001to the right of the flag to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all for call. Just note that we're all here. And then we also celebrated our staff years of service. um with the opening of the school year and that was topped off with 30 years of service with uh Dean Goulles and Terry Snyder. So, thank you to all the staff members that have been here for so long. Um we had the 10, 15, 20, 25, and 30 years celebration earlier. Next up is going to be our consent agenda. It's going to consist of the minutes to our lens meeting. There are no appointments or resignations at this time. Any comments, questions, or concerns on
002the minutes? Is there a motion to approve the consent agenda is presented? So, the motion is second. Any further discussion? All in favor say I. I. Any oppose? Say n. Motion passes. Moving to our reports. First up is going to be Mr. Dale with our food services report. Hello. Just right click into. All right. It's a left click. Um thank you very much. Um let's start out slide here showing yield totals uh from previous year 23 24 compared to 2025. Um so this is the starting with breakfast that's broken out by school and also it has a percentage of participation next to that little something that I didn't include last year. Um so if you notice um high school participation for breakfast is always low. It's just kind of a trend. Um some areas can
003certainly be that middle school breakfast percentage. Uh again it's you know we don't have breakfast in the classroom. So it's just that age group just you know showing up late not wanting to eat breakfast and depending on their classroom socializing etc. Um so we had approximately 650 less breakfast meals uh from the previous year to last year and about 9,388 less lunches from the 24 to 25 school year. We can attribute that to a number of factors. Um enrollment is less. uh we have actually less people qualifying for free than we used to which affects uh you know the number of people that are participating in the program. Here's a little snapshot of our fund balance. You see the beginning you can see that we trending is pretty um consistent with that. We're uh exceeding
004our expenditures over our revenues again um you know due to a number of factors at moment and uh lack of participation because of uh you know less premium use children etc. We'll get into it a little bit deeper a little more in detail in the next couple of slides. As you see here, uh this is our historic um alongside with our budgeted revenues. And you can see um you know, right now we're you know receiving less money in the you know local the state federal revenues and compared to other years. It um we're anticipating to be right around you know this budgeting right around our 23 24 school year. Here's the budget expenditures expenditures. Uh, one thing I should note is that about 49% of our expenditures goes into our wages. Um, we are starting
005to do some things by combining fines and cutting lab a little bit to uh combat that problem. Some good news is our summer feeding program. A very successful summer. Uh we had difference of about almost $12,000. So more meals being served at breakfast and lunch for our summer feeding program. So very successful year with that reimbur you see um our free meals and lunch will be up to about $469 compared to $445 previous year. This again it should help with the cost. Another thing you have to think about is well less kids that qualify for the premiums. That's another reason why we're losing. We lost we had about $60,000 in less federal reimbursements last year compared to the year before. is kind of focused on those percentages. So this is the eligibility statistics for high
006school report and as you can see um you know this is high school. So the three uh percentages the 41 3440 onward is you know more than you know what's the previous I mean last year compared to previous year. So we have about one 90% less students qualifying for premiums which I guess uh you know it could be a good thing because the families are not in need like they used to be but kind of hurts the program that you know the the reimbursements get much less of a reimbursement for a free meal we do for a paid meal. So, uh, some things to come. Um, we're going to continue to improve on school menus. Um, adding in, you know, more from scratch items like browning off our own ground beef, taco meat, and spaghetti
007sauces, for example. Um, mashed potatoes, chicken, and gravy. Uh, we're adding, we've already added some extra alocard items at the high school and we will begin selling out the cart at the middle school. tried to increase our revenues in all carts. We This is kind of our trial run because we have a cookout at the high school shut line and we had two items in poolside that was very popular. We're adding those into the main line uh in order to reduce labor because poolside we need two people there every day to run that line. So, you know, we really need to eliminate five positions. you know, that person moved into another position in another school. So, we didn't lose anybody. We just haven't hired anyone yet for that position. And so far, that seems to
