8.25.25 Regular Board of Education Meeting

001All right. Good evening everyone. I'm going to call our regular board of education meeting for the month of of August to order. And I'm going to start with the resuscitation of our vision and mission statements. I'm um proud to say that tonight we're reading a newly approved vision and mission statement as approved by the board um last month. Our vision MMSD will be a learning community where all students are valued, challenged, supported, and inspired to reach for their dreams. And our mission, MMSD creates safe and inclusive schools, delivers high quality instruction, strengthens positive relationships, and partners with families and the community to achieve self student self-determination and educational excellence. All right, for tonight, uh let me look at our public input and our written statements. We did receive two written statements um submitted for this

002meeting. One is in support of reviewing the teacher pay scale in relation to classroom teacher experience and the other is in support of ensuring inclusion and equal opportunities for students with disabilities in athletics. We have registered speakers. We have one online and two who are here to speak in person tonight. I'll start with you Jesse. >> Thank you. Our online speaker is Charles Bergstrom. >> Hello. Whenever you're ready. >> Good evening, everybody. I was really happy to hear the the vision statement as you stated um stated it and um particularly the inclusion of safe and inclusive schools which is really pertinent to what I'm here to talk about tonight. My name is Charles Bergstrom. I'm a local pediatrician and parent of two kids in the district, including Aurelia Bergstrom, who is going to be getting

003uh be beginning high school at West High School this fall. Um last spring, Aurelia was offered a spot on the West swim team and accommodations were discussed. Um this commitment was consistent with her years of participation in all city and unified swim, including under West's own coaching. Her peers and our community have looked forward to her joining the team for three years as part of a deliberate effort to build inclusion. Now, just as the season begins within the last 24 hours, we've been told that she must complete a try out and potentially meet JV or varsity standards to stay on the team. That reversal is both harmful and unexpected. There are laws in place that require equal opportunity in athletics with individualized accommodations. DPI and the US Department of Education are clear. Equal opportunity does

004not mean identical treatment. Reasonable modifications are required unless they fundamentally alter the sport. Through Aurelia's participation in summer swim, her swim times are known by the coaches um at West. They don't match JV or varsity times because of her disability, but many students in athletics are not the leading scorers. They still benefit from and contribute to the team. That is exactly why these protections exist. So students are not included on the are not excluded on the basis of disability related performance differences. To cut her now would devastate her transition into high school and undermine the inclusive team culture her peers are prepared to embrace. This is also about the bigger picture. You know nationally while more than half of high school students play sports only about onethird of students with disabilities do. And MMSD has

005the chance to change that. By supporting ALI's inclusion, convening an IEP meeting to review accommodations, and adopting a clear policy that protects students when disability affects performance benchmarks. The district can lead the way. MSD should aspire to become a unified champion school district, joining more than 10,000 schools nationwide that already use inclusive sports to build belonging. Tonight, you can take a step toward making that a reality. I urge the school board to address this issue which affects not only my daughter and other scholars with disabilities, but it would also negatively impact her peers. It may undermine the the inclusive culture that MMSD purports to work to maintain. Area's place on the swim team honors both her rights and her peers expectations. And just to leave um since I have a little bit more time, a

006short story. At the end of the summer swim session, Aureli was really upset that the swim season was ending. And a group of her colleagues that are set to be on the West swim team with her this fall came around and consold her and said, "We're so excited to have you on the swim team and we're going to see you around the halls at West and in the practice in the pool with us." Um and I think that's both what they're looking forward to and what she's looking forward to. Thank you. Thank you very much. Our first in-person speaker is Greg Miller and then followed by our second in-person speaker, Katherine Howley. Welcome, Greg. Um, as you can see on the podium, there's a little black box. Um, when you see the yellow light, it

007means you have about 30 seconds left. The red light means you're coming to the end of your 3 minutes. And there's also a clock there. If you're still finishing your last thought, go ahead and, uh, we'll give you a few extra seconds to complete your thought. Thank you. >> Great. Uh, thank you very much. Uh, my name is Greg Miller. I, um, parent of two high school students, uh, at East High School. Uh, and I work at Operation Fresh Start. So, I'm here in my capacity as a U outreach coordinator for Operation Fresh Start to give an update on our partnership. Um, we are um very excited to share we've have 39 MMSD graduates through our partnership this year since last September. Um, and of those, the vast majority uh were came to us as

008credit deficient uh at credit deficient at the end of their junior year and were able to graduate on time with their class this year. Um we're extremely uh proud of that record and and uh um look forward to continue to work with with MMSD to to create continue those opportunities and and to expand and deepen them. Um I uh I wanted to share u um well that that our our participants in our legacy program uh they continue to work throughout the summer. So we have a year-long uh our program goes all year long. So, they they've continued to work uh both in the classroom on academics and on career development, but also out in the community. Uh they finished one house this summer, working on a second house, and will soon uh soon start on

009a another home uh next month. Um our conservation crews are working in uh natural uh natural areas throughout Dane County, throughout Madison, so city parks, uh Dane County parks, uh and then green spaces all over the city doing flood water prevention projects, climate change mitigation projects. um really meaningful work uh that makes a difference for this community and also they they gain uh real real world employment experience and a paycheck that helps to uh to support their their long-term goals as well as uh money for college. Um I want to share just briefly a story of one of our graduates this year is a young man who came to us from East High School. Um he like as many of the rest of his peers coming to us uh just one year ago, right? He

010actually started almost a year ago this week. um came to us credit sufficient um but he came ready to to make a change in his life and really take advantage of the opportunity that that we provide him in in partnership with Madison schools um he came he became a father during the time time that he was with us he worked with his with his with his team with us to to make sure that he was supported uh during that time didn't miss a beat um he was able to graduate with his class in June uh I was able to go and see him walk the stage uh at the Lion Energy Center with the East High School graduates this year. Uh his his baby was in attendance there. It was fantastic to see the the

011photos of him wearing the full cap and gown with holding his child. Um and this week he starts uh at Madison College in the EMT program uh where most of his program will be paid for through uh scholarships and the money that he has earned as an Americanore member. So incredibly proud of him and on all of the other graduates that we have. Um, so want to make sure that sharing that sharing that good news and continuing to move forward. So, thank you. >> Thank you very much, Katherine Howley. >> Is that a little better? Thank you. Uh I appreciate Excuse me. I appreciate your attention. Uh while I have the floor here, this oneway street nature is not too indicative of of uh engagement engagement cues. So I appreciate your attention. Um as all

012of us can, we can really only speak to what we know here. MMSD has done an amazing job prioritizing the well-being, the safety, and the belonging of all students of all races, of all cultures, identities, and abil and abilities. This board is a reflection of the city and its population, and it proudly represents the student body that it serves. I'm here tonight as a concerned parent, an observant and passionate professional in the world of community planning and civic campuses, and specifically in the treatment of the aging stock of buildings. I'm a practicing architect, a practicing architect, and I've spent my career working with schools and universities, hospital systems, churches, and all of that. Everything from master planning to replacing door hardware is in my wheelhouse. I know that the downtown locations of Marquette, Lapam, Marquette,

013O'Keeffe, Franklin, LOL, East, Emerson. These represent the aging stock of MMSD's buildings of of MSD's 50some buildings. And there's a lot of them, I know. But I also know that they are community pillars. They're anchors of our historical neighborhoods. And they set the tone and the scale for the distinctive character of our neighborhoods. Beyond nostalgia and design, which are not in service to the children in many ways, the locations of these buildings and their proximity to downtown and their proximity to downtown services provide unique opportunities for families to reside downtown and have their services very close and be close to transit on these new thoroughares that we're developing. There is a conversation bubbling about closing the smaller schools in our district. All measures point to it. The development of the KPIs, the attendance boundary study,

014the July 29th state journal article asking if Madison is ready for more choices are all preparatory measures and primers to close the smaller downtown schools and send kids to the larger new facilities. Gumpers, Shabbaz, Blackhawk, and the other ones that are being built. They're newer. They have better technology. They're better stocked. All of the reasons. The KPIs of attendance, belonging, and student performance or J GPA are, yes, indicators of a school performance, but they are shortsighted in really supporting the students and their families. The benchmark of if a school gets demolished or repaired, respectfully, is ridiculous. The district's own deferred maintenance of its building stock and its narrow vision for solving problems in these buildings leave them half unusable and create favorable conditions for the demol for the demolition of these buildings based on your

015own formulas. I urge the board to more broadly consider the impact of these smaller downtown schools and the choices that it provides for families through these conversations including attendance boundary studies and so on and so forth. They are close to transit services, jobs, and a wider range of housing types. Thank you for your time. >> Thank you. That concludes our public input portion of the agenda. Um, I will now move forward with approval of our minutes. I move that the board of education approve the minutes from the regular meeting dated July 28th, 2025. >> Second. >> Thank you. Board me. >> Second. Nikki Vandermu. >> Board member Vanulan. Any questions, comments around the minutes. All right, seeing none. Uh, student representative Shapiro, your advisory vote. I >> thank you. All those in favor? Hi. All

016right. I see board member Castro online. Thank you. Looks like that. Um, okay. Board member Maldro. Okay. So, that would be six and Oh, sorry. I couldn't see you. Board member, thank you. All right. That's a unanimous uh approval. Thank you. All right. We'll move now into our board president's announcements and reports. Um, Vice President Pearson and I usually share these announcements. I'll get us started. Welcome to the 2025 2026 school year. The MMSD Board of Education would like to welcome new and returning staff, students, and families to this school year. Um, to our students and families, we are excited to see you in our classrooms and our learning spaces. and we cannot wait for you to explore your dreams and passions. And to our staff, of course, thank you. Thank you. Thank you for

