Uh, first we'll start with the pledge of >> 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, >> moving on. This is the portion of the meeting where we open it up to public comment. Um, is there anybody here for public comment? Anybody here for public comment?
Anybody here for public comment? Seeing none, we will move to the program review. Um, this month it is the early childhood group, Becca Siberl and Abby Lang. >> Good evening. It's just Abby Lang.
>> Um, all right. Tonight we're going to do a little bit more talking about a program that I speak quite frequently about, our early childhood family education. And I apologize. I do not have a fancy presentation because I'm working on my budget. >> Good job.
>> Thanks. >> Queen has spoken. >> All right. So, early childhood family education is one of the many programs that fits underneath uh community's umbrella. Early childhood would probably
be the larger, you know, the parent. Um the kids are early childhood family education, school readiness, um early childhood screening. So we like to and what we're really working for within Delano Community Ed is an early childhood program, one that takes into
account both ECF and um school readiness. But for tonight's purposes, we're going to dive a little bit more into early childhood family education. So in Minnesota, a program, a ECF program is designed to support parents in their role as their child's first
teachers. Um it really focuses on bringing both parent education, which covers child development and learning together with structured child parent activities. So we really want to set aside dedicated time to support the relationship parents or caregivers have
with their children but then also to support parents and caregivers in their role um through parent education components. Um our structure currently is we have two sibling care providers. So, one of the one of a a major benefit
to having an ECF class is also providing sibling care. And sibling care then if you have somebody another student, another child that needs care um during that time, you can utilize sibling care so that you can just dedicate your full attention to the one child in the class.
We have two sibling care providers. We have three classroom education assistants. um in other words emperor professionals a we have two um ECF teachers we have one parent educator uh we have an administrative assistant that
provides program support and then normally we would have an early childhood coordinator we currently do not I'm the acting early childhood coordinator this year uh we will be we are putting in place some long-term structures that will support early childhood as a whole
um originally ally housed within the department of ed. Um early childhood was one of the components that moved over to the department of children, youth, and families a couple years ago. And so they oversee program implementation, oversight, funding, and professional um
development. So early childhood is specifically geared for children birth to age three um with the components of supporting fours and 5-year-olds and encouraging them to go towards school readiness. So that would be the the other component, but really you can
provide that parent education piece up to almost third grade. Um, primarily we focus on that birth to not yet in kindergarten age. Like I said, there's substantial parent involvement. Uh, either you're physically present or you're in a concurrent class. So on
Fridays this year, we have a uh practice preschool class and we run it under early childhood family education because at the same time we have what's called coffee connection which is an opportunity for parents to come together and just focus on that hour and a half of dedicated parented time. So we either
want parents to be physically present or we want them to be in concurrent classes. And like I said, parent education is an integral part of each program. Early childhood family ed was is a little bit different than school readiness in that they've always required licensed teachers. Um the
license is usually that birth to age three, but they've always required licensed teachers where uh licensed school readiness teachers aren't actually going to come into effect until 2028. We are ahead of that curve because the very vast majority I think we have one who is just finishing up um their
license. we're already in that uh supervision of the program also requires a license. So like me as the community ed director, I have an administrative license. Um but my license doesn't actually cover supervising the program of early childhood. Um I can supervise
the staff, but I need to have that licensed per person there that gives us the input and specializes in those early childhood components. ECF usually has its own advisory council. We currently do. We are definitely in a growing year
um in that we want to make sure that the people that are on the advisory council have children that are in our programs um or at least the majority of them because they act as that that counselor in you know what does the community need, what do we want, what do we like, what should we try. Class registration
fees for ECF have to be on a sliding scale. So, the state says we cannot turn somebody away for their inability to pay, which is different than the vast majority of community ed programs. It's a sliding fee scale that parents self- select their annual income and then it
translates to a designated amount. Um, funding for ECF is made up of three components. Uh, state aid, levy funds, and registration fees. Registration fees are a very very small part of it, but the vast majority relies on the number
of students, the the algorithm basically, but the number of people that live in our school district or community that are under 5 years of age. Um that's why we are constantly asking for census information. We're constantly trying to see who's moved here, who's had babies, who's adopted. um because our ability to
garner that information and provide it to the the business office and then the state is what directly try ties into the funding that comes back to us for early childhood family ed. One thing that's a little unique about ECF funds is that any revenue coming in
has to stay within ECF. I can't use those funds to help cover a shortfall or another program. ECF stays with ECF because the state said um 52 years ago, 52 years ago, um the ECF program is
vital to to the state of Minnesota. So, we um we adhere to that. The the types of programs that ECF covers is it's outreach, right? Who's moving to our community? Who's making the connections? Who doesn't know about us? How can we um
provide those additional informations? Uh we do baby packets. So, for people that we find out that have new babies, we send them a baby packet and includes a couple a book. Um, it used to have like a little blanket, some information on a class, an invitation to come and join us. We also have home visits. Our
our licensed parent educator um calls it like one-on-one parent coaching. If you're struggling with, let's say, a behavior, uh, inability to go to sleep when you're asked to go to sleep, we have a licensed parent educator that's like, "Hey, I am happy to come in. We can talk oneon-one. you and me, I can
help give you some strategies. I can help, you know, be that sounding board for what you're going through. Um, we also have parently classes. So, like I had said, that coffee connection is those one-on-one support or those small groupoup support sessions. We have parent child. Those are our primary ones
and they go from um non-separating to gradually separating to separating classes. So, we want parents to have that time to spend with their child. But then we also want to help children learn that it's okay if mom, dad, or caregiver goes away for a little while because they'll come back. And sometimes that
that ability to to learn that takes the entire 8 6 10 10 weeks. Um it's kind of wild the very first day that a child goes through a separating class compared to the very last day they go through a a separating class. It just gives credit
to to the educators. We also have partnerships. Um, our coffee connection class is offered free to the community and we won't have that ability without the support of United Way and without the support of the um, Wright County uh, health and human services. We received some additional
funding from them so we can offer that program for free. Uh we've actually received funding from United Way for a number of years and I want to say the same would be with Wright County Health and Human Services, but part of that comes from what the class is designed to
do, what part of the community we're reaching and that ability to to provide it for for free. typical class anywhere from 1 to two hours, which might seem kind of long for a one to twoyear-old, but by the time you come in and you do some of that free choice play, um we
really focus on the process versus take-home art. You can draw and you can make pictures and you can bring all the cute things home for the fridge, but that's not necessarily what we want developmentally for these kids. We want them to feel and touch and see and taste and experience um more so than create
things to put on on their fridge. So by the time you do that, you have some circle time with stories. That's also kind of those initial steps for um helping children learn what it is to sit within structure for a small amount of time. You have a snack, you have a parent ed free play, and an hour and a
half, two hours flies right on by. Um the classes that we've offered just in this last year have been a baby's class. So, mom and babies, obviously not separating, but um whether you're a new mom or you're a mom of four, time with that baby and time to just listen and
connect with each other is super important. Wonderful ones and twos, terrific twos and threes, book and play, wiggle and play, nature, preschool practice, preschool, coffee connection. We also have a number of individual events. If anybody remembers just a couple weeks ago, we had the touch a
chuck program which had over a,000 people attend. 572 adults, almost 600 kids, the very vast majority coming from Delano but also Montrose, Rockford, Watertown, Plymouth, um, New Brighton,
Chanhassen, Chaza, Bloomington, not as many going west, but it was a pretty significant program, which was awesome that the helicopter got to touch down. We had some food trucks. One of those one of those opportunities to come out,
spend an hour or two just going through the things and then continuing on with your day. It was a huge success and a and a very it was a chilly start, but it was a nice day. I have a couple of quotes that I think were they're they're important to hear. What does the community actually think?
