001meeting of the Merin Community School Board of Education will come to order. The time is 7 o'clock. And please rise for the pledge of >> allegiance. Allegiance to the flag of the United States of America to the fors indivisible with liberty and justice for all. >> Thank you. Please be seated. I confirm that the proper notice of this meeting has been given in accordance with Wisconsin open meetings law. The next item is approval of the agenda. Is there a no motion to approve the agenda as >> I move we approve the agenda with moving the uh personnel issues out of the consent agenda. >> A second. >> Second. Second by Justin. Is there any discussion? Seeing none, all those in favor say I. >> I. >> Oppose say no. The agenda is approved. We will
002now conduct a roll call of board members alphabetically by last name. Please respond. Present. Dean >> present. >> Patrick present. Dr. John >> present. >> Justin >> present. >> Amanda let the record reflect a quorum is present. >> Present. Oh, sorry. Just so everyone knows I'm not perfect. There you go. >> We now move to the community forum portion of the meeting. Uh, first will be the student showcase. The presenter is Mary Iwinowski. Mary, >> the students are here to present. Come on down. All right. So, tonight I have a group of students representing fifth through eighth graders here to present on a new program we started as part of our talent development services here at Community School District. Um, the program is called Word Masters. The kids will tell you all about what the
003program is, how they participated. I will tell you about how great they did in the program. Um, I want to note that word masters think they were studying vocabulary this year, not that they were studying public speaking. So, have a couple up here who are a little nervous about the opportunity to be in front of you. Um, but they practice and they've rehearsed. I know they're going to do an amazing job representing the program and they accomplish it since they have. So, I will interject along the way, but it's really their presentation on the work that they did this year. You might be wondering what is Word M. Word Masters is a vocabulary competition for students. The national program is for kids in grades three to eight. But Burton offered it to students fifth, sixth,
004seventh, and every year about 125,000 students in the country. We had to learn three different word list 25 words. We had about six weeks to study the word test and then we had to answer a 20 question test where we use the word not. There are three things that word masters are trying to do since we didn't have to match the words with their definitions. It is more than just vocabulary recall. The first thing is analytical not logic. This means that we had to know the word real meanings but also how they are used in different situations or different ways. The test used analogies. This means that in addition to the words we were asked to learn, we also had to learn different types of analogies and think about how words are connected. The final
005objective is verbal fluency. This is important for college readiness standards. Fifth grade students worked on word masters during home room time each Monday. Miss Iwansky would come to the library and students who wanted to practice learning the words could come and participate in practice activities. We could also access practice activities on Google Classroom to practice on our own between sessions or if we missed the session. >> Some students in sixth, seventh, and eighth grade did it as a replacement for their work. uh Neila. Some of the things they were placed were small group activities or Moby Max and it counted as their grade. Others chose to do outside of school and had access to Google classrooms but the materials were not given during school uh during in school during a to complete the work. So
006these are the statistics for the program this year. It was a new program to our district and so it's always interesting to track how many kids start in the program, how many kids finish the program, maybe what the impacts had along the way. So in fifth grade, that's where we were doing a universal offering. So any fifth grader could come to the library on Mondays during their home room time and work on the word masters work with us. They could come some weeks, they could come um all the weeks that we were practicing together. And so for the first test, 22 kids came and tried out the program. They learned for six weeks, they took the tests. In the middle of the year, we were down to 13. They came, they learned the words, they
007took the test. And then for the last test, we had six. I think the fifth graders would attest to that the largest change between that second and third test was spring break. Um the words are released right before spring break. Spring break happened and when kids came back, they were like, "What? We have to take the test already? We haven't really had a chance to practice these words." And so kids feeling kind of illprepared going into that third test. I always encourage them all take the test if the worst that happens is you take the test and you don't get any of them right. Um but kids especially high achieving students like to feel very prepared to take on these opportunities and so students who didn't feel prepared for that last test I dec heard
008that it was a little bit different of an opportunity. So students who had very high vocabulary scores on our I Ready universal screener were offered an opportunity to do it as a replacement for some of their in-class work. So saying, okay, you're already showing that you're doing vocabulary work at the pub grade level on a ready screener. So you can do this work in replacement of the vocabulary work that you'd be doing as part of your curriculum. And then some students who have been doing high achieving work at other points in their school day, but maybe didn't quite have the vocabulary scores yet were offered the opportunity to do it as an enrichment, which meant they weren't given the class time to do it, but they had the same access to everything being offered on
009Google Classroom. You can see across sixth, seventh, and eighth grade, we had much more consistent numbers. So when we specifically invited certain students who were showing certain levels of achievement to the program, we had much more consistent numbers across those grades. Um the biggest contributing factor to kids dropping well for stealing in fifth grade is this is really hard, which I love when that's the thing that we have found for right when we talk about talent development in high achieving students, we look for the thing that's going to push that boundary and make them feel a little uncomfortable in their learning. I think um oftentimes high achieving students get very comfortable being able to do things. And if we never push that feeling of discomfort, they're going to feel it later in life and not
010have the skills and ability to handle that. So finding those things early to make them feel a little uncomfortable in their learning environment helps them learn that grit and perseverance and stick with something um that they might not get if they don't take on these higher experiences. Um other things that come up are other academic opportunities. So we have a number of students who do some other academic programming with me and so sometimes they started the year with it and then come third quarter that other academic programming was offered and they said oh I don't have space in my life to handle both right now and to prioritize one thing over the other and so when they have to make those choices sometimes the opportunity that they know they like takes place them this year.
011Um and then other outside of school commitments particularly for our kids who were doing it as an enrichment activity doing it outside of school when sports schedules changed when play came up when other things came into their life they said h it was good in test one but you know what my life is getting really busy and I don't have time for this right now. Um the hard thing about word masters is the lists do build on each other. So the 25 words that were on list one appear on test two and appear on test three. So it's hard to jump in and out of word masters. They certainly can try to do it. Um, but if you did contest one and then you're like, "Oh, I'm gonna sit contest two out, you really have
012like 50 words to learn to get ready for contest three." Some of those contest two words are going to show up on contest to jump in and out of, which I think is something that I can um going into year two really communicate with kids and samples better is that it's really a yearong commission if you want to make it to the end. Not like I'll do this one, put this one out, jump back in um because they build upon each other. While it is fun to learn new words and try to score the best on the tests, one of the things that is great about Word Masters is it really strengthens our vocabulary and the words on the list in which we um used to like study on the test and stuff came from
013college entrance exams which means we are learning words that we wouldn't need to know until later. So on exams we'll be like prepared and ready which is really helpful and we are also learning relational thinking which means our brains are getting stronger at connecting ideas together. Program is designed to improve critical thinking and reading comprehension which means it is helpful not just in having a better vocabulary but also in reading in general. We had to learn words, but we also had to learn all the different types of analogies. There are 16 different types of analogies that the test might use. One thing we learned was when taking the test, try to figure out how the first words were connected and then try to make the next words match up the same way. Synonyms and antonyms
014are something that we would practice when learning the words so that they were those are easier to spot. Part to whole or whole to part required us to know if a word was part of something bigger or was the big thing. There were either three types. There were three types that went with tools. Either matching it with its action, the user, or the object it's used with. When we were learning words, we tried to think about if they were a tool in some way. When we took the word test, we didn't have to say what type of analogy the question was. We just had to fill in the words from the multiple choice. A good strategy though was to try and think about what type of analogy it was that you could pick out the
015best word. For example, if I could notice on the test that it was a cause and effect analogy, then I knew to be looking for a cause and effect analogy for the other half as well. For example, if flood was the effect, rain would be the cause. And if for example if fire was the effect I would have to find the cause which would be lightning. >> I would say this is one of the things that I think will become easier for students as they continue in the program. So think about our fifth graders this year. Sixth, seventh and eighth all had to study not only the words but these 14 types of analogies. Kids continuing in the program will already have a foundation too. So we'll continue to do the activities to reintroduce them.
