MAY 2026 BOARD MEETING

001Good evening everyone. Here we go. >> All righty. We are back in open session. Um our next item is board member share a moment of pride. So it gets opportunity for all of us to um go through and and share something that we're proud of over the last what now three weeks or so. So I don't know if anyone wants to kick us off. >> I can start. Um, I attended the K1 spring concert at FLC. Um, I think, uh, Katherine Erin does, again, Erin does a really nice job with kind of tying in some nice little touches that makes each concert there individually nice. Um, so that was really fun to watch. Um, and then I also went to the FLC multilingual night last week, last Wednesday. Um, they had like a taco truck

002and some games and a resource fair. Um, really well done. Last year was the first year that they did it with the resource fair and I think this year was even better than last year which is pretty cool to say. So good work to everybody who did those had involvements in those two things. >> Thanks. >> I attended the Trefford Gallery last week and I was really blown away by the extensive connection that they had with their topic with the dinosaur era. Just all kinds of stuff. It's all different types of media and things, paperier-mâché things, stuff things, and it it just was amazing the amount of depth that that they got into there. So, and then um was able to hit a softball game finally, an old softball coach in the youth program. It's

003always fun to see that. So, that's all I have. I'm going to read mine because if I if I don't read it and I I know myself well enough, I'll go off script and say something politically incorrect here. I want to be careful. So, I'm proud of our district. I'm proud that our district encourages students to be actively involved not only within our schools but also the world around them. There are many examples of this throughout the year, but two recent events especially stand out. First, at the community summit we recently held, several current and former students took the time to participate and shared ideas to help make our district even better. Their willingness to engage in meaningful discussions about their schools and communities speaks volumes about the culture we are building in North Balac.

004Second, Mr. Mothy's class recently completed a civil action project in which student students wrote letters to public officials of their choice expressing their views on issues that matter to them personally. I believe opportunities like this are incredibly important especially at a time when the free expression of ideas particularly by students often feels discouraged and suppressed at various levels of society and government. We have seen several examples elsewhere that send a very different message. In one case in North Carolina, a congresswoman publicly criticized a 10-year-old student over his opinion and accused teachers of indoctrination. Closer to home, the Watertown School Board refused to listen to students input and banned instrumental song. students had spent months preparing and at one side note they threw the word indoctrination into that discussion as well. Here at North Bondac however

005we encouraged students to participate think critically and have their voices heard. Mr. Mothy's class was even recognized with a video message from the governor thanking them for their input and encouraging them to continue standing up and contributing to the world around them. I believe that preparing students to become active, informed, and engaged citizens is one of the central missions of public education. And I am proud of the work our district and our teachers are doing to support this mission every day. >> Nice. >> So, you can guess where I was going to go if I didn't. >> Thank you, Rick. >> Yeah. Well, thank you, Rick. Uh, I'll go next. I it's tough to follow that up, Rick, but uh uh I did participate in one of the nights for the Fly Forward Summit and

006I thought that was uh a really neat event and a lot of good feedback from the community in terms of you know continuing to maybe find ways to get that type of input into you know our our hands uh on a regular basis. So I think that was really good. Uh and I attended the uh conference track meet on Saturday and uh while the team did a a nice job shooting in particular uh Brooke Peterson the senior uh shot 50 out of 50 or her first 50 she hit uh and uh ended up finishing with a really really high score for for a girl. So, um it was uh I shouldn't say for a girl, but in the girls division uh to clarify that. Um but yeah, anyway, it was a really nice uh uh

007season for them and uh everyone shot well. So, >> cool. Uh the only different thing I had was I um I have a senior daughter so I was attending the senior awards and um Dwayne hold me to I think it was $170,000 was given out in scholarships which blows my mind that not only the community but I know all the effort that Dwayne and your team put into getting those scholarships to come to this school. So, it was a great night and um a lot of celebration of not just scholarships, financial support for those students, but also their academic and athletic accomplishments. It's it's pretty cool to see some some some from an academic standpoint having five validictorians that qualified to be that and then also having I want to say it was four or

008five athletes that had 10 or nine uh letters. I I mean that's that's a lot of effort, a lot of lot of time commitment. So well done you and your team but uh it was a great night. So all right um our next item is consent agenda. Uh so we have two items for the consent agenda. The first one is our treasures report which was found in our board packet. Um and then the second one is our adoption of our meeting minutes from our April 27th, 2026 meeting. So I'll look for a motion to uh approve our consent agenda. Second and roll call when you're ready. >> Yes. Uh next item is our clerk's report. So we have a minute. >> Backpack buddies donations. Wayade and Janet Shikman. Shingan $50. All tools MTD inspection $1,000.

009Quick trip a $500 gift card. scholarships, the Vetta scholarship, $2,000 and final area foundation, $800. So, thank you all those people. >> Nice. Thank you, Rick. Uh, next business item is citizens comments. Opportunity for citizen to provide comments to the board. So, I'll pause and see if there are any, but I think we have no one here to give comments today. So, I just would encourage people if they do ever have thoughts or want to join a meeting, they're always welcome to come and give comments. Um, next item is our superintendence report. So, Dr. >> I'm going to flip to our student updates, too. I know it wasn't on the agenda, but we want to make sure that you're included. Uh, and can you just share your name with everybody here so we know this

010is where we're going today. So, >> I'm Matthew Wagner and I was just elected as the new student council president for the next school year. >> Perfect. Very cool. Congratulations. And so we will see more of you in the upcoming year and get you a name plate very soon as well. Okay. Yeah. >> Awesome. >> So do you want to share what's going on within your work? >> Recently uh student council during the last two meetings the senior council members have been slowly transitioning and handing over their position to the upcoming representatives. And in our last meeting, we talked about preparations for next year's homecoming already, including class colors, class shirts, homecoming theme, what we want to do for games. Uh, Key Club recently hosted a kickball game for kids with special needs. There were

011a lot of student volunteers and I it was very, very fun, very successful day. The kids had a great time. And then finally, banded choir. The choir hosted their 58th annual coral cabaret started the month. And this performance included several students showcasing their talents through ensembles, solos, and several choreograph dances. The banding choir also had their annual stream castman concert, which included performances from every musical group in the school, including show choir, the jazz band, the freshman band, the concert choir, and the high school symphonic band. Uh, senior awards and music scholarships were also handed out at this concert, and the banding choir will be performing at graduation this Wednesday. And that's all I have. >> Abby, what organizations are you in in addition to student council? I'm just curious. >> Uh, I'm in student

012council. I'm in NHS. I'm in Key Club. I'm in band and choir. >> I think that's it. >> You're not too busy, >> right? >> Well, thanks for being here tonight. We look forward to working with you obviously in the upcoming school year, too. >> Thank you. >> Great. >> Congratulations again. I want to take a moment uh before we get into the actual framework of what we do is just to honor uh some individuals here uh this evening or an individual maybe another one uh we have graduation coming up very shortly this week 6:30 p.m. Wednesday night put on your calendars either early to get a space I'm guessing right this right Mr. Uh we wanted to take some time just to as we do this annually to recognize our saludiatorans and validatorans and

013uh we've got one of our valitorians here tonight with us and so I want to give him some attention and also read off all the another other names here first but Ty we're going to have you you know speak for at least 25 minutes tonight. So before you leave uh we'll keep you busy. Uh no uh we'll just have you say a few things in just a second but saludiatoran I just want to recognize these folks. Uh Norah Stefani is it okay? Good. And validictorians Austin Floyd, Lady Oando, Alexander Score, Nuna Jang, and last but not least, Ty Vanderpots. So, let's let's hear for everybody first. >> This is not an easy task to do. Ty, like tell us your story. Can you tell us a little bit about um you know walking through these

014last uh years at North Flex Horseman and kind of like what's next for you too then? I'm just kind of curious. >> Um so I'll be attending uh W Madison. I'll be pursuing a psychiatry or a career in practice psychiatry. Um in order to do that I'll probably major in biology or biotech. Um my last few years at North FondeLeak um it's been obviously I feel like those last few years are a lot more interesting as just kind of set in um you get more like accustomed to like uh the community uh not just the community like at school but then also like here at Northand um and then I also think like you know start taking those advanced classes and start figuring out and like getting a passion for what you want to do.