Baby and me class allows me to slow down and be fully present with my baby. Emily leads our time together with songs, books, and playtime. It also provides a valuable education that helps me grow more confident in caring for and connecting with my child. All of this while connecting with other moms.
Michaela Vanic. We love ECF. It provides a welcoming space for parents to meet other parents who are in the same season of life. Get tons of great knowledge and tips for both parents and babies along with getting to know the community that our child is growing up in. Tylen Murray. If community ed is a wraparound
front porch for the school district, ECFE is that very first step. As a parent who went through the program, I valued meeting community families and the opportunity for my children to move, sing, learn, and play with other children. As a parent and family educator, I believe that ECF helps meet a variety of needs for local families.
Connection with their children, connection with each other, and connection with resources. That's what helps create the foundation for a child's development in these years of life changing. and I'm so honored to be part of it. Emily Hill.
Um, wrapping up, I'm going to talk a little bit about kind of that feeder program with early childhood screening. We've started referring to it as support, affirm, connect because we want to make sure that what we're doing is supporting parents in their parenting. We're affirming a child's development.
We're providing connections when they case arise cases arise. This year we did a total of 190 students. 80% of those were three and four year olds. We want to have them screened as quickly as possible coming into that preschool um
preschool classroom. Three and a half ideal. Anywhere from 3 to 5 is okay. We really want to get away from thinking it's a kindergarten screening. It is not a kindergarten screening. It's an early childhood development and health screening. It's a snapshot that's done at three to three and a half year olds.
Approximately 25% of those 190 students were given referrals for vision and hearing. That's often the most common referral that you're going to get. Hey, we maybe noticed something. Follow up with your healthcare provider. Let us know how it goes. Approximately 10% of those students will refer to what's
called as Help Me Grow. It's a state referral system that connects special education services and providers with families. Um the areas that those students covered is speech and language also the most common. We can catch a speech uh a speech issue very early
chances are of resolving it much faster than than catching it after um I want to say it's like seven years old is is the latest speech and language is the most common social and emotional behavior cognitive and fine and gross motor skills. Those are the different areas
that we can provide connections for families should a further in should further information be needed. In conclusion, what is an early childhood screening? It's a brief snapshot of a child's development at that point in time. It looks at hearing, vision, motor
skills, speech, and early learning. It's an opportunity for families to ask questions and be connected with licensed uh providers, which are our staff, our educators. It's a way to identify strengths and supports if early intervention is needed. And it's a
partnership. It's the ability to have a partnership between families and our early learning educators. That very first front porch step. What it isn't, it's not a kindergarten entrance exam. It's not a substitute or replacement of a wellchild checkup for your healthcare provider. It's not a pass or fail test.
It's not a judgment of parenting. And it's not a decision about school placement. I think the last time I I was the greeter, um, every single parent was like, "Okay, work so hard. Good luck." And we want we want to change that. We want we want parents to be like, "Have
fun." Doesn't matter. It's a snapshot. We're going to get some information. We're going to have the ability to ask some questions and if something pops up, we're going to we're going to find some ability to create some connections. So, um, screening in a nutshell, highly successful this year. looking
forward to to next year. Um, as I close with early childhood family education, we had we serviced over or 1132 um, people in this community just this past year since September, 27% of those families indicated they were new. So,
they're either new to ECF or new to Delano. Um, that's a huge number. 27% of a thousand, those are over 250 families we are connecting with for the very first time. Uh 60% are from Delano. So that's also the thing about community ed
and early childhood family education is you do not have to be from the community. We had people coming from quite a few surrounding communities including Delano, Montrose, Buffalo, Watertown. Sometimes the schedule works. Sometimes they have a connection here. sometimes they want to try or they
they've heard of how great the program is. We don't turn them away. Um, but I'm super excited that 60% more than half of the 1,132 people are from from our community and we're looking to grow that number significantly. So, we're excited about
it. some goals for the for the future, community outreach, um new to Delano, new families, um bridging preschool and early childhood family education, marketing, telling our story, patting our backs for the hard work that staff do, and community needs, daytime
classes, evening classes, special events. Um we want to make sure that we are responsive and proactive and not reactive to the community. Any questions on ECF? I don't think so. Thank you. >> Thank you.
>> Okay, moving on. Uh the next item is the consent agenda where we have previous board meeting minutes and a variety of financial reports. Do I have a motion to approve the consent agenda? >> Second. >> First by Sarah, second by Rachel. All
those in favor. Any opposed? Motion carries. We will move on to the next item which I believe is the resolution for acceptance of gifts. Let me just uh zoom in here quick. Sorry.
Okay. All right. Whereas Delano Elementary Pie $9,793.68 for Delano Elementary box tops for education $22.30. 30 for Delano Intermediate School. Delano Education Foundation,
$297.26 for band and choir trip to Chanhass and dinner theater. Delano Tiger Athletic Booster Club, $12,989, $98947 for baseball booster paid coaches.