016But as kids build year after year in the program, some of this foundational teaching that we had to do to start the year will diminish away because they'll already know like, oh, I can look for effect cause or cause effect where this year all the kids were starting from scratch on what are all these different types of ways that words can be connected together. There were a lot of different ways that we practiced for word masters. I'm a fifth grader, which means that I was practicing with Miss Iwansky in the library. Since we were together in person, we could do activities that got us up and working with others to learn the words. We would start by learning words by definition, matching pictures or finding synonyms. We would also do do hands-on activities like sorting
017words, using them in stories, or practicing different types of analogies. I'm a sixth grade student, so we were practicing the words without Mrs. Monson's meeting mid. Each week of a contest, she did post assignments for new classroom help throughout the year. The assignments changed. It was a new program, so it took a little bit of time to figure out which activities you had involved to learn. It was important that we learn not only the word, but also ways that the word showy. So after the first few learn the word activities, the practice became more of easy. All right. Um as you can see on the kids share their favorite word from this year, but the word lists are quite diverse and quite um quirky in nature. So CeCe, would you share your favorite word of
018the year? Um, my favorite word was lacadasical, which means a person approach that is lazy, indifferent, or lacking enthusiasm, spirit. >> And Colin, why was that also one of your favorite words? >> Because it sounds weird. And >> yeah, it just means >> Yeah. So, when I was leading the fifth graders and that one showed up on the word list, they knew that every week we're going to practice lack of days of compass. So, I want to be like to how that one sounded. All right, Claire, what was yours? >> Um, my favorite word was dingy, which means a type of boat. And the word I chose the word dinghy because I love boating and now I use the word dinghy in pretty much all of my sentences. >> Noral. >> Um, I chose contraption.
019It means a device or gadget in a machine that is strange in appearance. I chose this because I thought it had a really cool name. >> Ruby. Um, I chose the word buoyant because I thought that this was so fun to say and it means the ability to >> were buoyant and dingy on the same list. >> I don't know. I think buoyant was on the third list and dingy on the first one. >> But sometimes one of the things we did is as we preview the list, it's hard to think like which of these words would kind of go together. Like if buoyant and dingy are on the same list, like how could we use that analogy? Um when >> um my word was repugnant and it pretty much just means disgusting. >> I
020chose this word because um it suits a lot of things and when I say it makes me sound smart. >> Logan, >> my word was skate grace and it basically means a person that's mischievous in manner and habit. Um I chose it because I thought it sounded funny. Oh, my favorite word is panache and I just thought it was fun to say and it means in a flamboyant manner so I think it's fun to use that to roll. >> I chose which means allow and I also liked it because it sounds like a title title. I did look at the list and think like am I typing these correctly? Uh, and Grace, >> uh, I picked percolate because, um, it was new to me and I like the way it sounds. And, um, it means
021to trickle, sleep, sleep, or filter a liquid or to spread slowly such as ideas through a group. >> One of the things as we practiced our presentation earlier today, one of the kid helper who can own up to it if it was um, said, "Once I learned the words, I started seeing them every day." And so sometimes these words on the word list are quirky and weird. So when we're reading things, when we're passing through things, our brain kind of skips over, right? Like I see that word, but I don't have a meaning attached to it. But once we attach meaning to it, they notice that like all these weird words are actually in a lot of other books or things that we're reading, and it gives more context and meaning. Does anyone want to
022own? >> Is it you, Rol? I was going to call you out as it being you, but then I didn't want to miss you. So word masters is different from learning such as in-class learning or other learning offered through programs like the center. It's completely independent. You research all the words on your own. And this gives you more freedom in how you study because you can make flashc cards. You can make a bucket. You can just look at the list and try to memorize them. and it extends your vocabulary rank beyond what's offered in class because in class we just go off of what's in the text we read and because these words are more quirky. Um you don't see them in any of the texts. So they expand your vocabulary range to be offered
023and you also because you're memorizing such a large amount of words you gain more memorization strategies because you have to memorize them more efficiently. And it's also finally different because it word masters is a nationwide program as opposed to being local such as the center or like just in your class. All right. So I want to take some time to recognize um both the students who are here and students across the program. So in each grade level we get to talk about the top cumulative student. top cumulative student means out of all the tests they took, we piled their scores together and they got um the highest score. So tonight for Ruby, I award you the fifth grade medal of honor. Then eighth grader Ella is also here. Um, Liliana and Nicholas were not able
024to make tonight, but I want to give them their moment to shine. Tom, as our sixth and seventh grader, then I want to recognize any student that finished the program. They were not all able to make it tonight, but I do have certificates from word masters for those who finished the program and made it tonight. I'll get the rest of them theirs in a moment. So, Groovy, Dice, Holland, Nora, Stacy, Claire, as you saw in the numbers. just to finish the program with their feet pursuit. They mentioned dedication for a year-long thing, three word list, three tests along the way. Um, practicing independently or coming to weekly practice sessions. I do want to recognize that any score on any of the test and finishing all three tests was an accomplishment. And then any kid who
025tried any of the challenges. So we had varying numbers along the way. But for any kid to see a new program come along and say I'm willing to take a risk and put myself out there and try something really hard is worth commending and encourages us to continue offering some new opportunities as we see that kids are engaging in them and wanting to take part. So outlook to next year. This was year one of the program. The fifth graders were already begging me for like keep it going this issue. So, we're continuing to look at what that can look like. Um, fifth grade has that really nice resource time built into their schedule where there's a time each week that I can easily pull them together. Um, I got great feedback from the fifth graders
