um right now we're just looking at 5 through 8. We're not looking to expand it beyond that. Um it is also a textbook curriculum with online access um that helps the students and it extends like I said that above and that below for grade level so students can be pushed higher and then they can get extra support if they need. >> Um also meets the ninth grade requirements for algebra. So it's not like a teacher said I taught it they're actually teaching the algebra one course because we have access post like beyond 8th grade. So, that's an important piece to this is >> You can leave with a credit. Now, every school gets to make that um determination based on it, but when they reach out, we're able

054to say we're actually using the same curriculum um as some other schools, right? And so, every person, every high school counselor gets to determine your ninth grade class equals this or for any transcript really. Um but this one is a straight ninth grade. If they want to ask what we teach, we say it's this is a ninth grade algebra course. >> Does teacher certification matter for that? >> Sure does. That's why all of our sec Oh, yeah. All of our middle school teachers are secondary certified in their subject area. >> It's a great question. Uh the next one is the ed reports is again for the math and this one is educationally why can't I remember that word research? >> We do. Miss Neans is going to talk about it. Um, we included the teacher

055perception and then some student data, uh, student perceptions. Um, she did a survey with the students. Um, so the student perception of Matthew, that's their um, from all of the students in her classes. >> Yes, the pie chart. >> Sixth grade. That's >> correct. Sixth grades. And then data on the next page is from the sixth graders as well. I will let you >> uh it should be at the very last page should be stapled in there. >> Correct. [laughter] >> Yes. And then on top of that would be the professional development of $750 and that's because we already have all of the textbooks. >> Thought it was the pilot. So, it's just the maintenance of getting a few extra because of our growth in the classes, making sure we have enough this year. >>

056Y >> they don't like >> So, this five grand's not online, just resources. But it's not every year because they're not necessarily consum. So I don't like that the middle school editions aren't consumable, but we do with it. Um, >> did I answer? So you don't, but I've I've adjusted and made um worksheets out of what what we have um and made my own additions of consumables for it and um and it's worked with the kids here. We listen to like the the curriculum and the way we were doing things. Um we keep it hands-on. We don't stick strictly to the textbook, so they're like hooked to it. Um the fifth graders really do like the consumables. Um, I work with a of fifth graders as well that are are pushed um that are working

057chapters ahead of their their classmates and um they are really guided through the instruction with their with their textbook and I'm just guiding them. Um, and it's it's been really nice to have all the direction in their consumable book where the textbook isn't as it's very straightforward, but the the teacher direction and everything is there within the teacher guide. So, it's a really nice straightforward curriculum. Um, I used the older version at a previous school, so I'd had some experience with it. We we we looked at three other curriculums, review math or review math and >> um one other one. And this one by far was just more straightforward. Didn't have um the had more like vocabulary that we liked because um we're looking for something with math vocabulary connection and um a lot of

058math curriculums are leaving that out these days and that's something that we wanted to include. Um we like the consumables for the lower levels which is something that's that we really like. >> Um I don't like the online component. It is not as straightforward just like the other one. Um it's not very user friendly but with us not being onetoone it's not something that would really make or break the curriculum with everything else being so hands-on and the teacher component of the week of the online component is good. It's just the student interface that's not very hands-on and so um making the teacher side access good is something that they were struggling with. Um the they they've made um lots of tier intervention like they have tier one, tier two, tier three intervention. So you

059can um and they have dig deeper so you can provide to all of your learners right within the platform um and expand is I teach two different so I have an advanced group and an traditional group right within both of my classes and can meet all their needs. Um questions. Can >> I just get clarific? Okay. And um we don't have anything to compare for from last year. Their overall NWA they're just started math NWA straight today. So we don't have any overall growth but um their growth from fall to winter was 56 and um >> 59 I think >> 59 percentile from fall to winter. >> So we did see tremendous growth just from fall to winter using >> again not common piloting. So that's good. >> Yes. So >> those are the sixth

060grade classes. So one is one of them is the advanced one of them is the one of them has se almost 10 advanced kids. One of them has five advanced kids. >> Okay. So >> All right. Yeah. Okay. So I just I was trying to figure out how it was broken out. >> Yeah. What the Yeah. the breakout was. Okay. >> Because when teachers have access to all this that it's far easier for them to differentiate within their classroom. Um, and what is the commitment term for this one? >> This one is just a one-year um getting some more of the textbooks um because we already have a lot of them. And then getting the consumables for um the fifth grade, that'll be every year. We got to make sure and replace the consumables. Um

061but we still have a good stock left from this year that we don't need as many. You can see for volume one, for fifth grade, we need more than we do for volume two because we have an overabundance. So, if we're looking every year right around that thousand dollars for consumables, >> not any of my schools. No. Um Kristen Molino, our chief of academic excellence, supports the schools in the piloting. So they tell her what she what they are looking for and she pulls out some options which it which was presented to the to the team and then that's where I think Shannon said that they chose like this one definitely met their needs right out of the gates better than the other ones. >> You like teaching it? Absolutely. I love teaching it. I

062love it layout. I love the the examples the flow of the lessons. Um, I love how it gives practices and then gives them an opportunity to practice the examples that they just went through and then gives them a little bit of um, productive struggle and then we work on it together and then we do another example and then so it's kind of like like a teaching back and forth but it's it it's really working and then we can ask question they can ask questions throughout the lesson and really stay together within um within the lesson and then they can break out for practice after. So I really like the flow end of the year understanding Mr. From what I understand, he really likes it. And from from the support I've been giving Mickey, she even

063just as a long-term sub, she's been able to jump in and make it work and is there support you've needed from the company that you have support from them, but PD wouldn't be would be hurtful like it is an option. >> 750 for PD. I think the straightforward with having that textbook is probably one of the reasons that they chose that curriculum companies are getting into the scripted >> so that like I can hand it to you Dora and theoretically you would be able to just read along. Um this is not one of those and that's what resonated with the teachers. So it gives that opportunity to apply it to other things and you don't feel like you've missed something if you didn't read anything. It gives us that. >> Yes. >> Curriculums are so

064scripted. They're read this question. your students will say this, your students will say this and you lose that autonomy in your classroom and this math curriculum gives us that was still giving us a general outline and maybe you should ask this question or this even has a career connection in each chapter um that links to different like it's really science focused careers but it has a career connection in every chapter the question of when am I ever going to use this again right >> so the the chapter exploring and give them that, hey, this is where this um archaeologist comes into play. This is where this comes into play. And the sixth grade one is totally science-based. Um fifth grade one was kind of all over the place. Career exploration, but it's still career exploration

