001Okay, everybody. It's 6:00. If you could please stand for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, has everybody had a chance to look at the agenda? I would take a motion. I move that we accept the agenda as presented. I second. All in favor? Aye. Aye. And we have an agenda. All right, next up is my favorite part of these meetings, the presentation from Evergreen Elementary Schools. Come on up, kids. This is Evergreen Elementary's marimba band. Uh these kids are just incredible fourth graders from our school and uh they can correct me if I'm wrong, but I think I've had the pleasure of teaching them music
002since they were in kindergarten and it's been amazing to watch them grow and be amazing musician humans um and they are doing such a good job. The piece we're going to play for you is called Tatenda, which means thank you or we are thankful in the Shona language. And part of the culture of marimba bands is if there's a group who's playing by themselves and they're doing an amazing job, uh we cheer for each other during the performance. This is not a classical music performance. Uh cheer for them when they're doing awesome cuz I will. So, please join us. >> [music] [music] [cheering] [applause] >> Well, that was pretty great. Thank you. Um I I don't know what the name of the really, really big one is, but the girl who can't see over it,
003that's pretty cool. Okay, next up is the Superintendent's Report. Sorry you got to follow that, but Mr. Jesse. >> [snorts] >> Thank you, Board President, Weare Landor, other board directors, student representatives, staff, community members, uh and uh students also out in the crowd. Yeah, so to start off, um next week is Teacher Appreciation Week, so since this is our board meeting um today, I thought I'd just recognize um most certainly our our very talented teachers that we have. Uh this week we're out uh in the schools uh celebrating them and other staff uh with donuts, juice, and coffee. Uh it's been really nice to get up nice and close with folks, kind of hearing what exactly is going on um in individual classrooms. Uh for example, today uh we were at Bordeaux and it was
004really cool to uh hear about uh kindergarten doing tie-dyes. Uh second grade was heading off uh to the Skokomish Estuary. Choice Cedar, uh well, especially Cedar, there was a already students coming in to their same staff lounge, so they share a space, pretty cool uh seeing those students come up close, so it was really nice to watch a student come in and just want to check in right away with a staff member. It demonstrates the relationship, which is the heart of the work that we do with our students. Uh when we have a really amazing relationship with our students, um you can just see all sorts of learning happening, you know, and I like to think of it not just for the student, but also us as staff uh cuz we learn alongside one another.
005So, I just want to say thank you so much to our teachers, uh our other support staff, all the other staff that make this possible. Um it's amazing. The gong display, Miss Barnes was here, a lot of energy up front. Uh those students, you can see that she has an amazing relationship. Uh students who able to slip right on in, they knew exactly what to do, didn't miss a beat. Um and I think that's just again a testament to all the things that we have it going on here in the Shelton School District. Um magic uh happens inside the classroom and why Why music lead the way? So. Uh On that, um we were the also announced on Friday that we will not have a reduction in force. Um just the way the staffing moves
006um and transpired. So, we have some staff going out on leave or uh moving on to other uh districts. Uh moving out of the area included in that. Um so, it's nice. So, we're able to make placements so internally and then we've also been out hiring. Almost always in a hire for elementary positions. It's just one of those areas where once somebody leaves the district, then they also we just directly fill the fill the position internally. Little trickier at secondary just because of the individual uh certification or endorsements um that's individual staff have. That's kind of what holds us up often. Um and so, really excited to have uh no reduction in force. Um and have um some new teachers join us. So, excited for that. Uh Thank you, Director Gilmore, for joining me. Thank
007you for the third-grade team here at Mountain View. We're able to slip in to some classrooms. It's really nice. Uh we saw some um kids doing uh fractions um this today in third grade. And so, I know for uh our secondary uh staff members, I think they'd be excited to hear they were championing fractions with a lot of excitement. I'm sure she'll have some things to add. Um She They have other than she didn't She She's working on fractions herself. Uh students came with a lot of confidence. I think the the confidence level is really on display. Kids had testing already this morning and they were still having energy, stamina that has been well developed and honed uh again inside the classroom between the staff members and the students. So, good on them. Thank you
008for those third-grade teachers for letting us visit. Before I go, just have a quick plug. Summer program. We have summer program again. We have reshaped our summer program 3 years ago. Really excited for that. I believe we have almost 200? Are we around over 200 students signed up? Higher than that, I'm I'm being told. Uh so, already 200 students have signed up for summer program. Um that is for second through eighth grade and then also credit recovery for high school. We do have some pre-algebra courses going on. That's kind of a slight group coming from OBJ H over to the um high school. So, we'll continue to do that as well. Tennis is always really good. Something we want to have and we always have rewards. So, any of the parents out there, please do