026about how that worked for them to kind of learn words in person. And so, imagine a similar thing working like that. From the fifth grade feedback, they said, "But can't we keep meeting with you next year, Mrs. Dwansky?" And I haven't figured that one out yet because the sixth grade schedule is a little bit different, right? there's not that common time except if I take it out of lunch or recess or before school or after school. Um, and that's not always the time that kids want to give up, right? Nor that I want to ask them that they have to give up their resets to come to an advanced learning opportunity. So, still thinking about the sixth through eighth grade opportunities to have maybe some inerson check-ins during an ELA time or just continuing to
027offer those practice activities to classroom. Um, they all received a form in their inbox today that they can offer me some feedback. I'll collect it from all the kids and I'll make some decisions going forward. Do any of you want to share your personal outlooks for next year? >> Oh god, can you hear the cla? >> Um, well, I said that I will be continuing this next year because Miss Iwanssky is so nice and she's an amazing teacher. Also, this program will help me in my later years and this will and this will always be good to be ahead. >> Great. I totally agree with Claire and I think it was a great and awesome opportunity to learn and study with friends and um I also think it's important to do some studying like independently
028and just build your knowledge and also um study with some friends. >> Um so I agree with both of them and I want to be doing continue doing words masters because it was very fun and interesting challenge and now I know so many fun and hard words and my vocab. Um, I also would want to do this next year because I thought it was a very fun new experience. It's always good to any questions from the school board or from parents or audience members about our new program or the accomplishments. Well, thank you for inviting us. Thanks. Thank you everybody for coming. I hope to continue with the modum with panache. >> Bruhahas either >> were three words I never heard of. >> I want nothing repugnant done the rest of the >> Yeah, >>
029that cleared out the >> Yep, does make sure these people are here. >> We got the admin team here. No, >> they're totally really still here. They left. They just didn't sign up to speak. Okay. >> So, I don't even have to announce that. >> Yeah, we should we should ask. Yeah. >> Now, the exciting part >> pretty close. We now invite the members of the community to address the board. >> Thank you. >> We don't have any speakers. Now, the exciting part is the board reorg reorganization. And one of the greatest character traits of leadership is not the billet one holds. rather it is the dedication to duty and one's responsibility. So as we move we move forward let the record re reflect that we do have a quorum present for the purpose of
030board reorganization in accordance with Wisconsin statute 120.10 parenthetically expressed one and Martin community school board's policy. The board reorganiz reorganizes annually following the spring election for the purpose of selecting its officers. We also recognize and welcome our newly elected newly elected members Justin Kent, Dr. John Leafur, and Amanda Wise and thank them for their commitment to serving the Merin community. We also want to recognize Dean Dorbertton for his longtime service and dedication at this time as well. Uh the reorganization is the process establishing the board's leadership for the coming year. We will now proceed to the elections of officer beginning with the position of board president. Nominations are now open solely for the position of president. Are there any nominations for president? >> I will nominate Dean. >> I'll second that. Are there any further
031nominations? Seeing none, nominations are closed. Do we still have to vote? >> Mhm. >> Right. >> Yep. >> Uh the election will be conducted by a silent ballot. Please write the name of one nominee on your ballot. The superintendent will collect the ballots, tabulate them, and then announce the name and the number of votes. We have one more I guess. >> Yes, we do. Oh, you >> did you talk? >> Nope. I think I'm good. Not word masters, but >> not word masters. Yeah, not repundant on there either. So Dean has elected our president. >> Having received the majority of the votes, Dean is elected president. Uh you can say no if you'd like to. I accepted position. >> I now have the pleasure of turning the meeting over to the newly elected president. >>
032Dean Doberton. >> Dean, it's she's all yours. >> Okay, >> we are going to go on to the next position. That's the vice president. And uh if we have any nominations, will we have Patrick be the vice president? >> I'll second them. >> Any other nominations? Okay, I'm just going to do a vote voice vote. All in favor of uh Patrick being the vice president say I. >> I. >> Both same sign. Motion's carried. We're going to go on to the treasurer. Yep. >> We have any nominations? >> I'll nominate John. >> Second. Okay, we have a motion and a second. Are there any other nominations? Okay, then we're going to proceed to a voice vote. All in favor of John being the treasure say I. >> I oppose same sign. Motion's carried. We're going
033to move on to the clerk. Do we have any nominations? I'll nominate Amanda. >> I'll second it. We have a motion, a second. Are there any other nominations? Hearing none, we'll go to a voice vote. All in favor of Amanda being the clerk say I. >> I. Same sign. Motion's carried. I think we're on to committee assignments. You want to start with negotiations? It's the first one on my list. Okay. Of course. Don't kill. Okay. You've got finance on there. The first one is that you want to do finance. It's up to you. Well, >> I got the list here. Finance was the first one, but uh Okay, let's do finance for the first one. Okay, who was on that last year? >> Uh last year was Dean and Patrick. >> I'm willing to continue
034on that. So am I. >> Okay, that good. >> Yeah, good. >> Okay, we're on to policy and personnel. last year was Patrick and Nicole C. >> I'm willing to continue on policy and >> I would like to serve in that capacity there on that policy. >> Okay. See, you're agreeing to do >> is there any other you'd like to be on it? Then we're going to u have them as our policy personality facilities. uh was John and Dean. >> I'll do that again. >> You want to do it if you want to do I'm just because you're going to be limited on committees. So, uh do >> I'll do go ahead Justin. Okay. >> Yep. Okay. Student achievement. >> I'd like to do that. >> I'd like to stay on that as well. Okay.
