001Board members, as you know, last Friday night was graduation and we graduated 525 students across the stage at Panther Stadium. And our communications team is there to kind of record it all. And this is a video that they put together earlier this week. [Music] graduates. On a personal note, as you culminate your high school experience, you've gained much knowledge and much skill. However, I want to remind you of a few other important things that you've learned along the way. I think you have discovered that the seven wonders of the world are actually to see, to hear, to touch, to taste, to feel, to laugh, and to love. I think you've sensed and experienced that the virtues of respect and responsibility can change the culture of a community for the better. We hope you've realized the
002value of dreaming big. As many of you shared with me, those dreams are coming true. As you reminisce over the past four years, I hope you realize that it is often the little things that make the big things happen. Congratulations, class of 2025. We did it. Ward, I think you'll agree that was just a magical evening last Friday night. um 525 kids came across the stage and on into their futures and every one of the staff members across this district helped them get there and we're going to talk about that a little bit later, but it was a it was a great evening. So, that's just a way we wanted to celebrate it with you and the rest of our community uh tonight. Thank you. Thank you. Okay. Is there a motion to uh approve
003the consented agenda? Some moved. Is there a second? Second. Any other discussion? All in favor? Motion passes unanimously. Thank you. All right. On to the math program review. Dr. Bar comes to the podium. I would remind the board that uh couple of weeks ago we included the math program review in your board update. Uh Dr. Bar and her team have been looking through that, have been be debriefed on that review, have set a plan for moving forward and wants to present to you tonight, the results of that uh review as well as the next steps that we're looking forward to next year as well as the following year. So, Dr. Bar, yeah, we're going to give a a short review because I knew you didn't want to read all 98 pages of the the report,
004but if you need help sleeping some night, let me know. I can help you out. Um, basically, we're looking at uh we partnered with West Ed. um they had um submitted a bid and we liked their um process the best. And so when they came in um they did 17 focus groups with district leaders, teachers and students. Some of those um virtual and some of those in person. They did 110 classroom observations over the course of four days um in January when they were here. Uh they did 174 math surveys administrated to math educators and that is um K through 12. And then they also did a review of instructional materials and curriculum documents. So, it was several months that it took this this process to be done, but they were very good and very
005thorough. We were very pleased um with with their process and how they how they conducted themselves. Oops. There were um six overarching recommendations that they made. Um they recommended that we begin to focus more on integrating academic conversation throughout the instruction. So, having kids talk math with each other um more often. Um they recommended that we increase the rigor and cognitive complexity of math instruction. Um they do believe that a lot of what we focus on is just the the process but we should really make a turn and focus more on the math behind the math is kind of what we call it like the conceptual understanding of of math instead of just memorization of equations. Um differentiate some instructional practices in tier one um because students are all in different places. So focusing more
006on on getting different things for different kids. Um deepening math pedigogy through professional learning. um particularly at the elementary teachers are not trained um to the depth that secondary um teachers are in in math. I believe most elementary programs have them take one class and so that is just a a challenge for districts across the across the nation in all honesty and and increasing that pedigogy and understanding. um renew a focus on our vertical um articulation and teacher collaboration and then adopting a district-wide curriculum management system or just a a way that we're housing um the curriculum. Overall strengths that they found in in our buildings um they said there was a strong culture of learning uh in our buildings. They found little to no offtask behavior. Um they repeated that over and over again
007how amazed they were at at how on task um our our kids were. um a really strong fidelity to the district resource at K5. Um again, we have a really strong resource there. Uh and I think that brings comfort to a lot of our teachers at the elementary level. Um in the area of math, um students do definitely have a strong sense that their teachers care about them and want them to learn. Uh which is honestly a really great thing to see. Um we can, you know, we can fix curriculum, we can get documents going, we can do all that, but that is something that is priceless, I believe, uh in our buildings. Um again deepening that math pedigogy uh through professional learning uh and the desire among teachers to collaborate. They really want more
008collaboration time. That is going to be more challenging in the upcoming year now that our our calendar changes um thanks to our legislature but we still have a plan on how we can make that happen. Uh specific elementary findings because they did divide it up between elementary and secondary. Uh there is a heavy use of direct instruction. So the teacher directing a majority of the instruction with a limit opportunity for students to talk math. And so that is again going back to that academic conversations having kids talking to each other about math more so than the teacher talking to the students about math. Um Eureka math which is our elementary resource does have a strong alignment to the Missouri learning standards. And we did we didn't know that. Um our assessment and evaluation criteria shows
009some inconsistency. Um and so some of that's when there's been some personalization that's been happening. So, we kind of need to go back and tighten that up. Uh, and our depth of knowledge is typically a level two. Um, so when you're looking at depth of knowledge, there's usually four levels. One being the lowest, four being the highest. And so, most of our questions they found at the elementary level were were two. Um, and um, the differentiation is is a challenge. And honestly, differentiation is going to be a challenge across the board. When you're in a classroom with 20 to 30 kids, that is that is going to be a challenge. Uh also um there is some concerns with the engagement level of Eureka. Some teachers expressed that it was very workbook worksheet heavy um and
010so looking at how we can um look at that and change that that instructure is again focused on process and procedure um instead of a deeper understanding and teachers are not familiar with the mathematical standards um practices from the national council of teachers of math or NCTM. So what is the national uh council of mathematics mathematical practices? I thought I'd give you a a brief crash course on that. Um they have several and so one is to have students have goals that guide their instruction. So students setting goals in where they want to be in math based on where they know where they are and how they can grow. Um they want to have us in our math classrooms have tasks that have multiple entry points and a varied solution. So not just the one
011solution and not just the one way to get to the solution. So, um, having kids think creatively about how they're getting to the to the right answer. Um, the using connect math mathematical representations. And so, that's like your diagrams, your graphs, your number lines, doing a lot more of that kind of math because in all honesty, that's the kind of math a lot of us honestly do in the real world is I don't do a lot of quadratic formula. I do a lot of uh graphs, diagrams, looking at things like that as well as a lot of us do. um facilitating again that mathematical discourse um and them analyzing and comparing approaches. So again like with number two having kids look at different ways to solve it and then number four how do they talk
012about that with each other um posing purposeful questions that really get um students reasoning. So instead of just always giving them easy answers but getting them to think through it um having procedural fluency to conceptual understanding. So going beyond just being able to plug and play numbers into a formula to really understanding why the math works that way. Um having students really grapple with um ideas and relationships in math. So productive struggle really letting them struggle um and try to find their way um to to the right answers um and then um elicit and use evidence of student thinking. Evidence that is beyond always just an assessment but how else can our students show their learning? So that's like again a crash course in what um our national um math group thinks that we should