017helping to create a community where everyone is welcomed, belongs, and thrive. Celebrating our students, five MMSD high school students have continued the district strong, showing in the Galen Scholars program, a two-year college and career readiness initiative aimed at supporting students from backgrounds historically under reppresented in higher education. Newly selected MMSDC participants are Wilma Oenu from East High School and Milani Lee from Val Phillips Memorial High School. Both are rising juniors. They will join returning seniors Calvin um Hobenu from East and then Alan Metcal from Memorial and Sido G from East High School who are entering their second year in the program. >> Thank you. And then just briefly, our other acknowledgements are in tonight's consent agenda. The board would like to acknowledge and thank the individuals and organizations that continue to donate to the district,

018especially Glenn Rhyl and Sarah Kresbach for their donation of $13,500 to support the purchase of a blast chiller at the food production center. This blast chiller will allow food and nutrition to expand the variety of meals offered to our students and the Madison Public Schools Foundation played an important role in helping to secure this donation. So many thanks. And with that, I will now pass it over to our superintendent announcements and reports. And a little birdie has told me that our superintendent has a birthday. You thought you were going to get away with that today, didn't you? The little birdie flying around and told me it's somebody's birthday. Happy birthday, Dr. Godford. >> Thank you. Thank you every Well, President Nichols, members of the board, staff, community, thank you for this opportunity. Uh the 2526

019school year starts next week for students. Staff were back today and many new staff have been back. Um, we have so much to look forward to, including our expansion of 4K, referendum projects, and campaigns such as MAD for reading. We're also excited to welcome 6,000 staff and educators who have been busy preparing for the upcoming school year. But most importantly, what we're all here for, 26,000 learners are coming back as well. Each year is a new year that starts and brings fresh energy, opportunity for learning and growth, and we're all excited to get started. So, let's talk about welcoming our new educators and leaders. Uh last week I had the honor of welcoming more than 200 new educators. Not only did we have those first entering education, we also welcome many who are returning to

020education. I was inspired to feel their energy and excitement for the year ahead. And we're so proud that they've chosen to be part of the Madison Metropolitan School District. And a special thank you to Melinda Heinrich, the president of the Madison Public Schools Foundation for her presentation. and to our very own US Senator Tammy Baldwin, an MMSD graduate, for spending some time with educators and joining us on a tour at LFAL High School. As well, I also joined leaders from throughout MMSD at the leadership institute, which was two weeks ago. Now, this two-day event is designed to help create a sense of belonging, build strong connections, and deepen understanding of MMSD's vision, creating a learning community where all students are valued, challenged, supported, and inspired to reach their dreams. And we can't do that alone.

021Leaders can't do it. Board of education can't do it alone. We need teachers as well. And I'm really happy with the uh efforts of our human resources department and so many others. As we prepare to start the year, we have less than 36 teaching positions open now. And and we're applauding for having that many open. However, compared to the last two years, it's tremendous progress. Two years ago in the 2324 school year, at this time, there were 97 open positions. And just last year, there were 53 open positions. Uh we continue to work toward our goal of having all of our teacher positions filled by the time the school year begins. I want to be clear that filling these positions is more than just checking a box. We want to attract and retain highquality, worldclass

022educators who can make a difference and help our students learn, grow, and thrive. I'll also note, we don't have any data written down about this, but I also know that we have increased our substitute teacher hiring as well. um and not by 10 or 20 or 50 or 100 uh more than 100. Uh so we have a a group that is ready to also come in and substitute teach in the MMSD and we're really happy about those efforts as well. So it feels much more stable as we are getting ready to start this school year. Let's talk about purpose a little bit. MMSD, as you know, previously joined the city of Madison on a bus tour last May. And we last week, the MMSD joined the city of Madison, the University of Wisconsin, and the

023Madison public schools foundation on another bus tour of the city. This time focusing on the southside and near west side. And again, we had the opportunity to see eight different areas where there's newer planned developments on Madison's west side. And some of these we're learning about in real time as the wheels on the bus are rolling. Uh we're learning updates that are relevant and extremely important to our work. Um I continue to be, this shouldn't shock you, I continue to be amazed at the growth and development that's happening right before our eyes. Seeing these areas alongside our city partners helps us increase our understanding of work being done. You know, our city planners don't think like school administrators, and trust me, school administrators don't think like city planners. So, it really has been an incredible

024relationship for us to for us to strengthen. Uh, the tour also creates an opportunity to ask questions, collaborate, and further strengthen our partnerships. And as much as the city is growing, you know, I drove out to Olsen Elementary School earlier today and always just amazed as you go over the hill behind the Channel 3 tower and just look at the expanse of uh land that is just sitting there waiting to be developed. Uh, butting up to developments that are already underway. We know those areas are going to look different. My goal with the entire building for the future plan is for us to understand and embrace and make sure that we're planning with the city and not reacting to the planning that's happening in the city. Um we have to do this in a in

025a incredibly u well-informed way and we have to do it in a collaborative way. There have been no decisions that have been made. In fact, there are really no initiatives pursuing this other than apartments showing up and casting shadows on our full elementary schools. That's happening right now. Hawthorne Elementary School, shadows from two, three different complexes right now that are going to drastically impact who goes to that school because there's no room. And that's just one example. So, we have to get uh really good at uh partnering with our community, understanding what our needs are, and making sure that we can provide those kinds of uh learning opportunities to all of our our students and families. So, I want to say thank you to Megan Tuttle, the planning director, and Kevin Fchnau, the uh principal

026planner for the city of Madison, uh for sharing with us. Thank you also to Brenda Gonzalez from the UW. We also had uh alder district 19 John Uger join us. Melinda Hinrich from the foundation and board members Maya Pearson and Martha Saravo uh were able to join us as well. A very informative uh afternoon that we spent uh recently this spring or uh towards the middle of summer I should say. It was spring it was summer and now it's the start of the school year. Two of our elected leaders representative Renuka Mayv and US Senator Tammy Baldwin recently visited our schools. Uh the visits give us an opportunity to showcase the incredible work happening in our classrooms and highlight the real challenges our students, educators, and families face. Representative Maidv uh visited Mandota Elementary where

027Wisconsin's very first Freedom School program was launched, and she helped celebrate their last day as a guest reader. What was great about this day is that Representative Mayv uh worked previously for the Children's Defense Fund coordinating freedom schools across the state of Ohio. Uh so it was a great natural place for her to be back and to see and be part of history both here in Wisconsin and in MMSD, a district she represents, uh was really an outstanding uh visit that she was able to participate in. As I touched on earlier, Senator Baldwin joined new educators at Lafallet, but she also went and took a tour of the new construction and the improvements that were uh responsible or made possible from the 2020 referendum. The conversation uh then also centered on how federal funding impacts

028public education here in Madison and when there's threats or actual cuts, what impact that has on us. And I know we can count on Senator Baldwin and so many others to continue to advocate for us. These visits by our elected officials uh represent the great interest and support that we have uh from our community and from the state capital downtown here to the capital in in Washington DC. We know that MMSD is being advocated for and cared for uh by our by many of our elected officials. I'd also like to share a quick story with you that um it was important to me as we start the school year to spend some time with our media partners all who were invited to join us to get some updates on how things ended last year and

029to get a preview for this year. Um, as you know, there are stories that are covered, but there are so many stories that go uncovered uh from our district. Both our size and um obviously some of the the interest that people might have. There are some really important things happening that I wanted a chance to share and express with our media partners uh that were taking place. So, topics that were covered were the expansion of 4K, the 2024 referendum, freedom schools, mad for reading. I wrapped up my remarks by touching on the importance of fully funding public education, which has long been underfunded and overextended. And as a recap, we need to continue to share that public schools are underfunded when the state has a surplus of more than $4 billion. Special education reimbursement is

030slightly increased, but still far below the 90% that we requested for reimbursement. And with no increase in general aid, the burden is going to continue to fall on local property tax owners. This means the per pupil revenue limit increase of $325 per student, which would normally be partially funded from the state, instead is turned directly to our taxpayers uh because of the law. Our 4K students are considered half a child with reimbursement at 50% even though we're committed and focusing on the whole child and expanding. We're expanding because our community needs it, our children need it, and we believe based on our values that it's a wise and important investment. MMSD also receives far less state aid than other big districts in Wisconsin. Only 10.7 of our costs are covered by state aid. 10.7% of

031our $660 million budget. Whereas in other big districts, that number is more like 62 to 68% of costs are covered by the state. So, we have to begin sharing this with people so they ask questions and they can form their advocacy based on the facts of what we're facing each and every day uh in our school community. So, advocating for public schools is a priority for me. This should be no surprise. Um, I want to continue doing this with you, with our entire community, so that we can make sure that we've got the kind of future in the school district that all of our children will succeed in, families feel that they belong in, and that we can do some excellent, excellent longrange work in the Madison Metropolitan School District. Thank you, President Nichols. And

032that is the end of my report. >> Thank you, Dr. for that update. It's uh incredible to hear about such a strong start to the year, especially with our educators being back and um so much more stability in our hiring. Thank you for all of the work that you're doing to keep us in strong collaboration with the city um as they continue to develop and reaching out to our media partners and and continuing to be an advocate for us at the state level. Happy birthday again. All right, I'm going to move us through our agenda. Next, we're going to report on items that proceeded through the instruction workg group held on August 4th, 2025. And I'll pass that over to the chair, um, Ali Moldro. >> Thank you so much, Board President Nichols. Our last