035>> That's where we're going to stay. Is that where we want? Okay. >> Negotiations. >> I'll stay on that. >> We do need one more member. We did it last year with it. >> Rebecca was on it last year. >> I jump on it. >> Okay. It's >> It's a big big It's a big one. >> It's usually only one meeting. >> It's a big role. >> Yeah. So, Patrick, >> but things could change. >> More meetings. >> Well, >> okay. Do we have any others that list that you had there? >> Um, then we've got just the CISA one and WB. Well, CIA one Patrick was our CISA one rebellating. >> I'll do it again. You sure? >> Word master. >> So, >> and don't be lacadasical on your job there. >> Yes. So,
036Patrick, is the board good with Patrick there? >> No fight for it. Okay. I'm approved. >> Yeah. >> And the CISA one. That was CIS one for Patrick and then WB finally. >> I can do it again. >> Okay. >> All right. Okay. Thank you. We are organized >> or we're at least >> we're something for something. We have >> right. >> Okay. Got to get back. Approval of consent agenda. Okay. We are now to the consent agenda items, the minutes in the financial report and bill listing. Looking for a motion to approve. >> Make a motion. >> Second. >> Okay, we have a motion and a second. Are there any questions? >> So, we're pulling out personnel actions, correct? That's you. Yes, we'll we'll pull out personnel in separately. Any uh questions, concerns and
037all in favor of approving the consent agenda say I >> I >> opposed. Same sign. Motion's carried. Then we got the personnel actions. >> Sure. We have uh two uh teacher contracts moving forward to the board. Uh recommendations from our administrative team. uh the first being Brin Roodie. Uh she is uh agreed to become a special educator at Merin Primary School or across the district but for next year particularly Merin Primary School. So looking for a motion to approve the individual teacher contract for Bin Roadie as presented. >> I move second. >> Okay, we have a motion and a second. Is there any discussion? And all in favor say I. >> I >> oppose. Same sign. Motion's carried. Uh the final teacher contract that we have in front of us this evening is uh Campbell
038Vaness. Uh for fourth grade next year at Merin Primary School. Uh this is actually a fifth grade replacement uh because one of our fifth grade or fourth grade teachers, Miss Park, it moved up to fifth grade. So uh that's replacing one of our fifth grade teachers there. So just looking for a motion to approve the individual teacher contract for Campbell Vaness as presented. >> I'll make a motion. >> Second. >> We have a motion and a second. Is there any discussion? And all in favor say I. >> I. Same sign. Motion's carried. Okay, we are on delegations to be heard. Um, >> Nobody signed up. So then we are on to the district administrator's report. >> So uh this evening our uh our student showcase occupied our principal report. So we'll go right to open
039records requests. The the normal actually they seem to be increasing just nationwide looking for people's emails positions. I keep getting the same request it seems like over and over. And then uh financial record requests too as well. The most recent one uh Jim and I got was focused around uh government contracts for -ate is the big one and there was another one in there that we've used before. >> Yeah, they're just looking to see what we use for technology contractors and things like that. So, it's a nationwide. It goes out to every school district in the state of Wisconsin, I would guess, too. So, uh just those ones that we take a little bit of time to to create. So, um and we had no no donations this month, too. So, >> okay. Then we're
040on to committee reports. >> No committees this past month. >> Okay. We're on to new business. The first review of the Burton values report. Yeah, you will welcome uh Maria Chararski down their director of curriculum instruction to lead us through a presentation if you want to come. >> They're about here. >> Well, good evening. I don't usually uh do a presentation when I give you a big report packet, but I'm sure you read it and it helped put you to sleep. But um I just wanted to highlight um a a few things. I first want to start by saying this is a really big committee um commitment of time for the committee. We met um during the summer and then we met every month. So it took us a long time um to get um
041our work done and try to really be thoughtful about the work. Um, as Noah in the report, um, you know, the board kind of asks us to, um, dig deeper into the strategic plan. What does this look like? Um, as you know, within the plan, what does this look like for MER? So, um, just a real big thanks to everyone that that spent time, um, giving up their evenings because that's when we could do it because we had community members and staff members on it, um, to work on this after a long workday. Um so our first session was in summer and the committee kind of looked at the strategic plan. You know where this committee came from. What was our task? What did we want to get done? We reviewed kind of our district
042curriculum and renewal cycle. Although this isn't something we had to do, it wasn't our strategic plan. There's no law that says we need to um that we have the Murray values. So, you know, we talked where would this fit in. We reviewed any applica applicable current laws or statutes. We set the stage by we really kind of started looking what does the value mean? Um, and then at each additional monthly meeting, we went by value by value and we spent time defining what that value meant because we would have like be kind and like four other indicators under there. And my definition of be kind could be different than Justin's or different than Deans or different than John's. So we wanted to make sure like if we believe these are what we should be doing,
043we should have a common meaning to these definitions. So that was a chunk of our monthly work. We actually looked at different resources. We talked about the things underneath. What could this mean? Um and I'll talk more about that. And then we kind of read some research or learning about values or about um social emotional learning because that's what some of our values are. Character education because some of our values might fall under that. We just spent time reading. Um and then we actually spent time mapping that value. where are we currently seeing that value here in Burton in our three strategic pillars which you know our the community pillar our um staff experience pillar and our student experience pillar so we said okay where do we see kindness where are we doing that already
044in Merton in those three pillars and then um there's a wealth of open educational resources you know that's heavy on our strategic plan there's so much available we actually looked at a whole bunch of free things online and did pros and cons, things we liked about them or things we didn't. So that was kind of how every after school meeting went. Pretty heavy work that was happening in the evenings. Um and I just kind of went, you know, the similar agenda and talk that through. Um they we really have um three key committee artifacts. First we have the report many pages um kind of um brought the history where we've been in Mertin as far back as Maria could go. um really excited was that Merin standard progression um document that's um really where we
045worked on the definitions um and I'm really proud of that work because it was a very heavy lift and um this um document has it by value at the bottom you see the tabs and then um we wrote what does that mean in each of the gray bands 4K through kindergarten. What does that look like first through third, fourth and fifth, and sixth through 8th? Because obviously as kids grow, we expect maybe kindness to look different. Um, so we spent time um so in our Merin values, we always had like be courageous and then they had these subcategories. Be courageous meant use your voice, take risks, be you and be confident. and the team um in small groups um we helped kind of solidify using this how would we define it and then what would
046that characteristic look like um so again we did that for all of our values um and I kind of put it because I'm a curriculum person into like a standard document so we could refer to them reference them um to do what might be our next word. And then again, if you're really if you're a first grade teacher, to look through each value and see how does that work doesn't really work for me. It's a lot of work. So, we also just have it take there that teachers in these grade bands can click to them and have a one pager of all of them on um what that means for their grade level. So that was um like a really nice um again artifact that we have and then of course we have the value
047mapping that we did. So I'm going to just talk about some of the recommendations that the committee has um and then entertain any questions. I'm just going to go through each of the three experiences. And I also I'm going to go back my bad Lori was the other administrator on this committee with me. Um so it was just nice to have um her join and and help with the work. Um so the committee wrote like we just gave potential examples of how we can enhance the Merin values within the experiences except the student. the student. We have recommendations we'd like the board to approve, but we wanted to just say like we can in the value mapping do better. Um, we can do better by bringing our mer values to work. And some things that