009work with our staff in trying to get your student into summer program. It is that important. There's a reason why we have contacted you. Really trying to get kids to or beyond grade level uh in reading, writing, and math. So, with that, thank you so much. Thank you. All good stuff. All right. On to community comments. As part of the regular school board meeting, the board welcomes community members to make public comments in person and or by phone as conditions allow. Please see the full script with call-in instructions and guidelines for community comments displayed on the screen above. And Robin Cleary. Okay, first off, I just want to say the kids were amazing. Um that was the highlight and music's always a good thing. So, good job, guys. Um I want to say uh good
010evening, school board members, district office staff, SEA members, and the community. Uh my name's Robin Cleary. I'm I'm a special education teacher at the high school. And I'm one of the SEA vice presidents. Um on behalf of SEA, I would like to say that we are happy the district made the choice to invest in classrooms and our students. That's what the community voted for and we are thankful the district was able to make those wishes obtainable. As SEA, it is our responsibility to represent our members in our commitment to ensure that our students and its members have the healthiest and safest learning environments and working environments possible. Going forward, we will continue to use this forum to openly communicate with the board. We look forward to working together and navigate the district's ongoing budget crisis
011by prioritizing students in classrooms. Thank you for your time and your ongoing support um for our students, for our community, and for our schools. Have a good night. Thank you. Moving on to uh reports and recognitions. Uh multi-education or multilingual education by Catherine Kelly. Hi. Good evening, Board President Weiland Eyer, board members, student representative, Superintendent Jesse, families, community members, and staff. Um my name's Kat Kelly. I've spoken before you now for several years. This is just my annual update to our multilingual learner education program. Do I have a clicker? Found it. Uh so, this evening we'll just review a little bit more about um how some of our programming works just very briefly um at elementary, secondary, um the enrollment numbers um for this year across our programs, little bit about our student performance, and
012our annual budget. So, one thing I want to highlight is um we are a unique district in that a significant percentage of our students qualify for multilingual English learner services or ML services. And so, um this past summer summit, we introduced the orange um document on the right and provided some professional development around that. And in this spring, we've launched our student engagement um protocols, you you could call them. And they're highly interchangeable. So, we're integrating some of the strategies that are highly effective for ML students into um our instruction across content areas, classrooms, spaces. And there's two kinds of language development that the state um discusses. Something we call integrated language development, which is just taking place um through education in in in any classroom. It's where you see these strategies happening. So, it's
013it's providing access to um core content. If you've been on walk-throughs, you've probably seen some of these in our visuals with our anchor charts, things like um sentence stems, turn and talks. All of those are integrating language development into literacy or content. Uh But there's an another um kind of language development that this the state recognizes. They call it designated. It's kind of come up with this metaphor where we have these um kind of on-ramps onto the highway for any student, but especially students acquiring English. And then we have kind of these speed zones, which are more individualized to each student cuz every student's story, strength, and need is different. And so, these are designed to be specifically at that student's level. And um in our programming now, that's largely taking place during uh small
014group instruction and individual conferring sessions. So, it's highly targeted to the skills the student is working to develop. Frequency and intensity of those is determined by students' needs. And one of the key things is it's uh the designated English language development is differentiated. It's not different. So, with the number of students we have qualifying for services, it's still part of our master schedules, our programming um through our general education courses. It can take place with um a more of a specialist or someone working in collaboration with a specialist. So, our integrated supports team or um our buildings that are staff All of our buildings are staffed with multilingual specialists. So, it's in collaboration and tandem with those um folks with different expertise areas. Some quick updates about our secondary ML programming. Um We have to
015be flexible in terms of our enrollment. And so, for example, last year I presented to you about our newcomer program. And this year our enrollment was different. And so, we responded to those fluctuations and have um maintained those courses in the course catalog, but they're not necessarily in the master schedule right now. Cuz it's just cuz of numbers. Um we are adjusting staffing schedules to make sure that we're supporting our students in staying on track to graduation. And a a bullet I didn't get to include that has been um proven to be a really highly effective support for students are the learning labs. And so, some of our staff support students in learning labs either for science, literacy, um really specific skills, targeted skills, assignments, assessments, etc. Just some, um, updates on our rough numbers.