065nonetheless. And they they really seem to buy into that, too. They like to be able to see those different things and uh do they I've been doing more research on it, you know, three times, too. Like, oh, what what was that? which will go along with developing their their plans like as we start to add career exploration next year. >> Um but that they would have some Oh yeah, I >> that's I heard about that in math. Yeah, >> sorry. >> Correct. Just 5 through eight. It can be used K through eight, but right now we've only piloted 5 through eight. So that's where we'll start with the opportunity for other teachers to in the future join on and pilot it as well. And there is some interest from kindergarten and first grade to look

066at the math um to see if it's something they're interested in piloting when they're more comfortable with SAS. >> Yeah, you have to go slow. >> Yeah. [laughter] So yeah. Yes. So I have access to um the tier one through three um sheets essentially but the guided practices for students at different levels. I have a dig deeper one that I can give um students that are at a higher level and then depending on where they tested at the beginning of the year, I can do an advanced track or a traditional track and put them on that track for the entire year and then differentiate that teaching in the classroom. So I have seven kids in one classroom and five kids in another that are doing traditional or that are doing advanced. It was 10 that

067are doing the advanced book and then the rest of the lesson. So they're um right now they're they're aligned with the same chapter but most of the time they're in a different chapter than because they're doing that book the hard cover book in front of you and still so there's several different ways we can go for kids and then the kids that are struggling we can still down we can break it down and it's help providing so at this time I would entertain a motion to approve uh the big ideas learning curriculum for math. Sandy moves. Is there a second? >> Second. Your second. It has been moved and seconded. Is there any further conversation or questions regarding the big ideas learning uh curriculum this one year for the two goals? Is there any advantage

068to getting a K to4 in the same program for continuity for >> There is. Yeah, definitely. It's just it's it's a lot to do two curriculums at the same time. So, we want to do a little bit more with SAOS before we try to take on a mask, but they're interested in looking at it and, you know, just kind of seeing because they'll give us some samples that we can look at for some of the grades. >> Yeah. >> And Big Ideas is great access to their websites to get the samples. So I've given them the information that they need to be able to reach out and get the syllables. They give you a 90-day access to their entire curriculum. >> They can everything. So >> they have so is this >> just a good

069question. So it is not as hard for the children with a new curriculum. It's the teachers that teach it. >> It's a little of both, right? because now we start speaking a math language based on that which is um a lot of these curriculum companies work in like small group chunks so K5 and then there's another six through eight and then there's another um for the older kids seventh and eth um I we have one of my schools has converted to a one math for K12 and leaps and bounds adjustments have been made for supporting students because the kindergarteners now recognize the language and the sequencing of kind of how we're doing things. Um, and so it just makes it easier to step right into that next grade because there's some familiarity with it. So

070there is a huge advantage to when we get to talking about math piloting that this really should be one of them and then if they want to explore others but that continuity matters. Well, I think that's that's start talking about strategies to getting that continuity for the kids. So, they're having to try on different things and there's probably some loss of loss of learning potential. So, I'm just sort of throw that out there that we start looking Strategically, we got to take a look at >> getting ourselves along from A to eight. >> Yes. >> In middle school, they chose they have a different ELA curriculum, but it it's to prepare them for high school. So, they're looking at it through a different kind of vantage point, right, to make sure that they're getting used

071to the full novels and that the expectation for high school, right? Yeah. >> Um, so that's a reason why they're not aligned there is we're learning to read, building our foundation and then middle looks at that transition to full novel based and preparation for high school. Okay. Anything else? All right. All those in favor of approving the math curriculum as presented, please say I. I. Any opposition, please say nay. Hearing no opposition zone has been approved. And with that, we're going to move right along here to Boston comments. Now, you guys sat here for so long. Thank you. >> We might be good to you, Mr. Jinger. Start us off. >> Uh, I'm Mr. Ginger and took a trip to Boston instead of Washington DC for whole lot of reasons. And I have a seventh

072grade representative here, no affiliation to a certain for my name. Uh Owen Eastland and I know eighth grade future graduate apparently >> uh to represent our share who wants to go first student choice. Student choice was gonna say Who's going first? Who won? Oh, you get to go first. So, you win, too. >> Personally, I think I was thrilled by experience. Like, it was really nice learning about all everything from history and how everyone was people back there were able to achieve these two things. really interesting thing to f of systems that Owen and his seventh grade are at a slight disadvantage because they haven't had the history curriculum content that they have had. But for them next year when we get into the I'll be able to remember when you experience X >> and

073so it'll be more connected after they have that. >> What was your favorite part of the trip? I just see it like this monument here how significant it was and things that very cool. >> Okay. Well, very cool. Anybody else have any questions? There was a certain board member who went with us with a Tigers game and he wore a Boston hat because >> yeah I don't know. >> I gave him a hard [laughter] >> Thank you very much for coming and speaking to us. >> [laughter] >> bottom of the town. >> Well, hey, you know, it happens. Can't lie, >> right? Anybody have a We really appreciate you going. Can I ask a question? So, does that mean there is no trip next year or is it going to be a trip to some

074place else? >> So, I don't plan a full trip next year. Um, for the off year, the plan is to alternate between seventh and eighth grade camps, whatever that looks like going forward, and then the big trip every two years so that parents have a chance to save money and more kids can go. Um, because, you know, the talk this year with like 1300 >> and that was taking a bus which was supposed to be 12 hours turned in at 17 but I know that [laughter] um so you know my goal is to take as many students as possible and if we can plan for and fundra that I think most families maybe not all but little families be more open to the experience and the opportunity. Um I won't leave next year's victory at

075hang. We'll find something fun for them to do and play. So um that's that's a thought for the summer. Um my there were a lot of proud moments. Uh I think if you ask the other chaperones, our students equited until the 10th grade getting public. Um they represented themselves as as good people. I mean I was the trip organizer, so I saw the things that didn't go the way I expected them to go. The feedback that I got from other chapels was that, you know, their experience was really good. Um, and leaving Red Sox Stadium with 30 kids in the dark, [laughter] we managed it pretty successfully and it went pretty smoothly. And some Bostononian said that um he could hear us. I don't know where in the stadium he was sitting, but we were

076not um quiet or timid Detroit Pigger fans. >> So, I think we quite a few people in Boston, which I think is bad. So we may not have won the game but we won the spirit what Mr. Jard from you guys were by hotel staff with how well so on behalf of James I thank you for taking that out into the world and being good examples what we're doing. So thank you Mr. ginger for shephering >> and back. [laughter] >> Yeah. >> But still, you know, [laughter] >> 250. It feels like, you know, quite a big difference. You go to these different places, but I think they both great education trips. I think they have just as much out of a thank you very much. Okay, so now we are going to go to board