048we can do is like board participation example. You know, we do a lot of things. We have breakfastes, we have lunches, we meet at the park and just to do a better job of having you guys, we have time available come and join our staff for things. Um we have a big staff um celebration at the end of the year at Ironwood Golf Course and we would love to see you um come in, you know, eat, hang out with us, ask us how are yours going and a lot of our teachers on um the committee said like if you want to just come in and kind of see what we're doing, we welcome people in our classrooms all the time. So we just feel like the board like could do that. There's many other recommendations
049documenting what the board could do, you know, like do you do a board value thing, something that maybe you were out at a community experience and want to, you know, celebrate or point out because we're doing a lot of good things. We're just not always bringing them to light. >> Um, and of course, one of my favorite things that I know Dr. Russ hears from me all the time, like I mean, really good work and strategic plan goes from boardroom to classroom, right, to the kids. So the more we can do that work year um I think um that can show something. My thing is like to change you know national night out we always have a table and we give out free things and people kind of like that but we can also put
050together some experiences. So we were talking about how can we be inquirive and they put tables and activities out for families to do at national night out. I mean we are we are school district. We can plan fun things and have families do fun things. So, you know, that's an example of enhancing that um value quick sheets that we can give to the community um family nights that we going to continue to have community partnerships and again there's more details of ideas um in there and also um if we do anything with a curriculum for our mer values just like any other curriculum like we do for science, social studies, leaving it transparent and open to our families to review it before we do anything with it is a really good thing to do. Um
051we don't I you know I've been here five years now. I don't hide my work. Our teachers don't hide their work. We we're very happy to share um the great things that we're doing. So just continuing to do some of those things. Um and I think last year we had our um math and literacy night going into the summer very well. We had so many community partnerships that came to that night. crumble cookie donating stuff, Culver versus ice cream, like we had so many things. So, we just want to keep doing that great level of work. Maybe a little bit more focused on our values than just fun, but nothing's wrong with school being fun either. Um, in the employee experience now that we have Sam, an HR person, love to partner on some of
052these things. The committee had some recommendations um that we have, but um some things that are potential examples, the administrative team does learning walks. Um you know, staff would really like to see other teachers in action. How can we them in some of our learning walks? Um some professional learning. We have a lot of knowledge and expertise just here and learn. We used to do something called Mustang U. wasn't quite working the way it was. But we can do some un um conference or ed camp format and kind of tap into um some of our expertise um that we have here for professional learning to help with their um just in time learning. Um project retrospectives. I think um this is probably something I know myself can get really much better with. I analyze data
053like all the time. I came to the board in September. We did two new adoptions, math and reading. How's our data look in that? You know, and I'm all over that. I'm looking at it and we collect survey feedback from our teachers after implementation. But I think sometimes, you know, we don't circle back about the lessons that we kind of learn um what's going well, acknowledging things that aren't going well or acknowledging things with staff that things are a very heavy lift. teaching is hard work. It's exhausting. Um and so the more we can kind of say like, hey, I I you know, we're implementing new science next year. I know that's going to be a heavy lift. We have to plan for that. But if if I drop the ball, hope not. Um but
054do anything like that, like we have to be open to to making sure that we're really thinking how did that go and and learning from it and getting better as an organization. Um so um meaningful staff relationship building. This took a really um we had a lot of really deep thought about this. You guys might know on our staff perception survey teachers feel pretty good here about their grade level team about their content team. They don't though get very far beyond that. And you know we want to help that. We want to get better. We want to do purposeful activities to kind of get them together. So, we're building a deeper, richer climate within our buildings that go beyond their grade level or content team. I mean, they're with them all the time. Of course,
055they But I mean, I feel bad for the third grade. I do. I when I was, you know, kind of the principal person there for a while before I passed the baton to John and we co-put Pat baton to that, you know, I mean that third grade wing's a little bit, you know, you have to purposely go there. You can walk a whole circle and sometimes miss that hallway. And I say as an example because I think we do that a lot. Not because we don't care, not because other teachers don't care, but like you just get into your own little area. So purposeful thing. And then a lot of conversations around authentic celebration, like really celebrating important things. Um, not just like maybe typical shout outs that we might do. Not that those are
056invaluable, but just being a lot more authentic about that. And there's a couple ideas in there for that, too. And then our student experience there's kind of um really looking at daily routines at the primary we have morning meeting time. Fifth grade we have home room time. Sixth through 8th grade really developing student relationships has been really kind of um you know up to kind of individual teachers. So, we're really looking at kind of a framework like a loose thing like that everyone can do here. Um, so and that kids can actually maybe have a journal or something over time where they can track how they're growing in the merant values um and within our common framework. Um, the second thing we're recommending is like um you see we do a really good job on
057parts of our branding here. you can walk down our hallways and see um a few of those things, but really now that we have definitions, can we make the values maybe a little bit more visible um to our students um and our learning environments? Um so that's that recommendation. These are the last two doozies. Um in all of our looking at curriculum, there's nothing that aligns with our values. I mean, that's not a surprise. They're unique to us. Plus, we didn't have them defined. So, how do you know what you're looking for? So, you know, as they're reviewing and looking, it came to clear to us like the only way we can do Martin values is if we create that. I am going to tell you that's a very heavy lift. We have some good
058resources we can pull from. Um, but that's that's going to take some time. Um, I'm going to need teacher teams. I'll tell you there's a lot of excitement around it because we can make it our own. Um, it lets teachers creativity kind of go because they're like, "Oh, there's so much we can do for this." Um, and so there's excitement, but also like that's a big job. Yeah, it is. Um, so, you know, the recommendation is that we take that document with definitions and we write our own values. Um, I would lead that with the teacher team can take the lead on that. I'm the curriculum director. It's what I do. So, that's that's good. Um, but until then, we would like to stay the course. It we're going to take the year. They're already
059next door at primary implementing new science. They can't do new science and new value work. It's going to take well over the summer and into the school year to to get this work. And on top of that um because we have new science and there's some things um you know I will be reviewing every science unit here and all the materials in that. So that's already on my docket to fully do um with my summer my partial summer work time. So that's what that recommendation is. So take next school year write it summer and next school year write it. make it publicly available next spring so our parents like with any other adoption can review it and give us our feedback and if they see something that's concerning we can look at that before we're
060implementing it and then implement it the following year until then we just want to stay the course with what we're doing um in here we have the ACP course next door we just keep using second step like we have been we aren't paying anything for that resource. We own them. It's a costneutral. The committee thought still something was better than nothing. And then the last thing um is um and this played a little bit out in our science adoption, but we have a class in 8th grade called medical detectives. It was brought in um in our explore wheel because we weren't meeting exactly all the science standards. um the way we wanted to. And I want to say this, we worked really hard in that explore that we filtering into as many of the electives