016We have about, um close to, uh, 600 students at the elementary level that qualify for services. Um, we have two program models there. So, our supportive mainstream, which is in all buildings, and then our district-wide dual language program that is hosted at Evergreen. And then, our other buildings, um 5-12 have supportive mainstream, as well as our Open Doors program in collaboration with Choice, and then as well as our community partnership with Sound Learning. So. And then, all throughout the year, we support professional learning for staff working with our multilingual students. Um, so summer summit, we had, uh a district-wide session, a whole group session on supporting and engaging diverse learners. And then, throughout the year we've had, um the engagement strategies being refined and then launched this spring, and so that's district-wide. Um, Evergreen with
017the, um, some of our OSS I funds, we've been working on strategies to support mini lesson and conferring with multilingual students. They're running access and inclusion, um, collaboration blocks at OBJ every other week. Then we have our cadre days, and of course our integrated supports team, which is, um the the wider team of folks who support our multilingual learners, and that's specialist role. And then, with this many multilingual learners, we want to make sure we're hiring folks who can continue to support our diverse student population. And so, one of the great things is our current, um, TOSAS staff, many of them have extensive knowledge and expertise around working with multilingual learners, and are able to mentor teachers in our buildings. Um, we are have many folks who are dual endorsed, so they have the endorsement
018for working with, uh, multilingual students, and then another endorsement such as ELA. A new one we're seeing more of coming out of the colleges is, uh, math and multilingual learners, which is a great combination as well. Um we've worked, uh, to recruit more staff who speak students' home languages. A lot of those are homegrown. And then, we're also, um using those those staff in our interpreter roles, which is a really neat way for students, um, graduates of Shelton School District to come back and and and support the community. And then, the partnership with The Evergreen State College, who runs multilingual cohorts throughout the, um their instructional cycles. We even did some mock interviews and some mediated field field placements with them. So, what all this kind of adds up to is we have a generally
019upward trajectory for our students who qualify for services. So, students scoring at a level three on the SBA, and then a student scoring at a level four. Um and we wanted to capture right, that we do need that that curve to be steeper when it's a significant portion of our student population. And so, uh working into the data, trying to look at how much growth our students are making. Not just are they achieving the standard, but where are they at in the growth trajectory? Excuse me. And so uh, you can see in sixth grade there, the majority of our students have shown fall to fall accelerative growth. So, so more than the standard amount of growth you would expect to see on the MAP reading assessment. Um, and so it shows that we're going to
020be able to steepen that curve. Because when you are, you know, acquiring language and literacy you have to be in kind of that accelerative pace. And then, um lastly, just a little bit of a snapshot of how the funds are spent. Majority goes to staffing, um, both certificated and classified staff across our buildings. Um, a small chunk goes to, um, professional development, summer programming. Um and, uh, you know, we have multilingual learners across all of our schools and all of our programming, and so it's it's just a part of how we do things in Shelton School District. Questions? You know, it's really clear to me after coming to these meetings for years how incredibly important this program is to our community. Uh, really they are dependent on it. Um and it would looks like we're
021doing a really fantastic job. What would you say is the greatest need that the program has right now to, uh, continue its development and success? Greatest need? Uh I mean, the engagement strategies that we're launching, where students are using the academic language in that structured environment. I can't wait to see how that affects our student outcomes, because those are kind of um, we've been using them in the ELA, and so now extending them into the other content areas because those have academic English as well, I think is our next biggest lever. Um, right, math is a the numbers might be the same, but things like story problems require right, language and comprehension and vocabulary. So, using the language in the structured environment to um to apply the skill. Yeah. Is this slideshow in multi languages
022for multi languages family, or just in English? It can be. This, for the purposes of this evening, it was in English. Yeah. Okay. Just wondering. Great question. Thank you. Anyone else? Thank you for your presentation. Um, I'm really appreciate all the work you've been doing. It's really encouraging, um, to see how the literacy growth is not, um the literacy growth across our district isn't creating a widening gap. Mhm. You know, um, the multilingual learners are also increasing, and we're seeing success, and I love our homegrown programs, so I'm glad we can highlight those, and thank you. We Oh, you know what? We also have all those dual literacy student graduates at graduation. We get to celebrate those again. That's one of my favorite parts of graduation, all the biliteracy seals. So impressive, so. And we've