015Um, I think that's what really when um my academic interest started to peak, you know, it wasn't just like, oh, I want to get good grades. It's like I want to pursue like I'm in a nat and fizz and I like I want to know more about like uh the like the human body because it's I find that interesting. >> Um, and it's interesting because I also find that with a lot of my peers too. Um, it's interesting to see them start to branch off and like find things that they're all interested in and very good at. Um, so yeah. Right. Any questions from the board for Tai before we let him off the hook here? >> I'm curious. What's your speech going to be? Can you, you know, give us any kind of >>

016um I think I'll kind of just surprise everybody. >> Okay. Yeah, sounds good. Mr. Harkov, are you okay with that? Surprise. >> Surprise. >> Read screen all of them. >> Mr. Harkov, congratulations to you and your staff though, too. I I don't know if you want to say anything on behalf of like how the year has been in terms of the academics level and you know we obviously we get awesome uh young individuals who are going out to the world and we're just excited for them to see them fly too as well. So >> yeah no it's a good problem to have high validictorians shows a high academic standard and regard for that class as a whole. Um, so that's what we're most excited about there is we have quite a few to celebrate this

017year. Quite frankly, this senior class has been very pleasant. Uh, and that's what my first year they were sophomores. So getting to know them over the three years and very few behaviors out of this group. Uh, even today pretty underwhelming prank. Few cones got put out and whatnot. But that just kind of shows that class. Uh they're pretty focused on getting there and having positive impact in their building and I think you guys are really excited to leave today. I think it'll happen a little more Wednesday night. But no, it's been a solid year. They're a good group. We're going to miss them and we're excited to celebrate them even more Wednesday night. >> What's the rest of their week look like on the Wednesday? Kind of just walking through the day for them. >>

0187 a.m. they'll show up. uh they will have their senior slideshow in the auditorium with our staff. So we'll spend the morning with them. After the slideshow will go in we breakfast as staff and the senior class and in the commons. At that point you guys will get your senior superlatives and things like that where they all vote on each other and then we will go into rehearsal and I'm hoping this group can be last year's. Uh it took us four different times walking in and out gym. So I'm hopeful we can do it in two and then we'll walk over through BAMS. We do a little you know walk through your history. So walk through BAMS. I know Trevor Way is going to meet up with us as well because some of the students

019who are in exploration and even from Trefford this is really the first class for them as well as Forest Man students. And then we wrap up here. We'll get back to the school hopefully by 10:30 and then they clear out and doors open for you guys at 5:30 and that's showtime. It's all about celebrating. 6:30 sharp. Get a seat. >> Great. I like it. >> Just want to say one more thing. Tie to like obviously family's very important and your mom's here too backing up. that's like really a big part of this too and just you know obviously the gratitude for that too as you move forward through because it takes a you know a full group to make it all happen and just appreciative of your mom too for all she gives back to

020the district too as well and also you know bringing you here to this uh this school district too to be part of it as well. >> Yeah, a lot of individuals my parents my sisters um and even teachers I feel like you know I feel I like I think of uh teachers like Mr. for even in sixth grade, you know, really um you know, starting my interest in academics and learning, you know, um yeah, a lot of individuals too. >> Very cool. >> Cool. >> Congratulations. >> Yeah. Well done. >> We'll see you Wednesday. We'll be timing your speech. >> Mr. Arv, thank you. Appreciate it. >> Appcate it. >> Okay. Uh, we're going right into our our world. I I guess. Do you want to start with safety or do you want to go

021to special education? You choose, >> Mr. R. We're going to go special education first. >> Okay, sounds good. I will open and then I'm going to give you the zoom me. >> Yeah, you're have to zoom that one for me. >> Is that better? >> Yeah, perfect. >> Roll through them. >> Absolutely. Uh good evening everybody. Appreciate it. Uh just the opportunity. Uh Wayne Thompson's here too, dude. Our program support here in the district. She's going to walk through a few slides as well. But um just appreciate us uh letting us talk a little bit about special education and then the world that we lived in this year. And um yeah, it's been it's May 18th. I don't know how we got there, but we're there. Um we've had a lot of great things and

022we've had some challenges. We just want to kind of share our journey this year and just where we're heading, what we're doing moving forward. So, um, real quickly, just kind of broke it off into a couple ideas. Um, you know, we had a lot. This is the first year that I've been in this role, so things were coming at me at a quick pretty quick pace. Um, I had to learn quickly. I've had a lot of calls with DPI to make sure I'm doing it right. Uh, we are on a first day basis, some of them with me, which is great, but I learned a lot. I know I learned a lot along the way, too. So, um, that's been a good part. But just re refining some of our levels of support. Like I

023I can't stand up here tonight and say not, you know, recognize our special ed staff, K12, our early childhood, Megan, Colleen over there. Um, just in all, everybody, our pair of professionals and the year that we've had and just the people who are rolling up their sleeves and getting after it with what we have and the needs that we have in the district. and we have some really great kids, but they have a lot of a lot of needs and we have to support those needs and that can get hard at times, but we've really done a nice job of shifting that. I would say the high school especially, we just it looks different this year than it ever has in the past. Um, so we've had to adjust and we've had to have meetings

024and we've had to talk about how do we support kids better. So that's been a big part of it. Um just looking at increased consistency across classrooms just trying to get in trying to see what does that look like? How do we co-e what what do we do to support kids while we're in there, right? Uh we want to make sure that every moment we have in a classroom to impact kids, we utilize that the best that we can. So we're continuously trying to refine those practices and define like what is that or what does that look like. Um we have a lot of people that are really good at that. So modeling their behaviors, modeling what they do within Wisconsin is really good. Um strengthening inclusive practices and access to general education. I mean

025that's been the biggest thing this year is trying to get our our staff in there and our kids in there to be able to help, you know, support them in the general ed population and in that classroom and make sure that they're inclusive um within those classrooms. Um collaboration's a big one with sped and regular ed. um that co-planning time is so important during some of our PD days to talk about kids and how do we make them better and what do we need to do to make sure that they have what's in front of them to be successful. So that's been a big part this year. Um student independence as well as we talk about graduation we talk about some of these kids where this would be okay I think I had some of

026them in sixth grade. So like just to see that progression and see the independence that they've built along the way has really um allowed me to reflect on how do we continue to build that better as they graduate through K12 is building those independent skills to become hopefully you know impactful uh members of society along the way. Um and then improve implementation and compliance systems. That's always a big thing is how do how do we do our IDs? What do they look like? How are we compliant with our deadlines? Um those are the DPI calls making sure that we're square and we're good. Um we also did a lot of PD and coaching in the beginning of the year. So it was all new, right? We lost some pair of professionals in certain spaces that

027were really good at getting in and supporting kids and and kind of implementing those combination modification scaffolds. So we had to do some relearning just in terms of how do we do that? What does that look like? Did a lot of PD with regular ed to you know like they're they're in the front lines. How do you modify a test? How do you do scaffolds during tests? How how do you do some of that when there might not be special ed support there? Um that was a big part of our early September and October. Um with also putting accommodations, modifications, then you want to continue to build that independence. So how do we fade those supports? Like how do we look at those to say, okay, this student is really progressing. How do we back

028off of that to build some of that independence? So we talked a lot about that this year. um IEPs at a glance. How do we share them? How do we make them so everybody's aware of the services and supports that each individual student receives? Um strengthening understanding of differentiated instruction. So what does it look like? How do we do it? Um that was pretty heavy in the beginning of the year and it slowly started you could see when you're doing observations and other it started to trickle in the right direction of people started to say, "Oh yeah, I got this." So um that was a fun part to watch as it rolled out. you know, we didn't know what it would look like too much in September, October, but here we are in May and

029we feel good about that. Um, Craig alignment, I mean, this continues probably into next year as well, but you know, the middle school was doing CCLA and amplify to try to support and scaffold and make modifications for um our kids who needed those. So, new curriculums create I wouldn't say problems, but they create new things that we have to think about how do we support them to get access to that curriculum. um expanding I already um that's been a big part I'm sure you've heard a lot about this year but how do we do that in the special ed world and then how do we progress monitor those and then also how do we align them with their IEP goals make sure that everything is aligned um that was a big thing here we have

030a lot of work to do with that yet um scaffolds align to core instruction again just that alignment between interventions and standards um consistency across all areas of how do we support kids. Um that's saying, you know, we are a little heavy in ELA and math, rightfully so, but how do we continue to support our social studies and our science and our electives? Um that's a big part of it that we're continuously working on. Uh data usage. This is probably the most I would say historically we've ever used data in special education to make decisions on kids and where they need to be supported. So, we're continuously working on that. Um and then just the compliance systems like I talked about documentation in terms of how do we write our IPs like getting consistent with

031that um you know standards base is one of our goals eventually but we'll get there. Um those are things though we're we're slowly starting to have conversation around. Um and that maintaining that IEP compliance deadlines you know DPI gives us a bunch of different deadlines and what whatever that IEP might be if it's an initial or review revise we have different days we have to get them in by and we just want to make sure that we continue to have those good practices with that and then increase consistency in the implementation of that as well. So once we create those IEPs how are we implementing them? Are we imp implementing them with fidelity? Um making sure that things that we're talking about in meetings and that parents agree upon we're implementing that. We're carrying it

032out on a daily basis. So um data collection again for goal tracking and then focus again on the timely evaluations and reporting. All right. Um strengths obviously like I said I I I mean one of our our biggest strengths is also having Elena in this role. Um, that's been helpful for me. Uh, we've kind of learned together this year, but along with just collaborating with staff. I mean, this is probably the most collaboration I feel like we've had special ed in terms of meeting with regular teachers or meeting myself with all of our admin team to try to get on the same page to talk about how do we move kids? What do we do what's best for kids? So, that's been a huge part of just the planning and that co-planning time. Um, our

033special ed teachers are getting in those meetings talking about regular with regular ed teachers about how do we how do we support kids through this assessment or this unit or this activity or even through the day or field trip or other you know just really trying to collaborate as much as we possibly can. That's been a big strength pair professionals and support with them. I mean they've been huge in everything that we do do here. Um FLC wise we've had you know a pickup in kids. We've got got a lot in this year and you know we've had people that have been in the right places at the right time and we picked up some really good ones at the beginning of the last year in terms of hiring and we keep looking to find

034them and keep keep getting good ones that come in and help support kids and do what is needed. um effective co-eing, collaboration, continue to working through those. Like that's a big step next year too as well is what is co-eing when special education teacher walks into a classroom? What does that look like? Are we leaning on the counter? Are we in in getting our hands dirty, helping kids, you know, pulling small groups? Um we want to get better in that space. Um strong communication. I'd say almost 90% of what we do is communication. Um just continuing to communicate with everybody, families, students, uh teachers. Uh we've done a really good job of that. I think that's helped us along the way in terms of not having a lot of, you know, difficult conversations with parents.