033workg group was held on August 4th. We discussed reviewing strategic framework performance objectives, and we also reviewed our work group's scope and sequence for the rest of the year. I really appreciate the way board members contributed to that conversation. And later in this week, uh, Cindy Green and I and Carlletcha Stanford and I will be going over um adjustments to that scope and sequence in relationship to the board's feedback. At our next instruction workg group, which will be held on Monday, September 8th, we will be welcoming everyone back and launching the year. We will be focusing on student results from the school year 2024 2025. and we will be reviewing our initial charter application. >> Thank you, Board President Nichols. >> Thank you, Chair Maldro. Next, we're going to report on items that proceeded through

034the operations workg group held on August 11th, 2025. And I'll turn that over to the chair of the work group, board member Castro. >> Thank you. Uh on August 11th, 200 uh on August 11, 200 25 we had a full discussion on uh insurance for health uh board member compensation, food services, a building services and referenda update um fund balance and just a preliminary budget update and finally uh reviewing the operations workg groupoup scope and sequence. Our next meeting is September 15th, 2025. as well where we will again look at uh state, federal and the local district budget. Um as well as look at the amendment process uh review transportation and then uh the student registrations for 2025 2026. >> Thank you, Chair Castro. Um, we did have an action item that was discussed at

035our instruction workg group held on August 4th and that is our strategic framework performance objectives. So, the board has recently approved vision and mission as were read earlier tonight and now we are moving on to the performance objectives. Um, there are three separate motions and um, Attorney Mitchell, should I call the vote on each motion? Okay, perfect. All right, so we'll read the first one. I move that the board of education approve the approve the belonging strategic framework performance objective beginning in the 2026 2027 school year as written in the document prepared for the August 25th 2025 regular board of educ >> second Maya. >> All right. Are there any questions, comments about the belonging um objective? Board member Maldro. >> Thank you, board president Nichols. My first question is um and I I want

036to start with a comment and then ask, you know, for us to explain how we will measure student belonging. Um, but I do think that this as a value that we are establishing in partnership with our administration really speaks to the heart of what our board believes in terms of a child's right to be welcomed at school, to be successful at school, to be supported and encouraged at school. I am wondering how we plan to capture belonging K through 12 and what the community can expect in terms of our ability to report on that. measurable objective. >> Thank you, President Nichols. Board member Maul Drummond. Have Cindy Green join us tonight virtually and and share some updates on the performance objectives. >> Thank you, Dr. Gford, and thank you uh Chair Muldo for your question.

037uh for belonging as of right now we are going to use our climate survey as the uh major uh measure of uh how we're assessing belonging across uh 4K12 >> are all students given the climate survey K 4K through 12 does it is it I guess does it adapt to different age groups So, in the past, we've usually started it at third grade. We give it to all families for K12 as well, but for students specifically, thank you for that clarification, third grade. >> Okay. And then, I'm sorry, Cindy, if I missed this, but my my followup to that question was um how will we be communicating that out? Um if students are taking that survey annually, are we hoping to see improvements from last year? um and and what's kind of the cadence in

038which we'll be reporting out student you know our our assessment of student belonging. >> Yeah, I think those are great questions. I can give you some information and in addition to that we uh are going to be building out more of the specificity of the metrics post this approval tonight. But um right now I can tell you that we will do a pre-assessment that we do uh for the climate survey and a post and we usually measure improvement along the way that um update on the pre-assessment is already built into our instruction workg group for the um fall of this year and then the post survey will come out through our annual reporting or endofear reporting um at the end of next school year when we begin the implementation of these. >> Thank you so

039much. >> So, pre-post and then more details to come. Sorry about that. I think I cut you off. >> No, no, no. Thank you so much for the additional information um and and letting folks know what they can expect from us in terms of how we we measure student belonging. I am excited to vote enthusiastically in favor um of this motion. >> Thank you, Vice President Pearson. >> Yeah, thank you. Um so I do have a question um just about so the measure will be the climate surveys sent to students. I do know that we have a small but mighty team that is is focused on the cultural climate just in general um for our students and kind of working with our staff and and doing some like coaching and things like that to do

040that. Um what is the investment that is needed from us to make that more robust? Because if that is like an actual specific um performance objective, then my guess is that we would need to have that small and mighty team be a bigger and mighty team so that we can really interrogate and make sure that we are are getting to that point of of true um culture and belonging. President Nichols, Vice President uh Pearson, I I want to just restate the question so I make sure that I have it right. The the the team that you're talking about, not our RAI team, but our practitioners that are in schools that are working on climate. So Cindy or member members of uh the team if you could discuss some of the strategies where how some of

041the additional staffing has been allocated and placed and what we might look at in terms of how do we provide more consistency throughout MMSD? >> Yeah, I'm happy to uh start answering that question. Um thank you for the question uh Vice President Pearson. So at the central office level, we have an entire team that is dedicated to culture and climate. We actually just had a very exciting culture and climate institute on August 14th where we brought school teams together. And then at the school level, while we have very specified positions under uh positive behavior supports that act as our culture and climate coaches in our building, in addition to that, schools also have behavior education assistants. Schools have dean of students. But as important, every school has a culture and climate team that they pull

042together similar to an SBT where they have an entire team that is working kind of crossf functionally in order to uh determine both their universal approaches around proactive uh systems as well as where they need to take into consideration for reactive. The last thing I would say is because these performance objectives are for the 2627 school year, as we continue to go through our annual budget process and review our processes, if we think there's adjustments that need to be made, I think that that time would be um great for us to look at that and explore. But we do provide specific allocation to every school in order to support what I just named. >> Okay. Thank you. And so essentially um the allocation would be somewhat determined by the building leaders in terms of during

043that process of what needs to happen. >> Um not necessarily. There's there's allocation that is standard that's provided for every school and then in addition to that there's some flexible allocation that schools can use in some of those other positions as I named whether it's a BEA a dean etc. But um everybody has to have a culture and climate coach uh which is through allocation of PBS as a standard practice and then there's some flexibility beyond that. >> Thank you so much. Yeah, I would um just because I I truly believe like for our children to rise to the occasion of excellence. Part of it is how they feel in our classrooms, how they are feeling, how they belong in our school. And I think, you know, I could see a space of us making

044intentional investments to ensure like that position is for every school and then that position is earmarked only for culture and climate. nothing else that that is what they do because you know again as we are growing our city is growing our schools will be growing our investment has to kind of match that especially if that is what we're saying as a a um a measure of how we're doing well I'd be interested in looking to see where that investment can grow to make sure like that all of our schools although earmarked for that that that is their specific role and that is what they do every day and not necessarily being pulled out into other parts of allocation. So, I'll be interested to see how we can make that happen next year. >> Thank you,

045Vice President Pearson. Okay, I saw uh board member Saravo, then board member Mosner Felam, and then board member Banner Mulan. So, Martha, >> I just had a really more of a basic question about the survey. Does the survey capture the demographics of our students so that we know that we're just getting the diversity of the student body there just in case there are people that are just not as active or if we're engaging families that might not have um >> President Nichols or members um TJ or Cindy, do you have the data on the completion for the student climate survey? Do you Oh, I see TJ. Okay. Sorry. >> Yeah. So, the answer is yes. So, each survey, each student received an individual link that is connected directly to them as well as their families

046at the same time. So, we're able to collect the data and all the information on the demographics or student. >> It is optional. Correct. >> Yes. Yes. Was that um was that it uh board member Saravo on this performance objective? Okay, thank you. Board member Mosner Felm, you're passed. Okay, board member Vandermillan, >> I have Yes, I have u multiple question. One is the um is survey involved in multiple formats i.e if you have learning disabilities, braille except especially braille if there are other or other difficulties and number two how are those I know it's online survey those who may not have wi-fi may not have the conduct the connectivity how are they able to do it while still maintaining confidentiality and then the third question then I have because I like the number three

047is um I'm also interested in c culture and climate but also not just both student and teacher culture and climate but I'd also like to look into how these surveys are conducted and whether or not teachers are facing undue pressure to fill them out a specific way. So for the survey for the most part uh especially at our elementary level we um the survey for the students most of the time is given in the classroom with the support of the teacher in order to support those students especially for those students who need that support. The survey is also offered in multiple languages as we do with most of all of our other information. So we provide that support for the students as they need it and we provide it within the classroom in order to

048be able to support them with it. >> Well, that was your first question. What was your second question? >> Second one is those who cannot afford uh Wi-Fi or connectivity but want to still want to be involved and want to do but just don't have it. >> Yep. So again, most again most of you know all of our students have a onetoone devices so have capability to be able to complete those surveys on campus if needed. And then we still do have some who have wise um hotspots if they need to provide that capability if they need to be able to do so. >> So then they can just request a hotspot. >> Correct. >> I appreciate board member Vandermill. Your question also made me think there was a time where big brown envelopes would

049be delivered to the >> Yeah. And at a staff meeting I would hand out climate surveys and then I'd leave the room and one person was responsible for stuffing the brown envelope with all the completed surveys and that's how they were done. Um, so I I do believe there is a a better confidential way of doing it now where individuals can do it on their own, do it in whatever frame of mind they want to be in, time of day kind of thing. So I do think that participation is it's optional of course. Um, but it it varies, but I but I think it's it's certainly accessible by by our staff and we can look at other accessibility challenges or opportunities that students may need. I I appreciate that because the accessibility was my main

050one. As for uh point number three and the reason I ask it is because I always worry about influence like like you said, I filled out one MMSD survey since uh retreat many years ago way before you were here at which it was supposedly anonymous and then used against every board member saying we should have all been in agreement. I have not filled out another MMSD survey out of fear. I I can't be the only person who feels that. >> Thank you, Bar Member Vandermill. Were your questions answered? Okay. So, we we already have the motion seconded. I think before we move forward, before I call the vote, one of the things I do think is important for us to remember as board members is that if you open up the attachment um that comes

051with this with the motions, you'll notice that the belonging, the academic achievement, which we'll go to next, and then the college credit and credentials performance objectives are all focused on the positive outcomes for our students. Right? So when you look at the belonging language, it says MMSD will increase the percentage of students who feel they belong in their school as measured by the climate survey. And the next one is student centered and the and the following is student centered. Now to to some of the questions that are coming up historically because we've done a climate survey for years. That's not nothing new. But historically, our climate survey has been given to students, staff, and families. This this performance objective is specific about what we will do to increase a sense of belonging for our students.