023increased those every year as well. Yeah, every year it increases, and all the students stand up, and it's just ah, one language is impressive, two languages is just Thank you. >> [laughter] >> Um, how many different languages are we covering now in the school district? The biggest majority are our three, our top three, Spanish, Mam, and Q'eqchi'. Um, we have a handful of students who might speak, um, Russian or uh, or Ukrainian at home. Um and then I want to say there's, you know, one or two, um, students who speak Korean at home. But, it's it's a pretty small language footprint, which is what's interesting about our programming. It's not, um you know, federal way with 27 right, we just have this small um you know, uh, community, and that like, um, Representative Gilmore said,
024it's then we can grow homegrown more supports. Great. Um, I love that, uh, you know, when we hear these things, the the story strengths and needs of of each student is is so important everything, and and, uh, when you guys all look into that. Um, otherwise, good job. Thank you. Appreciate it. It's obviously needed, and uh, we're showing some success, so thank you very much. Thank you all. Okay, next up, budget update with Mr. Sherman. Uh, good evening, Board of Directors. I'll get started quickly here, if I can make this work for me. It was I want to feel it was working for her a second ago, so I feel a little I have nothing here. Thank you, sir. Um, this is a slide updated a little bit from the normal at the bottom of
025the item of the table, which is the apportionment schedule we've talked a lot about, how our revenue doesn't come in evenly. I wanted to display what that looks like, from the state. Um, we're still outperforming our fund balance projections, um, slightly. We are still on track to end our year with a positive one and a half million dollar fund balance. But again, I want to reiterate it's a far cry from the seven and a half, eight million dollars that we should be at, uh, here at Shelton. Um But right now, we're on track. Uh, our expenditures have been underneath, uh, our projections, and so that's caused some savings, uh, even though our revenue is slightly under with our enrollment decline. Solid. Uh, speaking of the enrollment, uh, our year-to-date enrollment, um, for April went to
0264181. Uh, again, we ended last June at 4341. And so, that's why we're budgeting next year into 4135, which is you know, you know, a little lower than we're at right now, uh, as an annual average. And tonight, what I want to talk about is how much money that 4135 could be projected to generate next year. So, this discussion following will just be about the revenues. We're still razor thin. We're we're Again, we're, um, a ways away from where we need to be, so we're operating kind of on a wire still. So again, here here's what the enrollment has looked like by grade span um since '22. Um that top section is actually total uh in So, this is annual average student full-time equivalency. So, it's not the head count. It's if a student is
027a half-time student at Shelton High, they're a 0.5 in this graph because the 0.5 is what we're funded for. And as the finance guy, that's the number I'm always looking at uh and always reviewing and always trying to uh have the most accurate number and projecting out. Um So, what's not included on this that is included on the report card, if you were to go out to OSPI website, is the um preschool students and head count numbers. So, that that's a lot higher than the number we're funded from, which is the annual average FTE of each student. All right. And so, that top line is the AAFTE of the the whole district, uh and then it's a breakdown by grade level. And you can just see that it's slowly been uh been dropping down um
028over time with some um little bit of roller coaster in some areas, but overall, the decline has been noticeable. And so, that's where we're trying to budget more conservatively at 4135. Um what that does in in kind of a 30,000-ft view, when I project out the revenues, is it makes our general apportionment dollars go down by 2 million. So, that's that BEA, the basic education allocation we talk about a lot. That is That reduction of 2 million is mostly FTE student FTE driven. Um The increases that we're seeing for next year are these three big buckets here. These are the largest increases. There's some small ones that are 20,000 and some small deductions that are 40,000, but in big buckets, local property taxes are going up. That's the end of the last levy, right? Uh
029and then LEA, it's going up 1.6 million, but again, it was initially supposed to go up 2 million. So, we did lose that $400,000 in expected revenue from the state after the legislative session, which is a real heartbreaker for districts like ours. Uh and then special education apportionment is going up, and that is student enrollment driven. Um So, as a reminder, when enrollment increases, your costs don't increase on a parallel track, right? It takes a little while to catch up. And the same is true when enrollment declines or is static, costs still go up as your revenue's going down with the reduced enrollment. Uh salaries go up, utilities don't slow down for anything, insurance doesn't slow down for anything. And so, the cost per student still increases year to year, and it goes even higher