008be going pretty well. We were a little had a little concern along the lines of the high school, but that hasn't been an issue. And surveying students to see what else they would like to see in our program. That's what I Any questions? I have a couple questions. Um well, one one is do you always only survey students? Do you ever do a survey to parents? Um I have no but I would like to Yes. I just wondered if your feedback might be a different from a parent perspective. So absolutely regarding food and then only this is coming from a place of of very um goodness but I was reading a book it's called poverty in America and one of the main um subjects that they talk about is making sure that low-income Americans get
009connected to the aid for which they qualify. and they did some research and thought that mostly stigma attached to why people don't necessarily sign up for the programs that they're qualified for. And this is in regards to a couple of your slides here. And the answer really isn't stigma as the research shows. it really is that low-income Americans are not always taking full advantage of the programs for basically the reason that it is somewhat hard and somewhat confusing to know whether they qualify. So, it brings me to my main question about this whole piece. Um, and you brought it up a couple times in the presentation and you may not have the answer, but I think for the administration here, I'm curious what the actual process is for asking families and letting families know that
010they actually do qualify. So, are we just depending on them to go out and find that information and let us know? Are we surveying all the families? Do all the families get asked, "Hey, here's the income requirements. Here's how you qualify for reduced. Here's how you qualify instead of just targeting, you know, can we do a way to make sure that all the people that actually do need food that kids can have access to food in their bellies, which is an important part of education, that they're actually getting it. So, I guess that you may not know the answer. um maybe someone else does principles or how it's done, but I I really don't know what our process is, but hearing and seeing the numbers that they're going down and it just doesn't fit with
011what society is going on and I think that's where it brings me to that that question. Sure. It is a very good question and I I'll try to f the best I can. I know Brian can probably help me with that, too. Um we're not actually allowed to uh give applications to families and you know encourage people they do have to come to us and ask for the applications. Okay. Um and it's and the information so they have to the application has come to me. So we you know counselors can't help by asking families if you know if they think they qualify for needles. you know it's really tricky and we've been trying to you know present you know in different avenues by presenting that information to groups of you know one element that's this
012year as well is so there's I learned this last year as well process so we have people that are qualified for that personal information to really process that application that's judg um um agent in office as well. Um one of the things we did this year and it probably came up at our full service annual report. So it's done every years was to try and make sure that one access to also might be there might be opportunities for students or families involved with green and reduced to um things like that programs that are operated by county service programs. we technically need to make sure that we get their waiver and right to be able to share that information if they're collected information. Um and so we integrated this year with help of our registration department
013questions in registration that helps people um you know the question of what's the threshold may promise to fill that out. Um so while you know some districts that no members of our elementary team have worked in they just require every single person to fill it out um we try to take a middle approach to say hey let's try and make sure that opportunity is known as um I know you also have as 14 thank you as far as so we do have roaring so everyone that qualify last week for free meals. It continues with those benefits three days after the first day of school. So then October 14th, we'll have enrollment. So we send out letters to all of those. We print off this token for people that have not reapply benefits. We can send
014a letter saying um your benefits are about to expire usually on the last September. Okay. And I I think that helps me. I was also curious because I don't really know, but it seems like such a small percentage of people qualify for the reduced and a much larger qualify for the free. So, I'm wondering if it if there really is that small of a window or if there was opportunity for people to not realize that they actually qualify for reduced part, maybe not the free part, but that when I look at the numbers that are reduced um from 24 to 25 did not change the percentages at the school, but overall the homeless students that qualify still qualified is about 25%. That's something. Sure. I'm hoping this dress will correct you, but Miss Grundle and