052So my follow-up question is when our staff and our family members are responding, even though their responses aren't in this performance objective, how will we also monitor how our staff and our families are experiencing belonging? Um, and I don't know if that's at at a lower level of the key performance indicators or another way that we may be reporting that out each year, but I do think it's important that we're keeping an eye on that as well as this performance objective. Is there anyone who might be able to talk about um staff and family responses on the climate survey? Um just I know that's not the key performance indicator language but um I'm sorry not the objective language but yeah is there anybody who could just respond to that how how we will monitor how

053our staff and families are also experiencing belonging. Cindy well let me just say this. I think one it can be a part of what we're thinking about when we're creating those KPIs for each one of these. But I just want to kind of talk about our current practices. So currently how we are doing that is that we do share those results with our principles so that they're able to really have that what it looks like for each at each building level when you're thinking about the climate and culture for all three of those different subsets. We also can consider like how do we bring that back to the board as as we're bringing and updating you on other areas throughout the year around the strategic framework. Just including that as another data point where we

054can um also include for you guys as well. Thank you. And then while you're there, Dr. McCrae, um I know that you all are still working some things out and this would actually go into effect in 2026 27, >> correct? >> School year. >> Will there be a baseline year that we'll be um starting from in terms of measuring the increase of student belonging? Do we imagine that would be starting from this year or last year or are you all still working that out? I think we're still working all that with the but yes to a baseline but determining what the year is will have to be in concert with Cindy team and RAI. >> Okay. Right. Any other clarifying questions or comments about the belonging performance objective? >> All right. Seeing none, um, student

055representative Shapiro, your advisory vote. I. >> All those in favor? I. >> All right. I see no oppose. That passes unanimously. Let's go to the second one. I move that the board of education approve the academic achievement strategic framework performance objective beginning in the 2026, 2027 school year as written in the document prepared for the August 25th, 2025 regular board of education meeting. >> Second, Nikki Vandermile. >> Thank you. So, we have the motion. I'm going to see if there's any discussion. And just again in the document attached to tonight's board docs, academic achievement, the specific language is MMSD will increase overall student academic achievement as measured by required state assessments for K through two second grade reading readiness assessments, 3rd through 8th grade forward exams, 9th through 12th grade ACT and GPA 6th through

05612th Right. All right. Are there any Okay. Uh, let me see who went first. All right. I'll start with board member Mosner Felam and then Vice President Pearson and then board member Van. >> Thank you, President Nichols. Um, I'm excited to vote for this. Um, I wanted to talk um a little bit about two two parts of it that I think are kind of interesting and worth pointing out. um one and you know this is just like totally Blair central the stuff that we're talking about here these these scores these numbers um are are one way of measuring student learning um an important way of measuring student learning I think a valuable way and I know that I'm not um not everybody shares my sense that these are valuable measures um because they're certainly not

057the only measure um But we have in there GPA, which is um an unusual an unusual choice for a school district to be looking at um student grade point average as part of our sense of how how we're doing as a system. And I like it. I'm excited about it. And the reason I'm excited about it is because it's so close to the classroom. Um it's so it so speaks to the learning that students are doing in their classrooms um with their with instructional staff which is because people know really close to my heart um and because it's unique um it's a unique choice I think that there there are I've heard people are a little nervous about it like what happens if this is our measure you know you know the phrase um like

058you measure it and then you so are so focused on it and I want to encourage encourage um both our team as well as um people in the schools as well as students to see your grades to see grades not as um the ticket to meeting this performance objective but as a reflection of your learning. And I want to encourage our whole team and staff and schools to to work to make sure that the grades students are getting in classes are reflective of their the excellent learning that they're doing. um and to resist any any like um unintended consequence of grade inflation. Um that said, I'm like not the biggest grades fan in the whole world, but um but I think this is an exciting choice for us to make that I think can be

059handled carefully. I think that there's been exciting work about grading practices and about standardsbased grading and how we reflect to students and families and the community what our children are learning in schools. And so I just wanted to put out there in the room that this is a unique choice um that I think is exciting and I think actually really honors the learning that happens in classrooms. So I'm looking forward to to voting on that. >> Thank you for that. Um President, >> yeah, thank you. So my question is very similar to the the previous one of just about what are the investments and of course I know that we're all working out what the KPIs and that go with this will be but are there any thoughts of like what type of investments we

060will possibly need to make this happen and I'm thinking in terms of in the past we've approved um earmarked funds for ACT prep um in the past um and so it's just like things like that like are there any kind of investments that we should be thinking about as a board that we will need to um possibly do in the future. >> Thank you, President Nichols. Uh Vice President Pearson, Cindy, I know we haven't determined all the KPIs yet for goal number two, but if maybe you could give a bit of a recap on where we are now and what things we might be looking towards in the future. >> Absolutely. I think um in general I'll go back to indicating that uh we will make decisions um more formally as we go into our

061budget planning for the following year. But I think a few things that we've invested in the past when we think about literacy and the areas of improvement for literacy are our smaller class sizes at kindergarten and first grade our interventionists. Uh, Vice President Pearson, you mentioned ACT prep, and I think, you know, when we see uh our data in a few weeks on ACT, we've seen some really great uh progress that we've made there. So, those are things to consider. U math interventionists is another area that we've invested in. Um, so these are a few of the things that we've focused on in the past in order to uh really hone in on the academic component. I would assume that we will see which of these are still working well and receiving the outcomes that

062we uh are intended to and then where we might make adjustments. I think for the GPA piece um we have done a lot of investing at the high school level around standardsbased learning as uh board member Mosner Felam mentioned and I don't know that we know exactly how to operationalize GPA yet. I think once we figure out how to operationalize that metric, that might also help us think more clearly about what we want to do in that area if there's additional investments. The last thing I'll say is our continued investment in or early childhood and 4K specifically uh is the place, you know, where we need to start in thinking about that as well in order to ensure uh as students metriculate through the grades those uh outcomes are strong. Yeah. No, I was just

063going to say thank you. And um just as another thing, just a comment if we can also utilize our community partners and helping with that work. Um I'm thinking more specifically um this past weekend we had um someone from the career um career college readiness come and talk to my group of students just about being prepared for that transition from 8th grade to 9th grade. And I think that it was such a powerful moment for families and students to hear that. And so even finding ways that we can kind of do that um you know with our community partners I think will be helpful um as we're kind of like preparing for this. Um so it's not just only the investments we are making u monetarily in the budgets and others other um like areas

064but it's definitely like a community effort together to make sure our kids are achieving. So thank you. >> All right. I I believe board member Vanderm, you're next. And then board member Saravo. Okay. >> Yes. Um I appreciate the GPA has been added in. I think that that is important. I think test scores are not the only thing that measures learning. In fact, I know it doesn't. As someone who's seen that, studied that knows that. What I worry about is the fact that it's not listed that IEP goals are out. I think that that must be a KPI. I could deal with it without it being in the goal, but we cannot permanently leave out 14% of the school population and not track it at all because an IEP that is followed to fidelity shows

065the best part of student success. IEPs are not something to keep someone into special ed the entire time. They are to eventually graduate them out of special education. that can't be done if we can't measure them properly. So, I'm supporting this, but I'm strongly strongly requesting that a KPI be added that we add that IEPs are followed to fidelity so that we can measure when it is and when it is not. Thank you. >> Thank you, board member Vanderil and uh board member Saravo. wanted to add that I'm encouraged by the added GPA part in this to capture the students that do not take the state assessments and we have some way in order to track that as well as during the last meeting that we had we talked about asterisk grading that some students

066have as well. I also see that as an opportunity to capture those students in there and also to ask ourselves like is the asterisk grading doing its job like are we doing our due diligence for those students that are under that as well and just to see how they're performing and if the if it aligns where they need to be. So I'm encouraged by this and thank you. >> Thank you board members Robert. Bo member Maldro. >> Thank you. I greatly appreciate all the work that went into this and I I think the holistic approach we're taking to focusing on academic achievement allows for us to really have insight into things that are not measurable on tests. Um so our a GPA will include a student's participation in the arts, in physical education, in things

067that we require students to do in order to graduate from this school district. A GPA is also something that is universal to all of our students in our 6 through 12 program, which is different than standardized testing. Uh my questions tonight are really about the ACT as it's included in here and what that means in terms of what our students need by the time they take the ACT to be successful. And I want to make those qui questions specific to the area of math. So my question in relationship to the AT as we're using it to measure our success, ACT as we're using it to measure our success is what level of math should a student have taken in order to be successful? Meaning, will a student who's taking the ACT their junior or sophomore