035We just we've over overexerted that emphasis on communicate, communicate, communicate with our families. So um and then ongoing professional development, we continue to do that as much as we can. I mean, we all are lifelong learners and we want to continue that practice. Um, student success, just exclusive practices, like I said, we're increasing those as much as we can in terms of getting kids in classrooms and supporting them. Um, focusing on building student independence and self- advocacy. That's a big one as we continue to roll through. Um, we took some big steps in that I think this year. Um, commitment to equity, access, and student growth. Um, we're looking, like I said before, looking at data more than ever. So, we have a benchmark to say, "Yeah, they're making progress." And Elaine's going to talk

036a little bit about some data that we can look at every year. And we already started placing kids in different different classes with different supports based off the IR data or preac data or other to be able to say, "Hey, this kid's probably going to be okay supported in this classroom or they might need a little bit more." So, um, that's been a big part. uh systems and data. Like I said, the data part, strong compliance. Um compliance is always a big one in special education. Um that was probably the number one goal for me as a as a new director is how do we continue to be compliant and our IEPs, our dates, um all our different outcomes and indicators. Um alignment of interventions with core curriculum standards, continuing to have explore those interventions

037that we do. I know Carrie and Jen do a lot in the LA. Um, you know, I think one of the things that I'll talk about a little bit is math. How do we continue to push that intervention a little more? Um, that'll be a big one, too. But, uh, that's kind of this next one is just gaps and challenges that we do have is, you know, one of our biggest challenges, I think, right now is, um, it's a good challenge is a lot of people want to be here. Um, so that I think we've gotten over 32 plus kids last year like around August, September. So that keeps coming. Um, it's great, but that does create some challenges in terms of how do we make sure that we have enough to support kids and

038and get the needs met for each one of them. Those needs that are coming in are are becoming more and more severe. And that's statewide. That's that's across America, I think. Um, but we have some really capable teachers and staff and paras that are they're all in. Um, and that's what's saving us is the work every single day is they do what's best for kids and we'll figure out how to support that. So that's been a big part. Um just looking at some of those gaps too just systemwide consistencies tier one and it's that's always a constant work is you know making sure that our kids and even our special ed staff know what when I walk into a classroom when does that do or how is that due and those are things that we're

039constantly talking about how do we get consistent across the board so there's no guessing in that that our kids and our staff are really know what's going on and how do we support that the best we can um assessments supports is a big one um especially at the high school level. How do we continue to um give students what they need but you know kind of gradually release that a little bit to have some of that productive struggle um along the way? Um that's been a big thing that we talked about a lot at the high school this year and want to continue to be better at and create almost a guide or framework to say hey this is how we want to relieve some of that so our kids can build that independence and

040know that they can do it and keep building that confidence um increasing student needs just the gaps requiring focus you know there's intense academic gaps right um I'm sure you've seen I already data there's a lot of growth there's a lot of positive but there's a lot of room to continue to grow Um, so we want to continue to push that um along with our interventions and other things that we do as a special ed team um to to continue to close those gaps. That's our goal. Um, you know, behavior challenges um they're always there. They will always be there. Um I think we have a well equipped staff in terms of how do they deal with that and um just working with other admin and Elena too and just talking about how do we

041best support those kids who are struggling with behaviors. Um we've had a few of them this year and you know we don't ever really give up on kids and we continue to try to support them the best we can and that gets hard. Um but that's that's why we're here is try to continue to support that. So, um, we be creative in that space the best we can and, um, I know Elena and myself and others have tapped into that as well to try to help support teachers and also the student and family. Uh, progress monitoring is a big one. We just continue to get better at this. Um, our biggest thing right now is we kind of ran through a little bit here at FLC with our special ed team on progress monitoring. um

042high ready and now we want to kind of take that next step of using that progress monitoring and building IEP goals off of that so we can support and give families that data to say here's that progress that they're making um that tangible piece of evidence to say this is where they were this is where they are now I think is really important and something we need to continue to keep doing um and then just I said a little bit about the math interventions I know we're getting new IM we have some bridges intervention down here, but it's continuous, right? I mean, we want to keep getting better in all spaces. Um, math is one that I we just had a lot of conversations around, especially in special education, uh, 612 to be like, what

043can we do more and how can we do this? Um, and we have a lot of good ideas and we're going to move forward with some of those things and looking forward to that with IM and should be good. So, I'll let Elena talk a little bit here about the I Ready data. So this year we used I Ready all the way from K to 12th grade. So this is just a glimpse of your winter to spring growth. Um typically you can look at it from fall to spring too, but they kind of do it in glimpses. They do fall to winter and then winter to spring. So this is our ending growth. We had 17.6% of our kids make typical growth. Um 32.1% met their stretch growth and 32.1% also had flat growth. and

044then an 18.2% have modest growth. And so when they're looking at growth, um, your typical growth, I Ready gives you a number, whatever they test at on their diagnostic. And then they depending on the grade level gives you however many points they want you to look at. And then that's their end of the year growth like goal. And if you hit the stretch growth, it's like going above and beyond. So it's more than a year's worth of progress. So we had 32.1% make more than a years of progress across the whole district. >> What's the modest growth? Is there >> modest growth is about half a year. >> Okay. Thank you. So as a special ed team you're looking at 18.2% right? Like I mean obviously the flat growth too is we got to continue

045to work on but that 18.2% like who are those kids and how do we continue to impact them to get them up? Um that's a big number. If we were to shift that over to the left side, I mean that's that's good stuff right there. So, um, as I said, we continue to look at data all the time. We make decisions on data. We are checking it all the time to see like what has been impact how that impact is and like this is this is a good start to this ready data and for special ed to be like, okay, here's our benchmark. How do we continue to move and shift and get better in that space? So how many kids are in this program >> in the I Ready >> or in special >>

046in special ed all together >> speech as well. >> Sure that number >> well I think what Rick's asking is in this data >> this is all the specialized students. I'd have to look to get the actual number of kids but it's a couple hundred kids. I'd have I don't have my computer on me but I can look it up for you. So is their growth what you were just saying they they start with an initial number. >> It's whatever the diagnostic is. So they take like a reading or a math diagnostic, >> right? Is their scale the same as the rest of the students or is it a different scale? >> It's the same scale. Yes. So for kindergarten they expect them to grow between like 46 to 60. So and then if you

047go further on like third grade is 30 to 44 points. So if you have a third grade student who tested in at say like a first grade level, they were still expected to get that 30 to 44 points which is their grade level like goals. So >> and maybe you'll get to this but by building I mean obviously you see K5 versus 68 versus 912. Is that coming up in here or is it >> I don't have it. >> We just did it all all together. Okay. >> Yeah, >> we put it all together. I mean, we do have it separated. If you'd like that, we could absolutely accept that. Um, >> I had it separated by grade level, too. We just took the whole district as a whole. >> I'm just curious based on

048the supports that are at each level and how we're shifting and making some changes even maybe a little more so at the elementary versus the middle school and high school yet to see what that difference could look would look like. Maybe there's not. And I'm just but >> yeah, >> I know at the elementary levels they've been like progress monitoring with I Revy weekly. They've been picking their interventions. The middle school is dabbling in it a little more. High school is just a little different because they do ACT preac. Not everyone uses I Ready at the high school level. It's just our sped kids that we're testing in with I Ready. >> So it's just a little different. The data is >> Yeah, we can break that down some. >> Oh, yeah, for sure. >>

049and then we have our our math two. We had 20 point 21.9 that had typical growth, 22.6 hit their stretch growth. We had 33 that had flat growth and 21.9 that had modest growth. >> So again, that modest growth 21.9 is that's a big group. continue to look at that. I mean, that's also coming back to looking at K5, you know, 6, 8, 9, 12, like where all those kids fit in there. And then >> with the new curriculums as well, like I am, like how does that impact that just I Ready in general, >> continuously looking at other math interventions to try to supplement other things. I mean, I Ready is amazing. It's done great for our kids. um we just want to keep giving them more and give the opportunity that increases even

050more. So yeah, and then just moving forward, you know, there's always work to do. Um you want to do this one? >> You can. We can do a mix if you want. >> Go ahead. >> I can do this one. Uh just student identification is always there. Like um we have an RTI process. I don't know how much you know about it, but our school sites, Rachel Patchek and Blair Creger, uh we're very lucky to have both of them continuously take on some of those parent requests for any evaluation or as child find and initial referrals when we go through just looking at our our tier 2 interventions for kids who aren't making progress. We start talking about what does that look like in terms of special ed. Um, and then we lay that out,

051try to work through that 12-week process, and then whether they're making progress. Then we look at moving on to another 12-week progress report in terms of their intervention and then looking at is special ed needed at that time. So, we continuously look at that process. Um, I think we've done a lot of work around that. Um it is getting harder as we talked about uh just getting a lot more parent requests in terms of special ed and but we're also giving a lot more data to our families which we've never done in the past which I think is a really good thing. Um the more we're we're transparent about what your child is doing I think that's really important. So we're balancing that right. Um IEP quality getting them on time. Again I'm going to

052keep talking about that. Compliance is a big one in the special ed world. Um, we're moving to Infinite Campus. We're excited about that. We're also moving IEPs to Infinite Campus. Um, it's been a little bit of a year with seeds, uh, our other IEP program. So, we are excited about that. Excited just for something new. Have hopefully some training in August a little bit for our special ed staff to run through that. Um, which will be good. Increasing uh, just progress monitoring in general. we need to continue to move, you know, kind of what we're doing here at FLC to the middle school through the high school. Um, and really dive into what our kids are doing and not doing and keeping track of that so we can articulate to our families and, you know,