015I were actually looking today at title one allocations um which aren't necessarily associated directly with reduced, but it's based off state census data. And I think if I'm correct, it's 135% for free of the federal level and 185% for reduce. So that margin may just be small enough that that we've attracted students in that that fine range. Um so that that could be a piece of it as well. I I actually have to do you a question to you. Um so my experience because I am someone that does have a low enough income that I do receive benefits. Um my case workers have always been very upfront about what I would qualify for school. So if they're working through the county for kind of healthcare or EBT or anything like that, they're already given that
016resource as far as to make sure they fill up the form or with the school. um my experience last year enrolling my daughter in the middle school. They were very careful not to try to push me towards it, but they just pointed out there's a forum that you need to read. So they did kind of direct my attention towards that and kind of left it up to me if I needed to do that or not. So I do feel like they were very very truly infring. Um and then my other question is is with that stigma and that worry because I know some people do worry about that. uh the kids that are on reduced uh are they able to purchase the holiday cart? Are they able to put money towards their income to be
017able to purchase allocart or is there any absolutely any student can have a positive balance in purchase items. Okay. We have several people that that are free or they have they sell items every day. Wonderful. because that's where I feel like maybe some of that stigma or parents would be afraid to ask that or put money into the town is going to get absorbed. So I mean like maybe information out to parents that do qualify regarding how their students can maneuver their way in. Sure. Poss could tell a student was free. Everyone's screen looks exactly the same. All right. Thank you. I do have a questions as well. Um on slide slide four you discussed state and federal income that you were getting. Um is that is it calculated based per student? Is that how
018that number is calculated? It's well revenue that you get. Yeah. Well, the revenues the prices that per meal is the same throughout the country. And then we get commodities to federal and state government that is based on our student population and the percentage of reduced students in our in our district. And that they the current administration did cut funds for that. So, we we didn't receive less money this year, about $30,000 less money this year compared to the previous year. Okay. And then, uh, you also discussed student surveys. How about when will those surveys go out or did they go out already? Um, I we're planning for the middle of October to send out some surveys. We want, you know, want to get some students in here, get their feet wet and, you know, get
019through the lunches. We have, you know, new freshman and new middle school students that are experiencing different food items that never did before. Thank you. You're welcome. I have one more question. It was just about the participation percentage that you added to that slide, that second slide. that is who's participating in that meal for that school compared to the whole school population or that that is an average um based on average daily attendance. Um so then um the number of deals divided by the average daily intend. Okay. That's for only 2025. Correct. Right. The participation numbers for from last Oh okay. So those are 24. Correct. My question kind of goes with that. Is it possible in future reporting to possibly get like a headcount column just to kind of like to to me logically
020I don't you could say a million deals and whatever and I don't have a baseline to work from but yeah it probably be a little more helpful for me to Thank you very much. Thank you. Next order reports inclusion of the physical restraint report. Hello, I'm here to give the um annual seclusion restraint report. um this time of year um the strategy takes place because DPI collects this data in October and this is information from last school year. So in your um report there's a lot of information about the law. The law's been in place since 2020. Um well the law has been in place for a while but there was some changes in 2020 and just kind of review some of that. Um, you know, in some rare cases, there are situations where if
021the student is going to be unsafe uh to themsel or to other students, there could be situations where trained staff members have to um take extra measures to make sure that that they're safe. Um we do make sure that we have um staff trained in um nonviolent crisis intervention training. That's the company that we we have trainers in the district that are trained to be trainers and they also continue their training so that they can train our staff and um we do that every year. Um some years people are either on like refreshment year or they they are on um the year their training. So that always takes place right before school starts right between the inservice days. So um that usually works out really well and new people who have not been trained they
022get a full day training. People who are getting refresher training get a half day training. Um, the law also requires that uh you have a meeting to kind of debrief the situation if there was a a situation where you had to restrain a student. Um, and the purpose of that debriefing is really to look at positive environmental supports that maybe were missing or you know trying to figure out what the what the purpose of the behavior is. Um it's usually there's a reason there's some sort of you know form of communication that a student is is trying to get across um whether they're maybe disability where they're not um they're not verbal like we are um sometimes situations just happen um because of that. And so in those situations, if it keeps occurring, we do