013be moving towards in math classrooms. Two very specific elementary recommendations is revise those model assessments. So again just take another look at them, tighten them up. It's been a hot minute since we've done that. Um and then engage elementary teachers in math specific professional learning to kind of give them some more background that they didn't get in their in their formal university training. Secondary findings. Uh nearly all instruction was teacher centered and student conversation was limited. So also reflective of what we saw in elementary. Uh again that instruction was very focused on procedure. So plug and playing into the equations. Um and had low depth of knowledge. So a depth of knowledge of one or two and not a higher application of it. Um big ideas has mixed alignment to the standards. Um which we
014did know that as well. um there's was not as much of a um opportunity for resources to be aligned to our standards um six or seven years ago when we adopted the the resource um and in general again lack of differentiation um at that tier one tier one level um there we do have some lack of coherence in vertically aligned curriculum and so I do know that that's probably happened since postcoid that kind of led us off a little ways and so it's just kind of um exacerbated just a little bit um and again those mathematical practices are not being um put in into place. Three very specific secondary recommendations was to relook at our our resource and see um are there things out there that are more standards aligned um develop that vertical and
015horizontal curriculum coherence. So we're doing the same things horizontally and we're building vertically uh and then increasing that student engagement that ownership of learning and the mathematical thinking with with kids. So, our areas of focus, short-term and long-term, um short-term is to continue to work towards um curriculum document and assessment alignment. So, really good dig deep dive into what's what we have on paper and making sure that we're tightening it up. um which will lead to that vertical and alignment horizontal alignment of instruction and assessment. Looking at evidence-based resources um seeing what is out there particularly at the secondary level and then enhancing that teacher pedigogy um so that they could be able to either again understand the math behind the math differentiate give them some more tools in the toolbox. Long-term uh goals are
016focuses to enhance tier one and tier 2 interventions after we kind of get our tier one um more figured out. um restructuring the third year of math offering at the high school level. Um not every kid needs algebra 2 as their third year of math. If you're collegebound, you should absolutely uh and go beyond that probably. But what if you're not? I think we've discovered a lot um especially like there are lead programming where we do embedded math and we're doing math that really applies to electrical math that really applies to HVAC. um having a broader view of what kind of math really could we offer to kids who maybe aren't on that traditional collegebound track um or who are on a collegebound track but maybe are going into a different kind of math. So
017for instance, a student who's going into business or finance, it's a very different math that they that they might need. So exploring those options. Um changing math narratives. Everybody says that they're not good at math. um and everybody's okay with that and changing that narrative and saying no we can all be good at good at math and uh we just need to find our way there and then integrating math with other disciplines in a more project-based manner. So those are bigger loftier goals. Those are going to take a longer time than just a one year. But in speaking about in the next upcoming year, we did draft a series of goals um for next year. Um the first one is to in strengthen those instructional practices at tier one to increase student engagement ownership of
018learning. Um we are going to look at teacher survey results regarding our professional learning opportunities that we do with them. walkthrough data um where we're going to see okay this is what you you know went to and learned about and then how do we need to support you to do it in the classrooms um student perception surveys we're going to start with a baseline in the fall to see where students are in that engagement and ownership of learning in math and do it again in the spring uh and then see if we've made any growth uh that will probably be an ongoing thing that we do from year to year to year because as we're and changing up pedigogy and how we do things we should see a gradual increase in that engagement and owner
019ownership. Uh and then the the last one will be baseline data for regarding student achievement um will be um last year's data. We will begin to look at growth in that area as well. Our second goal is to improve vertical and horizontal alignment um in our K12 curriculum and assessments. Um and so we believe by the end of next year we'll be able to have 75% of the K12 curriculum documents housed in a common curriculum management tool. um our vertical alignment K6 or K yeah will be 100% complete um K6 uh grades K5 will have 100% of their uh common assessments complete. So again that tightening up we will have that done and then a minimum of two common assessments per unit will be completed starting with the sixth grade and our goal three is
020adoption of evidence-based resources that align to district standards. Um we are going to uh put together a committee of math teachers um and look through the different resources that are out there that are aligned to our standards and our evidence base. We want 80% agreement by our teachers on what is necessary in a new resource, 80% agreement on a resource to adopt and then a significant alignment to district standards. Our progress and our goals are going to be tracked throughout the year and with a mid-year analysis of data that'll obviously be through our NWA and also through some of our um common assessments that we will have. And then the goals for 2627 are going to be adjusted to reflect progress based on how how far we we got on our current goals. Questions? You
021kind of touched on it there just at the end. So, how does our NWA really integrate with what they were saying? um the so overall you know the the standards that they're looking at and what they're testing on. Yes. Sometimes the timing of it maybe not. And so that is going to be a struggle um with any testing resource that we that we have is that you're never going to find one unless you specifically design it for you for it to specifically design um to match 100%. But it does give us valuable data that we can definitely take action on. Um it it sounds if I understood it correctly that there's two needs on the elementary level maybe uh more in the science of math because I I know my undergrad I had one class
022and uh so if you're not kind of uh leaning towards math you need help with that and maybe in the secondary in the art of instructing math which are two very different approaches. Do we you noted there was a need for some staff devel professional development. Do we have something in I I would just want to avoid having a one those are two different needs. Those are very different needs and and you explained it actually perfectly like one is the science, one is the art and so um we would not be putting them through the same professional learning um series. We do have a consultant that we've started to work with um on curriculum. Um, we've also, um, who can work with us on both ends of that. Um, but we've also, um, heavily invested
023with, uh, Casey White, our instructional math coach at the secondary level, heavily invested in her, um, professional development this year, um, with think building thinking classrooms, which has that discourse and has that productive struggle. Um, that's really kind of caught fire in a lot of several of our classrooms, but it's still new. Um, but investing in her to be able to coach up our secondary teachers. How will we be able to do that with the schedule the way it is next year? Yeah. So, we we do have limited um days to offer professional learning. Obviously, we will be taking advantage of those. Um, also when we did shorten the student day for next year um by 15 minutes depending and where that minutes are depends where they are. uh at elementary it's it's at the