053our parents at our meetings. Um, still being data centered, standardsbased goals, that's eventually a goal that we want to have. Um, that'll be big part of it. Uh, academics, behavior sports, just we have new new curriculums across the board. um supporting them, helping support teachers, coaching teachers with my perspectives, uh a luster of math as well. Um continuously talking about behaviors, how do we help support behaviors in our buildings? Um those are big big discussions that we've had. Uh data digs and monitoring the data. Um and always doing workaround accommodations, modifications, scaff scaffolds. Um those are a big part of our world and and how we support kids and give them access to classrooms. Um and then also with that baiting those supports um when it's appropriate. Uh we want to continue to build that

054independence. So and then exclusion least restrictive monitor students placement. Um this time of the year we do a lot of that where kids need to go based on data based on how did they progress this year. Uh where's the best place for them to be successful next year. We talk a lot about that in May. That's big May discussion. So uh improving those co-eing models. Um that'll be a continuous work. We want to make sure we have the right supports in class and it looks right. And then building assessment supports along the way. Uh especially in high school continuously being able to have the right people either to read that test or have a modified test or be able to use notard or whatever that looks like in terms of that class. Making sure we

055have that available. And then family engagement. Obviously, that's a big part of what we do is getting our families involved in the IEP process. Um, communicating with our families. Um, talking about, you know, gathering parents for workshops and providing them with different information, uh, for like community events that they could be impacted by in terms of, I know Marian does some things. I know Appleton does a lot, Nina does a lot. We try to share a lot of that information with our parents to make sure that this is something that intrigues them, they can go and do. um we'd like to start hosting some of our own eventually just having having our community here to be able to uh reap the benefits of that and then PTP is just that post transitional um just looking

056at that process um we're working with Jen Duman who's from CIS 5 in terms of looking at how do we continuously build these to get our families and our kids ready for 12th grade and beyond. Um so that's with interest surveys looking at just some of our data. Um we are kind of rebuilding that process here to have some type checks along the way of like an eighth grade you're doing surveys you're doing um trying to figure out what are each kid's interest and along the way there'll be different community opportunities or engagements to get you the senior year. So then hopefully we can get you out if it's working through DVR services or other. So, um, got a lot of work to do in that space, but it's on our way. So, um, yeah,

057and just this is just more or less key takeaways just we continuously try to, you know, listen to our staff. Uh, and and it's been a good year. Um, it's been a year of just myself, my Elena a little bit too, I don't speak for you, of just sitting back sometimes and watching and observing and trying to figure out how do we best support our staff, our kids, our families. Um, that's been a big part of it this year. Um, I love every minute of this. It's been challenging, but it's good challenge. Um, we have a good administrative team that is easy to work with. we're all kind of on that same motion and movement on how we're going to do this. Um, and that's the exciting exciting part of being in this role is

058just the families and the students and the kids that we have and just the support from you guys as well that, you know, we're moving the needle and we're going to continue to move the needle um because we got a lot of good people in place. So, >> yeah. made a lot of progress and I think the buildings were kind of siloed before. Everybody was doing kind of their own thing. How is it in your area working across the buildings pretty >> seamlessly or challenges? >> Absolutely. I mean, we're K12. We can even include 4K now. We should start getting that 4K12. But, uh, we really are. Um, and that, yeah, that did come from that. I mean, I've been here for a little while now, and you know, if we had summer things, you're

059often in your own building doing things like that. Now, it's we're K12. Um, we're talking K12. We're talking that way. Um, I can go into any building and have conversations. And I feel like people know what's going on here versus BAMS, versus high school, versus Trafford, versus EC. And that's never I've never seen before or heard before where they know what curriculum's down here, how to implement it that way. Um, we've even moved some of that curriculum that way to help support kids who might need that that way. So, um, that's been a big shift. It's been a really good shift. It's made our jobs easier. Um, that K12, you know, lens has been big. Okay. >> Exciting. Thank you. >> Love it. >> Yeah. Yeah. Thanks. >> I think future wise like you know

060coming to the board and just some other topics that are coming forward definitely the progress monitoring giving the data showing those stats like showing what are you know and you've got all these steps here. What does that action really look like for that special education teacher at each one of those levels right? like how are you making the significant changes to increase those numbers as best we can within our control and what are we looking at data wise to actually do that and that's a lot of the work that Brad Elena um others are doing to behind the scenes that I think is the incredible part because that's really getting after you know how do we lift the whole boat whole shift together here and they're going to continue to see that if they continue

061to you know work on shifting the way we do our business too and That's at every level I think and it and that shift is so essential to uh the growth and to the achievement level for all these for all of our students but and that's reteing relearning unlearning what we have and then learning a new thing again and so there's a lot of that coaching working communication as Brad is sharing it but there's there's so much going on but in a good way uh that I'm looking forward to see what you know the future holds too with all those things, but it's aligned to go in that right direction. I think the curriculum tools also help though too with that K12 Rick, you know, because it's I don't want to say forcing, but it's

062like keeping that same philosophy all the way through as well. And it gives them at least a model to work off of, whereas in the past it was okay, we have something or maybe nothing and how do we make this work? especially for individuals who are not in those content areas as much and you know really how to teach the class versus what do we do here now right is that fair statement what I've said >> I just even think about our learning walks now we're going to continuously >> you know make those more K12 like we're going to be you know having FLC teachers go over see bams and bams come over to here and Just that experience alone this year I think has really helped all of us in terms of at K12

063lens just even our calibration as an admin team that's something that we continuously do here is been huge for my own growth but also just being able to see if I wasn't in this role to see the K12 kind of lens and the way that it progresses along that way. Um I think then we get out of our way of just kind of assuming that's what's happening now. we know that's happening. Um, and that's been a big shift. That's been huge. Um, and I'm looking forward to that continuously doing that because that's that's been huge, I think, just this year alone, doing learning walks and just calibration general. >> Yeah. >> Thank you very much. Thank you too very much. >> All right, here we go. There you go. All right. Um, put a different

064hat on here. uh safety. Uh we've done a lot of work. Uh Dr. M asked me to just come in. Willie Frog's here too. Um he's part of the team. Um hopefully going to take on a little more load of the safety team. Um but uh just wanted to talk a little bit and fill you in on the year and what it really looked like from our safety lens and just the work that we've done. And um we've come a long way. Um there's a lot of good feels I guess this year in terms of what we've done and uh just kind of want to share share that journey right about now. Um you know why did we implement this? Well I think I tried last year implementing this a little bit. It's just something

065we've already had Raptor. We had the volunteer or the visitor management part. Um, and we went to a couple safety conferences down in the Wisconsin Dells and talked with them a little bit and they were talking about an emergency management system and expanding it for accountability reasons, reunification, all that stuff. And that's really been kind of the three or four main points in our district where we're just missing we're missing that accountability reunification um were two of the biggest things and just kind of brought it back and we circled around it a little bit and just presented it last year and you know it's one of those things you just want to wait on. I was like let's do this. Um, but it started to gain some national traction as well and it's it's talked

066in a lot of different podcasts um, safe for sound schools. Um, and we're able to go with it. Um, I think it was about what Octoberish somewhere in there. So thrilled that we're able to go with this. So um, that's kind of where the journey starts is um, got the okay to go with it. Um and then we went through um September was kind of just the kickoff. So we had administrators in on meetings. Um Tim Tai is the representative of Raptor who was really amazing has really helped us get through um where we are today. Um September we just kind of had that quick admin just hey this is what it is lowlevel type type of uh meeting to walk through like all the different steps that we need to do. Um October we

067brought admin together again talk about drill manager um our drill manager is so every fire drill uh tornado drill um active threat drill medical holds um we're able to log them or go through this drill manager which helps us with that accountability piece to make sure that we have um accounted for all of our kids and staff. Um and that was obviously one of the biggest things that we needed to fill in December. Then um we walked through that with all staff at our December PD. Um we got everybody logged in. Um there is a web- based one and also a um app. So every teacher has the app currently on their phone. Um they also have access to it on the web as well if they needed to have that. But in December, that's

068what we really looked at is getting everybody logged in, making sure they had all their information in there. It was right. Um, and then just kind of playing around with it, um, to make sure that it was set up somewhat close to it. Um, we had to do a lot of the leg work in terms of rooms, um, logging all the rooms in every building to make sure that if I'm in this room, you could and something would happen, you could pull it up on that app and you'd know exactly where you are. So, we had to do some work there, but it was good. Um, and then we're still obviously ongoing. This is this is a process that'll continue to have to be coached and just empowered for people to do because it is

069a lot, but it's a great system. Um, just the emergency management system. You've heard me talk about this before. That's kind of what it looks like on our app. The active threat, um, medical hold, uh, regular medical, get in, stay in, um, evacuation, and then shelter, um, and then also team assist. So, um, the only one on there that actually calls line one is the active threat, um, which we've had to test, I think, three times now, um, it's a pretty interesting feature that goes directly to dispatch, far county dispatch. Um, we've tested it. It works great. It's amazing. Uh, I was in my office. It pinpoints me exactly where I am. Um, it gives my information, uh, my address, my phone number, everything to dispatch. So, pretty amazing. It's that quick. Um >> Bry,

070can you just share like a couple of conversations you had with officials when you were doing this and walk through it? I I think that's really important. It validates it even more than >> Yeah, we I mean we've had some county county meetings. Um, we've been talking about Raptor because they're talking about how do we do training on this and reunification and we keep Raptor Raptor Raptor and so I would say some um administrators and superintendents have gotten kind of interested in what we're doing and asked a lot of questions and we now have some districts like I believe uh Oakfield's looking into it, uh, Riven is looking into it, camel sports looking into it. Um, so we're really trying to create a kind of reunification countywide team um to in the event that something