077correspondent. Oh, wait. Are we still doing trips? I didn't represent that. It's fantastic. >> And um they worked hard this year. I guess >> giving up lunch frequently. >> I had a great time with my daughter. was surprising reward for them doing something and the cool part of it is they weren't expect but I have to say and like kind of going with the I was on the Boston trip as well and the Cedar Point ones Um there were a lot of school groups there at Cedar Point that day and not that they were all you know poorly behaved but to watch our kids waiting in line for some of the coasters compared to some of the other groups of the same age. Um our kids were you know very respectful and you know they

078just I just remember the last roller coaster and um one of their classmates playing rock paper scissors and she was getting everybody else in line you know like involved. >> Yeah 38 there. No they got up to 50. Yes. >> But like nobody instead of >> they just kid. >> Is it like the wave? [laughter] They give it all up at school. >> Great. Are there any other tips that I'm missing? >> Great. >> Okay. So, then we'll move on to board correspondents. Um, and I'm going to kick this one to Ally because I had received um some communication regarding >> the eighth grade. Mhm. So, uh, the eighth grade committee for graduation was doing planning and obviously pricing some things out for graduation. Um, and they were interested in doing something that cost just

079a little bit more. And so that committee had asked Nikki uh if she could go to the board and request additional funding. Um at the same time, uh it's my understanding that the trust was also asked. Did you? >> Uh no, no, the trust came. >> Okay. They just came to us. Somebody talked to them about wanting some additional funding for the trip. Um and when I spoke with Nikki when she shared the request to the board, uh there's no need for a request to the board. It's already within your budget. You have money set aside for that and we have marketing money. So, um, to ask for the comparison donation, if you will, you set aside money in advance for this. So, um, I guess, you know, you met the side by side. Um,

080but it was very nice and much appreciated that the trust was willing to put in some additional money. Um, and so as the traditions continue, we are continuing to see inflation hit everything. Um, and so it wasn't that they were adding anything new per se. It's just costs increases. So those are things that on an annual basis we will continue to review and determine feasibility from a board expense of what could be done versus if they if a committee decides to go over and above that may be something that they work on trying to fund separately. Um but there there is a limit and you plan for it in your next budget of what you are able to spend on those things as a board in your um in your budget. So I just wanted

081to clarify that there was no need to come and ask because we've already allocated in our >> and has that been shared with the committee? >> Yes. Yes. I responded back to one of the board members regarding that. Yes. So >> you you just don't see >> I spoke with today. >> Yeah. and whatever. >> So, you won't see like a line item eighth grade graduation per se that it's built in. We have marketing money that helps support some of these other additional. So, for people looking um to find out where it is, it's in it's in our marketing that's for recruitment and retention. Okay. >> So, you'll see what the board can commit to for those events and then anything above and beyond would would have to be fundraised separately. >> Okay. Thank you.

082And is there any further board correspondence? Okay, moving on to finances for the April 2026 financial. >> Yeah, I can go. Um on the summary page, page nine of your packet, let's go over that briefly here. Um again, cash on hand. We have not had to touch the money market account. spent earning over two grand a month in interest every month. Um deposits during a month. We drew down 37,000 from title one. That's a federal grant that gets reimburses after school spends the money. That's done two or three times during a year. As far as expenditures go, the math and pilot program was paid the 15,000. We already had received that 15 in previous months from Sagena. So the invoice got paid and then again we paid for the lawn um through actually through November

083we recognized the 2500. Now in this year's budget the six grand will hit next year's budget that's up and prepaid. Um the firewall license had to be renewed in our monthly tech support invoice. Um so that was the only out of the ordinary expenses this month. Um, so we'll look to amend the budget next month and this year will come in a little bit better than budget, but no surprises. >> We'll amend the budget one more time next month as well, just get ready for the audit. Second, there discussion Yes. Those in favor of receiving the financials, please say I. I. Any opposition, please say nay. >> Hearing no opposition, the April financials have been received. Moving on to the audit engagement letter. >> Right. This is just a renew our auditor from last year.

084Mayor Casterian um B is the same 13,000 for the year. There may be an additional 500 to 750 to implement a new gazsby um 103. It's for financial reporting um changes that the government has made. So they'll they may have to add a little bit more on that. But the base page is 13,000 still. And I thought they did a great job last year um first year using them for this school. So it's just um another annual engagement letter for them. So >> no, it just be I think it was just more one time once we implement it. So >> there second further discussion hearing. No further discussion. All those in favor of approving the audit engagement letter, please say I. I. >> Any opposition, please say nay. Hearing no opposition. The audit engagement letter

085has been accepted. 318. I'm passing out an additional sheet just to make it easier to talk about. It's um was presented to the finance committee. The 31A is that safety grant money that we have. Um so what I have on here is uh bus cameras. Um, and these would enable us to be able to um rem take off a hard drive from the bus to be able to view the cameras. Um, the other estimate is um the non-preferred because it involves like a cloud and it's more expensive. So, um, after talking with Kathy, we'd like to be able to just be able to pull that hard drive and be able to get the cameras there. um including some updates to the CRG map, which also includes numbering our doors based on how they've laid out

086our map of campus. That's included on there. And then some additional security cameras. Um we notice some dark areas. So if you look on the back of this page, those are some of the areas that identified that need a little bit more coverage with our cameras. And also um adding key fob entrances to like the security, not the security, the um maintenance room back there. And then um over here at this door where the new build is and um changing at the front desk, it's like a doorbell that is very very loud and changing that so that it goes to the telephone instead. So that's included in that cost there. Um and then um the hyperlink in there. So these are um med kits. They're small onthe-go med kits that can be um in every

087single class as well as out in the woods at some of our classrooms. So this would be every single classroom would have this little kit and it's just a quick pick up and go emergency kit basic items in there. We're looking at turning our light fixtures to be more like what's in Miss Miller's room that they're censored. Um, so we're still working on what that could be. That may not fall under the 31A. It's a smaller expense. Um, it'd be, you know, anywhere from a,000 to 2,000. It's something that can be done by a person. You just swap out the light fixture. Um, and then additionally, the um social work allocation is listed on there as well. They are different. Yes, it's a little bit more robust pack. I can show you. >> We we