068year have taken all of the math that's going to show up on that test if they're in alignment with kind of what our general practice is? So, freshman year, a student takes algebra. Is geometry going to show up on the ACT? Is trigonometry going to show up on the ACT? Is calculus going to show up on the ACT? and will our students be prepared um to meet that level of math that they'll be exposed to through that test um by the time they by the time the average student in our district takes it. >> I'm happy to I didn't know if someone's at the podium otherwise I'm happy to answer that question. uh board member Moldro. So let me just restate your question is specific to uh measuring ACT and specifically in the area of

069math and then in addition to that what is it that our students need in order to be prepared to be successful on the ACT? >> Yeah. So to make my question really simple Cindy what year do our students take the ACT? >> Yep. So students are required to take the ACT in junior year, springtime of their junior year. >> And on average, what level of math have our students taken by the time they've reached the spring of their junior year? >> Yeah. On average, that would be algebra 2. So most students uh start off high school with algebra 1 or algebra as their first course. Sophomore year is a traditional geometry and then junior year is algebra 2. Um and the ACT usually covers math going up to about first semester of algebra 2 knowing

070that that is kind of the standard across the country around the the math expectations. In addition to uh that college readiness benchmark for math is a score of a 22. So that's what they identify as the college ready benchmark for the math ACT. I greatly appreciate that clarification. The other thing I'll say about this goal is that I agree with my fellow board members who have stressed the importance of our key performance as it relates to this goal. beyond test scores, beyond GPA. Um I I think we need to have a clear sense of when we say improve or increase overall student ex student academic achievement as measured by um required state assessments and GPA. um that we're we're talking about improving from what to what. Um so how we will have a clear sense

071that we are promoting academic achievement across the board for all of our students. Um and and that we can have a a really thorough sense of what impacts student achievement as we look at this information. And so I guess my last question would be for you Dr. Goard and that is in terms of identifying key performance indicators moving forward with this goal. Um I I I'm curious how we know that we're doing a better job and how we will establish that goal in the late >> President Nichols board member Moldro. This gets back a little bit to President Nichols earlier talking about um I think you said baseline. Did you mention B? So you know once we have some baselines established through our strategic teams it gives us a chance to set targets you know

072so that we can have annual targets of what we expect our our students to reach so that we can assess our progress and find out hey we're meeting the mark let's let's increase it or there might be areas that are just stubbornly stuck that we know it might come back to the resources we may need to invest more in a particular area and I think the difficult not the difficulty but the challenge might is how many KPIs are going to be the right amount >> and and I would imagine we'll have a very good discussion about that which ones to include and that that can really help us focus because they could become exhaustive pretty quick. So I would say set a baseline based on the year the data that we're going to use the

073indic uh inputs that we're going to use and then work on our teams to establish targets and bring those back to the board of education the community as well. I look forward to engaging in that process and I am so grateful for the process we engaged in to achieve this goal. I do want to say I think so often particularly when we're talking about students of color um we will talk about their relationship to a test score as if it encapsulates their capacity to do the work, their capacity to learn, as if it encapsulates um their abilities. And I think when you look at GPA and you look at who is failing gym class and who is not, you have to have a more complicated conversation than whether or not a child is able to

074do the work. Um, you have to start having a conversation about engagement and our will our ch our children's willingness to participate. Um, and so I hope that we get to have a multi-dimensional conversation um about what it means for our young people to achieve academically in our schools. I look forward to voting in favor of this motion. >> Thank you. Board member Mald. Okay. Board member Vandermillian. >> Yes. Just uh quickly when will the the KPIs will come back to us? Will the board be able to weigh in and will the board be able to choose the KPIs or will that solely be administration? How will that work? President Nichols, board member Vandermillan, you know, the board is voting on the performance objectives. The KPIs are the drivers of the performance objectives. So, I

075would say that that is going to be for us for the most part using data that we currently have, organizing it in such a way that we can say that this is causing or this is impacting our ability to um increase our performance objectives. So, I think a lot of it's there perhaps not organized. uh there may be new ones that we have to add but I don't know that we want to design this plan where every KPI is approved by the board of education. I understand. May I respond? I understand that. It just The reason I ask is because years ago, and Michelle, this was your program. No offense. Um, we changed the targets on black excellence in the middle on what we were measuring completely. And the board wasn't always as involved as

076they could be. I want to do it collaboratively. I want to be able to have these discussions collaboratively. It's not necessary to have a vote on everyone. That's not what I'm asking. What I'm asking is just that we could collaborate to discuss. >> If you're speaking board member Vanderland, if >> speaking about targets, not actual KPI. Yes. >> Let's have a discussion about that to see what a process might be that that we feel good about together. >> That would be wonderful. >> Whether it's brought forward in a report or we have discussion, we can we can determine that. >> That would be wonderful. I appreciate. Thank you. And thank you, chair, for letting me go go along. Yes, thank you. Um, I I I also just wanted to say I'm I'm really proud of

077the work that the board did to get GPA added into this performance objective. um you know the state assessments are required and they're expect I mean our our families the public expect us and we have to report out on those things and it is real data that we should pay attention to and yet we know a onetime assessment is it's a snapshot and so I appreciate board member Maldro your um your language and and um comments around us trying to be committed to not only what students are able to demonstrate on an assessment, but also looking at our students more holistically. And although GPA, in my opinion, it's not perfect, neither are the state assessments in terms of really telling us what students know. Um, and so I I do think that we're going to

078be learning a lot by adding GPA GPA in as one of those additional measures. Um, and and so I I think that this at least gives us a a another way of looking at um it adds another layer into academic achievement that we don't always get um from state assessments. I'm also really excited by the 4K through 2 grade reading readiness assessments. Um because I I feel like we have invested a lot in 4K, making it full day, um making class sizes smaller in first, you know, kindergarten and first grade. And and so I think us being able to monitor at at a performance objective level, whether um our our young our youngest readers are are showing up um more able to to have reading readiness is is really exciting. Um so I don't know

079if there are any other comments or questions on this performance objective. All right. Seeing none, then I will go with our student representative Shapiro. You're >> I. >> All right. All those in favor? I. >> All right. That passes unanimously. Thank you. All right. The third performance objective. I move that the board of education approve the college credit credentials strategic framework performance objective beginning in the 2026 2027 school year as written in the document prepared for the 2020 August 25th 2025 regular board of education meeting >> second Nikki Vanderm >> thank you board member Vandermillan and for this one before I call on you um the exact language is MMSD will increase the percentage of students who gradu graduate with credits or credentials that provide postsecary value as measured by indicators such as participation and

080success in courses providing college credit industry credentials and work-based learning opportunities and students earning a seal of biiteracy. Okay, I believe your hand was up first board member Vandermu and then I'll come to you um board member Mosner Fala. I am absol we're we're allowing industry class certifications especially in the voc area. This is something that has been a long time coming a long time needed because often students could get college credit but let's be honest not every student wants to go to college. some want a different career and instead of having the school district and the school board assuming that everyone wants the same thing, we should be as flexible as possible. So, I just want to say that this is an excellent addition. >> Thank you. I'll go to board member Mosner Felam

081and then board member Castro. >> Thank you, President. Um I'm also looking forward to voting in favor of this one. Um, when I look at all three of these together, what I see is that students are excited about coming to school, that they're learning while they're there, and that the learning that they're doing while they're there is valuable for the rest of their lives. That word value, I think, um can be conceived of as one thing that it will help students um into uh careers that will make them money. Uh which people need money. People got to eat, people got to pay their rent. Like people got to, you know, we need money. We live under capitalism. But that there's also other types of value. And so seeing for example the seal of biiteracy as

082one of those examples when when you do get to operationalizing this I am very aware that we're not there quite yet. Um that has value beyond just being able to get or not I won't say just beyond being able to have a a highly paid job. It also has um value in your ability to communicate across difference. Um, and I'm looking forward to uh MMSD in the future thinking really broadly about what does value look like? I'm looking forward to a day when um we have graduates who are ready to be in healthy relationships or participate in community um in really meaningful ways. So, I'm I'm looking forward to seeing how this blossoms. The other thing that I wanted to say is about what's not here. Um, and attendance is not one of the metrics

083that we chose to to tell us about the health of our system. Um, and I think that's an interesting one. Uh, it's pretty common that a school district would would want to do that. And I I want to assure people that the reason it's not on there is not because we don't think that's important, is not because we don't care if kids come to school. It couldn't be further from from the case. Um, but I think it's interesting to be looking at it this way, right? That students are excited to come, that they're learning when they're there, and that the learning that they're doing has value for them throughout their lives. Uh, and I think it's clear how attendance fits into there, even if it's not in the performance objectives. I want to thank the

084whole team that worked on um these whole process. Uh, and I want to encourage um staff, I suppose, to to embrace the new strategic framework with um with curiosity and with um openness. Um the work is the work, but how we frame the work does matter. And so I'm looking forward to to voting for this and looking forward to seeing the strategic plan blossom. Thanks. >> Thank you, Bo Member Mosner Felam. Board member Castro, you're up next and then we'll move to board member Saravo. >> Thank you. First of all, I just want to say I wholeheartedly agree with board Moser Falam's comments about attendance. That's definitely been a priority for this board for which we have expended resources and tried our best to support staff and our social workers in that endeavor to ensure

085that students are at at school and learning and healthy. Um, I just want to say that I am a full believer in ex experiential learning and immersive learning and and just exposure to different fields. I think that really unlocks different parts of the brain and helps connect knowledge one gains in the classroom and how to apply it into the real world. So, I'm a big fan of this one. Um I just wanted to ask um in the KPIs for this goal will uh extra curricular participation be a a a KPI for this metric? >> I'm I'm happy to uh Oh, Dr. Gard, sorry. Do you want to Okay, I'm sorry, y'all. The toggling virtual. Um thank you for the the question. um a board member um uh um Oh my god, >> Castro. >> Oh