071would happen in one of the schools in Pac County, we'd have members from different places be able to get like be able to go and help support that which is a really great idea and it's really like um we'd probably be I think we would be yeah we would be the first one first county in Wisconsin to have something like that. So part of it though was talking about how do we know what system people are using and that's how the raptor got in there. But the part with the dispatch is um Brennan Wagner's lieutenant there um has kids who go to Fondelac and he at the end of the dispatch thing he's like this is really neat thing I can't believe this you guys are one of the first that I've ever seen this

072goes is there any way to talk to Fondelac um to get this going. So, um, we've had a lot of good feedback on this and a lot of good compliments on, wow, you guys are in different places than a lot of schools around here. Um, and that's been a good feel for our safety team and the work that we put in. Um, we have a lot of work to do yet. Safety never rests. It just doesn't anymore. Um, we have a system though right now that we can lean in on and continue to get better with. Um, and that's that's the most important part. Um, so >> Brad, when you do the the training, right, and it's it's a drill more or less like you're and you hit the >> active threat and it goes

073to the dispatch. >> Y like what do they get? What like how does that come in on their end? >> So they have they have rapid SOS it's called. That's their system. So what they will get is an automatics. We have what's called a silent 911 on there. So the event that you have or by let's say the act of threat you don't want to be like >> making noise >> making the noise it does create a fog horn which can be loud. >> So this also has the luxury of to have silent 911. So it just goes across dispatch. It comes up it pinpoints your exact latitude and longitude where you are. >> So like when I did it I was in my office my exact latitude and longitude is me pretty much sitting

074in that room >> immediately. So the neat part of that is to get it out as we continue to talk to Pete Ergos and then Sean is if you have that in a car that's four or five seconds that they're here before they even get that car. >> So that's the most impressive part about the system is if you can continue to communicate this or get it out there like that like even before they get dispatch if there's somebody right here they're going to be here really really quick >> and it's going to pinpoint in their car exactly where that came from. Sure. >> Okay. >> That's the coolest part about it. Like when you see it >> Yeah. >> when you see it go through four or five seconds is a big deal event

075like that. >> So that that's the part that like is pretty impressive when you get to see it on that end where it comes through dispatch like, "Yep, there it is. There you are." >> Like yeah, a lot of cool features on it. So >> um yeah, we just continue to do um active threat responses. Like I said, that's the only one that does 911. The other ones, you know, continuously you can hit them um and we can do them. And that's the accountability piece because that's why we want this is like our past tornado drills. Like we want to make sure every kid is accounted for, like where are they? Every staff accounted for, visitors, are they accounted for? Um that's a big part of it. Um establishing those procedures. Um, the one real

076neat part about this is that all of our crisis manuals, all of our like rally points, all of our documents that we've created through the years are all in this app. It's like in the bottom right corner and any staff at any time can pull that up if they're like, "Hey, I forgot. I don't know where I need to go or whose number. There's phone numbers in there." Like it it's pretty accessible. Pretty pretty sweet. Um, >> probably easier to update than a binder, right? >> Yeah. Just a bit. Just a bit. >> But that's the other part, too, is binders are still binders. You still need binders, right? You know how >> internetwise just you never know what you're what you're going to have pop up and you just want to be prepared. Um

077the binders, that's the hardest part is keeping up with class lists. >> Yeah, >> that change a lot. That's the hardest part about those. But um and then just at Alice alignment, we continue to look at that. How do we how do we respond and making sure that um we have those Alice protocols in there. So, um you can hear um staff training and readiness. We continue to do this. This is ongoing. Um we've had a couple schools FLC and one in particular that has tried it during the fire drill. Um this year is really working out the kinks so to speak to be like uh what are some things like some people were getting a fog hormit at certain times or they'd get an just an email or a text or um we had

078a couple internet things. like it's all things we need to work through because in the event we have an event take place it's not going to be perfect. So that's part of it too is pushing back a little on staff like well you don't necessarily aren't going to be you know trying to identify yourself and in the moment it might be two or three hours later that you actually get on here to say I'm okay nobody's hurt. Um that's all part of the training. Um we've gone through a lot of different levels. Um it's pretty wild on the other end too like as an administrator you get um who has medical needs um I'm trying to think now >> who's injured um accounted for and you can click on there and you'll get a list

079of who those kids are um to be able to walk through that our um emergency response teams or our paramedics are static about this because they know like who those kids would be or where they would be in the event that something would happen like that, they would have access to this as well. So, pretty pretty sweet. Um, that's the continuous movement here and the continuous training is um next year we'll continue to do more training and really make it live with students. Um, I think our staff trained pretty well with it. They're getting comfortable with being able to account for themselves and their location. Now, how do you do this with, you know, 20 to 25 kids? Um and that'll be a part next steps next year is to continuously do that um around

080that. So um yeah um accountability communication improvements another reason we just again like I said we did this for the accountability piece. Um can really hard when you're starting to do fire drills and other to account for all kids and staff um gets kind of muddy. This clears it right up. um staff have access they go in their class comes up if it's during fourth hour or during that time or here at FLC you have your home room your kids and it's clicking on arrows and it identifies if they're counted for or medical or injured or or other so and then that get comes back to administrators to be able to look at that be able to say hey this is what it looks like this is who we're missing staff andor students so yeah

081through I think you got two more All right. Uh just also our partnership with law enforcement. Um you know that's been one of my goals I think as part of the safety is I first got here I don't think I ever saw fireman or policeman walk through the buildings ever. Um and those are the people you want to know like know your building upside down basically. So, that was one of our biggest things safetywise is how do we continuously get Jake and crew in here and Pete's crew in here and not just Officer Jagger, but all of them, right? To be able to walk through these buildings to know what it looks like, know what our kids do. Like, we're talking about the atrium. What does that look like? You know, we have weird names

082for things in this district. They need to know those things, though. So, that's been a huge piece of of that. um being able to walk through that and we continue to build on that and have them in spaces that are in service and other because they are ultimately the professionals and the the experts on that. We're just kind of that school voice. So that's a big part of it. Um the rapid SOS has expanded us I think countywide. We continue to expand countywide which is great. Um and then just establishing those um rally points and digital evacuation maps. We continue to use all of that. Um, all of our safety's kind of coming in place. It's been a progression, but we've we're getting there. Um, and that's exciting to see it all come together. Um,

083just the different steps each year. Um, yeah, that proved there. Yep. >> All right. All right. Reunification planning. Uh, this is our next step. This is this is the hurdle we need to hurdle. Um we we've kind of walked through a lot of this. We've done some work at our reunification site. Um now we have our training coming up in June to talk a little bit about what does that look like from the raptor lens and then how do we utilize that to understand if the event unfortunate event we would have to unify to our location that how does that look on on our app or on our web and then what are those roles or different things that we need to do to have in place to make sure that this is successful. So

084looking forward to that training in June to kind of give us an idea of that. And then the next steps are really looking at our own teams to be like who do we need to get to our location to start walking through some of these. Ultimately our goal is to do a small drill um with families or other to see how this works and uh make sure that everything is right and what they're what they're telling us is what we're getting. Um that's the biggest piece. um just being able to get to our location and make sure that radios are working or internet's working. There's just multiple things we want to work out to make sure we're good to go. Um we also had great conversations with Farac County and we have another alternative spot

085which most places and schools do not. So right now we have good possibility of two spots which is really good. So we're excited about that. So >> all right, I'll take this one. Right. >> All right. All right. Uh, hello again. My name is Skullie Frankie. I just want to start by thanking Brad. This is a ton of work that he's been doing over the past few years and he's really done a lot of the foundational work and clearly this app is, you know, one of a kind and we're very thankful that Brad's put in all this hard work to to get us where we're at now. So, just like in this presentation, he's going to start shifting some of that responsibility over to me. Um, and this is where we're at and where we

086want to go. So the district impact we have right now um all schools are using this um you know FLC bands uh Horus man and Trefford you know we meet a couple times a year we've met four times this year as a safety team um we have representatives from each building that are coming together and just digging more into this and bringing up things from our drills that we've seen or from all the research that we've done and we're just really refining this this process here. Um it's really great um being unified and we can see you know what each school has been able to do. Um FLC we've already run um as Brad said a fire drill with Raptor. Um and we got some really great feedback from staff. Um one thing in particular

087um sometimes kind of back to the special dead ends. We have students that are pulled into small groups, whether it's an ML group or a reading intervention group, and then a fire drill goes off and those kids are not with their typical gened teachers, but now an adult has to account for them. This system um through its communication portal, you can account for students that are not on your roster. It's pretty easy to do. Couple clicks and you can search the teacher and you can search their roster and account for somebody who's not even rostered to you. So just the the flexibility of this app and how we can communicate with kids that aren't even ours quote unquote or on our roster in the class has just been uh phenomenal. So training teachers up on

088how to do that is a little more of the process that we're still working through. But that was great feedback that we got from the drill that we did um at FLC and we're going to continue to do um into next year. You want to scroll on to the next one? >> All right. Yeah. Just to wrap this up, next steps. Um, again, we're just going to continue to um refine our skills just by drilling it. I think the only way to get better at something is to continually practice it, gather feedback, and then continue to build and build and build. Um, one thing that I'm going to do is I'm going to have to um, you know, take some screenshots of what each screen looks like and then share out some communication to staff

089like here's how you find the directory so that you can search the staff that you can search the student and account for them. It's really um a lot of back channel work that I'm going to do on the back end to help you know communicate that to our staff. Um compliance monitoring that's every year um Brad has shared with me that we have to submit all of our drills to to who? >> Office of School Safety. Thanks, Brad. Um, and then this we think we can um, you know, have all of our drills timed and completed right on this app and we can send that right off to to them. So, we're going to just have total accountability on our end and be in compliance there. Um, team training, as as Brad said, in June,