Delano Rage Lacrosse, $12,000 for lacrosse practice wall. Delano Tiger Athletic Booster Club $2,88246 for softball booster paid coach DTABC $4,849
reimbursement for girl hockey bus and hotel DTABC $3,29.7 for girls lacrosse booster paid coach the initiative foundation $1,100 for Doran family scholarship blackbod
metronics/gredsen $1,000 for the robotics team. All these gifts have been generously offered to donate to the Delo Public Schools. Um, do I have a motion to accept the resolution
for the acceptance of gifts? >> I'll second. >> Okay, it's a roll call vote. First by Jim, second by Jess. Sorry. A roll call vote. Thank you. Board member Deppa. Hi. Board member Moy Riley.
>> Hi. >> Board member Gerky. >> Hi. >> Board member Shaust. >> Hi. >> Board member Baker. >> Hi. >> Thank you. >> Okay. The next item on the agenda is the personnel report. Um the one item we wanted to call out note here is after
many years of service, Kim Finn has decided to retire um effective June 30th, 2026. So, we want to thank her for all of her time and service for the district. Any other comments or questions on
there? I think most of the rest are kind of your standard ins and outs, hiring and people leaving, things of that sort. Okay. If not, I will take a motion to approve the personnel matters. >> So, moved.
>> First by Jess, >> second, >> second by Sarah. All those in favor? I >> I all those opposed. Seeing none, motion carries. Next, we will move on to the administrative reports. The first one being Superintendent Shane.
>> Thank you, ladies and gentlemen of the board. I do have a presentation for you and I will share this with my uh Thursday email as well. Um and uh just I want to cover a couple of things. Like I said se last month um I wanted to give you just a little bit of information
with regards to our strategic plan um involving our desired daily experience statements. So, as always, we want to review our mission and our vision uh and our core purpose and what we intend to create here, the vision of Delano public schools and then those core values of a
tiger, which is excellence, teamwork, belonging, and grit as we look at the drivers of our words and actions. And that kind of correlates to what are the drivers of how we measure our words and actions with regards to our desired daily experience statements. The
community education building update. As you well know, uh we are going to have tomorrow evening our second meeting for the facilities committee. We kicked it off a couple of weeks back. Uh this is meeting number two. The agenda items will include as I see a typo there.
Review data regarding facility and program needs. We're going to review educational facility standards. We're going to understand district finances and funding mechanisms. How do we get to a point of learning about that? and then really begin the development of needs and criteria. And then we're going to
actually take a physical tour of the entire existing facility just to see again matching those needs and criteria of what we need to look at moving forward. So that gives you just a brief overview of what um what we're going to do in meeting two tomorrow evening. And
again, if board members are free, you most certainly can be with us. I'm not sure which room we're going to be in if it's the same one, but we'll find a home and we'll be there in the community ed building. The desired daily experience statements from families and I kind of broke this
down into a couple of different ones. When we looked at the executive team looked at the initial highlevel results, these are the highest rating statements was from families. They ranked us the highest of the nine statements was my child is safe and feels safe in the
school environment which was very good to know. there's a rubric that you had from one to five and so this one was the highest ranked statement of all in the middle level um it was uh I think there were two there is my child is supported
by trusted adults and then also the statement of I'm aware and knowledgeable of boy I got to look the protocols the school has implemented to ensure safety and reinforce expected behavior. So those were the middle level areas. The
lowest level as far as what the district from a family's perspective was is my district is transparent with information regarding curriculum and instruction. And this is true. We need to do some work in this area to make sure you know we have our curriculum. The board is approving curriculum now, but we need to
make sure that either accessible via the website or somehow we communicate to our families that go, I want to know what's going on in sixth grade health. How do we organize that curriculum to make it reader friendly for our parents to know
what types of things are covered or what math class covers certain standards, things like that. And that is an area that we should probably be paying attention to. So, it's not surprising from staff. The highest level uh results uh were in a couple of two or three or
four statements. They are I feel part of a cohesive community school community that supports and encourages a positive culture where everyone student staff and parents feel safe. They also ranked very high. I am and feel supported by my
administration, my co-workers, making our team environment collaborative and effective. And then also my time is respected including preserving prep time and allowing for autonomy and determining appropriate professional development opportunities for my needs.
I believe there was another one too there and that was my work and time are valued. So there were four statements that ranked high with staff in that area. The middle level result somewhere in the C plus to B minus K category is
my district facilities and technology enhance the ability to teach and students ability to learn. So that was the middle of the road. The lower area was I know that class size, student academic needs and behavioral needs are all considered when developing class
rosters because this information has been communicated to staff. So that was one statement that we're going to reflect on as an executive team to see how we can improve in that area. They also initiated instead that my building has a clear and consistent behavior plan
that is enforced consistently across classrooms and grade levels. So that's another thing that will give the executive team an opportunity. These statements and the results from these statements is one piece of information that will potentially drive action cards for year two of the strategic plan. And
their last one that and again lowest result is you got to remember this could be a two out of five and high would be five out of five or four out of five. Middle of the road is three out of five. My building is fully staffed with qualified personnel who are able to address academic, behavioral and mental
health needs effectively including a consistent pool of subs who can fill a variety of assignments at any building. And that's going to be a constant challenge and has been a constant challenge since a long time. And it's just trying to make sure that we access
our human resources consistently to address the needs that we have. From students perspective, I organized this a little bit differently. We had intermediate students that were surveyed and secondary students that were surveyed. In the intermediate students,
all but one statement received four out of five and then the other statement received three out of five. So very very positive. A lot in the green zone with regards to that. At the secondary level, a little diversified there. Three statements received four out of five.
