All right, everyone. It is 5:30 and we do have a forum. All board members are here. Um, let's go ahead and stand for the flag. I 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. Motion agenda. >> Thank you, M. Ryan. Do I have a second? I'll second. >> Thank you, Mr. Armstrong. We have a motion and a second to approve the
agenda. All those in favor say I. >> I. Same sign. Motion carries. On the communication commendations, I believe we're going to start off with Mr. Lango. >> Yes. Good evening board and community
members. As high school principal, it's my honor to recognize the students of the month for the month of January. These students are chosen by staff who collaborate and select one student per grade level per month. And our grade levels are about
160 to 180. It's a lot of kids and not very many get chosen for this. So it is truly an honor. These students are chosen because they are responsible for themselves and others. They are positive role models. They help others succeed and they help others in need and they
progress quite well academically would be one of the key factors of that. So come on down one at a time and then stay up here for a picture please. Ninth grader Joie Arnold. 10th grade. And I can't wait to see if he still has his lurch shoes on from the
musical. Harvey Kudson. Army everyone >> 11th grade Tucker >> GUYIRE first principal that actually said my last name. and senior Saurin Dobs.
Little biographical info on Saurin as the senior student of the month for January. When asked to name a philosophy that has helped him be successful in life, he says, "If you can't get out of it, get into it." One of my favorites. Way to go. Some of his hobbies include
hunting, dirt biking, and playing video games. He's currently working at Dobs Construction. He helps lay concrete. In school and out of school, he enjoys playing uh football, training in mixed martial arts, working out, and hanging out with his buddies. After graduation,
he plans to go into right into the workforce in the construction business. And where he sees himself in 10 years would be with a family, a house in the country, and still working at Dos Construction. Congratulations, Senior Saurin, and all the students of the month, KMHS.
Thank you. No, it's okay. >> Oh, yeah. >> There we go. One, two, three. >> I'm not shrinking. You have one more comment. >> Okay, Superintendent Geese, would you like to come on up?
>> SURPRISE. SO, I had to write this down. Um, it's my first time actually getting a comic coin. And is it your first comet coin to receive? >> It's my first time. >> We as a school board would like to present you with your first comet coin.
Um, we are so thankful for you, Beth. I can say with complete confidence that you are one of the best decisions this board has ever made and truly are what's best for our students. The feedback from our staff, our students, and our community has overwhelmingly been positive and we couldn't be prouder. We
want you to know we see you and are so dang grateful. We see you as the bus driver, the interimm transportation director, the substitute teacher, master communicator, coffee with the superintendent, driving the roads before 5:00 a.m., attending all the events,
wearing tutus to work, always responsive and encouraging, and connecting this board in ways we needed, being everything to everyone whenever it's needed. You have studied the ship while propelling us forward, and there are truly no words to fully capture how impressive you are, and we are very
grateful. Tonight, we are honored to present you at this comic coin, which in my humble opinion is long overdue, and to celebrate the incredible impact you've made since choosing to leave KM. Thank you from the bottom of our hearts. >> Thank you. I love it. I love being here
as much as you all love having me here. So, thank you. Appreciate it. Sweet. >> Uh, move on to FCCLA Star event presentation. >> Just so it doesn't All right. Well, good evening and thank
you all so much for being here. I'm Brenley Schwanki and we're here to present to you the research we've done on teenage mental health and me and my FCCLA partners Asher and Harper Crabel are super excited to share the information come up with to you guys.