030as the revenue is being reduced, right? The the cost to educate a student will actually kind of goes up. The less students you have because there's more uh cuz the expenses don't stop. And and you cannot pivot quickly enough, which is why we had to bring the RIF resolution to you to have that flexibility if we needed it. What questions do you have so far? Great. And I'm going to get in the weeds here. So, um this is one of my favorite ways to display um some data. And so, what I really want to talk about is how this slide has changed. I'm just going to talk about it from the last budget to this budget. So, the state general purpose has went down 2% because of that $2 million reduction, but the local taxes
031and the LEA used to be 12 and 1/2% and now it's 14 and 1/2% of our revenue now. Just again, how important it is and how how grateful we are for our community in supporting us in such a heavy turnout um because it's become a larger proportion of our revenue as we've seen reductions from the state. Um so, this 85 million that we're projecting is an initial cut. This could still fluctuate. We we don't know all the special purpose grant dollars that the state gives us. OSSIs a big one of those. Um it's also called the Rick Rad. Uh I think that might have been great. Uh we don't know what those all look like. And also, federally, we don't fully know what it looks like. They did It does look like Title One and
032special education are going to be kind of holding steady federally, but it's still kind of up in the air. We didn't We had some drama last June where everything was just cut from us, and we were really trying to figure out how to pivot and scramble. Uh that that came back to us, but it there's just some unknowns still in this 85 million. So, this could end up being 84 million uh by the next time I come back here and and and walk through this graph. Um So, again, we're still operating on a on a wire really thin. So, what this looks like for next year, if I project out the same graph that we've been looking at every single week, if I take it out to the end of next year, our goal is
033to have a $4.5 million fund balance, which means that however much revenue we bring in, we're going to need to spend $3 million less. We're going to hold back $3 million so we can put it into our fund balance. We'll do that to through the end of '27, and we'll do that again through the end of '28 so we can get to that 7 and 1/2 $8 million fund balance. Um I just want to again kind of forecast what this looks like over time. And then still, as I as honestly excited I am at to get to $4.5 million, that's it feels like a real victory, and it's a lot of hard effort, and everyone's feeling that, and I'm grateful for everyone's um we're all rowing in the same direction and understanding how important that
034is. We're still a far cry from the four and a half from the seven and a half million dollars. So, thank you. What questions do you have for me? Appreciate um just the depth. And I know you say you're getting in the weeds, but I actually think it's really important as Yeah. as school board directors and community members and teachers, everybody in the community knows how we get here. And I think what I heard in there, we have a plan, Yep. but also, there's a lot of things outside of our control happening either at the state level or federal level that you're trying to be conservative with numbers in case this happens. Is that Is that right? >> Yeah, we have to be cognizant of just how can sand can shift between our feet cuz
035it's not like it was a decade ago when things were a lot more solid. It just isn't that. And then as you estimate enrollment next year, again, that's outside of control in a lot of ways. It is. And so, you're you're again guessing or estimating, we think this is where we're headed Yeah. >> um with some of those shifting things. Yeah, and I will say um before COVID, all these formulas that all the finance guys used to forecast on enrollment were really solid. I mean, you'd be off plus or minus 150, 200, depending on what size your district. But since COVID, those tre- trend data and those formulas just are not as accurate as they used to be. So, we're we're reestablishing a whole new trends now um and having to forecast it out. And
036then we have, you know, we talked about last time, declining birth rates in Washington state that's having a real impact. The border being closed is having a real impact here in Shelton for sure. Yeah. And one more I just as I follow that, we have a long-term plan. We have a direction that we're heading in. And so, the decisions sometimes we make today that feel >> really lean or or on a wire as you say, those are to get to that place where we can start to move away from being on the right track. >> That's a perfect I'm going to That's great. Um one of the things I wanted to say is we are creating some of these solutions that we're having to move through right now are in a kind of a form
037of crisis, right? We're coming out of negative fund balance, but those are those are temporary. As we get through 2028, then things look a lot differently. Once we have a healthy fund balance, then you're able to do a balanced budget and a If we get 85 million, we'll be able to spend 85 million because we'll have 8 million in the bank, right? Like once you're in that solid footing and that um that stable position, things will feel a lot different. So, I appreciate your comments because it's important to reiterate that even though it is thin, this is temporary. We we there's light at the end of this tunnel because we have a plan we're moving through. Appreciate all the effort to have that plan and do the hard work now so that we can get