024beginning and secondary is at the end but the teacher contract time is still the same and so we are going to use some of that time for professional learning collaboration things like that not five days a week for every teacher but maybe Mondays it's math and Tuesdays it's social studies and so we will vary it but we are going to gather some time that way you hear nationally that math scores are going down. I mean, do you find that to be true in our district? Um, actually our last NDWA, um, I've been crunching those numbers, K8, no, they're they're not, uh, going down. Um, but I do think we need to take a hard look at at how we teach math. Um, I do think that a lot of times it is just plugandplay and
025then that's when kids run into problems because they don't really understand the why behind it. And that's why a lot of kids hit a wall in algebra 1 or geometry or algebra 2 because they just have surface level understanding but they don't have any deeper understanding. And so I would liken it to, you know, I I know the sounds of the alphabet, but I don't really know how to put the words together. Like that's kind of where I think we are in in math. I know the the the procedure, but I don't understand why that works or that happens. And I do think again that's that's not just a Ray Peek thing. I think that's a national issue on how we teach math. Honestly, in America, we teach math in a way that nobody else
026teaches it. Um, it's probably time for us to accept that that's not working. I mean, it just seems with technology, you just plug in the numbers and it does it for you. I mean, is that one of the reasons that, you know, kids aren't taking time to figure things out. I definitely think techn is not in our favor in that in that issue. Now, on the other hand, I think there's some really great possibilities with AI where if you know if with a kid engaging in that productive struggle, they could have their AI chatbot tutor who's not going to give them the answer because I've tried. Um, but we'll continue to ask questions and continue to push your thinking. I think we can leverage some technology in a in a good way. Um, but I
027also just think the fact that we all carry calculators around with us on a regular basis hasn't hasn't helped us. Do you still carry a calculator? Dr. Bar, what's the name of the elementary math program we use? Eureka. Now, just as a substitute, when I would try to teach Eureka to the kids, it's very scripted on what the teacher has to say and do. And um so I can see where it doesn't allow a lot of time for there to be uh conversation between kids. you know, it it was very very rigid, I thought, and very structured on what they had to follow each day. And uh so it is I think some of that is the resource recognizing that again teachers don't have that math background and so giving them a way for not
028to not to you know screw it up. However, I do think there's opportunities through collaboration that people can discuss on how they could incorporate more talk and turn or more just purposeful kinds of things. Um, and I think with if we grow their confidence better in in the pedigogy, you know, pedigogy and the math behind the math, I think that they would be more free to do that. Um, so we are going to to work on that, but it is yes, it is scripted and I think it is that for a very purposeful reason. Right. Any other questions? just do a wrap-up thought here. This is the second year we've done a program review and these things can feel kind of threatening, you know, uncomfortable, but I want to commend Dr. Bar and the team.
029You know, they've they've embraced that uncomfortable feeling because it also gives us an opportunity to ask questions and and have some light shine where we're not actively looking on some of our areas to be improved upon. And they've attacked it with the spirit of how can we get better and what do we need to do? I also want to caution the board. This is not a one-year fix. You know, this is a long haul. We have noticed that our mag our math stores have scores have been stagnant over time and want to figure out how we can continue to move those and get better. So, this is not a quick fix. This is a long haul, but the steps we're going to take next year. We're going to reevaluate them in the new year and
030create a plan for moving forward on this. So, do appreciate your support and really for uh the support on actually having the program review in the first place. So, thank you for that. All right, Dr. Bar, me again. Oh, my next one. Okay. Entrepreneur class. Um, so I know a lot of times when I'm up here talking about different cool things we have at Lead Center, I am also challenged in a good way. Um, usually by Deanna about, you know, what are we going to do at the high school? And so, um, I wanted to take just a few minutes to talk about something that we are doing at the high school. We are starting a new entrepreneurship course. It is a pilot. Um it is going to really focus on creating that entrepreneurial mindset.
031It is not in competition with lead um because we also do entrepreneurship there but it is designed for kids who maybe don't want to donate half a half of their day to the lead center or can't but still really want to um you know flex their creativity uh in in a positive way. And so that's kind of one of the the wise that that we're doing it. It is going to be um team taught um by one of our business teachers um and Shelby Jessup and then one of our English teachers um Haley Thompson. And so the kids will be getting business and English credit um that we will be combining. They'll share the kids for two hours of time to again allow some flexibility. And so sometimes if the English teacher needs them for
032two hours that day, they'll get them. And maybe the next day the business teacher will get them for two hours. But kind of breaking down that that bell system and allowing for some flexibility. Um, so the great thing about entrepreneurship is that it focuses a lot on these skills that we're going to need nowadays. I know there's a big fear of, you know, what's going to happen now with AI. Well, even with AI and jobs, there are still some things that that we need humans to do. And this will really focus on that, that problem solving, that critical thinking. Um, with a lot of new things, we are focusing on public speaking because that is definitely something that we know kids struggle with, but we also know when we take them through appropriate, you know,
033programs or experiences that it gets a thousand times better. Um, also focusing on teamwork and then definitely resilience. Um, um, anybody who's tried to be an entrepreneur or read about it knows that you usually fail many more times than you succeed. And so learning that that fail forward and then how do you bounce back by that? Um, so again, our design is is a combined course. We are partnering with a company called Uncharted Learning and the Kaufman Foundation to um incorporate their incubatored um curriculum. This is a curriculum that's been used in other high schools across the nation. Uh the high school that it originated in um some of the students have actually been on the real Shark Tank and really had their endeavors um funded. Uh and so they really do a great job
034about immersive training for teachers. So we are sending our two teachers as well as one of our high school admin to their trainings because they have teacher training where the teachers get to live the curriculum and they also have leadership training on how do you support those teachers as they go through this coursework. Um, and so they have a customizable curriculum. Um, you could just plug and play or you can also build and grow upon it. And then they also have regular ondemand coaching or one-on-one consultations. Uh, the first coaching will actually happen um either later this month or the beginning of June where they actually have a teacher who's taught this course talk with our teachers ahead of the training um to try to give them a better sense for what's going to happen
035in the training and how the curriculum um really works. Um they do eight areas of focus um which you can see right up there. Ideation, customer discovery, customer connections, finances, which is a big part of it and how do you get somebody to finance your your great idea? Um building your minimal viable product. And so that is what they call your idea. What is your minimal viable product that you could you can try to sell? Um getting that legal um expertise um promotion and then how to pitch their their story. Uh there is growth possibilities with this. Not only do we hope this takes off, so we'll be offering maybe at some point more than one section of it, but Incubator Ed is also in the process next year of um piloting a ninth and