Six statements received three out of five, which would be that middle level. And then one statement received a two out of five. And then these are all averaged and quantified. So the average from the students, the families and the staff was from 2.9 to 3.6. And this is
part of that vision card that will quantify these belief statements that will help drive year two of the strategic plan and I would say is there any questions? >> This was when was this survey was they
surveyed? survey was done in >> January, February >> or March. >> March. >> Okay. >> March. And so we spent the last two months just kind of analyzing it, seeing it out. We will have a communication plan. Uh Bobby and I are working on
getting all of the information out from students, staff, and parents to staff. And then parent re uh will receive parent feedback as well. So we'll circle back and make sure. Hey, back in March, we asked you for your uh reflection on
how these desired daily experiences are being met. Now, here we'll give you a highle result back. So, >> what was the one student statement that was a two out of five? >> Oh, go. >> I think that's an average, so it wouldn't be one, right? Are you talking
about the intermediate? >> Well, his state was one statement that was rated at two. The rest are all threes or fours. >> Yeah. That was exactly my question. >> It was uh students and staff hold each
other accountable to common building expectations the tiger way. >> Pride. That's what Mr. Voit kind of told us too. Yeah. Okay. >> That comment that was low from staff felt like three comments. So, how do you drill down to which one they actually
were concerned about? >> Yeah, we're gonna that's what we're going to >> subs. Yeah, you had the school doesn't have enough good teachers is how I read that, >> right? >> Or support staff >> or support staff or or or but yet it was
all mixed together into one. >> So we have a a data retreat scheduled for the 10th of June and the executive leadership team is going to take a deeper dive with all of the vision card measurements throughout the entire strategic plan. So we'll start looking
at that taking a deeper dive. Are you able to look at that data and see which buildings certain comments are coming from or like grades? And I'm assuming you don't know which teachers those comments are coming from, but that you're able to say, okay, well, this is
more an issue with this group of kids or this section of kids that seem to have higher behaviors so that we can address those issues or concerns more. I don't think we had in the survey to identify I'm pretty sure did the student >> they did it by building but not by grade
level >> at least get down to the building level. >> So what we're doing too we did have open comments that we could place not just a numerical value towards each of the statements and we're going to take all of those comments put them into AI and start organizing into themes as well.
You >> sure that's a green on the stuff? >> Green light. >> Yeah. >> Green light. >> Yes. And I am a user of Gramly. Yeah, >> watch out. >> I know >> it's not Grammarly. They need to change their name. >> That's right. >> So, that's all the information I have
for you this evening. There are no other questions. We can move on. >> What time is the meeting tomorrow? >> Community meeting. >> What time? >> Uh 7 o'clock. >> 630 6:30. He wanted you to be fast over.
>> Sorry, too late. >> Why is Jim always >> he's asking too many questions lately? >> Fellow members of our facility committee. >> His third question of the night. Therefore, we would like him 30 minutes late. >> Any other questions for Matt? Otherwise,
we can move on to the principles. Okay, Miss Thompson, it looks like you are first. All right. Well, good evening ladies and gentlemen of the board. Thank you for allowing me to present to you this evening as a representative of the intermediate school. Um I'll give you an
overview of what we've been working on here in the month of May. Uh first I'll start with our sitebased team. Our sitebased team for the last couple weeks and we have our last meeting tomorrow morning um has been reviewing our action cards. So that just those goal areas that we've been working on and doing
some brainstorming for maybe some directions we would like to take in the upcoming year. We will have then our August kind of retreat day like we usually do and we'll take some of those ideas and then put them into some goals for next year. For our professional development, we do have an early release
this week. We are continuing with our same work, our letters work, our strive work, and then we're also doing some placement of our students for next year and interventions. We did um just finish up all of our screening. So we'll be looking at that data as well and placing some students in interventions. Um I can
share a little bit speaking of our screening data. Some of our data we finished our math screening, our reading screening and our sabers which is our social emotional screener. Um we do that all through FAST and we did that during the first couple weeks of May. Um, generally speaking, when we look at our
screening windows, we're looking to see kind of the health of our core instruction and then identify students who might need um, intervention support. So, we're always kind of looking for that 80% goal to see if we're kind of reaching what we need to reach um, in terms of our core instruction and how
it's meeting the needs of our students. So, we met our goal of 80% or higher of students meeting those benchmarks in all three of those areas, which is always really encouraging to see. I won't read through every single area. Um I'll just kind of share some highlights. So in math, um I would I just want to point
out our fifth grade. Our fifth grade increased in 6% of their proficiency. They went from 75% to 81% which is really excellent. A really great amount of growth. And then if you remember, I pointed out in the winter um our sixth grade math, our sixth grade math started
their new curriculum this year, the Reveal program. um and went through and we were a little concerned about um we talked about an implementation dip. We talked about having a long-term sub with us. Um and they've just been working really hard with that new curriculum this year. They started the year 90%
proficient in math. Um and then they took the fast again just last week and they are still 90% proficient which is really incredible um to be 90% proficient in general. Um and then considering also just all that they took on this year. Um Natalie Palmer has been
back with us for about a month now. So we'll just give her all the credit for that. I guess she is the queen of math. So um but they are still 90% proficient which is really excellent and very encouraging when you're implementing a new curriculum and it's been a challenge. So overall 83% proficient in
math at DIS and that was an increase of 2% um throughout the year. In reading um highlighting our fifth grade again they did some great work this year. They went from 79% to 83% proficient. Our sixth grade was 91% proficient, which is
amazing to begin with. Um, they're 88% proficient. Um, so they went down a little bit. One area I think that we can focus on growing is our fourth grade scores. Our fourth grade does their win intervention just a little bit differently. It's not as structured. Um, and so they were 80% proficient, which
is still excellent. Um, but ended the year 77% proficient. So, I think there's some room for growth there just in looking at maybe how they're doing their interventions and if we could structure them a little bit differently. But overall, um, in reading, we ended 82% proficient, um, as a building. So, um,
we're not quite finished with all of those fast tests in reading, but we're almost done. Um, sixth grade was scheduled to take that test on the afternoon that the internet went out. So, that was a bummer. So, they're not quite done. They're finishing that up. And then our Sabers screener overall um
we started the year um 90% of our students were um low risk and then in the spring when we took it again 87% of the students low risk. So again um strong numbers in all three of those categories. So we're feeling good about the work that our teachers and our students did this year which is great to
see. Um I'll just wrap up. I forgot last month and I feel like I need to recognize um a couple of things that happened in April. In April, we held our giveback week, which we do every year. Giveback week is organized by um Andy Brown, Katie Culvin, and Rebecca Mshide.
And they um kind of put together in one week a fundraising opportunity for our students. And they raise money for the Ronald McDonald House and the Leukemia Lymphoma Society. They collect food shelf items and pop tabs. And were you there? They lo they load just tons and
tons of food items and different things onto this van. They collect so much and they do a lot of really great work in one week. Coburn's donated a ton of stuff and so I forgot to call them out last month and I wanted to call them out. It's a really cool thing that our kids do and those three teachers do a lot of work um so I wanted to recognize
that. And also we had history day competitors um last month that competed at state that I forgot to recognize too. So Heidi O'Donnell and Teresa Campbell always do a great job with our sixth graders and we had nine students who earned honorable mention at state last month. So, um, in addition to that,
otherwise in the month of May, um, I have about 10 bullet points of different things, but I'll just suffice it to say we have a lot happening, lots of fun events, track and field, wax museum, all the field trips, um, and just a lot of fun things happening at DIS. And then I
will just um, conclude by recognizing our two retirees um, at DIS. They were mentioned last month as well, but Mary Summers, Natalie Palmer are both retiring in just a couple of weeks. both longtime employees here at the um intermediate school and in Delano schools and they will be missed greatly
but I don't think that they are terribly sad. I've checked in with both of them and they are ready to take on some new adventures. So we will miss them and I just want to recognize what they've done for our district. So um comments or questions for the intermediate school?