090we're going to do some more team training there. Um, but then also working at individual building teams. um how do we get our FLC staff trained up and at BAMS and horse man and treperate way as well. And then um the last part is just with that reunification training um there's three different roles that there's greeters, there's runners, and there's reunifiers. You know, who do we figure out are going to fit those roles if if a you know event would happen? How are we prepared prior to like everybody knowing their role and being ready for that? Yeah. Did I miss anything, Brad? >> I think that's it. >> So, we we just had a a drill like in the past week, right? I think I saw some emails about it. Uh did how did that

091go relative to, you know, years past uh where we didn't have the the the system. >> Yeah. Trying to drill those. >> Yeah. >> I don't know. I feel like I saw Yeah. That was last week. We're getting emails about the raptor drill going on. >> Was that the one that you were doing? Uh >> oh yeah, that was the test. >> Okay. >> That was the test that we had to do with this batch. So we've been working with this batch to make sure that we >> are testing the system. So that be our third test just to make sure like >> in the event that we hit that that's what it is. So yeah, if you have that app, you might get a 7:15. No, I mean just in general, you know, the

092drills have been, you know, it's it does take some time for staff to learn, but it's quick. >> Sure. >> Um, and that's what we've learned very fast is we've rolled this out slow enough for staff to be able to kind of hopefully, you know, absorb it and play with it and feel good about it before we get kids in front of them because we know in the event something's happening, you're not always going to be thinking right. You're not always going to be there. So, we really want to continue to build some of that muscle memory of, hey, when this happens, I need to go here. I need to click here, my location, you know, and and really walk through like my status, you know, and and we're going to keep hitting that until

093we get that. >> The one we've had with kids though is the FLC fired earlier. >> Yeah, we did have one. And even during that one, I still encourage teachers to bring out the binders as Brad said, just for um you know that double accountability like you're still going through it your checklist and you're holding up the green. And then what I try what I'm going to try to tell teachers is make sure all your kids are accounted for first as far as like getting them out of the building, make sure everybody's safe, then go back into Raptor and like Brad said earlier, like you may be doing this, you know, 15 minutes later, 20 minutes later and accounting for everybody on the app, just making sure everybody's safe first. then then go to that

094app because I don't want you walking out on your phone, right, going through a fire drill and you're trying to account for kids but not you're not lined up yet and in a safe place. So encouraging teachers, you know, get out of the building in a safe calm fashion, go line up, take take your attendance and then go back into the app and that's kind of like your final checkpoint is marking kids accountable or missing or injured or absent. I think they both made this point as well though in addition to that is that the efficiency of this you program all those drills in ahead of time. So you can program drills in for the whole year >> and those drills will then go off on those times that you're programming them for. And like

095they said, we're stepping away from paper. >> Yeah. >> And all this gets we can ship it right down or CSV file it right to the state >> a lot cleaner than ever before. And everything's recorded. So like the time it takes everything you see it accountability all there >> and and it's all live too like I was watching it on my feed and I can watch account for that percentage just grow and grow and grow live during the drill. So it was really cool. Brad was up there with me and we were both watching it like just happen. It was pretty pretty cool to see. >> It even goes through do not disturb on your phone officer Jagger was trying to sleep. So >> my favorite though is when we've had staff who are

096not even in the building on that day for sick or whatever >> they're putting in their accountability like okay here I'm here. So yeah but just saying I'm not in the building. Um >> and that's one of the great features too. I mean, we could talk about this all night, but you guys do other things, too. But like the Google part of this is where you think about FIAD and they're out doing adventure and they're out biking or other that they can drop a pin exactly where they are in the community to know that that's where they are. They're way over by, you know, the gas, the BP by the highway, and they're just going to stay there, but we're all accounted for. >> So, like that feature goes beyond just the buildings. It's all

097over. It'll even differentiate between students who are missing versus absent. Like if they're not at school that day, they're homesick, they're absent. If they were here, but you don't know where they are, you can mark them as missing. So, it'll even differentiate there, too. And then you can get really specific about where students are. >> Sorry, >> I think you mentioned like getting students trained on the app. What does that look like for what does it look like for families? Like are families going to have access? they won't students won't have access and parents won't have access but you know that's where that communication comes in that we continuously try to be transparent about when things are happening or hey this took place >> you know that's the building of the trust I guess is

098>> you know we want to continue to promote this because we are doing great things and we are putting a lot of stock in our kids safety and our staff safety and when something happens just know they're in great hands and we're going to communicate what that is and where you may need to go if the event you need to do that. But um you won't have access to the raptor. I mean that's an educator thing, but >> um that's the best part of this though is that as a parent myself to have that accountability, you know, like >> we're we're mindful of that. Like we want to know where each individual is in every building or in the community and we're not going to be done until we know where they are. >> Yeah.

099I love that there's a plan. >> Yeah. So, >> and then finally, I think I'll just say the the validation from people, and Brad kind of alluded to this too, that when we start talking about this to people who don't have it, it's like Brad and I are trying to not sell it, but people are like all engaged like, "Hey, can you tell us more? Can you come present on this? Can you do it's just great that, you know, we're forward thinking here and we're forward thinking in safety." And I think we found something that's really, really valuable on the whole scale to make this all work. And it's exciting. And again, as Brad indicated, now the county wants in on the whole works and hey, can you hook us up with getting that a

100presenter from Raptor to come in? So, it's it's it's neat to see that because when other people are talking about it, it it feels like us five years ago, >> right? >> And it's to see the decisions that Brad, Willie, other safety team members have made to get us to where we're at right now. I feel really confident in where we're at. Obviously, safety is always changing, but we're we're finding the right spots to hit, you know, to make sure that we're doing the best we can do to keep our kids as safe as possible. >> I mean, our families and community set best in the summit. I mean, safety's right there. >> Yeah. I think we all unfortunately have to think about that. I'm just proud of where we are as a team and

101the work that we've done to get to this point. Um, we're not home yet. We got a lot of work to do, but um we're getting there. Um like Matt said, other districts are starting to peek peek through and be like, "What are you guys doing over there?" Which is really fun. It's good. >> I mean, I think that safety team has done a great job and see the enthusiasm on a project that hope never >> for you guys to stay this upbeat, positive, and pushing it through. So great job. >> Yeah, appreciate that. It's every day we want everybody to go home safe. That's the mentality. How do we do that? So it's stuff like this and having a room full of 20 some people on our safety team that are engaged every time

102we do this and feel the same way. And I think all of our staff do and just, you know, the response that we get districtwide is, yeah, we're doing great things and they feel safe and our kids are telling us that in our surveys. That's important, too. not just going through the motions, but it is having an impact on our community and our schools. So, that's huge. >> All right. Thank you both. Thank you so much. >> Thank you. >> All right. Let's wrap up uh superintendent report here. I've got one more thing to share with you all and that is uh the summit takeaways. There we go. Uh, loaded back in there. Perfect. Great. Uh, let's get my screen up. Uh, so basically what I did is, um, Natalie Rosas, first of all, big

103plug for her, like taking all the data from both the nights, from all the chart paper to you name it. got it all in on uh like Excel or like spreadsheets in Google and then what we were able to start doing is you know summarizing and analyzing that data based on that work and again AI is a great powerful tool if you know exactly what to prompt it with and basically in a lot of cases like on those spreadsheets in Google with Gemini you can say I need to summarize and analyze the following data or put these into these categories and it does it for you really quickly and It's accurate because I check back back and forth between the two and >> again the speed of it, the summary, all those things are are

104pretty amazing. So, this is just again an overview. We still have I still have work to do before we package this and send it out, but it gives you a little bit of sensus of like the whole experience um from the summit itself. And so, I'm just going to walk you through this. So, uh these were the big pluses and deltas from every night we asked people. But before that, we had two nights, and this has been shared before. This is a couple weeks ago, overund or close to 100 stakeholders at each. And just for the public to hear this, too, we had uh it wasn't just educators. Uh we had business owners, we had clergy, we had, you know, local law uh enforcement, we had um village leadership. I mean, you name it. There

105were a lot of people. We put every single individual, we had assigned seating so we could get multiple perspectives as much as possible so that we didn't have echo chambers at the tables that people were at. They were actually multiple stories sharing their perspective, their narrative back. Rick said one of the most important ones was our students, them being at the table sharing what they from their perspective of what this all looked like. But in in that regards like in terms of pluses and deltas when we looked at this and I shared this a little bit uh from uh night two. But the mixed diverse seating was a huge thing that came up in terms of a positive the highly collaborative you know student staff involvement you know that was there a shared sense of

106positive energy. We were on the same page. These are all things that came up again and again and again on the positives areas where we can get better at this if we hold another summit in the future. Uh require clear action steps for community members, desire for broader demographic and parent representation. So that whole idea of like is this really representing our whole public and our whole village? Um those are some things we need to continue to get better on and need more time to dive deeper into solutions. Again, this is what people were saying on the actual work. This is not changed or put anywhere. It's the raw data that we're getting. Uh when we talked about uh the top five urgencies in those areas, when we looked at them, and it's really interesting

107that we just had this conversation and it was mentioned already before, but if we looked at the top five emergencies, uh and then what each person was bringing into it. So these were mentioned multiple times on multiple different tables at the the groups when they put it up. But number one uh is the bottom there. Safety, behavior, and cultural wellness. Uh had mental health, staff wellness, student wellness, discipline, expectations, safety in general uh was really the biggest urgency from the people in the room that they felt was most important. The second most important was academic achievement. The literacy, math, exploring where we're at. uh financial and funding happened to be the uh third most community and partnerships has came up you know quite a few times with eight mentions establishing clear unified school community relationships