088did I had the leaders do some training on outside emergencies. >> Yes. >> Um and that was one of the key elements is just getting people used to taking something with them all the time. We just freely go out >> very often, but it's making sure that they have something that everybody has the same and that if they are somewhere out there and need something that their kits even available in some strategic locations. But that that came from that. >> Yeah. And they're they're like this size. So they're very grabbable and you can take them. You can put them in your red bag if you have it in class. They can go into a backpack. Just basic survival kit is what it is. So if you're in the woods, it'll have everything >> sending somebody

089in for bad band-aid. They give a there. >> Yes. Yes. Yeah. Yep. Yep. Yep. All right. Something we need to help. >> We have built this into the draft budget as the finance committee has been working on next year's budget. Those are built in, but um what we wanted to do is follow through with our promise to be transparent about what that money is spent on, not only with you, but with the community. Um, so those are the things. It the quotes may change a little bit as time goes. We'll stay within the the budget allotted, but those are the priorities for 31A. >> Okay. And then it'll be our budget. >> Yeah. You will you'll see those items not individually. You see it as a whole as well. Yep. >> Correct. >> To take

090a vote. >> No. No. We just wanted you to be aware. >> Thank you. Um, and then is yours is going to be the draft budget? >> Yeah, the stud the committee is met. So, we're base of the budget right now. It looks like the state's only going to increase state aid by $250 per pupil to go to 10,300. The governor and the either the House or the Senate, that's what they proposed. We figure it'll at least be that. So, it's only a two and a half% increase, which won't keep up with inflation. So, we're going to base the budget very conservative at a 332. That was our spring count and based on Nikki's numbers, we're well above that now, but we will based on 332. Um, so then there will be raises included in

091the budget that we bring next month as well for the staff. Um, and then program just kind of get rolled over, address line items as needed, make sure we have money in there for the curriculum, things like that. So yeah, but the committee did meet already on to go over it. So it'll just be more of the formal budget next month will get presented. >> Yep. So there's this one other sheet um that Mandy >> not >> foundation uh allowance is the basement um and then depending on where you live if you live in a high tax revenue place or that you have past millages your money goes to your local resident district. So they are able to do a lot of those millages come to schools based on facilities uh costs. Uh we do

092the same with the foundation allowance with the basement. All of that goes to everything. There's no other means to pull in extra money like your resident district. So they also have access to some facilities money that charters do not. >> Yeah. Lier and Royal Oak they get in excess of 13,000 per pupil. Birmingham gets more than that and all charters get 10,300 or the same limit. Um so >> um so this is as requested from Mandy the grants um that choices helped um Kingsbury find and be awarded. So the SPSU ones are based on if we apply um the competitive grant is the larger grant that went towards our curriculum for our math curriculum and then the SPSU innovation those are the smaller teacher grants um that we applied for that listed are some of

093the different items we've done for the innovation grant um off this list and Ally correct me if I'm wrong filter first and reap grant are the only two that are non every year renewable so we'll see some of them >> the reap grant If you apply for it, >> apply for it and the feds keep it has been recurring. >> That's a direct fed grant, not it doesn't flow through the state. So that one we apply for no it's just mainly all the it's rural >> education like so a lot of the rural schools get it. It's not a based on count. >> Thank you very much. For every one of these, there's a lot of reporting on the back end that we manage that's not left for the school or two to have to

094do. Well, this is this is great. I think this is important to note there was a in the two years that we've had choice working with us, we have received ex total of $790,000 um which is a good start. So, >> just need to make sure Mandy knows we'll continue to >> hoping that she's looking for opportunities to to fill in the gap between, you know, we we would like to think that we can afford our community the education that the kids in Royal Oak or Birmingham are getting, but we're three, you know, three to5 to $6,000. dollars a kid behind um in terms of getting money. So, we have to fill in that gap by grants, by donations, by fundraising, by all the other things that we're doing. Just because we're starting out behind

095doesn't mean we can't get there. So when you know people are asked to donate money they're asked to be fair because a lot of the money that the pay even though it's not the same money that the board has they're spending all that money on the school. I think it's just important to recognize all of this fundraising efforts pulling right off the good. All right. So, item nine actually academics. Uh I just have two things. MSTEP finishes this week. Um we just have a few kids who are absent and they're making up um in one area or two areas. And then NWA will finish next week, next Friday. And we're very close to being done with NWA as of right now already. So, and then that's it for the year for testing and Cadence is

096uh pretty much finished as well. >> Thank you. And the fundraising committee update here right now. Appreciate Allie with uh getting everything processed over to the club. We get that moving along. Um >> that's Nikki and Sue. I'm not gonna take their credit. >> Yeah. So, I'll send a couple soon. Where do we want to use financial severe we have to do something with that burden? And Brian and I were talking about um put it in situ. >> Dora also asked, "Can we do something with it while it's not being spent to make money off of it?" And because it would go into the general fund by next year, yes, it's available to move in and out of the money market that you already um so yes either way it either gets spent or it

097becomes >> to be spent but make money >> new business officer appointments. This has been on our uh agenda couple times here. Um we have a very different team or very different boards that we'll be taking into the next school year to people that have resigned at the end of of this year. But at this time, given that one of those individuals is our treasur secretary, um I think it might be a good idea to reallocate prepare for going forward officers. Um so either way suggest or this way nominate Sandy you would the president roa the secretary get to >> maybe a nice [laughter] >> um but if if you guys would both accept and be okay with that, I would entertain that motion to who >> could you know who the president would be?

098president say myself vice president and then secretary and this time I'm going to make a club we are looking for more board me taking a place with a five person board member into 2026 2027 calendar year please get your applications in and if you're pointing at people and force them to get their applications is a suggestion at least. >> It comes through the newsletter, too. So, if anybody's looking for where to go for that information, it's kind of a staple in that. >> We get to learn new things all the time. this school forward. But yes, if you think your talent could be used to assert on our board, good session. Um but with that, I would entertain a motion to approve um the board officer appointments as president Jenberry, vice president and the three

099secretary Dor. You're still at Wharton. >> Mike moved. It has been moved um that that officer slate be as stated. Is there a second? Sandy seconds very very enthusiastically. Um any further discussion regarding these roles? um with taking over treasur there is that HSR committee that I would be willing to or unless we are able to add more delight because this this made a commitment to the community that we were going to have members signed every single So that wouldn't there would be very little. So I think it's vital that we stick with that. And welcome to the financial subcommittee. So let's make let's let's all uh vote on the officer appointment. So all those in favor of the slated officers as stated please say I. I. >> Any opposition please say nay. >> Hearing