023a functional behavioral assessment um or an FBA in order to come up with a a behavior plan. And this year, we're actually going to do a series of trainings through CISA to um get everybody kind of refreshed on um identifying behaviors and doing FBA training for CISA. So that's something new that we're doing this year that we really look at um behaviors and what's causing them. Um so on the class page I have the the numbers that place in the district and as you can see we didn't have any cases of seclusion. Um and that's wonderful. And then um as far as we have to tell how many students had a retrain and then how many of those students had a disability or special education. So, as you can see, um, Westing students and three
024of those, um, had a disability. Middle school had two and both students were um with students with diabetes and that total of six students and then five. So um when when a situation takes place they also have to fill out a form and so we have a format of a particular form that asks all the information of what happened in the incident and then that's shared with me and then I keep that information so that way I can report to you to DPI. So that's all I have. We have any questions? These numbers are down from last year, right? Um numbers from last year, right? I don't remember, but for some reason I thought it was down this year. So I'm glad to see that. Obviously some of the early interventions doing well. Any other
025questions? That was one of my questions. So this just year data. Um and then I was ask so this only ex um wants you or you need to report the number of students involved in incidents but they purposely don't necessarily say how many incidents they're involved in. Um is that data that the board can understand? So there's four students, but like if they were in an incident of restraint 180 days out of 180 days of school, it makes difference as far as what our teachers are and the students are are experiencing. So I mean do you know is when you say four students, what does that look like from an actual incident number? Um this is all the incidents that we had. Okay. So it's not four students or it's only one student, one in
026Y. Got it. Okay. So there's no repetition. So a student has only experienced one incident and they're one student. That's the number one typically. Yeah. Okay. Okay. There could be a couple, but we really have both here. Okay. And then my other question was up above it talks about the importance of a behavioral intervention plan and that those get developed. Uh, do you know of the all the schools, again, it's just a rough number, like how many students have BIPS? I don't know that off the top of my head, but all of the students that would have a BIP would be in special education. Okay. But you don't necessarily have to have a BIP to be in special ed. Correct. That number would equate to the number of students we have in special ed. It's
027just some of most of the kids that do have a BIP are special. Yeah. So have special evaluation through the whole FBA process. Um there a special evaluation that parents have to get permission for and everything. I was the reason I thought of it was I was going to make the argument and just see what you thought that the number of bips is really important. It probably is the reason we have low numbers. That is going to be my I was going to ask that because in my mind if you have a behavioral intervention plan the hope is that it's going to work so you don't have to get restraints. Exactly. So that's why I was curious, you know, just being a past trainer at NBCI, the whole strategy of NBCI is recognizing before you
028get to that, right? And putting everything in place and we spend a lot of time training and talking about that whole deescalation process and that's happening before a BIP is developed. You're seeing the trainings even before that and also then for the BIP like training in the BIP as well to help anyone who has a BIP someone who's working with that student that's been trained hopefully you know successful using those techniques and those strategies that really does help. Great. Any other questions from the board? Thank you very much. Thank you. We'll move into the superintendent report. Dr. Ernest, uh we start off by thanking all of our trainers for NBCI. I did look back on last year and we're actually up from last year uh with the number of strains. We only had three restraints
029last year involving instance of restraint and the number of students with disabilities involved were two that question. Still the numbers are 20346. Uh you have a memo with my information first week of school. Um we sent out reminders about attendance because that is in the notes right now. uh very important to state the obvious. Uh you have to be there to learn. So you really want to make sure that students and parents understand our attendance expectations. We also added a safety reminder to this year to the message. It's things that the principles go over, but I don't think you can have enough reminders for those types of communications. All five buildings had a successful first week. Leaders handled the typical minor bumps uh very effectively. For example, the PA system didn't work. all been renovated