108and then finally uh the one that hit the top there uh as the lowest number was staffing and retention uh meaning retaining and recruiting individuals who want to be orals the best people we can have. So that was the makeup of the actual uh top five uh urgencies that people came up with at that time. This was uh when we asked for the vision statement uh activity where we asked like what are today's kindergarters look like in 2038. Um number one overcoming financial uh restrictions and the radical fiscal stewardship and community trust. Uh number two, the connected culture where students, parents and uh staff share unified expectations and then that whole academic uh outcome in terms of achieving excellence and uh really hitting academic success are the three big factors that by 2038 that's what

109we want to see within our our work but also a community partnership that really brings us all together um from uh that and how we can create a student workforce that's ready for that graduate as lifelong learners moving forward. If we look at the portrait of the uh graduate results, these are the the columns that you get for skills. Let's kind of get up here because it's a little bit easier. Uh self-management was one of the biggest uh pieces. You heard that quite a bit of time like just time management. How people are doing that and students are they do they have those skill sets yet? Uh communication. Number two, do they have interpersonal public speaking skills? Can they talk to another individual in a conversation uh really well? Number three, the cognitive area like

110problem solving, critical thinking, you name it, uh to really start solution finding within their their works that they're doing. And then foundational literacy. If you don't have literacy and you don't have that reading, math skills, it's going to be really difficult to get anything else. And AI was actually uh thrown in there too in terms of that that skill uh set within >> that was self- serving though. >> Yeah, exactly. >> The AI Yeah. generated on itself. Um and then these are the attributes below. The number one uh was adaptability, meaning being flexible, nimble, um being able to pivot really quickly and then change up when they needed to. Uh resilience and grit, you know, overcoming difficult challenges and not just giving up. And as I think they've said it before and before again is

111the bathroom to nowhere. Like I get frustrated so I walk right off the job. Uh integrity and ethics, honesty, accountability, another huge player. And then finally, I thought this was really important obviously as well is the empathy, kindness, and compassion to understand each other's stories uh when we can really be successful. So this information and and just a side note too, I share this data with the DPI. The DPI actually had a summit or not a summit but like a hearing because they're looking for what would make the portion of the graduate for the state and started putting a template together of what they're hearing again and again. So at that hearing we did like some different activities but I had all this data and I said hey this is what my community said and

112I handed it over and they're like oh okay thanks you know and I and I share but this is the kind of stuff that a lot it's not just a North Final thing that we're doing this it's uh the community in general because they want the whole child represented when they walk across that stage not just the GPA not just you know whether or not you're in honors or whatn not it's like are we actually making these things happen so that when our students go out into whatever world or opportunity they go into, they're prepared and they've got those those ideal uh skills and attributes that will you know allow them to move forward. Um so what what we're trying to do too is like okay so given that we have a strategic plan and

113those are the strategic plans in the middle there and not necessarily the KPIs but the buckets for each one of them as we all know uh the community voice you can see here strong academic achievement and literacy skills so that relates right with academics and learning uh the financial stability and funding financial operations obviously safety and wellness safe and healthy emotional schools and empathy and partnerships but what they've given us then is that right to continue to work in these areas and pockets. And I just mentioned a few of the district responses in those areas like obviously you've heard about ready tonight quite a bit and how that's that diagnostic is really helping us elevate our students achievement. That is just one factor that we're working on towards that. Obviously the financial our bond rating

114been really pretty good. We're actually starting to bump up our our fund balance which is a great thing too for our district future wise and a few other things that are going on within that really well. And then that safety and wellness we just heard if you just listen to it for five minutes like that raptor even having that part. But in addition just the harden infrastructure we also have that that seal level of like I have a trusted adult at the school where I can go to that teacher. We have over 90% right now just as looking at the spring data of students saying that I've got someone there that I can go to if I need help or assistance. And then finally, that empathy, partnerships, and unity, that communications, engagement, the whole cultural

115playbook, those belief systems all align with everything we're talking about from attributes to skills to uh the specific ways that we can reach out and continue to bridge our world with the world outside of North Flex School District. This is just another thing it kind of set up. I was kind of interesting the way they or uh AI threw this up on the dash with the documents that we gave. So the physical safety outside the parameter like showing like okay we've got infrastructure. We've been doing some different things from overhauling our infrastructure like our last remodel putting all those different doors safety doors set up for BAMs and other areas safety complexes within our district too just to continue to get better at that. I mean we're redoing surveillance cameras this summer like putting more

116emphasis in that. Uh and then you get into more of the uh stuff we were just talking about in terms of the raptor and using more effective technology to make sure that we're in a safer spot. And then you have the cultural safety at two as well as I was just talking about the trusted adult over 90% feel like they have a strong sense of belonging in our schools and our behavior and incident data at that high school level has gone down drastically in the last four years which is super essential and this just gives you a little overview of the picture of that. the academic shift. Again, this is just showing the people like what has happened even in the given last year that the narrative just hasn't been there yet for people to

117understand yet. But that was from fall to uh winter. These are the stats and I just threw them up here to as well as far as reading that 77% growth for literacy, 66% growth for uh math which is amazing within that frame as well. Uh and then you see what our actual numbers are as a district. uh economically disadvantaged 51.6% low soio economic uh 33.2% uh students of color and then students with disabilities you asked about how many 17% of 1500 I mean it's an essential amount and I would even say it's closer to that 20% now with what we've got and again another reason for the surplus to uh help um special education funding throughout the state. uh this just talks about like um moving it through for the financial portion of it and

118just talking about per student and the the model. I think it's so hard to understand educational finance and how state funding works. And I mean we could sit down for hours upon hours to show people what that is, but um it's it's really difficult to like really unlock that. I hope that through the Oreo Academy, the one thing that we're gonna be doing is showing a financial date and really walking through that with 30 people who want to come listen and um and then uh I was talking I'll just give John credit for this because we had this conversation, but taking a person from that uh oral academy and it could be a different one every time, but them coming back to the board and presenting what they learned in that one day. So we

119get it not just in that echo chamber of the district, but then they can come out here and share what they were learning for uh the rest of the board to hear as well as the public too. So again, this is more of that the budget, you know, obviously the hardships that we went through and where we're at right now. Um thankfully with, you know, some of the budget shifts and obviously we would love to see that special ed funding coming back and we still have a hope that there might be something might be something still on the table. Uh but uh we're we're getting in a better place than we were before. This is the cultural playbook again aligning back to that same thing that we were talking about in terms of um that

120empathy, collaboration um and but also some of those attributes. When you see this, if you really look at the attributes themselves, they align with each one of these uh belief systems. So yeah, we might say adaptability and we might say, you know, uh, time management. Well, standing up and owning it is a lot of that. Courage to grow is all about adaptability. We are one. We need to be able to collaborate with other people. You need to be able to have communication skills to be able to do that. So everything that we've got formed here is stuff that can be moved forward. This is the arrow mindset that really is the umbrella for everything. The event plus response equals the outcome and really influences this. So this is the resiliency part. we're trying to teach

121our kids too is how do they control their response so they get the best possible outcome even though that they only have control over the response itself. So, and this isn't just about our students, but this is about our staff. This is about the people that engage here as a system. So, we have something that unlocks a way to we uh to be better in the experiences that we have with others. this is a a a possibility like future-wise in terms of uh if we really want to see I think that next level and this is just a thought more than anything else obviously we've got a transcript for your your A's B's and C's one of the things too that we need to look at is like okay so what are those career and

122life skills and how are they doing at them because an A and C does not tell you what kind of person that person is or how resilient that person is it is a grade it is a quantified number and that's what it is there are ways to start delineating saying okay so if we have a specific attribute or skill that we want them to learn and there's specific you know proficiency scales for that we can determine that and then place those kind of things on a transcript for our students at some point so when an admissions looks at that or a workplace or you know like okay this kid's got time management down >> he's never had anything late he's always put stuff right away through. He knows how to handle stuff. He's a good

123communicator. This is the kind of person I want. Versus, you're guessing right now. >> Yeah, >> that kid's 4.0 GPA. Well, you're 2.5 could be way better at communication than that 4.0 and could be able to do a lot more differently on that other level. You cannot tell just from the number. So, this way it gives more visibility for our community to see that in our post high school opportunities for our kids poss. And this is like a two to three year out, but we're starting to establish that because I think it starts at that uh elementary level, then you go to the middle school, and then you get to the high school to get this. >> I can't remember Trev or they talked about this a while back. They had a name for that

124transcript. I don't remember what it was called. >> It's they call a playbook, the transcript itself. So that's and they have certain standards based on that within that playbook that they use and they mark that on where their students are at within those areas. We had that presentation from uh Ed last year uh just on that social emotional level and like where they're getting to be in a well place when they get to the actual learning. I mean that has a lot to do with that mindset and understanding where they're at in that frame. So these are just a couple of the actions, you know, moving forward. There's, you know, quite a few things on this like quick timeline. Uh we got a lot of people that were we affect every single day with what

125we do. Um obviously we're going to continue Ready and some of the other academic roles that we're making happen. Um, it'd be great to finalize a K12 career life skill rubric at some point in the very near future and then maintain the fiscal responsibility and discipline that we can have for that emergency fund if need be. On the bottom is kind of like a roll out of specific things. Attend future. We're asking people the community's actions engage be at the board meetings come to shareouts. Be part of that. Uh the next one partner local business integrate with school workforce readiness programs which we are doing but I think we can enhance that. I'd really like to start a business advisory team at the high school where we bringing in, you know, other businesses from the