Thank you. >> Thank you. Next up is Mr. Boy. Good evening, ladies and gentlemen of the board. It's a pleasure to speak with you on behalf of Delano High School. I usually start with a list of recognitions and I have a long list tonight. Um so we'll just jump right
into it. The first uh chunk of recognitions actually was right before the last uh meeting that we had in February. So I didn't get a chance to recognize them then. But we have a number of students that participate on the speech team with Oro, but they're
Delano students. And um I think we had um like seven students uh do well at sections, but four of our students placed well enough at sections to go to state. So Harrison Stenbeck and Winston Berg uh did well. Winston was actually a section champion and was a state
participant and Harrison took second place in the section and went to state. But we also had two state uh we had one state champion and a state third place entrance. So Oliver Berg uh was the state champion for creative expression and Ariana Langden was third place for
the discussion category at speech. So congratulations to those Delano students. Um obviously they compete uh with our co-op of oro but uh significant achievement on their uh on their part and representing Delano. Well, I also would like to recognize the girls track
team who are conference champs and they just actually took third place at the true team state tournament. Our baseball team uh just recently secured the conference championship. And our boys golf team was conference champs and Connor OA was the overall individual
champion for our boys golf conference. And Bren Span I just saw on uh X as a matter of fact she was named as an allconerence female golfer. So, long list of recognitions. Congratulations to all of our student athletes.
Um, transitioning to the sitebased update, um, or just, uh, general events at the high school. Last week, we had the pleasure to recognize our seniors at senior awards night. And I just want to extend a sincere appreciation to all of our community sponsors and particularly
Delano Area Scholarship Association. Um this year we were uh blessed to hand out over $125,000 of scholarships to our seniors. So uh just a phenomenal event. Uh it's an opportunity obviously for us to recognize the seniors and all of their
great achievements and hand out some significant cash. So uh congratulations to all of our seniors. Um we are now that senior awards night is done. We're quickly transitioning to prepare for graduation. As you know, graduation is May 31st, and we look forward to all of
you participating in that. And just for u maybe viewers in the public, uh they should know that our graduation this year, due to the size of our class, is a ticketed event. And so all of our seniors will be actually picking up their caps and gowns and tickets
tomorrow uh during win time. So each senior gets seven tickets. Uh we're encouraging families to just work together behind the scenes to um trade tickets if they don't uh need all seven of theirs. Um unfortunately the class size well fortunately the class size is
large but that does put space limitations. On the other on the bright side I should say we are live streaming that event thanks to Jackson and and some uh uh members of his team. We're going to actually uh produce a live stream that's a little bit higher quality than just the huddle camera
that's you know hanging in the gym. So, we'll actually have a a produced live stream event and we are going to show that in the pack on the day of graduation so that families can still come and be a part of the festivities, but then if they don't have a ticket, they can just watch in the pack. Um, and
then when the uh ceremony is over, they can come into the TAC and engage in the, you know, gathering and photo taking and uh hugging and all those sorts of things. So, very busy time of the year. Obviously, our spring sports are wrapping up. We're quickly approaching graduation. Um, and you know, getting
all of our kids to finish the year strong. And, um, the last update I have for you is that we are happy, knock on wood, that right now, as of now, all of our staffing positions for teacher staff, teaching staff are filled. So, we are welcoming, we will be welcoming six
new teachers next year at the high school. So, um, we're excited for all of our new people coming in and welcome them to the team. And with that, I'd be happy to answer any questions that anyone has about Delano High School. >> Thank you, Miss Schultz with the
elementary school. All right, I have some data to show you and we had some tech technical difficulties. So, we weren't able to get it projected, but I do have these are edge climber graphs. However, you guys want to look at this. So, it's
kind of great to see it put together that way. Um, Lindsay was able to pull this data for us and then kind of compile it. And it's important to kind of see see I have it on my phone so apologies. I'm going to be using my
phone for this portion. Um good evening everyone by the way. It's a pleasure to be here on behalf of the elementary school. Getting ahead of myself. Um the elementary did some shifts sort of mid year because through the course of
the end of last year and this year MDE has come out with some new requirements of tests for our kids. So we had been doing solely fast subtests which would get us a composite score for our K&1
kiddos and then MDE started adding on tests and then our MDE composite score is what is in our local literacy plan. So we were sort of doing two things um and getting different data points and
also assessing kids a lot and we wanted to kind of narrow the focus to to really align with what is MDE requiring what is the MDE composite telling us and then what can we eliminate that isn't going
to be relevant but we're still assessing kits. So, it's it's not as comparative necessarily as it has been in the past, but it it will be more so in upcoming years. We wanted to try out the new MDE test to see kind of what that what
information that gave us and um because we needed to know more about what this oral repetition test was that we were having our students take. So with that, so like when you look at fall to spring for our kindergarten, like that from a
data perspective is like, oh, what's going on there? But that's what's going on there because we shifted the test. So those oral repetition tests for kindergarteners and nonsense words are very difficult for them because they're just stringing words together now,
especially in those nonsense words. So I am I am not concerned with this graph at all. I think that it just is telling of kind of where we need to go and what we need to track as they move into first grade. Um, and also it might help us
sort of determine our pacing of of what skills that we're teaching in early kindergarten as at the same time. So, it's not apples to apples data. >> Rachel, are other schools seeing this? >> What do you mean? >> Like that that decrease on their fast
scores in that kindergarten range? >> Well, I'm not sure. I'd have to ask Lindsay because I'm not sure if everybody has transitioned into the MDE composits yet. We we did last year when um Diane was in the literacy coordinator role because we had all these different
requirements coming which I know you know a lot about. Um but then it helps us place students in that risk range or no risk range or moderate risk. So, I'm curious to know as schools will be required, you know, to utilize some of
these assessments and subtests, what they're seeing and what they're using. So, there's not enough out there yet to see. >> Great question, though. And then our math you can see is that's like that's a prettier graph. Um because that's apples
to apples, you know? I mean, we want to see all green for sure and we want to see very little red. um the the test didn't change midyear for math like they did for our reading um fast for reading um in first grade
that that is pretty much on trend there. So that sort of lets us know like, okay, we have some work to do with some of our some risk and our significant risk. But again, in the spring, that is the first time that those kids are doing some of
those assessments like the CBMR fluency. That's a big jump for kids when they're going to first grade. So this data does not surprise me. And I think, you know, we have majority in green, that's that's a plus. And it's not the same test from fall, winter to spring. Those are all
different subtests each each try for math. Um, dip in that one. So, we kind of want to look and see what what skills that they that they're um pulling for those. Oh, is there somebody talking in here? Some I just heard a noise. So, anyway, sorry.