030since it's been fixed. So, we're we're off and running at all buildings. A couple things I want to point out. The third Friday count will take place on September 19th. Very important date and uh both counting our number of kids and school finance. And then I've attached the final executive summary from East Elementary School. every two every other Tuesday for the past two and a half years, we met with our architect firm and our general contractor and we had our last meeting last uh last Tuesday. So that is a major milestone in the 2022 capital referendum. Uh moving on to WD news. If you're interested in the region 12 WD meeting that is September 30th Sun Prairie uh it's at the uh 122 Grand Avenue there's a workshop and then there's dinner do both or
031just one I would if you like interested the workshop I think we have a couple board members sign up please see Valerie uh and look at that it's broad attendance so you can't learn if they're not there and then the dinner's at 6:30 with a meeting that follows that. So, we're a proud member of the FAC. Um, standing the 2527 state budget, there's certainly some for public education, there's some wins and some little bit of frustration in the 2527. So, it's not all good, not all bad, there's somewhere in between um education categorical aid that did increase, which is good news for our budget and for other budgets. Um, one thing of concern and there's no increase in federal school aid. So, uh, what happens with that then and possib possibly is that can be
032put on the backs of taxpayers. We showed you what our mill rate was um, at the last meeting, which you can imagine if there if your the valuation of your home goes up and mill rate stays about the same, you're going to pay more in taxes based on that. Uh friend reminder about the K parade September 14th that's noon. Uh so we uh line up uh just south uh South Main Street on the other side of the Rock River. So look for the Dallas Transport bus if you want to join us for that. You can uh sign up with the Gmail or the Google form that Valerie sent out and just show up for free. And then there is a um I know president has something that department after that as well with that. So
033that's great. And then my main thing tonight I want to close with is on Friday I received a request from elementary principles and director of teaching and learning and they'd like to adjust the fall guarantee for conference dates for the elementary from the 9th 14th to the 23rd and 28th. Here's the why. You've heard about science of reading, heard about the um progress monitoring that we do. Well, as a result, we want to line that up with um being able to present reading learning plans or reading plans to parents and make sure that the that's all in line with the the new ELA program we have. So, next steps, put this in my notes here. uh we approved the calendar by the board and those dates were on the calendar approved by the board. We
034have a couple of options. You can there's nothing in board policy that says that we can't change it. However, because it was approved by the board, I'm going to throw this out there. You can direct me as the superintendent to change the date or if you're more comfortable would prefer we could add it to the September 22nd school board meeting for an actual discussion and vote. And I would say if everyone's okay with me doing it, that's fine. If anyone would rather do the September 22nd, that's probably a rush. you do that. I'm okay with you making the change. Do you want to just fine? Yeah. Really good with doctors just making the change. Yeah. As long as you're okay with that. I mean, it was more um I will just do that. And thank
035you for letting me just do that because that'll give more time for us to get the message out. We would have been okay but this this we all you can make a change communicate quickly. Should we normally do a calendar update? Make sure it's posted on the website based on just this direction right here. We'll make changes uh and make sure the new one is ASAP. I'm sure the elementary schools will throw it out in all their newsletters, but just for the formality, I don't know of both, but yeah, I mean, whatever calendar change adoption is a formal amendment to the calendar. Does it have to be recorded in I would say that the minutes of this meeting will record that you gave me direction to um just make a change administratively. Okay. So again,
036there's nothing in school policy that says calendar has to be approved for board. It it always is and it should be in my opinion. So when it comes to these types of things, we don't want to do them very often, but when we do, we want to bring it to the board's attention. And if there was any reservations, then we we would put 27. Thank you for that direction. We'll make that's what I have. Any questions for Dr. Oh, thank you for the enclosure. So, that was super helpful. Oh, sorry. You should end when you're done, right? I also threw um the universal screener information out to families. I want to give a shout out to Thanks. And then speaking of Miss Grenle, she is up for a summer curriculum project. No. Okay. Um, so