036tth grade curriculum that would prep kids for this course. So, currently what we have at the ninth grade, we have a business class where Travis Connley kind of gives the kids a Shark Tank experience. They have to get into teams, they have to create a product. Many of us sit as sharks. did some serious investing last week in a couple um investing in a couple ideas. So, our idea is the kids could take that at 9th grade. If their pilot that they're doing really takes off and goes well next year, we would the following year adopt their 10th grade curriculum. And then this is our capstone curriculum at 11 and 12. Um if that all goes well, they do also have some elementary and middle school options. So, we are just kind of sorting our
037way through like what is going to to fit for this. Um the reason we're really wanting to do it this year especially is because Kaufman at this point um partners with us and pays for half the onboarding costs and all the teacher training and travel. So it is an oper um a great opportunity uh at this point uh to kind of jump on jump on that ship. There is a couple schools in the Kansas City area who have used them. Um, Ruskin in particular I've heard speak about it and they've been very pleased with not only the curriculum but the kids response and then definitely the support and training that they've had. Any questions? I think this sounds exciting. I can't wait to see how it goes. Yeah, me too. All right. Thank you. Thank
038you. All right, Dr. Sliggel. Yes. So, the customer assessment survey we just recently completed for the third consecutive year. Dr. Vulker is going to give you the highlights of some very good news tonight about how our parents and guardians and customers are feeling about our district. Good evening everyone. I would like to the board to know we're still waiting on Dr. Bar's investment check for that Shark Tank. I I hope to see that come across finance desk very soon, but I'm not holding my breath. So, tonight we're going to talk a little bit about our community survey results. I I really think feedback is the key to improvement. continually seeking feedback and that's what we do each year with this survey. So looking at this, it was conducted in April by phone and over 400
039registered voters of 400 registered voters. So that's a large sample size gives you that statistical significance that you're looking for. Includes current, past, and non-parents. Um, it's got a score of that Lyker scale with five being the highest and statistically significant changes from 24 are shaded in the overall results, but we're going to talk about them tonight. So, looking at some of the academic and staff strengths, uh, the quality of education went to a 4.18 from a 4.05 improvement in the caring by staff for our students. That's pretty significant jump there. And that's exciting to see student safety as that is a topic that we've talked about a lot and we're continuing to talk about and I think our community is seeing that and the improvements that that we continue to make and our support
040for student differences is up as well. So these are all very positive. We saw very positive results from our survey this year which is just exciting. So our facilities and our sense of belonging our school facilities considerable rise. Think about that as a five-point scale and you're getting a 4.55 from 400 respondents. That is a pretty incredible result and it shows the commitment of our staff um and our board of education to have the highest quality facilities for our students and and that's a great thing. So, we really appreciate you on that. Our community and cooperation also up and students feeling like they belong. It's one of our strategic plans and we've been working on it. We know we have a goal for 2027, but that we have goals along the way. So, as you
041see that rise and you see our community note that our students feel like they belong makes us feel really good about our efforts and our work there. Mental health and behavior is something that we work on and talk about quite a bit. Mental health supports was up considerably. Positive behavior efforts also up. Um and anti-bullying efforts. That's one that we've talked about for a number of years that we've wanted to rise and continue to talk about the community about the efforts. We still have room for improvement. A 3.41, that's a significant growth, but there's still room for improvement in that area and we're committed to doing that. Engagement and communication. So looking at responsiveness to concerns, inclusive in decision making, communication quality, emergency communication, sharing success stories. If you look at all the things that
042our communications department has done and our buildings have done to talk about what we are doing and the great things that we're doing for our kids and then the new program information has also ro risen. Lot of growth areas. Oh, I think I skipped one. And then community sentiment. So 97% of our our community members agree that strong schools help property values. They know uh the commitment to our school districts helps them as well. And it is cyclical and all working together. So strong schools are extremely important and that's held steady for a number of our years and our community has consistently demonstrated that they support us and we support their students in that effort and it really is that cycl cyclical approach. So some final takeaways all our statistically significant changes were positive satisfaction
043is rising in almost all areas in fact in all areas and our anti-bullying and engagement increases are significant. We want to continue to see those grow, but we've we had significant growth this year. So, that's exciting. Happy to answer any questions about our community survey. So, where's a a key area that we could focus on that needs some improvement? I still think I I'll go back to the bullying. I still think that's an area that we need to continue to focus on. I when you're talking about working with youth and and the growth and development, let's just use middle school for example. When you're talking about the growth and development of 11, 12, and 13y old, you're always going to be asking what can we continue to do to build that sense of uh belonging
044in their school community, responsibility, accountability, and those key growth um indicators and measures that lead them to be successful people. We're not going to get to stop that, ladies and gentlemen. That's something that we will do for the rest of our careers. So, I think that's just an area we need to continue to work on. We need to be very proud of these results. These were when we looked at them uh initially, I thought there was a a mistake because every one of them went up. uh there's only one indicator of the 20 that we track annually uh that decreased but it didn't decrease by a stat statistically significant amount. It just decreased. When you have a the first question that the survey company asks our uh respondents is what how would you rate the
045overall quality of education in the Ray Peek School District? So that is a cold first out of the gate question from everyone that responded. And when it's a 4.18 I believe it was 418. Yes. 18. That tells you most people are saying fours and fives and more people are saying fives and fours, right? And because a couple people will probably do a three or two for whatever reason, but get that back up there to 4.18. That's a lot of people thinking that what we're doing is a good job. What where this is most significant is is in a couple weeks I'll be talking to our principles and assistant principles in a year in meeting and there are days when it feels really heavy about some of the issues that you deal with and some of
046the you know opportunities we have to interact with parents and students around topics that are in tension or in conflict have results like this at the end of the year surveys taken in April where it was a 4.18 overall and every other indicator theater went up many by statistically significant amounts is a testament to the year that we've had. And so I'm proud of this team. I'm proud of our teachers and everyone in this district for getting us to this point and being able to present these survey results to you. All right. Thank you. Thank you. On to the legislative update. Dr. Schel, absolutely. This may not be as cheery as the customer assessment survey, but I wanted to give the board an update of where we're at legislatively because the session came to an
047end uh about a week ago. The bills have been sent to the governor. The governor has yet to sign the two bills things I'm going to be talking about tonight, but did want to let you know where we are at and some of the things that we are getting ready to do. First of all, I want to talk about budget. And this is a document that's uh on your on your the attachments on your screen. If not, uh we will also email this to you tomorrow so you can get a copy of it. Uh the foundation formula is fully funded at 4.28 billion across the state. Now this is $300 million more than the increase of the governor's recommendation back in the state of the state address in January. So this is what that means.