061at Arrowhead. So, you know, in our explore right now, I mean, we have tons from Dave's department, right, in Steam. We have music. We have art. We have family and consumer ed. We have um ACP and digital citizenship. We have like a lot in there. But um one thing that um was missing is sort of a business type of a class. Um why this is intriguing to the Merin value committee is because in this proposal the um it would be focused on not just like marketing and business and food but how companies donate and share back to their community and then the kids would also um donate and give back to the communities. So to plain example like you know we could just use Culver's callers would come in and talk about like I don't
062know if you've ever been into Culver's at Merin night I would say you might not you would be waiting in a long line and maybe not get a seat very popular very busy they give us a a back right so you know some of our communities would talk about how they give back into their communities and then the students in this class would be learning why businesses do that, what that looks like and then they would give back by making lasagnas for lasagna for love or other things where themselves would give back because when we were communi when we were mapping our values, our families are very good at donating at Christmas time food drives, but when we were looking at what our individual students were doing for their own, we really wanted to enhance
063So, we're looking to give that time like that course um time to be more fully developed and to look at that at that we would be developing that along with the value curriculum next school year and implement that the following school year which works out nice because that science medical deductives course would no longer be needed because our new science curriculum starts next here. So, good timing. Good timing um for the war. So, that's kind of this very long report. I'm sure everyone read um but the main kind of highlights of that again um I just thank everybody who who helped with that. Um, you know, there were some people that I'm not sure, you know, knew this is going to be deep work. It was Patrick, >> what would be the best way to
064organize visit classrooms without seeming looking? >> Great. You know what? I can tell you that was Katie Schaer's idea. She's a kindergarten teacher. She'd be happy to have you if you Yeah. If you just let us know, we can definitely Patrick, you know, she and a couple Kimberly Bretel offer too. We have people that are more than willing just let us know and you know, so not that and they won't think you're looking over their shoulder. >> Yeah. No. >> You might be careful. You might you might be running A SMALL GROUP. YOU MIGHT BE IN A fun lunch. >> Launch recess supervision. It's all open for Bob. Yes. Any other questions about the report. So, tonight's the first read. Um depending on what what you guys are thinking that would uh really help us
065plan for the summer. Um because obviously we have a group of we have some heavy lifting. >> So yeah there was a lot. >> Yes. >> So what do you ask us for higher scope I guess forward with this or specific? >> Um so it would be in the report. So like yeah but I put a lot of potential examples. It doesn't mean that's what we're going to do. But what we would do then is use that to put our those action steps go into our strategic plan action plan for next year over what we'd get done. What you would actually be approving as far as like what the board like kind of like outright controls. We have a new course. Okay. Um so that that's one thing for you. The second thing is that
066um bottom bullet that you will like we're writing our own curriculum. It's important that you understand that because if we put time and resources and teachers on this to-do and it comes up if you say no after it's all written it's it that would be very devastating to the culture and climate I believe. So if you approve this, that means that we're going to be teaching Merin values in a curriculum we develop alongside our teachers. So that's a good question. And it means that we would be doing that for like the next 12 months, right? Um in time frame and then we treat that like we would I said any other curriculum that we adopt. But it's it's it's going to be a labor of love. I have, you know, a small group of volunteers
067already um teachers that are are willing to do that because they believe strongly. Um and then the last thing with that second step remaining just where it currently is until that works done. John, >> so you mentioned you're going to have a group people that will be uh involved in this course creation. >> Yes. Are any of them going to be teaching the class or is this going to be >> the bottom class? >> Correct. >> Okay. The bottom class is going to be done by Lindsay Kent. It was one of her ideas. It's a proposal that she put through for a possible elective, but because of this Merin value work and talking it over with the committee, they think all of our students would find that valuable. So, an elective is something that they
068can select, right? An explore is something we require all our kids to take. So this would be an explore course. So yes, Lindsay. >> So she would be involved. >> She would be primarily writing it and I would be reviewing it. >> Okay. >> Just because get a group of people that are going to put that kind of work in and all of a sudden they're like, "Hey, I want to teach that." And it was for somebody else. So yeah, I was just curious as to that. >> Yeah. No, it was like kind of just like when people have new courses, that's how that would be. Yep. there specific uh grade all >> it would be yes we'd write that for K through 8th grade >> so this would replace second set of primary event
069one >> it would be one Kate and the exciting part from the committee's lens is like we can focus from boardroom to classroom on one value over every five to six weeks if we're all focusing on, you know, be courageous, right? Like so many things can be powerful. Kids can see that maybe in something we're maybe something we're doing in the staff experience, something we're doing in the student experience. And that's where like, you know, all hands on deck, right? Like, and they would see that K8, right? Like it wouldn't matter. Whatever our focus is, there will be a little dash of it for everyone in our, you know, and everyone means everyone. All three experiences. Yeah. >> It's not me, Dean. It's a group. It's a team. It's a team. >> I'm very thankful
070we have people that want to be on committees and help do the work because this isn't easy. And um you know it was a little scary for them sometimes, right? Cuz this has been hot as the board memo kind of puts like history, right? So you know, but they're they're they're great. I'm very lucky. >> As you continue with doing this, there probably will be just submit them with you, meet with you. >> I am happy to do regular board updates. I think that'd be very healthy to do. Kind of like I do student achieve, you know, like student achievement. I've already updated if you know twice why this was going on. Like I could do whole board updates to where we are um what the work's looking like so I can take questions. Um
071that's that's definitely doable. Like I said, I just want to if we put it in our strategic action plan, then then we're feeling really good about that. And, you know, because I would hate to waste district resources, too, right? Because I'm going to have to work with Ron to um to put curriculum writing pay together to have people work on this. So, it's, you know, our resources are free, but our teachers times are not. So, Yeah, we think our definitions are pretty good and they're not really um controversial in any way. I mean, we think a lot of people would want that for all of their kids. Um they're not anything I think that's what's kind of nice about doing our own thing. Yeah. Yes. >> Or I have them in folders and can you
072do that? >> So big thank you to our team Lorie Maria teacher time and you want to highlight this is going to be a lot of work. Uh Maria no doubt played it that she's the one who's going to be leading the work and the curriculum writing as she had highlighted before. Um kudos to Maria. She will be handling her values curriculum development as well as a science implementation. So, I don't want to I know she downplayed it, but I want to highlight that it is impressive uh who is standing up in front of there, but uh her ability to get this done and gather people and have the team do the work is wonderful. We want to There's your leader who's going to be overseeing that. So, I just want to say thank you
073to Maria down. I know she will, but I want to uplift that for sure. That was his business manager hat on because he knows I'm gonna be after him for money. >> Manager will fund your hats. I will fund your >> Thank you very much, Maria. >> If you have questions between now and the next board meeting, please let me know. I'm happy to sit down and meet, especially some new board members. Um, you know, me and Justin, like you haven't maybe been, you know, aware as up to date. um just because we've been going on here. So, let me know if you have questions. I'd be happy to, you know, sit down. Otherwise, you know, >> it's truly Justin's question. It's making sure we're everybody is clear about what we would be motioning for.