126area and vision. I've talked back and forth about that, making that happen. And I think we can get some alumni, too, who are part of that so they're more invested in the actual work and really try to create just some value for our teaching staff, for our students, and connecting them to those experiences outside of our our walls. um continue to teach that playbook language and understand what that culture is based upon the system we've already created. Share a white paper. I shared this already in terms of the summary of what we've, you know, got from this information. Obviously, there's more details than this. Uh I want to set out a newsletter semester wide just saying, okay, here's where we're at in the beginning of the year. Here's where we're at the end. And lay

127out something so people can get understanding what that is just to give. And if we send that out to all, you know, the village and our area versus just our families, I think we can get a better understanding and give some people points on where we're at in some of those specific areas. >> I'd like to at some point before next school year starts talk about this communication a little bit more. I'd like to figure out a way to do it more than once a semester and talk about how we hit different audiences. I mean, the newsletter is great, but how do we get to everybody? You know, like just listening to Aiden talk the other night. I mean, if you'd watched, if everybody could see a video of him giving that talk that he

128gave, that was pretty powerful. So, how do we get like we've got the YouTube thing where they're channel already where >> I mean how do we reach different segments of the the district that we're not reaching right now through Facebook or or just a once a semester newsletter? >> Sure. >> So, I'd like to have a discussion about how we can do that and be more effective >> because I we have a good story to tell. We're just not outside of the families. I don't think we're doing a good job of communicating to everybody in the district right now. I just >> definitely know and I think that came up quite a few times in the summit too and so how might we do that and get to some people want us just to go

129door to door and say hey you know like to like without a paper a real paper where we can actually >> have that whole page it's it's difficult for people to even understand where that's at if they're not on Facebook if they're not on Instagram if they're not but you also have to hit that population too of alumni who within the last five years that's their source right Um, and then I share the Orio Academy there too as far as like a deeper dive into that. And I really like that idea, that connection back to the board and sharing out what's happening there from their perspective to show that narrative because it's really easy for us to come out and say this is this and this. It's awesome to hear another person's perspective based upon

130the narrative they read to share it with other people and that's where we establish more of that trust, that relationship along the board. questions that anybody has on this as of now. I, you know, it's kind of interesting to see how in particular when you went back to like the one with the pillars because that was the night I, you know, I was there and like that that really summarized, you know, a lot of that feedback pretty well. uh when you know we went through the exercise of trying to you know define the top three attributes and and skills that that we're looking for in a graduate and I think that that did a really good job of uh capturing it. I've got graphs too that we'll include in like the white paper so you

131can see the red, blue, green, you know every one of them and how many people had said those things because we we accounted for everything, right? So anything that you mentioned or wrote on a piece of paper, we've got that whole list there, too. So you can see every single one of those components as well. >> What I like about it, too, is it it kind of grouped some similar concepts, right? Because, >> you know, in some cases you were saying the same thing but using a different word, right? >> And this kind of really captured that. Uh, and then the other thing that I think is kind of neat too is to see on the I think it was maybe the next slide that it is really reinforcing, you know, the things that we're

132already identifying as strategic to the district. Right. So, um, what does that tell us? A, we're on the right path. B, maybe is that communication. >> Exactly. I mean, like you were saying, there's a good story here. Yeah. >> How do we how do we make that happen? And it it might require like a marketer, you know, to say, "Come on in here, write our story up because I only have so much skill and I can use things like this, but it just to share that in a in a really good place." That might be something that we want to think about, too. A lot of schools do have their own person who does that for I mean, but I think we take this information and say, how do we >> sure >> share this

133story better with everybody else? Cool. Thoughts on any of this? More to come. Obviously, I got to get this out to, you know, more folks. I'm going to retweak this quite a bit, but just give it base and then show the white paper, too, so that people have an understanding. >> Just like probably break it off in chunks because we hear this a lot. But if I'm a parent that's not or a community member and I'm going to see all this information, I'm be like, >> overwhelmed. Well, you know what I mean? Like, so, >> and that's where I kind of want to just leave it at like here's what the summit did. >> Here's what the summit was, and then we can start slowly showing those other facets of >> what that is because

134if you put it all out there at once, again, you all have a >> pretty good awareness of that. >> That's like a fire hose hit in the face, you know, at once. And I agree with both Jacob and Rick like what I think the biggest thing when and now you could hear it when we were at the summit I think but when you see it here when it's summarized it's there's nothing on here that isn't a focus already. So like >> how do we you know and I think we throw it back to the community on how do we communicate this because I don't think putting on Facebook I don't think a newsletter that's part of it but I think the biggest power is in people talking about it sharing that story and more

135and more people in kind of that tumble weed right and and getting people invested in like what those outcomes are those responses are so I don't know really gets you to think >> and yet it still gives you it's great because we now can champion this stuff because everything that they're saying is stuff we're already working towards, right? And we've got action steps towards and it's like that makes it even more so. Hey, we listen to you. We're right in that same vein with you. This is where we're going to go. And that's >> the beauty of the work, too. >> Now, I'd suggest starting right away after all the Iring and the next path stuff's developed and showing this great step. you know, it's like kind of on a trail in the fundraising had

136all their >> increases in there. >> Yeah, I want to tout our academic and learning big time. I mean, if even if it's before this information comes out because people need to know that like there are shifts here which is significant. I agree, Steve. But I think we have to find a way to even if it's just our families um at first but eventually again work the rest of the years completed the next coming up and parents are feeling I made a good decision to come here or you know whether whatever the case is but that's good information for them to see especially with our historical things about how we're not very good out here in like and how that's changing and has changed. Other thoughts on this? Okay, that's all of that. What you

137coming up in June, just so you all know too, we'll have summations from every single one of the buildings more of in a terms of like here's the numbers. We're not going to go extreme into depth, but just show you like what's happened since the beginning of the year and then a little forecasting of what's going to happen next year so you know kind of the alignment even with special ed too. There's different pockets happening aligning and moving towards the same direction we've always been talking about, but some of those pieces need to emphasize so you all understand what's going on too because that's really going to make it hum and keep it going. I mean, the foot's still got to be on the accelerator, man. I mean, we made some some good good and

138great work this year, but we're only just beginning. So, all right, any final questions? >> Okay. Um, we've got a few items here on new business. Our next item, um, the first one is consider approval. Uh, I'm going to break it apart, but it's for new hires and resignations. So, first, uh, for our new hire, uh, Jared Simson. Simson, >> correct? >> Yep. It's going to be a new math high school teacher for us. So, I know that was shared during close session. So, looking for approval for our new hire, uh, Mr. Simson. >> So, all at once. >> Sure. >> Oh, is it connect on it? Okay. And then, um, we have one resignation as well. uh Jenna Bray uh from our special education department. Uh so I will look for then approval for

139both the resignation and the new hire. >> So move >> second. >> Yes. Yeah. Um, next item is our consider uh approval of the ACP um as was presented during our last board meeting in April 27th. It was also attached in the link for us to review again in our board packet. So, I'll look for approval for uh the ACP. >> I'll make a motion. >> Second, Gillings. >> Yes. >> H. Yes. >> Mathy. Yes. >> Yes. >> Um, our third item is consider approval of act 20 as presented for April 27th, 2027 board meeting. Again, packet was found in our uh that was reviewed already, but found in our board packet again this time. So, look for approval for that 20 piece that was presented. >> So, move second. >> Okay. Matthew, yes. Healthcare,

140>> yes. >> Hawk, >> yes. >> Kellings, >> Yes. Um, next item is appoint. Uh, we've got a few things, but first one is appoint CISA 6 representative. I'm going to call in. Is this a motion again? Recommendation or just appointment. >> Just the presidential. So, you just name them. >> Excellent. Excellent. So, for C6, uh, looking for Rick, uh, Matthew to do that again this year. So, do we motion it still, Steve, or is it just appointment? Okay, that's it. >> So, Rick, >> I mean, the person can say I don't want it, but like >> congratulations. >> Yeah, >> so congratulations. Thank you. >> Yes, thank you for continuing your service there. Um, next item is appoint a WD representative, which would be Steve Hawk again this year. So Steve, if you're willing,

141we'd appreciate your continued service on that. >> I'd love to. >> Awesome. Thank you, Steve. >> Thanks, Steve. >> And then our final appointment is for our policy committee. And if I remember correctly, Jacob and Katie are on. So I'd love to continue that appointment for both Jacob and Katie if they're willing. >> Very cool. Thank you both for that and thank everyone for their continued contributions outside the the normal board activity. Um and then our final item that we have is consider approval for uh the following list of summer school uh educators. Uh so which again was found in our board packet. So just look for uh approval or a motion and a second uh on those that list of summer school. >> Just so people know too it this is a little bit

142different obviously than last year. We've got two weeks at the elementary level which is fantastic in June. We also have two weeks in August for jump start for the elementary. We also have two weeks in August for middle school. So, jump start uh and then high school will continue with its credit recovery uh components that they've always had been doing. So, we've expanded a little bit. We're actually getting some involvement at the middle school level in that way. So, again, uh just so you all know that there is some work and regeneration of some of this to make it uh work for our families too as well. Nice. >> Thank you. Got it. Well, I'll make a motion. I'll >> second. >> Okay. When you're ready, you got >> Humpner. >> Yes. >> Kellings. >>

143Yes. All right. That is our final item in new business. So, I will call for meeting a journ at 8:04 p.m. today on May 18th. So, thank you everyone. Great.