>> Noise. >> Be distracted so easily. for the fast reading um second grade. This this was an area that we were all really really proud of. This is this is apples to apples across the board. So this one is is a nice snapshot of the
growth in fall. They started with 50% that were of no concern and then um went to 71% in the spring and then 35% were in significant concern in the fall down to 8%. So that is really nice growth for
our second graders. um in reading and then for math now this is where we don't have the composite scores for through MDE so this is going to be your true fast where you have the college pathway and the low risk so combined data there
lots of blue lots of green very little red that's what we like to see um and then in third grade reading as well just a skinny little sliver of red um for for third graders in reading Now, for this one, to me, this tells us
like we need to focus on our some risk kiddos more intently um with more intention as far as our interventions because if we have a lot of kids in some risk, only our high risk right now, our significant risks are the ones that are
getting serviced. So, we might need to look at our delivery model for our intervention. If we have not as many in kindergarten that are significant, maybe we need to pull some of our some risk third graders so they can springboard into fourth grade as more independent
readers. So all of those things are what we'll kind of review um when we have our sitebased data retreat as well. And then third grade um for math, this one was a little surprising to me because we h we went down a few but our MCA preliminary
data went up. So I I don't really have necessarily a great response for the dip in the fast when it was an increase of 8% from MCAs. So I don't know. It's all kind of relative when it comes down to data. It's a snapshot of of kids on
those days and you know we work with what we got and I think we have a lot of great growth happening um with that data. Is there questions that you have for me looking at that? I guess my only question as like somebody who studies and looks at data
all day is like kindergarten and first grade data is almost completely useless, right? Like to us >> I know you guys have a bunch of data underneath that looking at and analyzing and that makes sense. >> Clearly come second and third grade the scores are doing mostly what we want.
Yes. >> Right. Um but >> you look at kindergarten and first grade there'd be absolutely nobody that look at that and not be alarmed. >> Right. So like how do we either get data that isn't alarming or >> somehow acknowledge that that data is
completely not of benefit, >> right? >> Like if I looked at it and said >> the green pie goes the opposite direction materially in every single one of those things in kindergarten and first grade. Like >> what's going on? >> How do we know that's a problem or not?
>> Other than to say second and third grade look pretty darn good. >> Mhm. I don't know. Just >> I agree with you and I've struggled with that since we since we moved to early reading and early math because the subtests are changing every trimester.
Do you feel like you have the underlying data to appropriately assess what you need to do so that by the time they're getting to like a level benchmark multiple tests of similar things like you feel like you get good data out of
that or is >> when we have our report card data which is different than our screening data >> that is telling for us. Okay. >> I think also when I see our interventionists exiting kids and I see that progress monitoring data,
>> that to me is telling as well. And so those are all of those indicators that aren't in those pieces. So we're not this is just a snapshot. And unfortunately it's like hm it's hard to know what's happening or what we need to
do. But we do and the practitioners as teachers, they know what to do cuz they know their kids inside and out. So if there's a better way to frame up that data to show the actual growth that's occurring, >> that would probably be more
advantageous. But with having the assessments change midyear, that's something that we have to consider. So hopefully we'll be able to look a little closer at it next year as we get more familiar with the MDE composits and subtests. >> That's hopeful. Yeah, I think it's a reminder to take data for what it is.
You have an example here. You're testing reading. Oh, but no, you're testing the test produce completely different results >> around the same construct, >> right? >> So testing data, we have to keep that in
mind as one part of the picture. Staff staff interpretation of student learning is one >> and progress monitoring is another one. Yeah. Alto together they give us a better picture. We just have to remember this is
>> as with all standardized testing um a snapshot. >> Yes. Yep. >> And may not even be measuring the same thing right >> time to time. Y >> absolutely. Yeah. If there's no more questions on the data, then I will um continue with a quick sitebased update.
We just kind of did a full circle highlights of the year um and we'll share those at our closing staff meeting uh next week. Last handbook updates, which you have seen already. We reviewed all of our action cards and have made progress on all of those and are going to restructure our secondary Q
competings. So, Meredith and I um went over to the intermediate school. Miss Thompson has sort of revamped how she conducts some of her meetings um to to give opportunity to review data and focus a lot on the action cards that they're doing um in regards to
interventions. So, we went and observed over there and we're excited to kind of build in some of our action cards into those secondary QC comp meetings with blended groups. Um, a PD update. We have our last letter session on Wednesday.
So, that is very exciting for our staff. And a big thank you to Diane Pullman for being our letters facilitator. She did a wonderful job the last two years. Um, and we've also gotten a lot of requests from teachers um for the summer to work on math curriculum, which is great since
that will be a brand new curriculum. And then also for some PD is our cardiac response team. That training is this Wednesday as well and Christa Wadome has been organizing that. So, thank you to her for that. Staffing update, we are
currently filled heading into summer. Um, we hired a speech and langu language pathologist. Katie Lion is heading over to the intermediate school. So, that opened up a position at uh elementary school and that is filled. And then for summer school, we have four sections.
Um, we have one kindergarten section, one combined K1, one second grade section, and one combined second and third. So, we have four teachers for our summer school classes, and Anthony is still working on the ESY programming.