074That was a critical question. Thank you, Justin, for asking. But so everybody knows exactly what it is we're motioning for and then the transparency move forward. Yeah, >> it actually ties in with their goal as a board. It does actually. >> Oh, does it? >> Oh, we were mind reading Dean. >> Bring that to great. Thank you. So, >> thank you, Maria. screen right away. >> Chromebooks Chromebooks now. >> Okay, let's go on to the code. >> Sure. So, uh again, a big thank you to Mr. Vinnie, who's been uh working on this probably for a good old month now as we continue to uh navigate uh purchasing new Chromebooks. Uh for those of you who have been with us for a while, um again, Chromebooks are our foundational technology device for our students uh
0754K all the way through 8th grade. And in fifth grade is when we start our uh technology program where our students kind of lease to own uh or I'm sorry not least to own but just lease the the Chromebooks all the way through from fifth to 8th grade. And then in uh 5K and first grade we have a device for one to two. And then second, third, and fourth grade we're one. Um due to Mr. Vinnie's uh continual uh life cycle and staying up on technology and making sure that we have up-to-date and not outdated equipment. We do get as much life out of all of our Chromebooks as possible. What you see in front of you is a proposal is is what one year but once a year we always purchase Chromebooks always for
076fifth grade and again because that's when they come into Merin Intermediate and that's part of our technology fee. And then what we also have is our second grade Chromebooks that need to be replaced. Jim, how old are our current second grade Chromebooks? Uh there's a mix of six and seven >> six and sevenyear devices. Um as you know the economy everything continues to get a little bit more expensive. A year ago we were here and a Chromebook cost about approximately $190. $190. Now we're looking at anywhere between $310 and $380. So lots of different things that go into that. Obviously lots of things happening in the world. Um but ultimately when we think about the technology producers of chips and computers, they are going to difference different different ideas compared to Chromebooks in education. They're
077going to data centers and all these other things too. So um so what we're asking the board to do is purchase approximately 180 Chromebooks for incoming fifth graders as well as to replace our second grade fleet. Um it's again approximately 180 of them. You'll notice that we have a not to exceed recommendation. that not to exceed recommendation. Again, we're hopeful that we have a line on some devices that are approximately $36, 306, 311. Um, but ultimately too, we have other bids that get us up to about $360, $380. So, we would like to move as quickly as possible. We've noticed over the past month that prices are not moving. Um, if not, they're increasing a little bit. So, um, that's why we're bringing them forward to today. Uh again, the fifth grade ones, the 90
078of them approximately are just part of what we do. And then obviously the second grade ones are part of the supplemental uh program that we have at second grade to help support student learning. So, um again, I'll just start it off by the administration is recommending the board make a motion to approve the purchase of new student Chromebooks not to exceed $68,700 so the administration can purchase these devices when they become available or are still available. It's pleasure of the board. I'll second the emotion. >> We got to make a motion first. >> Motion make a motion >> as presented. >> We've got a motion. Did you second it? >> I do not second it. Yeah. >> We have a second. >> I'll second it. Okay. Now we can discuss. Right. Mhm. >> Okay. Okay,
079we have a motion, a second to not exceed $68,700 on the purchase of the Chromebooks for the 2627 school year. Do we have any discussion questions? >> I have a So, have we considered alternate devices instead of going to a standard laptop style Chromebook? Um I refer to like just like window based device >> or a tablet or some kind or >> all technology skyrocketing. Um when I look at replacing anything u even uh a month ago when we looked at the fiber project for the like the modules to do the fiber those were easily about 50% for last year. >> Um as I'm looking at cont is coming to an end. everything that requires technology requires the chip ever. >> So this is the best solution you think is to stick with this. Okay.
080And then um >> you know I've looked at laptops for another purpose that invested and we're easily double that. >> So we lease them fifth through eighth grade, right? We we we get some of them back. A year ago it was $45 a child in fifth grade, sixth, seventh, and eighth grade. So approximately, >> what do we do with those devices after they go to the student graduates? What's their device? The eighth graders device, where does it go? >> So this year is the last year of program for eighth grade. Uh so those that the eighth graders have this year, they go with them. Now the seventh graders this year they are the first year where when they graduate >> they'll come back to us. >> Correct. >> Now the purpose of having those come
081back to us is also partially to support um having spares when repairs are needed a lot. Um spares for building sorry for the primary when they break them over there. >> Um as well as summer school. Um, and you know, sometimes they're broken beyond repair so they get put back in rotation. It's more or less to have enough on hand so there's no hiccups in education. So, we can just, yep, this is out. Move those in or um, and Ron and I have done this. We'll be doing this for our maker space area for the south here. We repurpose some of them and put them in certain locations like maker space where we know they're going to use um in in this scenario is repurposing old staff devices into the room that they don't touch
082them. >> Got it. Where they just live in that room in that purpose. Okay. >> So, we have planned for when they come back. Um typically, you know, especially intermediate probooks. Um yes, they have a supported life of up to no varies by device with Google support for 8 to 10 years. Mhm. >> The physical part of the Chromebook, usually when it's in the hand of intermediate kid, it'll last about five years before they're literally falling apart. So, what I see is, you know, they have for four years, we get them back for that one, use them as much as we can, >> and it's out >> and then it's out. >> Okay. Um, and I've also investigated uh just looking at buyback programs where if people will take the broken down Chromebooks that we
083have that student had and they'll buy it for parts from us and then I have another fleet come in, you know, it just keeps rotating. >> Okay, >> answers my question. So, our goal, if in fact the board would >> would make this motion, is to notify our vendor that we would like the 300 kind of check. Cut a check. We will we So, when they open up, like Jim said, tomorrow morning when they open it up, they see that email with the the approved purchase order, intent to purchase, and we're ready to go. That would be approximately $55,800 versus 687. I'm not saying tomorrow if this goes through we're going to pay $68,700. We're not going right to that 360 quote. We just want to be nimble enough so when something comes across, Jim
084and I are like, "Yep, that's it." Just like we have right now for that, too. Truly, >> this is a vendor that we've used before. Okay. Do is do we have any leverage where we could look at future contracts with them so that we could lock in certain pricing to avoid it in the future at all? >> Um, so in the past there there would have been that possibility. Um, now uh vendors are not locking in prices for prices from they're changing that much. Um, the last update I got from one of the vendors on the list, PDS, they told me that pricing will be good through the end of this week and they're expecting another 15 to 20% increase as half. >> I asked an offshoot a vendor who was a friend of mine.