100no opposition. uh the officers. >> Sure. >> And as new position secretary, you get to sign your first. >> I would also entertain a motion at this point to have myself put on the financial subcommittee just so that we have everything that we need um to then go to the bank and make sure that the proper stage is on there. Um so Sandy moves. Is there a second? Second. There are seconds. Is there any further discussion? No further discussion. All those in favor please say I. I. Any opposition please say nay. No opposition. I welcomes kindly to the financial steps to get to the thank you. So that um so the annual ESP evaluation year evaluation my spiel. Uh if you need it, I have a big QR code. You can also find it access

101in your packet. Um again, this is uh an opportunity for the board to review um their partnership with choice. So um we definitely take this we presented a lot of information at the last board meeting to kind of show you not only what what we're asking in advance, but also how you reported yourself from last year. um and then ways that we've taken some of that feedback and applied it to service this year. Um and so this this is our time and space um to be able to do better for our boards and so we definitely recommend you doing it. Um the plug that I have personally is the comments help far more than just choosing a number. So, I'm not telling you to write something in everyone, but if you have some strong feelings

102about one of them, please be specific with it so that we can engage to further learn how we can help. >> 55. >> Yep. >> That keeps all right moving. >> I can give you There we are. Now, is there any other business there other business that anybody has to address? No. Okay. Sag Valley State University representative. I'm not aware of a representative having anything. Right. And there's no representative here. So, management company report. This is our information only. So, we'll start with either. >> Yep. Um, so my report is on page 56. Um, first, well, I'll go over reenrollment numbers. I do have some updates. Everybody get there first. So, kindergarten stays the same at 50. Sorry, 40. 40 in kindergarten. First grade stays the same at 42. Second grade we have 45. We

103do have some weight spots, so that will be filled up. We don't have any current offers out right now on that one. Um, but we we will get offers out for that. Uh, third grade is at 46. Fourth grade we have 45 with one offer out. That doesn't change. Fifth grade does not change with 41 with five offers out. Uh, sixth grade is 44 with no offers out and we don't have a wait list. Seventh grade is 33 with no offers out and we do not have a wait list. And then eighth grade is 22 again with no offers out and no weight list. So those I looked at just before the board meeting. So those are 367. >> Very kind numbers. Yep. And then if the board would like as well, we have 15

104students registered in preschool and then 29 between junior kindergarten. Some of those are part-time, some of those are full-time. Does that complete all of our spots or do we have >> We have an opening in the full-time JK class. We have one spot left open. That would be our fiveday JK. >> It's great. Thank >> Yep. Um we have had um teacher appreciation week last week. So, thank you to the KPA for all the goodies. They provided breakfast, they provided lunch, um we've had massages, and we had a coffee cart today. >> Coffee? >> Yes. Yes. So, they've been giving uh showering us with little gifts each week. Uh so, thank you very much to the KP for that. Um couple upcoming family engagements. Remember, no school next Monday. It's Memorial Day. And then the

105art walk. Our art walk is coming up that next week, 27th to the 31st. Um we learned some things with the power outage. We um you know were not expecting to lose power that day, but we did learn some things that we could work on better. We were able to get communications out through um I reached out to Ally who connected with communications himself to get a message out that we had to close early. Um there was a little hiccup with some of the busing. So we did um learn from that and we will make sure that that's properly communicated in the future. >> It's definitely when we have to close the meeting. >> Yes, it was like a one:00 close. So Um and then general highlights like I mentioned um for our testing that

106is wrapping up. Um the next page is uh an amendment to our calendar. So you're going to see two versions. So the first one that just says calendar overview. This is what we have to submit to people accounting. The one that we put up on the website is going to be called family calendar which is going to have all of the board meetings on it. All of the um events that we do at school. We don't add those to the pupil accounting calendar because then the board would have to vote on if we were to have to change like not that we're going to but like the 5k or the fair that would be on the calendar overview that goes to people accounting the board would have to come back and vote to change the

107calendar. So instead we have two versions. Um the one thing that on is on here that is a change is um we did a an audit of the calendar and we would like to request a good Friday off to follow along with Oxford. That's the one change that I am asking for. >> You still have all of the >> Yes, we do. We still have 181 days um which will give us a little bit of a buffer for um we have a professional development in February, I can pivot that to virtual um if we were to have a freak not a freak snowstorm but a snowstorm right in February. Um so that gives us a little bit of a a buffer there if that needs to be pivoted or changed canceled. >> Okay. So at

108this time I would entertain a motion to approve the 201 presented. So move or move. Is there a second? I second. It has been moved and seconded. Is there any further discussion regarding um that audit and then the subsequent change? Right. Further discussion. All those in favor please say I. All opposition please say hearing no as we said uh the 2026 2027 calendar open has been approved and then the last thing I have is um an athletic program specific handbook um just talking about our athletic program in general um eligibility and how students can play in that we welcome all students to be able to participate. Um, and then the requirements of making sure your physical done and that you have um you understand the concussion protocol and sportsmanship and talking about games and um

109how we monitor practices and games if there's need for like excuses excuses. >> Um I I am going to back up as I was looking closer at this. So essentially this extra day off we we just extend spring break. Is that correct? >> It's just fairly common, >> right? And I just I don't want to get into a situation where there is a year that it >> I guess my question is should it be labeled as spring break starting at March 26? >> I can label it that way if the board would like. I I just I'm trying >> most schools say no school >> school >> or an alternative to and >> I mean I'm okay >> not all say start to spring break because it they leave that flexibility and to say that

110they're committing full term to a week and a day if the state comes out and manages or requires 185 days you may say yes concern same type of a thing if we're saying if it's for good Friday are we committing ourselves then every year I I probably know >> I can that that changes but I think in I can take off Good Friday and just say >> again I'm not trying to be good I just similar to it's a week and a day for some grades that >> we weren't having it off to recognize Good Friday we're having this office as you know >> I will make that change >> that's a good that's a feedback thing you >> we need to vote on has >> thank you >> and and I agree and I

111just want to make sure that it is >> attendance on that day is hard >> I just I just want to make sure that it is clear that it is as a result of the audits correct that there was that extra day and then you saw the calendar with respect to Oxford to >> match their calendar yes correct >> all right very good sorry for >> No that's a great question >> so the handbook ready for that part okay so this is just um specific to the athletic program just to make sure that we have um the understanding of what we would like to see with athletics as far as physicals and practices and our games. Um this just kind of lays it out very clear um and eligibility that we allow all students to