048Uh earlier in March, Tiffany Banks came to you with a budget plan and we were assuming 6760 on an SAT or uh a per student basis for funding for next year. With the additional $300 million increase that fully funds the formula to what uh the state um the state law should be at 7145. So 7,145. It's about a $2.4 million swing for this district. I want to caution you that we have not built that into our revenue projections quite yet because the governor still retains the authority to withhold these funds over the course of the next 12 months. Um many people think he will. So the budget that we will be presenting to you in June will still have the 6760 assumption. We will be watching this closely over the course of the next year
049and this may allow us to make adjustments and ready to go for the fiscal 27 school year of some additional investments into our staff and to our uh programs here in the school district. I do not want to get too far out in front of our skis on this because I think there's a lot of unknowns that are still going to become known over the course of the next 12 months that may drive the governor's hand on this. But nevertheless, at this point on paper, the SAT is funded at 71.45. And when we talk about it in budget here in the next couple of weeks, um we will make sure you understand what the value proposition of that decision is and then watch how that um might change over time. Okay. Student transportation is also
050fully funded and that's something that we have uh built into our projections over time. Uh, one thing that did take uh was a little bit of a well the first time ever the legislature added money to the general re from the general revenue to fund Missou's private school voucher program. This is the very first time that's ever happened and this is a shift and many people think this is in direct violation of the constitution. I believe there is lots of discussion that will be had on this particular $50 million that went to the school voucher program from the general revenue fund, but nevertheless it's part of the bill uh budget bill that went to the governor. Any questions on budget before we talk about policy? All right. There is a Senate bill, Senate Bill number
05168 that grew over the course of the legislature from its initial filing of about five pages to well over 200 pages by the time it was passed. It included several policy requirements for schools um that are discussed in the document that uh I'm I'm referring to tonight. Several school safety and emergency preparedness uh issues that we will be looking at for next year. Emergency operation plans, cardiac emergency response plans, trauma kits, active shooter drills. Um school safety coordinators must be designated and trained. So there's a variety. There's like six or seven different key points under school safety that the legislation tasks DESIE with providing regulations and guidance for. So, they're actively working on this and will be presenting the guidance for school districts uh to implement these safety and preparedness plans over the course of
052the next year. Most of the timelines for these plans and these mandates regarding school safety emergency preparedness do not become effective until the 26 27 school year. We are bringing on a new director of school safety. Um it's a great time. I'm not sure we told her about this part of it, but maybe we should have. Um it's a great it's a good time to have that person on board because they will be piloting us through a lot of these uh requirements that have come from Senate Bill 68 around school safety. There are several in the school accountability curriculum and assessment piece. Several and I think a couple of which we actually excited about. For example, a new grade level equivalence matri metric will be added to our assessments in grades three through eight. Right
053now there are it's it's four levels. It's going to go to five levels and one of those levels is going to be grade level equivalents or on target on on track to uh uh to know what you should be knowing in that particular grade level. We are supportive of that one. So that is that is a good one. reading instruction. I know we've done a lot of work on reading and one of the uh parts of Senate Bill 68 is that we must prioritize phonics and the three queuing systems are prohibited for word decoding. So I look at my experts back there, are we doing this? They shake their head yes. That's nothing we're worried about at this point. Something we can on board and and move forward with on the stu services and operations
054side. Um, one that we were surprised was part of Senate Bill 68, but we fully support is that when we have suspended or expelled students, those students will count towards uh attendance and funding calculations. This is significant for us because normally when they're not in school and not present because of suspension or expulsions, you can't count them in attendance. Now, you'll be able to and account them to towards your ADA. So, this will be, I think, a step in the right direction because our students who aren't with us for behavior reasons where they're outside of school, we get them into programs, we send their work home, we keep them going. So, there there is learning that's happening. Um, and now we're going to get credit for that. So, um, we appreciate that part of it.
055One thing that made Dr. Hatfield smile from ear to ear is that substitute teaching limits for retired educators are waved until 2030. So the working after retirement laws extended for another five years. And so we employ several or will have the opportunity to employ several for next year based on this law that we would not have been able to because it was going to expire um next month. So we're excited about that. the two additional pieces. First of all, you board right now you have a policy that you accept students uh children of of uh employees into the district, teaching employees that into the district that uh without having to pay tuition. This law now allows you to expand that to children of contractors and all employees um if you want to. So, we're going
056to have a policy discussion at some point down the road about what you want to do in this area, but state law has changed so that you could, uh, allow contractor children, uh, people who work for us through a third party relationship. If they wanted to bring their kids here, we can talk about that if you want to change policy on that. It doesn't mandate your policy change. It puts the opportunity for you to have that policy change, and we're going to discuss that uh, early fall if you want to uh, think about doing that. The significant policy change uh that we need to talk about soon is around electronic devices and cell phones in schools. Senate Bill 68 passed uh the law or waiting on the governor's signature that every next year every district
057must have a policy that restricts the use of personal communication devices. That includes cell phones, smartwatches, and whoever knows what they're going to come out with between now and then. pods, ear pods, ear pods as well. The policy must prohibit student use of these devices throughout the school day from opening bell to ending bell, including during class, during meals, hallway transitions, breaks, and study halls. So, essentially a total ban on using cell phones in schools. There's exceptions carved out for medical exceptions or special needs services and emergencies, which are defined in law as what the emergencies are. Um the policy must be posted on our website and it goes into implementation in August. So we have short turnaround time. We're going to be re relying on our policy service to get us some language. And
058I think the training of this, the aspects of this that that are going to be um feels like the band-aid's been ripped off uh are going to be with us in August. and we're going to us and 500 districts across the state are going to be waiting in those waters for a a total ban. Now, we haven't seen any draft policy language yet. We just know what the law says. And so, we're hoping with some draft policy language, you can find a um a middle ground that's going to work for everyone. But right now going into effect in 2526 is the electronic device uh prohibition from opening bell to ending bell. Lots of work this year. I want to thank um I think we took a group of students to Jefferson City uh to engage
059in some lobbying. I know Ruth Johnson was there on several times. Janet Jones. We he reached out to those that were um making the rules, making the laws, reaching out to us. We had a great relationship this year with several of our elected officials. And so overall, I think where we ended up, you had to give a little to get a little. I'm hoping the governor um and the legislature makes good on their promise of funding, but as of right now, we are not uh we are being conservative in our estimates moving forward. Be happy to try to answer any questions if you have them. All right. Thank you. On to action items now. Miss Morgan with our pizza and delivery of pizza bid. It's all about the pizza. Good evening. Lindsay Morgan, um director
060of child nutrition. I've got two things before you this evening. I'm excited to talk about them. The first one is the pizza bid. As you said, everybody likes pizza. Um we got bids from four vendors. two from um Pizza Hut, two from Domino's for next year's service. Um, in looking at the pricing and reviewing that, we recommend awarding the contract to Flynn Restaurant Group for 9th grade and East Middle and the pizza management company for Rayek High School, Rayek Academy, and South Middle. They love pizza days. Um, we just finished with elementaryaries. They were able to do a have a secondary day um lunch day um for Pizza Hut. So, they really enjoyed that. Um, I enjoy that Pizza Hut meets our child nutrition regulations. So, that's a nice um aspect of that. The agreement
061also includes an option um of renewal for two additional years based on mutual agreement um around future pricing and service. Any questions? All right. I will entertain a motion to approve the bid for pizzas and delivery of pizzas to Flynn restaurant group for the ninth grade center at East Middle and pizza management company for the high school, Ray Peek Academy and South Middle. Some moved. Is there a second? Second. Any other discussion or questions? All in favor? Motion passes unanimously. Thank you. Okay. Awesome. So, the next one I have is the um we received multiple bids for two UNOX brand combi ovens um to be installed at Stonegate and Timber Creek um this summer. We had five submitts. Um after reviewing those, we recommend awarding the contract to index index restaurant supply. The preference was
062given to this Missouri based company not only for their competitive pricing but we've also worked with them before and have already established a relationship with them. Um the ovens are going to continue in our ability to cook um better looking products. I don't know if you know what a combi is but it gives you heat and steam depending on what you need. So it just helps improve our quality and cooking capacity for both of those schools. Um so If you have any questions, I'd be happy to entertain them. Is this just a cyclical replacement or did were these a need that occurred during the school year? They were something that was on board before I came. The process was on board, but the the idea was um like I said, bigger capacity for those schools.