086my god, Castro. Oh no, sorry. Okay, thank you board member Castro. I'm having a moment. Um we have not determined all of the KPIs yet. However, that has come up around co-curriculars and how that would fit perfectly as an implementation measure to measure this overall. So, I I believe that that probably will be one of the KPIs that land in our strategic plan as it's come up before and we'll keep you posted. Um, but thank you for naming that and Savon, sorry, Castro. >> Let's make it happen. Thank you. >> All right. Thank you, board member Castro, board member Bravo. Yeah, I just wanted to highlight that this particular one kind of goes into all the the the variety of students that we have all the way up from our advanced learners and those that

087are interested in honors courses and all the way the one where we're looking at like what are college credit and credentials looking like for students when they're really working for that and very focused on that during their careers. but as well as the students that are maybe going right into the workforce and our students who have disabilities that may be focused or just have other opportunities available to them. I think is also equally important. So, I'm also looking forward to what is going to build all of those students into this particular piece and what we're going to use in order to make sure that we're raising the bar and expecting really high outcomes for everybody. Thank you. Oh, Vice President Pearson. >> Thank you. Um um so I had to just um I know in

088the past I've made some comments about um how we are tracking students once they leave MMSD and they graduate and what that looks like. Um, I'm still interested in that and still hope that with our KPIs, we figure out a way that we can know once students leave MMSD what they are participating in. And I I understand that's a lot more difficult because of course that would require um, you know, they're not within our our walls every day. Um, but I think it would be interesting and I think it would be worthwhile for us to kind of know as students leave MMSD at least within a year or two what they're actually up to um, and what kind of value from their education that they have um, utilized um, while now outside of our our

089walls. And so I think it is very important for us to figure that piece out. Um, and I think it goes to this because I'm thinking even if a student um doesn't necessarily, for instance, if the student is a, uh, pole worker, um, that is an experience that, you know, they may not be getting credit for, um, but it is an experience that's very valuable as we think about politics today. Um, and so that value piece I think can be measured in a lot of different ways, but knowing those things that are not necessarily um, I guess self um, reported and aren't something that um, exists outside of our everyday educational walls. I think it is important to kind of think of that. So again, I know I've said it before, um, but I just

090wanted just to elevate that again. And I'm not exactly sure of the work that will be needed on us to get that. So, but there is some value in that. >> Thank you, Vice President Pearson. Board member Maldro, >> thank you so much for the time, board president Nichols. Um, college credit and credentials. MMSD will increase the percentage of students who graduate with credits or credentials that provide post-secondary value as measured by indicators such as participation and success in our courses providing college credit, industry credentials, work-based learning opportunities, and students earning a seal of biiteracy. And I think my my comment on why I'm really moved by this is in part that there's the work of a lot of people over a long period of time in this goal. And it it's like it it

091it doesn't necessarily seem that way, but I think having worked with multiple administrations. Um I I really deeply appreciate coming in and seeing the work that was done before you got got here and enhancing it and and making it stronger. And I also think that this goal really, I'm sorry, this performance objective um really speaks to the material benefits for our young people and a commitment um to to helping our our young people access their um version of success. And so I think about all the work that came before us in terms of establishing our bilingual programming and all the work we still need to do um and how this goal speaks to that. I think about the work that went into pathways and the work um that has has been showcased for for this

092board and for this community over and over again in terms of how our young people get to participate in industry credentials um and work-based learning opportunities including hearing from our partners over at Operation Fresh Start this evening. Um I I'm tremendously grateful for the opportunity to support this performance objective and what it means for our district and our young people. I'm tremendously grateful for your leadership, Dr. Gothard, um, in continuing uh, really really hard work by a lot of people over many years um, and and creating a sort of promise to continue doing that work and to continue doing it with meaning um, and conviction. Thank you very very much. >> Thank you, Bar Member Moldro. Um before I call the vote, I I just wanted to say that I think we I want to

093just name explicitly that when we decided to make this choice, we were also making a choice not to use high school graduation as the performance objective. Um, it does not mean that we will not still collect, track, and report on high school graduation, which I think is a very common indicator for school districts. Right? So, we're still going to be monitoring, tracking, and reporting um high school graduation, but this board has said there may be another way for us to be able to talk about the health of our system, the health of young people in our system by looking at a new um performance objective. And so the the one thing that I will name um which I think I may have named in one of the work groups where we talked as a I

094am excited about this performance objective. I think it um to board member Maldro's comments, you know, speaks about the b the values and the long-term investment that we're making in our um school system for young people to be able to earn these college credits um by the time they graduate to now earn industry credentials by the time they graduate to now have work-based learning opportunities and to earn a seal of biiteracy. Like those are amazing opportunities. um in our school district and I think it's something that we should be proud of and that we should continue to invest in. I do want us, this is just my own opinion, to remember there are young people in our school district that are not taking the classes for extra college credit. They may not be as interested

095in a seal of biiteracy. They may not be the young people who are so inspired by an industry credential. They want work experience, but maybe they don't want to go the extra put in the extra effort for an industry credential. And so as we start to implement these in the next school year, I think we've got to be just as diligent about thinking about who are the kiddos ar that aren't in this performance objective and how do we make sure that in these elected seats we're doing right by them as well. Um, and are we going to have to continue to invest money and resources to maybe help young people who may not see themselves in this performance objective explore it? Um because I I think this one is it's it's a it's a beautiful

096performance objective and I think again I I will vote in favor of it and I want to make sure that we're not um losing track of kiddos who are not going to show up in this data um and that we are still making um really good decisions on their behalf as well. All right. Um, well, if I don't see any other questions or comments, then I will start with student representative Shapiro, your advisory. >> I. >> All right. All those in favor? >> I. >> All right. That passes unanimously. Dr. Gothard, we now have three approved strategic framework performance objectives. Any comments from you or Dr. McCrae? Oh, >> I just want to say thank you. And now it's time to get to work uh getting strategies together. You know, it it's interesting listening to

097this conversation tonight because two things came out. Uh, high school graduation and attendance that are hallmarks of us understanding how good we're doing, how good our students are doing, how good our community is doing. Um, so again, we're going to have to do such a wonderful job of communicating what the expectations are and also making sure that folks understand that all these measures are important. And I could read to you right now, for example, that Cherokee Heights Middle School had an attendance increase of 9 percentage points overall, uh, with notable gains of 26 percentage points for black students this year. We're going to continue to measure attendance, right? I mean, so this is the kind of work at the school level that's being done, and we're going to have to do such a great job

098of at the system level, high system level, sharing what this is and what this progress is without taking away or diminishing uh the really hard work and hard work that people are doing every day in our classrooms, and our hallways, and in our community based programs. So, thank you, board. Great job. >> Yeah, I appreciate that. And I I appreciate the the year ahead as you all are starting to really think about the metrics, the the key performance indicators, the drivers as you said to those performance objectives and and um starting next year with a more fully developed plan. Thank you. All right, moving forward with our next action item which proceeded from through the operations workg group held on August 11th, 2025. We have um a policy language change. So, I'm going to read

099the uh and that is to policy 691. I move that the board of education approve policy 6091 food services accordance with the documents prepared for the August 25th 2025 regular meeting. The policy will be revised effective im >> second. >> All right. Thank you. Are there any questions or comments about the policy change? Board member Maldro. >> Thank you. I uh express my appreciation for our policy committee and bringing this change forward. Um and I want to ask when you have a change that is um really specific to kind of a singular sentence within the the policy itself, how much work goes into that, how much time does it take to make this kind of revision? >> Would you like to Would you like me to? Would you like TJ to um very simply what

100we do, we meet in a committee. We meet every other Friday. We discuss the language. We have to coordinate with the attorney. We uh normally go through Petra and discuss with her what's possible and she then will redline it. She also contacts the department that is involved to make sure there aren't any other staff loose or anything that we may not see. For example, with food service, what we did is we talked to the heads of food service to make sure that there weren't any requirements that we weren't seeing so that we wouldn't miss it. So maybe say a few weeks I would say depending it depends on the change. A short one probably a few weeks a long one I can't give you that it's highly policy months probably policy to policy. >> Okay.