And then last, a couple of things we um were celebrating last week. We had our PE game day last Friday. Very well attended, lots of great volunteers, beautiful weather. So, Brady Sole and Tim Lingan put that together for us. And then uh Miss Coots has her music concerts on Thursday. Got a couple more
field trips and third graders are heading heading to the intermediate school to check out that place um as they are heading that way next year. Our all school picnic is on the 26th and we had our evacuation relocation drill um
last week and that went really well. Um we were really impressed with the how the kids handled themselves and staff as well. and in my conversations with a couple kids, it was it was great to hear them talk about it and the why behind it. So, I think either it's a
partnership with our parents and families since we share that information out and also the delivery from the classroom teachers to make it just sort of what it is and why it's important to practice. So, job well done by everybody on that drill. And we learned some things along the way, of course, with
our drills as we always do. Any questions or comments? What's the last day again? >> The last day of >> May. No, June 1st. >> June 3rd. >> June 1st is the last full day. Then we
have two early releases. Yes. June 2nd and June 3rd. >> Anything else? >> Any other questions? >> Thank you. >> Thank you. >> Thank you. >> We will move on to the business manager, Miss Reader, and finance and operations
director, Miss Mr. Lay. Is that right? >> Y >> that's what >> so Scott and I worked on a little report last week. Um so if you look on the pages two and three, we're still trending right in the areas where we should compared to the
prior three years as well. Um we'll be updating the budget again just as a final tweaking and for the June meeting. So things might change a little bit by then, but otherwise we're still looking good at this point in time. There the
legislative session is just ending right now. Looks like we'll be getting a little bit more towards compensatory revenue or they're projecting it at this point. I don't think it's been finalized yet, but it'll just actually get us to what our revenue is this year. probably be about an extra 20,000 over above what
was budgeted for going into next year based on original preliminary um revenue projections. Um that'll kind of be updated with our FY27. Otherwise, you want to go to the last page. I think
we don't have to do that page that's just in there. Yeah. So, we really don't have much going for this one at this point. Legislatively, you're not going to we're not seeing anything. If anything, it's going to be a little compensatory revenue for us. But again,
it's not a session where one they had any money to spend or it's also not one of the major bieniums either. So, next year will be some big changes for the school possibly, but at this point, this is not going to be too much of a change going into next year from what we
already know. Any questions? >> Thank you. >> Thanks. Next up, we have community ed with Miss Lang. >> Hi again. >> Hello. >> Great. Well, since I did so much talking
and got so many words out, I have got a much smaller presentation. Um, this week, early childhood has a family picnic on Thursday. It used to be an ECF potluck and a kind or a a preschool graduation. They're combining at Central
Park. They're going to have a family picnic. So excited about that. I saw some little kids taking pictures with caps and tassels and whatnot today. So, it's a big deal. Um getting ready to head off to dees. We have a ton going on. Um just even in
in staffing alone. Um we have an administrative assistant who is going to be moving south here shortly. We just hired um an enrichment, a part-time enrichment coordinator. Um we're looking to hire a new assistant or a new administrative assistant. We made an
offer that is accepted to a part-time marketing specialist, which will be super exciting. Um and then Kim Finn is is retiring. So, we're really taking some time to look at our facilities and tax structure and say, what are some short-term solutions that will give us
some time to provide some long-term systems? So there's kind of a lot um going on with with that regard. As with any sort of staffing change, it takes a ton of time and a ton of planning. So um everybody's really trying to help with
that lift and that also affects the budget. So we're trying to be very strategic in how we plan for that. Um we've made um some significant progress in a bunch of areas and I will talk about that in June. My other exciting
news is just a Tiger swim program update. This Thursday we have an interest meeting um for potential lifeguards and swim teachers. I think we have six lifeguards and four five swim teachers so far that are interested. Um
so the interest meeting is going to talk about, you know, working for Delano Community Ed. What does that mean for the Tiger Swim program? Um what are some opportunities to do some training? Uh we have an assessment day that is is coming
up. Uh I should back up. The interest meeting will also talk about um work agreements. So I've always paid for staff to become certified as either WSI teachers or lifeguards in exchange for you work for you work for me. So I'd like to extend that opportunity to this
group of people as well. It's the great way to kind of get that initial initial buy in. I'm happy to pay for your certification. You teach swimming lessons or do lifeguarding for us. So super excited about that program in the interest meeting. It will also then be
kind of that um job interview sort of on boarding. Uh from there we're going to try and plan out some schedules for some training, some lifeguard opportunities. The very biggest challenge right now is finding a Red Cross lifeguard trainer. They are so few and far between and they
can kind of pick and choose their own their own schedule. So definitely a challenge. But coming up in just a couple weeks, we're going to have a um training day and then an assessment opportunity. So the assessment opportunity is open to families. They are going to be quick 10-minute evaluations that look at your basic
safety skills, your water independence, and then your stroke mechanics. From there, we give them priority registration for our summer mini camps, which is the opportunity to have four sessions, get back in the pool, start doing some structured lessons, but also really give those WSIS and those swim
teachers the opportunity for some hands-on learning before we launch our official structured lessons in the fall. Any questions for community ed? >> Thanks. >> Thank you. Next, we have our student board representatives.
>> For our uh report this meeting, we have a little video for you guys. >> Maybe. >> Oh, no. You know, if the video doesn't work, you have to edit it out. >> I'm really hoping it doesn't work. >> You can do it. >> Hang on.
>> Just try this. >> Run it through AI. >> This works. >> Jackson, Matt needs your help. Look at how quick he was on. >> He's like, "Yep, >> saw it going downhill." >> Logan acted out.
>> Oh my god. >> I have faith in you. >> Oh, you to stand by us. >> So excited. >> That could have backfired, too. >> No sound. >> All right. I'm back.
>> What about volume, Jackson? >> That little speaker bottom right of your screen where that little speaker icon is back. >> And then hit the wherever this icon is right there.
And then you're might have to just tell us all the words now. You don't have to act. I just have to narrate. >> Do you have memorized? >> Do I toggle it? It says spatial sound is off. >> No, that shouldn't be it.
>> It should have audio. What happens when you >> go? >> We really like those. >> Something I like about schools is I like the teachers the most especially.
What I like most about high school is the basketball program. >> Um favorite is like spending time with like friends really good teachers. Our favorite thing to do at school is to do a lot of fun activities.
What I like about schools is all the teachers are really nice and kind. I like the school teaching. I don't know what school
I don't make my actual name. My favorite memory at Delo is going to state for dance. >> My favorite memory at Del schools is the football tailgates. >> My favorite memory is hanging out with my friends at prom and games.
>> Our favorite memory is going to volleyball. >> My favorite memory from school is my favorite school. My favorite memory about schools is
probably our field trip which I thought my favorite memory about schools is favorite part of school. My favorite part of school is going to dance.
My favorite schools had the privilege of coming down high schooler. >> I will miss the people. >> We will miss underassable friends. >> I'm going to miss all the school
activities that we do. I will miss because of my teammates and coaches. I will miss see all my favorite underassman and all the teachers in the hallway and stop and talk to them. >> Um I will close to my friends and all the teachers.