All righty. Imagine walking through a school hallway. Many students feel happy and engaged. Yet research shows that about one in five teenagers is experiencing a mental health challenge. Often these struggles are not visible. Instead of tears they may appear as silence. Today we would like to explain
why teen mental health is not only a personal concern but also an issue that affects families, schools and the larger community. >> What is teen mental health and why is it such an important topic right now? >> Teen mental health refers to overall emotional, social, and psychological
well-being. It affects how students manage stress, build relationships, and make decisions. Worldwide, approximately one in seven adolescents experience a mental health disorder. Although this is Team mental health is still often misunderstood or minimized as just a
phase which can comp which can delay support. >> Historically, mental illness was misunderstood and highly stigmatized. Adolescence were not always recognized as unique as a unique age group with specific developmental needs. Over time,
research and policies such as the Community Mental Health Act of 1963 brought greater attention to mental health as a public health issue. However, many schools and communities today still face limited access to services and resources. Modern challenges have increased
pressure on teens. Social media can contribute to constant comparison, cyber bullying, and unrealistic expectations. The CO 19 pandemic disrupted routines and increased isolation. According to the center of disease control and prevention, persistent feeling of sadness or hopelessness among
teens has risen significantly over the past decade. Why does this matter? Mental health challenges can affect academic performances, relationship, and long-term well-being. Stress, anxiety, and depression can make it difficult for students to focus. Remain motivated and
feel connected at school. Teen mental health influences not only present learning, but also future success in careers, families, and communities. The American Psychological Association reports that teens experience stress levels similar to adults, but often lack
fully developed coping skills. These challenges impact family communication, classroom engagement, and readiness for adulthood. When schools lack adequate mental health, staffing, and programming, students may attempt to manage these challenges alone. This shows that teen mental health is not
only an individual concern, it's also a school concern because it affects attendance, learning, safety, and schools. Schools can support student mental health in several practical ways. Increasing access to trained support staff, creating safe and supportive environments,
partnering with families and community agencies, reviewing school practices that may increase stress at our school. Current resources include counselors, a district social worker, a mental health therapist, hope ambassadors, and a calm space in the guidance office. These
supports supports demonstrate a commitment to students well-being and provide a strong foundation and for continued growth. >> This issue connects directly to family consumer sciences. FCS focuses on the well-being of individuals and families.
Courses such as human development, child development, psychology, and team decisions help students learn communication skills, relationship skills, and healthy decision making. This topic also relates to important career pathways including human services, education and training, health
science. Through FCCLA and FCS, students are able to experience and explore both leadership opportunities, and real world solutions. >> FCCLA members can help address teen mental health by leading awareness campaigns, promoting healthy coping strategies and encouraging students to
seek support when needed. Activities may include presentations, workshops, and schoolwide initiatives. Focus on stress management, sleep, nutrition, and physical activity. >> FCCLA members can also partner with family and community professionals to share reliable resources and
hostformational events. US Surgeon General has identified youth mental health as a national concern, emphasizing the importance of early intervention and peer support. We encourage our school community to support open and respectful conversations about mental health,
promote students wellness, be attentive peers and positive leaders. When teen mental health is supported, families are strengthened, our rules are improved, and futures are protected. >> Our project supports SECLA purpose 2, strengthening the family as a basic unit
of society and purpose by promoting understanding between youth and adults. It also aligns with family consumer sciences standards in career, community and family connections and human development. In summary, we presented four key ideas.
Teen mental health is a growing concerns. It affects education and long-term success. Family and consumer science provides tools for support and FCCLA members can lead positive student driven action. >> Mental health challenges may not always be visible, but our response to them can
be. Each of us have the ability to notice, care, and act with empathy. >> Together, we can help create a school culture where mental health is understood, supported, and valued. So, every student has the opportunity to feel safe, respected, and hopeful.
We wanted to thank all of you guys for your time, and we'd be happy to answer any questions. >> Do we have >> I have a question, but I wanted to you first um wonderful presentation. Um what uh encouraged you to focus on mental
health? >> I think that mental health has been a huge issue within our whole school district for a very long time. It started when we lost Caitlyn Vanre and then when we also lost Aiden Hickey. So I think just those two students, they
were very valued students and we held those we held them close to our heart and I think since then it's just been a very hard topic for students to open up about and it's been hard I know from my friends even my own family who have found it hard to open up to teachers and
find the support that they needed. So I figured it was a big issue that we should talk about and it starts with hearing it from the students themselves. Beautiful. Great. Thank you. Thank you. >> We have another question.