101Okay. So, anywhere from a few weeks to a few months, this change that was made really shifts milk from an alle cart item to an item that students can purchase even when they have school lunch debt. Um, is there an anticipated expense related to this that was kind of part of the the weeks of work that went into this change? Petra would know best on the expenditure. We were not asked on expenditure language and we did not research it as much as we researched how it would affect each individual. But it would not what we were told was it wasn't a major issue. However, I can ask Petra to come up if she is here or to come online if she's online. Thank you, board member Vander Muellan. Um, so one thing that Josh, executive

102director of food service mentioned was our responsibility in terms of auditing and wanting to make sure that we are accurately documenting um, milk sales. And so the idea behind this in addition to supporting students and staff was also that our records would accurately reflect our milk inventory. And so it's not per se a financial impact, but it's definitely in line with that. >> Thank you so much for that answer. I look forward to voting in favor of this motion. Any other questions or comments about this policy language change? Okay, seeing none, I'll start with our student representative Shapiro. Your advisory vote. >> I'm sorry. Oh, hold one moment or member Vandermillan >> because I did see on the MMSD website that there was a mention on milk and how that if you had a negative

103ballot, you couldn't get milk. Can we update that graphic for the uh it was on our Facebook page weeks ago. Is there a possibility we update that graphic, please? >> I'm I'm sure it will be updated once we vote on the policy tonight. >> Thank you. Yeah, that's it. >> All right. Student Representative Shapiro, your advisory vote. >> I >> All right. All those in favor? I >> I >> Okay. Yes. All right. That passes unanimously. Thank All right. We are now on to our consent agenda. I move that the board of education adopt and approve all of the motions set forth in section 10 of the electronic agenda prepared for the August 25th, 2025 regular schoolboard meeting exactly as said motions are written. By voting affirmatively on this motion, a board member expresses his,

104her, or their affirmative vote on each of the motions consolidated, hereby subject to any express separations that have been made by any member of the school board. >> Second, Maya. >> Thank you. Are there any separations? Okay. Board member Saravo, what are your separations? uh separations 103, 104, 106, and 10:15. Okay. 10.3, 10.4, 10.6, and 10.15. Okay. Thank you, board member Maldro. 10.8. Okay. Board member Vandermillan. Okay. So, that's already been named. All right. Um All right. So, on the main motion, board member, um student representative Shapiro, your advisory vote. >> I >> All right. All those in favor? I. All right. Thank you. That passes unanimously. All right. I'm moving on to 10.3. I need to read the motion. I move that the board of education approve requests for shortened day agreements for two

105students. >> Second. >> All right. Thank you. Board member Saravo. Yes. >> Um the reason I pulled this one is just because I'm curious as to why we're approving a shorten day for someone who's in that particular program. Like I would think that we're supporting students if they need extra time. Um if I'm just wanting some sort of background and if it can't be answered today, when can the process I'm just wondering about the process of why we are voting on a shortened day? It seemed like this is something that is either done through an IEP or if it's something more direct between the student and Okay. Somebody I think um are you indicating that somebody online is going to answer? Oh, okay. I I'm I'm happy to take that uh response if there's no

106one else uh to answer it, but I didn't know if uh someone else was going to be coming up to the podium. Sydney, please share what you can. We can also provide additional information. >> Yeah. Um, so I won't be able to share specifics because it's about two students, but there we have a policy that requires approval from the board of education. Uh, whether a parent is requesting a shortened day or if the shortened day is determined by the IEP team. So, this could be one or two of those reasons. And it is required that we bring that forth to the policy because the student would be in school less than the required number of minutes. Um that is about all we can share at this time. We're happy to do more follow-up also, but

107it is a a board policy that the board must approve for a student to uh receive shorten day and many are parent initiated. I think I just had just the only followup I had to this particular type of request was that if there's a student that's going to be graduating outside of the expected timeline, if we could have an opportunity to let the parents or the staff know in regards to that that they can invite board members to celebrate that even if it's outside of the typical graduation. >> Okay. Was your question answered about why the board is voting on the shortened agreements? These are usually um part of our agenda every month. So if if you have more programmatic questions um they might be better directed to um is it Dr. Menter or or

108Dr. McCrae? Dr. Mullen or Dr. McCrae, >> it was just noted in there that the timeline for graduation was going to be different, so I thought I would just bring this up right now. >> Oh, okay. >> Any other? Okay. All right. Um, student representative Shapiro, your advisory vote. >> I >> All right. All those in favor? I. And I don't see Hold on one second. Okay. Thank you, Savian. I I couldn't see you. All right, that passes unanimously. All right, moving on to 10.4. I move that the board of education authorized the payment of interim bills covering the period July 15, 2025 through August 11th, 2025 in the total amount of $35,139,4616. Second >> board member Saravo your question. >> Sorry I did not need to pull that. I actually double checked beforehand so

109I do not need to. >> Okay. Um student representative Shapiro your advisory vote. >> I. >> All those in favor? I. All right. Thank you. That passes unanimously. Moving to 10.6. I move that the board of education approve an expenditure in the total amount of $113,625 using $60,600 for the 20252026 school year and 53,000 $53,025 for the 2026 2027 school year for the purchase of Improve Your Tomorrow contracted services using funding from the strategy and innovation budget for regular curriculum and the career college and community readiness ACP budget board member Vanderm 10.6 six. I believe that was you board member Saravo. >> Yeah, when I was looking through this, the question that I had was in regards to the it says it's going to improve attendance as well and because attendance is kind of multiaceted.

110Is it literally talking about getting students to back to school like physically because there's a lot of we had a lot of committee me about attendance just in the general sense of like getting to the school or is this talking about attendance in a different different sense? It was just unclear to me when I was looking through all the documents. President Nichols, board member Sarabo, the real impetus, the improve your tomorrow is all around the individual relationship between the mentor and the students that the mentors will be mentoring. Uh creating just a sense of awareness, a sense of belonging, a sense of pride, uh a sense of affirmation, a sense of giving uh you know a young man in this particular case a feeling of hope like it matters that I come to school. I

111can start to create a pathway for my future and you know all those are healthy indicators that this partnership is working. Early data that has been shared from other sites where this has been implemented have been remarkable. Um and I think we're really pleased that we were selected to participate and happy that we're going to start on the small scale this year at Capitol High and at Cindy the second school >> lalad high school. >> Thank you. Thank you. Thank you Jay. Um, so we're really excited for this um, you know, our first fet with improve your tomorrow. I appreciate that and I I'm excited to see it at Lafallet. I'm not sure if I had quite got my question answered. This is talking about just in the classroom being in attendance in the class.

112We're not talking about physic like there's a physical aid in actually getting to school if that's the issue with attendance. That's what >> No, I think there could certainly problem solving. There could be somebody who might help articulate some of the challenges that a person might have in getting to school. But no, this is really all about the mentoring and the support in school. Did I answer your question? Okay, great. Soon representative Shapiro, your advisory vote. >> I. >> All right. All those in favor? I. >> All right. That passes unanimously. Moving on to 10.8, which is WMadison fall 2025 tuition for cohorts four, five, and six in the accelerated lensure in special education program. I move that the board of education approve an expenditure in the amount not to exceed 6,000 106,1543 for the

113ULI cohorts four, five, and six participants fall 2025 tuition using the 2025 2026 funds from the strategy and innovation operating budget. >> Second. >> Thank you, Barber Mald, >> and you're up. >> Thank you very much, board president Nichols. I pulled this item because I would like to celebrate this investment and learn more about it. And so I would like to ask Dr. McCrae to speak to the importance of this investment and what it will mean for our ability to special education. >> President member Moldro, we'll have Dr. Jen Shepki give some uh background on this. >> Jen, I'm sorry about that. >> I'm sorry. Could you repeat the question just one more time? >> So, my my hope was that you could tell us a little bit more about this investment and what it'll

114mean for our ability to effectively staff special education. >> Thank you for that question. So, so this investment is truly a partnership between MMSD and WMadison School of Ed. So, we've been doing it for um since 2018 and we've had over 80 people part of that program. And what we're noticing is that we're at a steady state with the number of participants that are coming into the ALS program and who are getting hired into special ed roles. In fact, um it was there were noticeably less special ed vacancies that I was see out for the upcoming school year. Don't know if that's because of ALZ or not. There's so many different factors that come into it. But I would like to say that I think that some of the impact that we have with the

115number of our participants who are in the district, working on the um working in BC roles is really making a difference. And not only are they in the program for two years taking coursework um and getting their lensure, then they have a service agreement where they stay in the district for at least three years after they get through. Um that's the ALY requirement. they take the teacher pledge which is a loan forgiveness program at WMadison that also requires that they stay in Wisconsin as a teacher for three to four. So they have dual um service requirements that go at the same time but also provide a lot of incentive for them to stay in the role. >> Thank you so much for all the work that you've done to make this possible. It's really exciting

116to hear that we are at cohort four, five, and six. Um I I think there is a really sustainable approach to staffing and I deeply appreciate that this focuses on making sure that our young folks with the most sophisticated learning needs have support that is cross-catategorical and and specific to their ability to be successful in all areas of their education. >> Welcome. >> Hats off to you. Thank you for this work. I'm very excited to vote in favor of this. >> Thank you, board member Maldo. Student Representative Shapiro, your advisory vote. >> I. >> All those in favor? I >> I. >> All right. Thank you. That passes unanimously. All right. Let me move on to 10.15, which is the HR transaction report. I move that the board of education approve the August 2025 human

117resources transactions report items 1 through 78. >> Thank you board me board member Vanderm >> and we both pulled it. >> Okay. Who would like to start with your questions or comments? >> I'll start. We just discussed it and I'll start quickly. >> Okay. Um the reason I pulled this is I have some questions regard I'm thrilled by the way in the number of teacher vacancies filled. I want to start with that but I the reason I pulled this is actually on people who are retiring and exit interviews. I have a few questions. Namely, how many exit interviews were done on retirees this year? And how many are we still doing? And does each one get and does each retiree get their own exit interview or do they have to request it? Those are my

118three questions. Could Jennifer ask answer those three? >> She looks like she's coming up. >> Thank you so much, Jennifer. I really appreciate it. >> Thanks for your question. All employees who separate have the opportunity to complete their own exit interview. There is a survey and then they can also request to have a more indepth inter interview for the exit. And do most people choose that do more depth? How would they do that? I'm asking for my own help. >> They can send a send an email to the address that's on our website that it that requests for that. And we have a very small percentage of the staff who are leaving who request those exit surveys and exit interviews. >> Thank you. >> And I think Martha, do you have any questions? Yeah, actually