063What the um what they had currently um was not big enough for what they were needing. Thank you. What kind of service agreements do they have? Um, written into the contract was, I believe, a 4year um, like looking at it and then parts as well. It was around that, but they both had parts and installation. Um, it also allowed them, the UNOX actual representatives to come out and do training and help our um, staff be able to use them correctly. Okay. All right. I will entertain a motion to approve the bid for combi ovens from index restaurant supply in the amount of $42,020. So moved. Is there a second? Second. Any other discussion, questions, comments? All in favor? Motion passes unanimously. Thank you. Thank you. All right. South Middle School Cabling. Hello. Uh tonight I'm
064recommending a cabling infrastructure upgrade at South Middle School. This upgrade will improve data routing, enhance enhance wireless coverage, and provide the capacity needed for the growing number of connected devices that we have in that building. Uh we conducted a formal RFP process and had three vendors that uh participated in that. We selected TSI Global Companies based on their pricing recommendations, talking to other districts and people that have used them in the past and their ability to meet the district standards for this project. So, we're requesting that the board approve and the South Middle School cabling project for TSI Global Companies at a total cost of $84,38.50 50 cents with an additional 5% con construction contingency to address any unforeseen conditions during installation. Be happy to answer any questions anybody has on that. Is this a
065one-time thing or is this I don't Yes. So, we're replacing the cable that was installed originally in the building. So, yeah. All right. I will entertain a motion to approve the bid for cabling upgrades at South Middle School from TSI Global Companies LLC in the amount of $84,38.50 plus a 5% contingency for any unforeseen circumstances. So moved. Is there a second? Second. Any other comments, questions? All in favor? Patty? I don't think she's there. Okay. Uh on to MacBooks. Uh MacBooks, MacBooks, and iPads. So, we're recommending the purchase of Apple devices for use by students and teachers. The MacBook Air and the iPad remain the preferred device for our teachers and students in the onetoone setting due to reliability, performance, and um the iPad for the K1 students just for ease of use. We have
066to go with Apple. They're the only person that bid on this because they are a sole source provider. We have to purchase those through Apple as part of their terms of service. You can't go outside of that. So that's why we only have one bid for this particular um RFP. So we're requesting the board approve the purchase of 130 iPads, 126 MacBook Air laptops, each with three years of Apple Care from the Apple Corporation at a total cost of $183,841.50. Any questions? Do we do we buy them every year? It seems like we're buying them over and over. Yeah. So, we're pretty much on a five to six year cycle with these. These laptops are going to replace the 2017 laptops that we have in teachers hands. So, they've had them for five years, some
067of them more than that, four or five years. All right, I will entertain a Brian. Is it safe to say that there's a huge initial investment in this and then now what's coming before the board is a is an ongoing replacement cycle that allows our teachers and our staff to to recycle the the oldest ones first in the Oh, we're always Yeah. removing the oldest ones first. So, the 2017s can't be updated anymore. So we have to get those off of off out of our teachers hands so that we can update the operating system just for security reasons itself. So they all have to they all have to come out of the teachers hands as it is anyway. My point is Mr. Coffin you're going to see this probably annually. It's something that's being expended
068on on on technology so that we can stay ahead of obsolete equipment. Yeah. Chromebooks and Chromebooks and MacBooks and iPads will be ongoing expenses for the onetoone initiative. What do you do with the old ones? So, right now we've been keeping them. So, we have lots of them. We've got a surplus RFP actually that was released today. Um, Apple products are actually something that we are valuable to vendors, even older Apple, excuse me, it's a good one. So, uh, we we'll be taking bids during that RFP process. We'll get actually offers from those vendors to come in and actually purchase those devices back from them from us and then they'll lots of times they reuse them overseas quite often is what they do with the older devices uh within those terms of service for the
069surplus just so everybody knows they have to be wiped. They have department of defense level wiping that they have to do to those. We wipe them before we even send them to them as well. They send us certificates, um, certifications that it's all been done and what's that's been taken care of. So, and wiping them means what? Wiping them means all student data, teacher data, school district data is removed from the device. All right. I will entertain a motion to approve the purchase of 130 iPads and 126 MacBook Air laptops with three years of Apple Care from Apple Inc. for a total cost of $183,841.50. Some moved. Is there a second? Second. All right. Any other questions, comments? All right. All in favor? [Music] Thank you. Motion passes unanimously. All right. On to Thank you.