112participate in practices and be able to join the teams. >> There a grade requirement? Um, it would be for like maybe specific sports if there was um >> Oh, I'm so sorry. It's there. To be in a particular >> Okay. And again, just to be clear, this the middle school is the six to eight. >> Correct. And that would >> that would be averaging no less than a C in each of his or her classes. >> So we go back to the grade checks >> on weekly basis >> which is fairly standard right across the board. >> The athletic handbook that the coaches have if approved would then have to apply that. Yes. >> Do we have a similar requirement for school activities or school trips or anything like that for academic? >> Uh so

113there's a component of that that we are when we bring the new handbook to you that we that's a reflection that um that Nikki has had with that there's some ambiguity and we want to clear that up um to make sure that everybody knows the expectation. So I think that's for discussion before the final handbook is presented. >> Okay. Um, so you're asking for our approval on this? >> Yes, please. >> Yes. >> Right. >> Then we I would assume we'll we approve it when we approve the handbook. >> Separate. Once this is approved, it it'll be branded >> in place until >> otherwise stated >> a change. Yeah, if there's needs a change and I'll make sure it's branded and shared up on the website with her. >> Yeah, we there's a particular paragraph

114for the end of year celebration. >> Is that a name for that? How many of those how does that work? because the way it's safe, if it becomes part of our policy, it sort of implied that the school's paying for it. >> So, we have already had students attend for free. Um, and then contribution has been um parents helping provide some of the meals or helping decorate. >> Does it say that here? Just >> It doesn't say that specifically. It just says contribute. >> Yeah. And it doesn't say how much money that is. >> Yes, they don't. So part of that fee would go towards it. >> Yeah. The parents are guess pay their fair share. >> Correct. >> Yes. >> So she kind of is only Sandy is saying each coach is going to

115identify how much the fee is for the program or for the athletics >> and included in that fee. I think the question is is that going to be the cost of the student meal at the end of the year or is it going to be separate coming? It's included. >> It's included included package as part of that. >> So, we review those what those fees are annually. >> I think some parents think they get surprised and we don't want to surprise them. >> Yeah. struggles without having full participation of >> so so perhaps it could see student athletes attend um for free as their cost was covered in the fee for playing or something like that because when we say yeah >> I just want to make sure that it is clear as opposed to

116well this was what I paid to pay play in the program >> but it didn't pay for parents and siblings to >> I think that if you could would you agree That would make it a little bit clearer that the student athletes >> or you know student athletes costs are covered by their program. >> Yeah. >> Yep. >> All additional costs must be fundraised or >> what I think maybe but we've been really chill around here with costs >> really trying to be mindful. I don't know about traditional middle schools, but high schools and stuff, there's a lot of going to every game and like there's >> I'm not saying we need to go that route, but we're very gentle in in charging for things around here, especially like extracurricular. And if we're struggling with

117revenue at any point, that could be source. Well, I think if you're kicking it back to me in this space as we've been working with Kingsbury, uh each year we learn, you know, a different piece of working together and that that has come up with uh quite a few events of some people saying, "Well, it paid for the whole family. We can't use school funds to pay for the whole family." Unfortunately, that's just not legal. Um, and so there are some things along the way that we're like, uh, okay. Julie noted, um, that that essentially anything that we that the school provides is only eligible for expense on the student um, not on any well, we want all the family to come, right? There's a space where um, and depending on what food they choose

118or that type of thing that there may be an additional cost that parents have to pay. not because we're trying to um exclude them and if they couldn't if there was some means needed to allow them to be there just talk to Miss Weren and we can help figure that out. Um, but it's not meant to distract. It's about using the correct funds. And I >> schools have a we so even if it was a dollar a game to go to the festivities all season and that we charge because we go to places that people charge us >> but then we don't charge them and I feel like it's >> What about concessions? There's concession. Who pays for that? Who puts that on? 750 walk in that door >> middle school my kids [laughter] and

119and that is to supplement some of that programming or the additional fees for those things. Uh there's also conversation about um whether or not we look towards having game managers present at every game so that if something occurs that it's not on the coach who's coaching the kids. Um and that would have to be supplemented that would have to be supplemented through an entry fee. We we are not trying to make any money. It's all about breaking even. But that was feedback this year where we >> well and when you come to it when you're looking at the teachers especially with a school like we have at Kingsbury there are going to be a lot of teachers in the stands because they're watching their students and so I think have a a manager or somebody

120that is administrative presence in case there is an issue >> um I think is is >> frankly a safety measure at that point if there is an issue whatever it may be >> the rules getting like that. So, >> and the hope would be that we'd have several of them so they could trade off because not everybody wants to attend every single game of the season, but that puts different staff members who would be trained in emergency. >> Do we serve? Do we have concessions? >> We have like chips and candy, simple things that they'll do at some of the games. >> Yeah. Yeah. But I I don't know about basketball. I can't see Facebook. >> Just just things for us to consider. >> Basketball sessions. Okay. And and I think that it's it's it

121is because I I'm aware I think of two parents or two families that sessions. >> Yeah. It's who you can get there. Um, you know, and there is a lot to take that take that goes on in these home matches, these home games. There's a scoreboard and usually we're pretty good at getting volunteers to take care of that. But those are things that >> which is pretty common. >> But yeah, it would be another set of eyes and ears there to answer questions while so the coach can coach >> and that, you know, I think that's something that needs to be discussed when they're talking the coaches as well. What do they foresee? look at and I and I just think that making it clear that the student athletes uh program fee does cover their

122end of year whatever it may be >> I added as part of their program fee other fees >> only covers yes student athletes that is the school direct right >> yeah the fees cover that that's included and then anything above and beyond covered in a different and that in common >> any extra that would so the student athlete would be there yes >> would be there by yes >> in that space right as we're a larger network we're able to see what other schools and I don't work with any schools who don't have entrance fees to any any of their games um nor do we have >> middle school also. >> Oh, yeah. Yeah. I mean, elementary. Oh, really? >> Yeah. Um, you know, it it's tiered based on the level and things, but you

123there's a fee to get in and then parents volunteer to run concession stand, parents volunteer to run game boards. Um, and then we use uh one of my larger schools, we have games managers present. And that's what we talked about this year based on some feedback from coaches is that that would be something um that we would need to supplement with and that would come from those athletic fees as well. So yeah, all the things come out. All right. So with that modification, um I would ask a motion to go through things very moves. Is there a second? Mike Seconds. It is a move investment. Is there any further discussion regarding the famous athletic program? No further discussion on those opposition hearing position program has been approved with the modification regarding the end of year