085I said, "Here, this is the" He said, "Jim, what's our Chromebook?" He says he can get them. He was $425. I said, "Okay, no, thank you." And and to to your question about the vendor that I recommend, um they're the largest purchaser of Chromebooks and what they're able to do is when new Chromebooks come out, um like this one, this one came out actually towards the end of last summer, they stockpile them and they keep them in a warehouse. And so their prices don't fluctuate as much. It's more off of the inventory they have rather than what the market is driving. >> Gotcha. Um, so right now they've easily been the best option during the past few years. PDS has been a great option because they hold a state contract. Well, the state contract isn't
086doing so good this year. >> Any other questions? Okay, we have a motion and a second. All in favor, then say I. I. I. oppose. Same sign. Motion's carried. >> Thank you. That email will be out this evening immediately. Thank you. >> Thank you. >> Okay, we are to get the doors. That's what we're up to. >> Yep. So, um, we were planning on, again, this would be the second set of doors. Again, I do believe the board approved a set of doors. We had MAA and then a couple other doors, too, as well, uh, earlier in this school year. Um, taking a look at our budget, uh, we do believe that we're able to, we're very, very confident that we're able to fit another facility project in, uh, in this year's budget, which ultimately
087allows us to do something or potentially soften the leverage of our next year's budget. But uh we are looking at uh again what we're trying to do is pretty much kind of focus on the door replacement at the Merin Intermediate School and particularly on the north side. Uh it gets hammered with snow, salt, it's just starting to erode the steel. Um they've had a good life. Uh but it's they're starting to kind of fall apart. So again, just trying to be as proactive as we possibly can and replace these doors. The other piece that there's a door, I do believe it's door 12 by Mr. Benny. Um or is it 13? or 12 that there's a mullion in the middle and that is our biggest loader of tables, chairs, and things coming through there. Um,
088this proposal would replace that door frame and make a removable mullion so we can kind of take that out and move in and out too as well. So, um, there's three doors. Doors are super expensive. uh hate spending money like this, but ultimately trying to look ahead and be proactive and staying on top of our facility is is super important. If in fact the board would say yes to this this evening, I would trigger an email to the vendor who won the contract, GAPA, and uh get us on the schedule because again, the biggest thing is is I would like this to be done by June 30th, so it can hit this fiscal year because ultimately that helps with state aid calculations and things like that. Uh and then ultimately, like we said, next year
089we do have a line item in our preliminary budget for $50,000 for doors over here. Uh again, that's something that we can continue to look forward to and uh and prepare as we think about next year, too. So, uh the administration is recommending the board make a motion to approve Gapa Security to replace Merin Intermediate School Door 61213 for $43,99363. >> So moved. >> Okay, we have a motion. Do we have a second? >> Second. >> We have a second. >> Any discussion? >> A quick question is if they giving you a warranty on these doors, replacement. >> Yeah. Yep. Mhm. We got warranty on obviously the door itself and we did upgrade the doors a little bit to a little bit stronger, more durable. Uh as well as uh they're a little bit stronger
090than normal. I think it's an an RFG or door. Again, Jordan would be able to speak much more closely to that, but uh same kind of doors that we put in before, the most highly recommended uh for replacing them right now, too. So, warranty on hardware. Uh GAPA actually does all of our security, too. So, they just wire everything in with door scanners and stuff like that. >> What's the lifetime? >> Uh lifetime probably looking at another 30 years hopefully. That's always the goal. 25 to 30. >> Yeah. >> Okay. Any other questions? questions for me. >> Yeah. See what you're doing in about that time. >> Okay. Not hearing any other questions. All in favor say I. >> I. >> All the same sign. Motion's carried. >> Thank you. >> Okay. We are on
091to future meetings and agenda items. Okay. May We're looking at the week before Memorial. >> Um, again, it's the week before Memorial Day typically, again, something that the board should discuss. If Mondays are the day, we would obviously Memorial Day is May 25th. Um, but we can't go that day. I wouldn't recommend. No, no, >> May 18th is fine for me. So, so Mondays, unfortunately, I was assigned that was my that's my team's baseball night. So, not saying we can't do Mondays, but Mondays through July are going to be typically a game on Monday night. So, I can do my best to be here. Depends if you start winning some games. Start playing some play games. >> That's true. Everybody good with the 18th and right? >> I would prefer the 19th. >> Our team
092is I again we're we're at the will of you guys. There isn't anything on my schedule. Again, I'll work around what you guys need. >> So, if the will of the board is >> Did we have the Did we have the 18th when we agreed to when the meetings were earlier in the year? Did we agree to that time? >> Did we? I can't remember. because we went out a number of months. Correct. At least almost I thought it was until October time frame if I but I can't recall it. >> I'd have to go back and check whether we did. I I don't think we set after April because of the new B. I I have to go back and take a look at the >> Okay, that would be my big question because
093otherwise we've >> been telling people that that's when we're meeting. I can go back to what other board packets look to bike. >> I had uh you know just anecdotal experience. I had I reorganized my Monday nights. I used to have a program every Monday night. We had to move in order to be here. So I don't What time's the games? >> Mondays are the night. We'll figure it out. That's tonight. Everyone's the majority is in. That's okay. >> To to answer your question, Dr. the floor, I have uh in back in February, it was May to be determined. >> Okay. >> All right. >> So, because I'm I know we set it through April. I >> just to be respectful of the new board then for that. Yeah. >> Thank you for looking because
094I just didn't want to change it. If we had told people that that's when it was going to be. I mean, we rarely ever have anyone here for community. And if there's, you know, if somebody wants to speak out, I want to give them that ability to know that this is when we meet, time, place >> as well as staff that's here on Mondays. >> Yeah, we just would like to know ahead of time when the date when the gate when the dates are. Dates and times would be great. That's when you tell us to be here, we'll be here. We're we're at your leisure. Mr. Newcomer couldn't be here tonight. He's coaching and we looked at the schedule and we forgave him. So, >> we're looking at the 18th >> 18 and uh >>
0956:00 >> 6 o'clock still is not going to work any of the times for you. >> I'll make it work. So, whatever's convenient for everybody else, you guys adjust it tonight. I'll make it work the rest of the rest of Okay. >> Okay. We got June The 29th I think is the last Monday. >> Yep. 29th will be the last. >> Probably the only Monday I can make in June. If we want to go to 7:00 in June to accommodate that, I'm fine. Because with May, I'm probably a little bit more particular about the 6:00 start, especially because if we have anything for any staff members, they're to try to get a staff member here. You know, they've been here all day. Yeah. >> And then they're going to be gone. Time does not matter.
096The 29th works for me. >> 22nd does not work. 29th >> like the Ozarks that week. >> So 6 o'clock 29th. Yep. >> Okay. Thank you. in July. Familywise, I am out the 27th of that that week. Um early that week we wanted to go earlier or if not I can arrange if needed to as well. I know July times are busy for people. >> Usually July meeting is a very short meeting. >> Yep. So what day doesn't work for you? Uh the 27th that week typically. >> So it'd be the what was >> we go the 20th, 13th or 20th? >> 20th is good for me. 13th's not >> 20th should be good for me. >> I'm out of town the 20th. >> You're out of town. >> 6 o'clock to the 20th. >>
09713th work for anybody? Uh Patrick, >> I can I can I can I can probably change it. 13. >> It's the 13th. >> I think I'm already on the in July. >> So July 13th. So Justin's in at least in town. >> Yeah. >> Seventh flight on the 20th. So >> 13th. >> July 13th. >> August. >> Okay. Did you want to schedule Did you want to schedule out to August? >> I'd like to go to October if we could summer. >> That's up to again up to the will of the board. >> August I think I'd need to be at the end of the month. >> We'd like it at the end of the month. Yeah, the 20 the 31st is pushing it the day before school. I would probably go out to the
09824th. >> 24th. >> August 24th. That's too far for me. So I I can't commit to that. That's too far out. >> I have a funeral in Port 20. >> Do you want to hold off on August and we can do that? >> Let's hold off on double check on that, but >> Okay. >> I thought it was the Would the 22nd be in a Saturday? >> 22nd is a Saturday, correct? I'm guessing it's Saturday the 22nd. >> Okay. Well, we'll reconvene and we'll talk about that next month and we'll get August done. >> Okay. >> Agenda items. Anything that anybody would like to have on these agendas. >> Okay. >> Motion to adjurnn. >> Second. >> We have a motion second. All in favor say I. I. I >> I the same sign meetings
099adjourned.