070On to districtwide roof repairs. Mr. Dobson. Good evening. Thank you. All right. This evening we have several action items to bring for you. One of them, the first one being our on call roofing repairs. Um across the district, we maintain about 1.4 million square foot of roof. Uh that is all a combination of built-up roofs, flat roofs, modified bit roofs, metal roofs. We have a little bit of everything, some single ply as well. Uh with that being said, uh we do not currently employ a roofer. um fully skilled in in repair and replacement of every last one of these roughing types. So, with that being said, we issue an RFP out to seek bids for um labor and materials to repair those just on an on call basis just for immediate leak repairs. Um this
071is not re- roofs, this is nothing like that. This is only replace or repairs as needed that we would bring to them. Um and then a little bit of preventative maintenance as well. So, with that being said, we had, I think, six biders um submit for a three-year partnership with that and then our parent low bidder uh in front of you uh was disqualified uh due to some prevailing wage concerns. With that being said, we'd like to recommend Delta Innovation Services tonight. I'm happy to answer any questions on that. So, you said this is just for repair, not replacement. That is correct. replacements are are being completely uh separate and all those projects are designed and brought forth to you. Thank you. All right. I will entertain a motion to approve entering into a three-year
072agreement with Delta Innovative Services to provide as needed roof repair services districtwide. So moved. Is there a second? Second. Any other discussion? All in favor? I thank you. Motion passes unanimously. On to pest control. Yes. So, we have uh expired our current RFP as well for our pest control services for the district. We had an extension uh with our current provider. We decided this year to go back out for public bid. We had several biders uh again on that four I believe was our our bid total. Um on that with that we are suggesting to move forward with our parent low um myself and the team and then the child nutrition team since it does impact both of us highly um for the rodents and the pests and the exterior pest control of all the
073buildings. Uh we evaluated all of those RFPs and we believe moving forward uh the best solution for the district will be Pinnacle Pest Solutions and happy to answer any questions on that. They are our current vendor. They are not our current provider. They are not. They are not. No, sir. Have you got feedback from much feedback? Yes. They service a ton of districts both on the Missouri and the Kansas side and had glowing references from all those. Do we have a rodent concern? We do not. Just checking. We are required uh by law though to maintain a what the state calls a integrated pest management plan. So this would help keep us in compliance with the state regulation for integrated pest management plan for the state of Missouri. Okay. For public schools. Proactive. Yeah. All
074proactive. Okay. Good pest is a dead pest. I'm happy to report side note when we did uh most all these vendors did want to do a site survey and a site tour of all the facilities. Uh every last one of them wrote back glowing references of our of our facilities and understand why our RFP was fairly basic because we don't have any concerns or issues. So, it's a big compliment to child nutrition as well on that. So, yeah, I don't I don't like that term, rodent. Nope. All right. I'll entertain a motion to approve the bid for a three-year agreement for districtwide pest control services from Pinnacle Solutions. So, moved. Is there a second? Second. Any other discussion? All in favor? I. Motion passes unanimously. Thank you. on to my favorite topic, the integrated learning
075house. Yeah. So, super fun. It is uh my favorite topic as well. Uh with that being said, we are nearing completion. We have finished up sheetrock uh this last week, sanded and mudded and everything is complete there. Uh cabinet installation is this coming Wednesday. Um and today uh crew was able to finish up the interior or the exterior doors, excuse me, the exterior doors of the facility. Um that were all donated as well. So, that was able to be finished up today. Cabinetry next week. uh we'll move right into painting probably the following week. So, it's really starting to come together. We'll be installing flooring before you know it. So, with that being said, we have to start working on some furnishings. This was a a long comprehensive process um throughout the the high school
076and throughout the last couple months really of the school year here. We've been working with the high school uh design team. So, we met with about 40 students um through about seven groups about seven different groups all broke out. So each group was assigned a space of the home both interior and exterior. Every bedroom, closet, living room, um pantries, bathrooms, every last part of the house was broke down by a student group. Um they made presentations to the team um about all of those different spaces, what some options were. We therefore then gave feedback on those spaces and then they came back with another round. Through that entire process, they were engaged with Freedom Interiors, our our furniture uh committee or our furniture vendor as well. uh they inte integrated with them um throughout the
077last really three to four weeks. Um they did nothing with virtual meetings and in-person meetings. The furniture company would bring out samples, renderings, um graphically render all of their uh selections and then also with the flooring company as well making all that. So big shout out to those partners. That was a lot of time investment with them, but really well served. So with that being said, we have selected our final furnishings and we'd like to move forward with acceptance on that. And uh I wasn't able to keep track um my math wasn't able to write down that fast with all the funded need at this year's gala. Uh but I believe we're we're fairly close to the funded need amount of the gala ironically which is pretty awesome. So to move forward with that before
078the Sorry. I was just gonna say it's a very impressive building. Um, we toured it with uh Miley and she's impressive as well. Very much so. Very did a very very good job. Awesome job. Before the vote on this, I wanted to hone in what Mr. Doson said about student groups being in charge of each of these areas doing the planning, the design, the feedback, the you know the design thinking process to get us to a point where the foundation then raised the money to fund this part of the project. So it's just and it's just that doesn't make you smile real well today. So good job. Thank you. We should be on 60 minutes. Yes, we have a couple. you know, in going back to the foundation uh there that night, it was interesting
079to see uh the participants, the excitement they had in donating for this cause. So, you could see their passion for it as well and approval of it. So, we're very very thankful for them. All right, we I will entertain a motion to approve the furniture proposal for the integrated learning house. So, moved. Is there a second? Second. Any other discussion? All in favor? I. All right. The career and technical education limited access grant. Dr. Bar. Yes. So, the Missouri Department of Elementary and Secondary Education is providing a career and technical education limited access grant opportunity to local school districts. The purpose of the grant is to remove barriers that students encounters in the areas of skilled technical science. So, our district would be using the grant to expand the heavy equipment operators program and building
080a classroom space at the actual equipment site. Um, we would be removing barriers, not really for us, we would be removing barriers for surrounding school districts in Cass County um by providing additional enrollment slots because our heavy equipment operator program is going from a half day this year um to or half half instructor to two full-time instructors. Um so, we're um more than doubling our slots that we have. Um the maximum award is 400,000 and participating districts are required to provide 25% local funding match. Um so we would be asking for the entire 400,000 for this project. Um so we would like approval um to submit this grant to um the Department of Elementary and Secondary Education. So what would that allow our enrollment numbers to be? Our I'm sorry, our numbers. Yeah. How many