119my question is kind of going on the same path just because I love seeing that we have so many teachers on board right now and retention something that we should always be focused on and I got since coming on the board I've been able to attend the retirement from last year and then I got to go to the fallout the other uh the other week in order to see all the new orientation and everything going on and I'm just wondering do you and what you were just saying is that it when we of things available to get feedback from teachers. Is that something that they request like they have to request or are we actually proactively getting that kind of information from them? And how is it how is that given like is it something

120that's automatically given to someone >> or member Savo? But what specific information >> in general an exit survey where someone is leaving where you're looking at the reasons why does it have something to do with nothing to do with the district? Does it have something to do with a specific experience? I just think it's important to capture those things. >> Jennifer, if you could just to some of the details. >> Sure. The Thank you for your question, board member Strao. We um have a variety of questions on the exit survey that that cover, you know, whether it's the building climate, whether it's pay, whether there's like there are so many different questions on there. And then there are those are all scaled, but then there are lots of open-ended questions so we can gather that

121information as well. Is it proactive though like we're looking for that or are they is it something that they have to ask for guess is more >> whenever anyone fills out a retirement or a separation the the form it is right at the bottom of that so they have the opportunity to fill out the survey or request the interview. >> Can I make a suggestion? Um we have an we have an upcoming HR update >> in October in which you will cover kind of beginning of the year hiring give us some trend data. Um, might this question around the exit interviews or what we're learning from retirees or new staff also be included? >> Consider there was a Facebook post that >> point of order. >> Yeah, I'm right now. >> Sorry, I apologize. >>

122Thank you. >> Trying to explain. I apologize. >> I don't need an explanation. Thank you. Um, it maybe that could be something that you could include in your HR. um update. I think that would be helpful information maybe for board members to get a better sense of how are we gathering the voices and feedback from people leaving our um district and people coming into the district. Um because that's that's what I hear in in some of the questions. >> Yes, we >> would that be possible? >> We would be happy to put that information. >> Okay. >> The update. >> Are there any further questions about the actual transaction report? >> Okay. Board member Vanderm. >> Yes. Um, quick question. Are we counting the grow your own as additional a future HR te teachers for

123special ed or are we counting them once they have completed the program? >> I'm sorry. I told you on >> So I guess I'm um board member Vanderm respectfully. The motion is to approve the August 2025 human resources transaction report items 1 through 78. There are a list of retirees and separations on the report. So, I I respectfully can understand follow-up questions about retirees. However, we're going into in more depth into certain HR components that I think are better left for the update that we will get in October or emailing the administration directly. We should stay focused on the motion that we have seconded if we're okay with that. >> I appreciate that. However, I I thought I sent an email and I must not have. I apologize. Okay. So, who should board member Vanderm

124send her question to? Um, >> to Dr. McCrae. Okay. Sorry about that. All right. Great. >> Thank you. I think we're Are we good with Jennifer's responses right now about retirees and Okay. Thank you. Student Representative Shapiro, your advisory. >> I. >> All right. All those in favor? I >> I >> those opposed. All right. One. All right. That motion still passes. 61. Thank you. All right. Let's move on to um our other business. All right. We have other reports to the board. Uh starting with the city county schools collaborative committee. Uh we had a meeting on August 13th. Um and at that committee member, board member Saravo was able to join me. Um, we talked about a letter that was drafted and the letter basically is a letter that will be sent to common

125the common council, the county board as well as the uh board of education um with a little bit of the history of the committee um the city ordinance that kind of formed the committee and um and a recommendation from the committee to um consider dissolving the committee due to many um challenges that have persisted over the years. Um I don't know has any board member you you've received the email. Um and I think that committee right now has tried a lot of different ways to make the committee a more impactful kind of functional committee. And yet um because the committee does not receive referrals um the the committee kind of struggles to come up with um I guess an appropriate charge and so there is a recommendation. If you have any reactions to this um

126recommendation, it would be great to have those emailed back in um or andor expressing those. Now, we do not plan on having a September meeting because we're we're going to be waiting for feedback to come back in from the various bodies. All right. or members of Bravo. >> I just wanted to add that that this was the first and the only meeting that I got to attend with uh this particular committee, but it sounded like the charge had kind of lost its way over time or it had a specific purpose and then right now it just seems it needs redirection in my opinion. So, I was abstaining from the final vote of what to do with it just because I had very little interaction from it and I couldn't have a very formed opinion on

127which way it should actually go. But it seemed like many of the other committee members did not have interest in maintaining it and I think it needs a new charge and more >> yeah it would >> interest >> reconstituted in some form or fashion in my op board member Maldro. Yeah, I want to thank you board president Nichols and board member Saravo for representing the school district as part of that committee. I do have to say I think it is uh disappointing that that committee would be interested in dissolving because I think there's something deeply powerful in local bodies of governance coming together um in the interests of our young people across the city and across the county. And I do think that there is tremendous overlap of our work um and significant implications of

128us working in silos as bodies of governance. I am not proposing any type of solution to this um over the course of you know the years that you have represented the the the board on this committee. Um board president Nichols I trust that you all have done your best to you know champion where we should be working together. Um I do I guess question not necessarily dissolving the committee itself but dissolving our ability to work across bodies of governance. And so my question then is what replaces this committee? Um and and is there a discussion around how we need to continue to collaborate um as the city, the county, and the school district in the best interest of our young people? >> Yes. Thank you for that question. At the committee level, we have because

129it's part of city ordinance, um technically the common council would have to formally consider a way um to reconstitute a replacement, right? And at this point, even the alders that are on the committee are not proposing something else. Um, however, board member Saravo and I were talking and uh there is an idea that I think we could >> as an elected body um with the support of our administration, which I have not quite typed up yet. So, Dr. McCrae is looking at me from the audience like, "What are you getting ready to say?" Um, but I think I think if we actually as a school board could commit to some cadence of listening sessions like we've done in the past and intentionally invite the city alders and the county board supervisors that might be in

130a feeder pattern. we could be doing some of that work, the listening, the collaborating um in a collaborative way and not be restricted by maybe a committee that feels like it needs like a posted agenda with a real topic and the follow-up items because it's just been hard to really get um agendas that feel actionable um and that we we actually have some way to move forward with followup. Um, so I, you know, I think we were trying to think about like is there a different structure that maybe um it isn't necessarily like a a committee per se, but maybe there's some other way that we could bring elected officials together in a more collaborative way to be doing something together. So that we don't have a good answer about like if this committee dissolves,

131will the city reconstitute a new committee or will we? But I think there was some thinking that there's still interest in elected officials from across the municipalities like still being getting together. It's just the committee structure seems to not be um as conducive. So, my proposal is that I was going to write that idea up, share it with board members Saravo, and then get it out to the board um to see if that's something that we would maybe like to take on. Okay. Board member Savo, I just wanted to add to that, too. like there's there's got to be something else because even being on like the bus tour and hearing from people from different parts of different levels of Madison. This really calls for like that collaboration to be there, but like what should

132it be? And maybe part of it is going back into the community and trying to bring everybody together who's from the community, the schools. Uh, and I think Elder Joanne Pritchette was one who is looking for another another place for us to be collaborative in nature. So, like I think there's still some interest in there, but I think it just needs it needs something. And I'm fully behind getting being part of and being proactive in maintaining some sort of committee or uh an actionable body, something that gets out there and starts up something new so that we can maintain that collaborative nature. >> I'm um and then also happy to put more context to the letter. Um, for any board member that's also interested, it has, just so you know, this has not come easily

133and it is not without a lot of years of attempts to try to make it work in different forms and fashions. Um, and it's just it's unfortunate, but it it we're kind of at this point. All right, student senate. Student Representative Shapi, >> student senate does not meet over the summer, so we don't have a report. Um, but we do have a tend meeting scheduled for September 10th at our usual time, 5:30 until 7:00 p.m. And that's all I have for today. >> I going to be starting school year right off with student senate. Awesome. Thank you. Um, Madison School and Community Recreate Advisory Committee. Thank you. Um the MSCR fall program guide went out to me res residents a couple of weeks ago and registration opened last week for all Madison residents. uh registration

134open today for non-residents. And so the reg registrations are pouring in for um programming across a wide a wide spectrum of age of um like what you're going to do if it's sports or if it's day trips or if it's um arts and enrichment, all of that kind of stuff is is underway. And the MSCR staff teams are getting ready for school to start and for students to show up in our MS MSR school year programming. Uh we meet again on Wednesday, September 17th at MSCR Central. >> Thank you. Bar member Mosner Felam policy can any updates? Yeah, Nikki said a portion of it um in her response back to board member um Moldro, but we are just in the process of getting together our process for board members to be able to bring back

135um or forth new policies and such and our hope is that we will have that done before um our next retreat time. >> Thank you. Uh, no other committee updates at this time. We do have one other business item which is lunch supervision duty adjustment. I move that the board of education approve the dutyfree lunch supervision pay pay rate handbook revision as laid out in the documents prepared for the August 25th, 2025 regular board of education. >> Second, Maya. >> Oh, okay. Board member Castro. Um, is there anyone who has any questions about or comments about the duty-free lunch supervision pay rate or anything that needs to be um said for the record? All right. Hearing and seeing none, our student representative Shapiro, your advisory vote. >> I >> All right. All those in favor?

136I. All right. Hold on. I don't see Savian. Where is he? >> Right here. I >> Oh, there you are. Thank you. All right, that passes unanimously. All right, y'all. Um I believe with that we can entertain a motion to adjourn. >> Thank member Andrew Muan, board member. All those in favor of adjournment and your advisory vote. All right. Thank y'all. We are adjourned. >> We've been advised. Die.