038to that place where we can go back to having a balanced budget and and spending that. Yeah, it's a Yeah, appreciate it. Team effort. It's not not not my plan alone for sure. I don't have anything cuz I sit in your office and you explain it to me on a regular basis, so >> Um anything else? All right. Thanks, man. Thanks, sir. Okay. Abigail, you're up, and you're it. So, take all the time you need. Okay. I'll be nice and short. Open Door students are doing good at adulting 101. Students are learning emotional intelligence and brain science. They are building self-awareness for everyday skills. Middle school is learning about pollution and the women's suffrage movement, the impact of rock music with civical civic action, how these three things change people. The 12th graders are working
039hard to get their requirements. The 10th grade did their ASB test on Monday. The outdoor club is having a plant sale on May 8th, 9th, and 10th. Okay. Thank you. Plant sale, May 8th, 9th, and 10th. All right. Moving on to the consent agenda. Did everybody have a chance to check that out? Any questions about that? I would take a motion. I motion to approve this evening's consent agenda. Second. All in favor? Aye. Okay. On to item number eight, the proposed resolution number 2602, the interfund loan repayment, Mr. Sherman. Good evening again. Um this is just some accounting housekeeping. Um During the construction of the A building at the high school, there was a a loan from the transportation fund to capital projects to help facilitate the cash flow of that project. We received those
040dollars back from the state uh in state match dollars. And so, now those came back into capital projects, and we just need to repay back the transportation vehicle fund. That's all it is. Any questions? I would take a motion. I motion we approve proposed resolution number 26-02 interfund loan replacement. I second the motion. All in favor? I. Okay. Thank you. Got it. Thank you. Okay, next up is board member comments. Director Wolford. Uh not much to say today other than uh thank you to the kids that came and performed today. That was really cool. I actually knew a couple of the kiddos here today, so it's really neat to see them perform. Um I've never seen an instrument where you need a step ladder to play it, so that's that's something else. But um glad
041to be back. Thanks. Director Dale. Yeah, just a couple of thank yous. Of course, thank you to Evergreen. Thank you for bringing them in and all of that work and appreciate all your energy. Um just representing teachers with all of that vibrant energy, that's amazing. Um with that note, it is teacher appreciation week next week, right? Yep. And so, everybody get out there and appreciate those teachers. The ones that live with you, the ones you know, the ones that teach your children, all of those things. Um I want to say thank you behind the scenes to the work that was done strategically. Um nobody wanted to lose teachers. And so, I appreciate the moving pieces and everything that it took to keep all of our teachers that wanted to be here here. Um I know
042that was nervous for a lot of people, but I appreciate the effort at a district level. Um two more shout-outs. It's senior night over at soccer. So, go boys. I hope you win. And um thank you community comments. We appreciate hearing from the union. Please keep that coming. Director Gilmore. Good evening. Uh I just wanted to take a moment to share how impressed and grateful I was uh after spending the walk-through in the Mountain View classrooms today. Uh even though they're on the second day of testing, uh which can be long and challenging for students, the classrooms were focused, calm, and full of energy for learning. Uh what stood out most to me was the confidence of the students. Over and over, students told me how capable they felt doing their math assignments. Uh students
043kept telling me, "I am very smart, and I'm good at this." And it's just it felt so positive visiting the classrooms today. Um their work was they were doing great on their assignments. They were tackling problems independently, collaborating with one another, and even stepping into leadership roles. Uh we saw students helping their peers and explaining concepts with uh real pride. Um I also want to recognize the incredible classroom management and positive student behavior I observed. Every classroom had a strong sense of structure, respect, and engagement. There were books in students' hands, smiles on their faces, and I felt ready to learn in them. I did learn in them. >> [laughter] >> And uh none of that happens by accident, so it's the result of dedication, planning, and care that our teachers put in all year
044long uh to maintain this level of positivity, structure, and meaningful learning on a testing week is really impressive. Um I'm really grateful to all of them and the confident building and collaborative leaders that I saw in the classrooms, so. I also have a student in testing, and seeing the other side of that at home, she's really tired at the end of the day, so I'm I'm impressed with the wrangling. Thank you. All right. Uh finish this up. Again, uh teacher appreciation next week. Um make sure that you appreciate your teachers. Uh your students' teachers, your teachers that are friends, uh whatever teachers you happen to know, appreciate them. It is a very difficult job, and it changes all the time as society and everything that goes along with it changes also. Uh summer programs. Um
045if you need them, go get them. Uh if you're having trouble with pre-algebra, I took it at least twice, so go get it. And uh uh my grandkids are at home, so I'm going there. Uh I would take a motion for adjournment. I motion we adjourn. I second the motion. All in favor? I. Okay, we're done. 6:44.