081students up to 40? Wow. And we currently have, last time I checked, 37 slots filled. Nice. And they're there all day. I'm sorry. They're there all day. Well, half days. Half days. So, um, there's an introduction that we did this year and next year they'll be introduction and advanced. Excellent. All right. I will entertain a motion to approve applying for the Desi Career and Technical Education Limited Access Grant. So moved. Is there a second? Second. Any other discussion? All in favor? Thank you. I Thank you. All right. On to summer school application. Dr. Vulker. Hello again. So, tonight we're presenting for your approval the 2025 official summer school application. While this application is a little bit confusing if you've seen in your information, I promise we are required to submit it in this manner. Pam
082Steele and I talk about this every year. Uh but we are required to submit this. To be clear, we're continuing to offer a high quality education um summer school a summer school experience, excuse me. To start, we've got some exciting information. Uh we've already enrolled a record over 2600 students into our summer school program. This is the highest ever. That's the kind of the definition of record, I guess. So, that's repetitive. Uh, but it really is exciting. Think about that. We have thousands of students that are coming for enrichment experiences to get additional credit opportunities and some to gain skills that they might not have during the year. That is an incredible feat. And I want to thank our entire staff for for putting that together and offering that to our students. So, elementary students
083will attend one of three sites. You'll see listed Stonegate, Creepmore, or Peculiar based on their home school. And all 612 students will attend at Rep. We must list a middle school on their middle school site. They will attend at the high school, but you'll notice that South Middle School is listed as the home building for the middle school students. Summer school run from June 2nd to June 27th with no classes on the 19th or 20th. gives us 18 days of instruction for secondary students and 15 for elementary students. We do have virtual classes for 912 that are offered in both June and July as high school students are able to earn 2.0 credits or maximum of four classes in the summer. Um, we really do try and limit that knowing that the summer is a
084very shortened portion and if students try and take too many courses in that often they can struggle or or truly not um gain all the key skills that are needed if you take too many courses. So, we're looking forward to a strong engaging summer session focused on student growth and academic support. And I'd be happy to answer any questions about our summer program. Do we um highly encourage some students to attend that possibly might need that extra enrichment? There is a highly encouraged list. Okay. In fact, I would probably use that term exactly. Yes. Specifically for math and reading. They are often specifically for those cases. Some even more general, some is more credit recovery, some are specifically targeted in those two areas. Yes. Is the answer to your question. All right. I will entertain
085a motion to approve the summer school application as presented. So moved. Is there a second? Second. Any other discussion? All in favor? I. Motion passes unanimously. Thank you. Thank you very much. Have fun with summer school. We will. It'll be exciting. All right. School resource officer contracts. Dr. Boer, nice to see you again. Yes, welcome. Uh, you know, so glad to be here. Went with the oldfashioned binder. I haven't done the binder in a long time. So, that's a transition back. So, we value our strong partnerships with the Peculiar Police Department, the Raymore Police Department, and the Cass County Sheriff's Department. All who play a vital role in supporting safety and well-being of our students and staff through the school resource officer program. The proposed agreements are for the 2526 school year. They do include
086a small daily rate increase, but after review, we believe the new rates are fair and appropriate given the critical services these officers provide in our schools each day. We recommend approval of all three SRO agreements to continue these important collaborations for the upcoming school year. We'd also like to thank the board of education for your continued investment in this program and our SRO's and prioritizing safety and security of our students and staff. We believe this is a key component of that overall safety program and it is truly appreciated. Your support is appreciated in this area. Can you remind me how many from each group we have from each organization? We at east we have Cass um Cass County at the high school we have city peculiar at academy and Rayek Academy we have city of
087peculiar city of Raymore is our northern elementaryaries Cass County is at 9th grade center peculiar is at SMS and then we work with the chiefs from all departments and the sheriff's department as well if we need extra support okay I lost count so can you just give me a total for you yes I apologize Peculiar we have three. Cass County we have two and Raymore we have one. Is that the That's okay. Okay. What is SMS? South Middle School. Oh, okay. I thought you were referring to No, not a different department. That officer is placed at South Middle School. Okay. And we feel confident in those numbers of people. I think that as we're bringing on our new director of safety and security as a part of a comprehensive review, this will be part of
088that comprehensive review. I think we want to take a look at the entire safety program. That's one of the exciting things about bringing on a director of safety and security so we can do a review of all our components. Excellent. How often do we bring them in for special events and you know like graduation, football games, basketball? Yeah, that's part of the answer. fairly often as needed. All our partners are really have done a great job working with us when we've needed support for graduation or other events. We put on the calendar, we request it. Um they really have been great partners with us. So it is I wouldn't say it's frequent, but it definitely is as needed when we have big events. All right. I will entertain a motion to approve the school resource
089officer contracts as presented. So moved. Is there a second? Second. Any other questions or comments? All in favor? I. Motion passes unanimously. Thank you. Thank you very much. Thank you. On to committee reports. I think with into school there weren't many things going on for those. All right. On to superintendent update. Thank you, Madam President. I'll keep my update brief tonight. You have my board updates that are linked to the uh the document tonight. I just want to say thank you to our team, our the board. You guys have been incredible this year to serve with all of our teachers and our staff, our students. Many of them were here tonight to uh again to come before you and show you all the great things they've done. Uh it's been a great year as evidenced
090by the many things that we have been able to accomplish as well as the customer assessment review that we just presented tonight. So, tomorrow's a half a day. We have uh a few hours to get through and then we'll start missing them a week later and we'll kick off the summer school with about 3,000 students. So, it's the gift that keeps on giving. Um but I do want to say thank you for at a tremendous school year and the ability to impact student lives and watch them walk across the stage just seven days ago. So, thank you board for uh leading with us and leading for us. All right. Thank you. On to board of education comments. Yes. I got one question. Did the parade take place and did everything go well? I I didn't
091even hear anything about it this year. Well, that's probably a good thing, Paul. You didn't hear anything about it. So, that means it it went on. It tradition was was served once again for a year. We had little to no incidences. I'm looking at my team over there to make sure that that is a true statement. Yes. Nothing was brought to my desk. And so if nothing's brought to my desk, that means they've all handled it. It didn't didn't rise to the level of concern. I'd just like to thank all the staff that worked so hard for graduation to get it uh ready and going and then afterwards. And it was a it was a good night. It was amazing to see how many students had actually started from kindergarten all the way through 12.
092There was more this year than there was last year. I'd say it seems to steadily increase each year, which is a good thing to see. We need bathroom signs next year. I did know a lot of people ask me, Patty, did you have anything? No, I don't have anything. Okay. Thank you. I didn't want to miss you out. All right. Any other comments from the board? All right. On to calendar of events. June 12th is our board advance at 5:00. June 16th and 17th is MSBA summer summit. June 26th is our next regular board meeting at 6:00 p.m. closed, 7 p.m. open. And with that, we are adjourned. And make sure you've let Pam know if you're going to any of these things that she might need to know about. And is there anyone who
093is not going to make it to the board advance?