124celebration student attendanceification. maybe very much more detailed. >> Thank you for providing that >> and then as you do put together the work through the handbook. Yes, I think that similar to the mainetic program having a base level grade again economics isn't >> okay. Is that the end of your >> Yes. >> Great. Thank you. And scout. >> Hey, I can't write this thing. >> Okay, [laughter] >> I'm trying. Um, okay. So, I I know it's getting late, so I do want to um recognize everybody's time, but you have the operation health report in there. Again, that's um created by each of the departments um from choice of central office uh for the work they're doing, specifically the Kingsberry. Um so, Brian already talked about state budget. We're keeping you up to date. They continue

125to say that they hope that they have something before they go on break for the summer. Um and then uh for community awareness. So in communications um they continue to implement targeting marketing and recruitment efforts focused on the increasing community awareness highlighting the academyy's unique approach. Um we do have I know some board members have inquired about um print. So, we do have um a full page advertisement that's going to run in the Oxford leader to support recruitment efforts and strengthen visibility um within the surrounding community. >> Can I just ask about that? And I'm sure I'll be seeing it, but I just want to make sure like is it directed specifically at trying to bring in certain grade levels or is it the whole that so these pair off when you do marketing things

126whether it's a billboard or a print ad or digital ad um part of it is just trying to get brand recognition. So, somebody says, >> somebody says Kingsbury, there'll be information to enroll now and then Nikki and the communications team will work on highlighting what they think is important that the community needs within that paper. That would be a more it shows enrollment, but it's not going to be targeted at middle school, per se. Okay. um which is really the only spot and place where we have openings, but it's to make sure that people are reminded that we're here uh talked back and and then um I'm certain the KPA or somebody there is reaching out regarding our fair to try and get some visibility from leader extra leader ask maybe >> always okay that's

127fine. I think the trespass is I wonder though if we could still get um coverage of the event like because I know previously they somebody from the ask for leaders come and take taken pictures. Um, I don't know if the non-public nature of it would change that, but I >> So, public events is a lot more liability. and support. I don't necessarily disagree with that. I understand. >> Yeah. And I think the trust was going down the street trying to get sales departments. let us do parking there and landing to ran ran into some opposition and so I vividly remember them >> or smaller school. and then you ran out, right? >> Yeah. >> Oh, yeah. I think that's that's important to talk about and communicate that to parents because I did see that put

128out publicly in Oxford that is having a chunker >> now does the fair invite alum and past Okay. So, it's there. Okay. Yeah. >> Perfect. Okay. >> Public. Okay. Thank you. All right. So, sorry for the distraction. Go ahead. >> Middle school recruitment. So, in the coming weeks, we're going to have some social media advertising campaigns focused on middle school program um highlighting the rigor of the curriculum, the experiences that you have. Uh Sue put together a list of field trips and it wasn't even the exhaustive list of field trips that Kingsbury kids get to participate and it was it's amazing the opportunities that the teachers go out of their way to find and schedule and get their kids out to experience. Hands down. I I don't know of any other traditional resident districts that's

129putting kids on that many field trips. Um, so thank you to all the teachers and to our parents. Um, but that's the first thing that gets cut in budgets. That's one of the first things. Um, and so staying true to Kingsbury and getting us out. Um, I want to thank them. Um, also working on storytelling and school promotion um, to support the authentic storytelling. Um, what are the key attributes of Kingsbury that we want others to know before they come here? Um, >> yeah. Um, so I forgot to mention in mine, but gearing off of this, we're having the 2026 alum, senior lum come back for a clap out. Um, and we're going to have some of the, um, storytelling through them. Um, so our Oxford seniors and our Rochester seniors, they're going to come

130back out and we're going to give them a clap out on the >> 20th. Yeah. Wednesday, the 20th. So, current high school senior high school seniors, >> correct? >> Tell me that. >> Yep. >> Brand new. >> I think it's a nice Kingsbury >> a legacy walk is what some of the other schools are calling it. So, we're going to do that on Wednesday. That's all. >> Um, and then summer outreach. Um, so to continue keeping kids on campus. Um, so obviously you've approved the summer camps. Um, and so that's things that they're working on. We continue to explore food service. So, we've talked to um some local schools regarding the ability to be like a a satellite site for them. Um hit some roadblocks while we were talking. Um turns out the the couple

131districts we were talking to. One um just didn't fall through, but the other one is having hard time staffing themselves. Um and so they're not able to look at having a satellite program through an additional school. So I respect that they shared that in advance. Um we are now talking to another uh a vended meal program. So um they are going to come out and do a walkthrough with um Nikki and Tiffany uh to see what where it could go um because it would have to take over an already existing space. Um what we're really Nikki and I are really focused on is the quality of food aligning to what the reimburseable cost is um from the state. So those don't often line up high quality and reimbursement. So um hoping to have that information

132to be able to provide the board in the continued um search for the possibility of a food service program. Um and then we did some uh >> um EMC security um came out and did some additional security assessment. So things like the numbering of the buildings came as a part of that. So note that 31A is being focused on all things that have been pointed out to the board um that Nikki's gathered um the information for and included in her budget. Um the academic pilot program, you're all too familiar with that. Um the school climate and student support. So we're strengthening schoolwide behavior with PBIS. Um so they the school [clears throat] rolled it out this year. Um we're working on we met with the team last week um to do a tiered fidelity inventory.

133So basically to check in on where things were and so currently planning to um have a more robust roll out next year. Um, the idea is that it shouldn't behavior from the school should be the same building wide. I shouldn't walk into this classroom and have like be able to be disrespectful or be responsible. So defining what those things are, every teacher has their limits. Um, so that would be included in that. Um, and then Mandy shared the categorical grant information there. um the title review meeting um was conducted and the parent engagement plan. So, we're also working um to develop those parent engagement plans um based on feedback uh open enrollment um that concluded uh for employees. So, everybody's made their selections for next year. Um Medicare is a part of our continued support.