037what I did was disregard. Um, so just quiet things. Um, we have the new teacher u mentoring program that happens every summer. Planning for our back to school days. Um, and working on our seminars that happen the year for our new teacher project which supports years one, two, and three. Um, I'm new to the profession teachers. um at home squad work uh that happened this summer and then compassion and resilience which is our excuse me our crew leadership that plans um work or opportunities for our staff. If you look at elementary, elementary was really foundational in how the science of reading and our implementation of new benchmark advanced. Uh we tried to work in a lot of opportunities for staff to learn about the new resource as well as the high lever science and reading
038strategies that we are um getting out of Cox campus and out of um six. a huge celebration and congratulations to all elementary teachers. Um, every single uh teacher for K5 uh that touches reading in any way um is now certified um with science and reading certification. Our whole leadership team is completely certified um and has done that training as well. So we are way ahead of the game um and can put that behind us and I was working on implementation. So congratulations to all them. That was a lot of work. um a lot of training uh that we do all the time. So uh we also gave opportunities for PLC's to work on um internalization guides we call them of each of the units. So working through each of the scopes of the units uh
039to plan what they would look like. So it happened at each grade level. Um a huge uh undertaking started last year um at the end of the year within our PLC work at grade levels and departments at the elementary level of um redoing our work and updating standards uh to the new ELA uh standards. Um as well as ensuring that they were aligned to science of reading. Um we also updated some of our math language to make it um parentfriendly. Um in addition some of the um behavior standards were not the same or consistent K5. So we work that out um as all the um district and make sure that that happened. Now the voter park will come out with the updated changes after trimester one. Um but the PLC's right now is to look
040at proficiency progressions. So what does it mean to get a one, two or three in each of those standards on the report card to ensure that if I was given a three um at least or by one teacher, it is the same by another teacher um and we have that same kind of clarity. So that would be a success. Um 4K um was not part of the adaption of benchmark advance. So they um worked through their own scope and sequence. Um we created mentor texts in each of the units. Um we defined out what each unit um is going to be need for um students as they would experience. We scope and sequence we bought Hagerty um and Hagerty is a funological awareness um program. They scope and sequence that out. So they developed um
041really their own scope and sequence of curriculum this summer. And then elementary med which was continuation of our work um part of our training that we had with science and reading um and how we're going to implement our first part um and then of course in foundation of oral language development you will hear a lot about them that's built into all building SLOs's this year and um that that's going to triple down teacher as we jump to middle school uh the middle school ELA um is under review. It started in year one this year. Um so we did a lot of summer work around data um digging where our holes were uh those types of things. Started looking into different resources. They are looking and piloting right now EV academics um as just a jump
042start. I cannot tell you how it's going as they're in number two. Um Van and Abby did some work. um just on the alignment to 78 is sometimes a jump um in AVID um elective. One thing I'm proud and excited to offer is a new AVID Excel course at the middle school that's happening during win. This is for our long-term e students. Um as well as students who were just recently dismissed. Uh so this is happening during win time and Jordan Bresto is teaching that. um that will lead into um either AVID elective or ADL here at the high school um which you know there was new courses added two years ago around academic language development for long-term yes um since they just did some rework after being in their um resource for a couple
043years that they needed they felt that they wanted to get vocabulary worked on and understand the gaps um that they have in relation to the standards. Um, and then we sent a team, you can see all the names listed there, to the regional epid pathway in August for some professional learning and implementation. At the high school, um, is continuing their work this summer. You're reminded two years ago they offered mathematics and we did a um, multi-year implementation plan where this past year was implementing algebra. This year they're implementing um geometry. So it'll be algebra and geometry. So it's really just following that class of students um through. Next year they'll be implementing algebra 2. But um we also last year approved um looking at our advanced algebra um topics course and we dropped that course