I hope to the office just >> Oh, yes. >> It's not official. >> Approved again. >> Right. You're right. That's not approved yet. Okay. >> All right. >> And that is our report. Any questions? >> Thank you. One last piece of uh uh it's
every May of every year we give an exit little token of our appreciation. I think during senior's uh senior award night uh Logan received a $1,000 scholarship >> from the school board in her role in meeting her needs and meeting her
obligations as a student school board representative. This next little symbolic thing, we started this tradition a few years back and this is to officially grant her and give her her name plate. So a >> welcome Logan to the graduating class of
2026 and thank you for your service as our student school board representative. >> Thank you. You'll know where you belong. >> Okay. Thank you. Um, next we move on to our board reports,
which the first one is Masiko. >> Well, I feel like I'm following like the funniest comedian in the lineup. Like, how am I supposed to follow your video? Um, April Masiko was very routine. I will
just highlight one event that um Rockford has put on for the second year in a row which is um the DAPE extravaganza. Um so DAPE which is adapted FIED um and is hosts an event
at at Rockford um that allows students to um explore opportunities with motor coordination and social skills through engaging activities. the the date teacher had an a whole gym full of
really engaging and fun um physical activities. Um and so Delano this year was able to attend. Last year they were not able to to coordinate with that, but students had a great time and really is a highlight of of the school year. Other
than that, um we have our meeting tomorrow night which will be held at Wings in Lichfield. again um that is a program that's cure and treatment program where MASO provides the education to those students who are
there that's it cool next one is right tech center which is me and they did not distribute their minutes yet so I followed up to try to get them to distribute them but I I have not received them so I'll give you a quick
update it was a another whopper of a 25m minute meeting um Couple of points to call out though. There were a few Delano students that received scholarships. Um Grayson Popler received the Right Henipin Co-op Electric Association
scholarship for $1,500. Um and Owen Anderson received a $1,500 scholarship from HSI. So that was pretty cool. I think there were four scholarships and two of them went to Delano students. So um that part was was good. Um they talked a little bit about
their summer school program new this year. There's no Friday class or just a program highlight. Nothing wild there. Um and then they have a few field trips coming up to the arboritum and they have a end of school year annual cookout on
the 29th. So other than that it was pretty business as usual with the normal financial reports and various going on goings on at the capital or other things that they were doing. Any
questions for Right Tech? Okay, we'll move on. Old business, we had none. New business. Uh the first item up is the to approve the adoption of the new K through2 math curriculum
and review the K through5 math adoption report. Um I a couple of things were brought up just questions from the group. So, I don't know if anybody has questions before we move for approval, but um yeah, >> just quick question, Matt, I know we
received an email on the mask thing you were going to forward it. Did any of them when you forwarded that email on have any concerns that match the concerns in the email or were they fine with it? >> I, you know, when I talked to the executive team, um I did obviously I
responded on behalf of the district. Um there was a couple of things in there that were referenced in the email that um like 90% was digital. It's actually not 90%. It's more like 50%. But in all fairness to say like I responded we just
lived the first year of it and it is a very big um it's a big shift in delivering curriculum which is um difficult you know to do that the first time through. So, we'll do an annual review again and we'll make sure that uh
it will address those concerns that were raised by the parents. Um I think everybody on the team acknowledged that it is a big transition and it's going to take a few times to get through the curriculum to work out the kinks. >> They were still okay with it. >> Yep. >> Okay. Y
>> I would just say maybe next year as we move to the digital delivery of this in part which is kind of a change and a conceptual change of math instruction which I understand
that was described to us last year. Mhm. >> I don't know. Maybe we can have more routine sort of like check-ins or updates on how it's going from the admin when they're doing their >> um their uh you know monthly updates. I
think just for us to understand how it's actually rolling out. Um we'll see you know some data as part of that as well that you know that's kind of our responsibility to to keep looking at that. But I think maybe just more
frequent updates of successes, challenges, questions might be helpful for us to understand is as we I think understand this is a big maybe paradigm shift of math instruction.
>> A request I have to um is say we see a shift in scores or testing based on it. Do we have the ability? I think some of the books were here for quite some time before shifting. What's the ability to
change or swap with the curriculum when it is digitalized versus paperback? >> To change to >> or from >> or from >> Yeah, that would be a good question that we would just have to research more of.
Um, you know, when we do a curriculum adoption process, you're kind of there's always going to be room to make some changes and some tweaks, but you're in it for you can't just do it. It's a quite an investment. So, you can't just n this didn't work after a year. Now, it
it requires quite a bit of research and design. That's why by the time it gets to the board approval, it's gone through a whole two-year process of doing research and looking at with the committee, with the teachers, with the administrators to make sure that we have
that piece. But within an existing curriculum, there's always room to make some adjustments just based on what we're seeing. And that's got to be driven by our data. So if we end up with a situation where we've switched to this more heavily used electronic
format and things change, do we have the ability to switch back to some form of paper manual version of that through the same curriculum or because what I think everyone's fearful of is we're talking
about spending hundreds of thousands whatever large amounts of money on this curriculum. Mhm. >> What happens given we're only one year into it with the the part we did last year. What happens if in 3 years we find out it it doesn't work the way we intended? Like are we writing off some
incredible amount of money and we just kind of threw that away or do we have the ability to adapt that curriculum and program that we paid for to somehow meet those needs? >> I think there's room for both. Um because we're not going to be the only district that utilizes this curriculum.
So if the if there's if it's you know we won't be alone if there's some egregious issues there that's going to be incumbent upon the the the company to provide some updates and some changes to make sure that it's aligned that way. >> Okay. So I think the next step then for
the K through2 math curriculum is to approve. So any mo a mot I need a motion to approve and then a second. So moved. >> First by Sarah. >> Second,
>> second by Rachel. All those in favor? >> I >> I. >> All those opposed? Motion carries. Uh the next item on the list is 14B. approve the adoption of the
9 through 12 world language language review and adoption report. If I recall right, we went over that last round as well, right? >> Same thing. >> So, I would entertain a motion to approve the 9th through 12 world language review. >> So, >> first by Jim,
>> second, >> second by Rachel. All those in favor? >> I. >> All those opposed? Motion carries. The next item on the agenda is adjournment. Do I have >> second?
>> Second by Zar. All those in favor? I. All those opposed? Seeing none, we will at 8:18 p.m. Have >> we ever had