134the HR um offered a Medicare 101 u oversight for sessions for employees who are eligible for that. Um many aren't aware that they can uh combine both um staff appreciation we've talked through but HR supported um providing some things for uh staff appreciation uh special ed compliance so continuing to maintain that on-site presence at school. Um when Nikki was out, Nicki did come out and help support and whatever was needed for that day. Um and they're continuing to work on parent communication and then review of like the perception of parents as a participant. Um the infrastructure we kind of talked about earlier in terms of technology needs um and wants uh we met as an environmental team to talk through all the end of year things. This is a sprint now to the end and

135so making sure that um all of our leaders including Nikki are ready um to have all that concluded um the and then eighth grade graduation ceremony. So just reminding the board that you are invited and welcome and it's a really special event um for our students and families. I don't question open the door so to speak to any member of the public here who has any public comments on everybody to be respectful any comments that they have any Excuse me. I have >> I can do it. Can you pass this majority? That's a contract amendment. >> Yep. >> All right. All right. Anybody go this year was to break change. I also graduate for that single parent. And then I also was another grant that I was awarded to. >> Thank you for us so

136much. >> We need to stand again. >> Very good. Are they going to be Are you still trying to figure out where they're going to be? >> Okay. Very. >> And thank you to the KPA for helping us. >> Thank you, KPA. Thank you. Um, any other public comment? Who are you? >> I'm the treasur. I one thing that I heard loud and clear that was said that I want to turn it into an assignment is the need for our kids leaving here being able to know how to type that resonated with me that that it's really important and I don't know that we can make it an elective we can make it a special after school thing we can purchase an online typing class or create a way to expose them to to learning

137learning how like let's help them and give them whatever tools they're going to need to be successful because it's so day they show up in high school and if that's something that's critical we're joking about it but if that is something that's critical so what I'm asking is to take a look at what we can do um to integrate something into our program to make sure that opportunity for our kids or if there's a current elective where it maybe it's adjacent that would look like, but you know, starting in middle school like this. >> Yep. There are some grades that >> there are grades that do. >> It's not I I didn't like them before. And you don't have to buy a program. It's free >> and and they but they the kids don't fidelity

138their hands and the ones that want to learn it learn it. the other ones just goof around. Um, even with middle school, even if you teach it or the issue is that they need consistent practice with continuing to do it otherwise it's like a skill they get. It's not like riding a bike unless you actually put that effort into >> way to have a competition. I don't know. I haven't supported hearing that this is a this is a critical skill. So let's let's figure out how to and and I get what you're saying, but how do we know they don't want to do math either, but somehow most of them don't escape without knowing something about knowing how to >> and it sounds like a connection to home. >> It's so confusing to me. >>

139Why taking trading in high school? >> My husband says he took it because it was a great place to meet girls. So, >> but um >> so if we're finding >> if we're finding opportunities that are free for the school, I think then it's wise of us to share that resource with their families so that they can help reinforce yum what we're doing at school. >> And I'll just add a little bit the coding class I've noticed with my guy that's in >> there's quite a bit of typing there. So he is linking away at home and it might be a space where >> now thinking about it a little bit more focused on actually getting him to the websites where they teach it the right fingers. >> Yeah. But it it's another it is

140a space where the voting I think is helping or at least >> getting it more there. And that's a space of >> not everybody has access to a keyboard at home but we can definitely libraries and we can make some available brains. I think it's great. And that's a part of too when we're talking about curriculum, it's not just learning to type like this. It's putting that into place. So you mentioned the coding, right? It also may be that kids are now more familiar and they can log in to a program far easier because they have a placement. Okay. Any other >> Who are you? >> Um I don't know. want to talk about like recruitment, retention, that type of stuff and comments of inviting all of you to the graduation. I don't know the

141graduation tradition kind of struggles that really work um now that it's like a school day and not really graduation. So, can I ask did it used to be held in the evenings? during the day way back in the day used to like each show. So personally so fun and then it turns to the child could pick whatever staff member they wanted. They might pick the second grade teacher that they love their entire life and that second grade teacher would present on that child and they would research and they would interview the other person. >> We don't have space as why that changed. We yeah we don't have space to pick a whole school >> and the kids Yeah. >> siblings are missing out fun day. So now like then the staff are like oh I

142can't plan anything fun. What am I supposed to do with these kids? Because if I make my day fun and that siblings mad that they got to sit in there. But it's also you miss that like I don't know if there's a way we can have the children sit for a portion of it. dismiss the children when we get to the eighth grade part. So, it's quiet. You don't actually mop it when they're eighth grade gradu. And then it would be quieter for the parents. We used to make them sit the whole way through, but now there's too many kids that >> Yeah. I don't know. It's kind of >> because they're supposed to stay longer, you know, like a water sprinkler bar siblings get to just miss out on that. Obviously, they're going to

143watch their sibling graduate. Priority. I don't know. It just seems like we're missing an opportunity because I always remember just sitting there being like, "Oh, that'll be you someday. That's going to be you on that stage." Like, you're really missing that moment that these parents see. And I don't know if maybe we could like video record some of it and give it to the body as a whole, but you're really missing that moment of like a parent of like a kindergarter being like that can be me. That'll be my kid at stage. Like you're missing that wow like they really know my kid and talk about my kid. We used to like each child was more recognized for like citizenship and stuff at the boards. We don't really recognize them. I just get it in

144an envelope and you're like, "Oh, you're the only one that got this award. Do the parents even know that it's like a big deal? It might not even be a big deal. Like I don't feel like they even know. Like I know cuz I've been here forever. Like citizenship scholarship boards are big deals. Not everybody gets them, but we don't. We're not I think we're missing that opportunity of that group. >> We've been talking about that a lot trying to figure out where that came from. I know of no other school that hosts graduation competitively with a school day. And so there may be some things to review >> coming up. So we are asking all the questions since Jody asking that because I've been trying to figure that out too. to a business that

145made my five day flyer and it was already a golfer there out together two two in one because we're the same week but we don't really compete with each other if that makes sense. No, I have plenty of businesses that want to sponsor just give me a basket and then I'd always give it to Ricky because I don't do an auction. You know what I mean? I' like, "Oh, here Ricky, they wanted to support the 5K, but here's a basket. I don't actually want a basket, but was always invited." So, but you know what I mean? We don't feed. So, it's more advertising. So I think >> any other public comment marketing help with that? >> Yes, we do. We take any of those events and send it our way in advance and we get

146everything all set. >> Ginger, I forgot my primary thing, but I wanted to ask about uh publishing and the Oxford leader. Like I understand that's where a majority of our students come from, but we also pull at least we used to pull heavy from Rochester and other places. Are we only targeting Oxford or are we >> really expensive? So we started in Oxford. The digital presence is where we start venturing further out. Like I don't know where we live in Rochester there's like this community paper that comes in your mailbox every week. I don't know how expensive getting in there would be but might be something to look at >> if you have that and think that would be valuable. Just get what that paper is to Nikki and she can ask then communications goes

147out and talks to them and figures out pricing. Anybody else? All right. Uh, our next meeting will be uh June 15th at 2026. It is the budget hearing and it is the regular board meeting and budget hearing beginning at 6 p.m. We will be here at this time. I would entertain a motion for adjourn. So move is a second. It has been moved and seconded to adjourn. Any other comments? Comment. All those in favor, please say I. I. >> Any opposition, please say nay. Hearing no.