044and created a new algebra 2D data science course. So they did work in scope and sequence and developing those courses this summer. um ego study would work uh implementing their daily mini lessons that they do in here um for a universal uh tier one uh resource driven study hall. Um English like ELA in the middle school is under review. Um and they started their work again looking through data reviewing our current curricular resources. Um they are reooking at what um texts are supporting um each of their units. Um, and so we're adopting um new like trade books. Um, but what the weak spots were, we're really looking at grammar instruction um and looking at um non-fiction incorporation. So they may have a text and they're going to go to another adopting animal farm um and
045that may be the grounding of the tax and the discussions and writings that they have. what are the non-fiction that we're bringing in to supplement that. So, that is the big push I'm having with them is how can we move beyond just a fiction um instructional path. Um because we want uh non-fiction to outweigh our fiction reading uh because if you are in any career, you read non-fiction. So, you need to know how to read all in order to be successful. um EL courses worked on ESL1 and ESL 2 um this summer and then um at lunch we had to rework a little bit because of low implant 10 um to have the 910 combination. Um and then like the middle school we sent a team to the summer institute and regional path really focusing
046on um staff who haven't gone and all our new hires this summer. There was a lot of work. Any questions? When something's under review, is that an internal review only or there external review or how does that work? Um, so we have a seven-year cycle in this district. Um and so every seven years uh each department or um like grade level band of department um becomes under root view and they follow um a plan act um similar cycle that takes them through a year to two years depending on how much change is happening um before implementation of change. So but that review is from an internal team only like that's not like outside. Yeah. Thank you. [Music] Um I was just curious, I'm probably gonna ask this at a lot of meetings this year. When
047you are doing this stuff like during the summer, is a lot of the curriculum now implementing or showing teachers how to use AI within all these curriculums. um safe and good effective ways to to implement AI into some of this curriculum. We have not AI in to actual curriculum work. Uh English I would say is the um honestly the forefront people of the high school looking at um that we're really in our learning stages. So, I've been sending people to um different trainings. Both Kyle and Cookie Larson just went to something this summer. I forgot to just hit that. Um and it was all about writing using AI and writing. Um so, we are bringing that back. We're mostly starting at the secondary level is elementary. I would hope we teach them how to read
048a brand to use that even though I agree it's right there. I've used it multiple times today. Yeah, there's definitely for sure. Did anyone attend? My second question was did anybody attend the optional? Yes, Jake. I wish I would have taken a chance there like a lot of teachers. Yeah, a lot. I would say the first session which was for K5. Um the room was packed. Uh the next session was just K2 because it was phonics instruction. So fifth grade teacher doesn't probably need to. And it was still probably a good 20 30 people. Like it was it was good attendance. Really good attendance. Something that we did this year that we've never done in the past is any district sponsored professional development. We've paid them in the past district sponsor payer um fees. We
049don't necessarily pay you and I think that is participation last I always say that thank you to everyone who's doing stuff over the summer. There was no way I was not a 91 job. A lot of people is so a lot of work being done over the summer. Thank you. Any other question? Thank you. And that'll take us into future agenda topics. Any suggestions on there? Um I just had one. when um we get the students are impacting the food. Is there waiting to be um informed of whatever's helped them? Yeah, as as our student nutrition director was talking, I put it in my calendar for the middle of October to look at that. So, that's stated publicly. So, we'll we'll see what we have to report that the others we just get into announcements.
050Uh just a reminder um after parade we'll have the booth there that can join us for I know it's already marked as informal gathering and uh we'll be seeing the railroad tracks and the um stage. So, we'll have a head up there and bring you chairs and hopefully folks will stop by and watch this. Yeah. Just one of those 10 by 10. Okay. I'll catch up with you. Any other public educator of the month? You can click on the Friday focus and nominated deserving educator. Our first welcome. I just wanted to tell the board members the newest um magazine that came out has a fair amount of really interesting if you if you're not a person that tends to read them all but like NIL we've talked about in our meetings understand public sentiment around
051education using AI for practical reasons classrooms it's just got a lot of good articles as well the September issues great and that Is there a motion to adjurnn? So move a motion to second. All in favor of adjourning say I. I. Any oppose say nay. We are. Thank you everyone. Yeah, perfect.