>> So yeah, I question. So do you feel that in our district it's it's more of a cultural thing or is it a resource deficiency that you would say as far as >> it's not like I'd say frowned upon anymore, but it's not like not nobody's
like really after it because just thought it was different. And then if you go from like the I feel that we have many opportunities but nobody's willing to take them. So like going from the students to another student might be easier than going from
adult to a student. >> And I know some students they kind of feel like they're not obligated to be able to talk because I know some people are just kind of like oh it's just mental health like it's not a big deal or they just kind of be like oh like walk it off will be fine. But we wanted to be able to make like have it come
from other students of how we feel so then other students can possibly feel to be able to come to adults and have maybe a little bit of more working space for their >> I would also like to add that I I do agree with this being a little bit of
both. I know there's a ton of bullying happening in the middle school right now and I think that's it's making it hard for a lot of students to open up about anything to anyone. And I know that it's hard for certain students to find a safe
adult there. And so I think that's where the culture the culture fits in with me there. The high school I feel like we have a better culture here. We all get along with each other from my understanding. the school point of view. My mom is a very high activist on the mental health
board here and she talks a lot about the funding and she knows that it's hard for the school here to get the funding for the mental health resources that we need and it also goes towards all the other wellness that we have in our school as well. So I think it's it's not just a
culture in school thing. It's also just a like I want to say government, but it's not. I don't know if it's that, but I think it's a big Yeah, it's like a big funding issue here as well. So, I think a bunch of things tie into this big
factor. I don't necessarily have a question, but I worked at RCTC and I was a mentor to young young men and the ones that slipped in. And one of the things that is if you
just give them the tools that they can use, um it's very evident that they will use it. And he one of the young men that I did, he was a a football player and he was going through some some issues and actually went to it and went to talk to somebody and now he knows how to do
that. You know, he went on to one call to play football, but it's nice to know that he you give them the tools. >> And I I I couldn't agree more. I think for our school, our biggest issues, we need to focus more on giving the tools to the students rather than just saying,
well, you want help, you have to come find us. You have to come to the counselors if you want help. We as an as a have here and as a culture here, we should be able to go and help these students because a lot of students are too scared to go ask for help. And so I
think we need to go after these students. We need to find them. We need to help them before they slip through the cracks. And when we do help them, we just need to give them sources rather than sitting going, "Well, why do you feel this way?" Because I feel like a lot of times a lot of teeners don't know
why they feel this way. And I think just giving them the tools, like you said, helps simply more than just trying to figure out what's wrong. >> I've got a question. Amazing presentation. Do you guys have like a plan for to kind of almost campaign this more throughout the school year and like
promote it more and you know try to reach out and let students know like we these are the resources you have. I wish we had more honestly, but you know, uh just really love to know what you guys learned and try to push this out in the schools and make it, you know, people are feel more comfortable about approaching help.
>> So, it starts with us coming to you guys and this is almost like our little call to help to you guys as well because if we want to make this possible, we need help from the school board. Um being the FCCLA president, I try my best to get to
get information from all these students. What do they want to do? What are they excited to do? What do they look forward to? Doesn't work out the best for me most of the time. I think they think I'm on hold when I do that. So, there's that. But I'm hoping in the future to partner more with Miss Lakequist. And we
also have FCCLA week coming up. So, I'm thinking of a few events that we can do during FCCLA FCCLA week to help kind of kick this off. Um, but then again, we're only three students, so we need help
from you guys and all these other major clubs that we have at C. >> We did also talk to the hope ambassadors and we shared our presentation with them as well. So, we're going to be working with them at some point here soon too throughout that as well. >> And I know all three of us were link
group leaders at our school. So, we're helping out the younger kids and like if they have anything that they're going through, they know that they can talk to us. So, we're trying to get out there and we're trying to do our best to help every student that we can. >> We're also big brother sister. So,
>> we're we're trying. >> I don't think they think we're cool enough for that though. >> Two last comments. one, you know, I've only been on the board for a little over a year, but every time you guys do any kind of presentation, I'm blown away of how amazing your guys' organization is, how it's developing just amazing future
leaders, and it just gives me so much hope for our world. So, thank you for that. You guys are amazing. You guys do awesome things. And also, I hope if you guys do have ideas or things you think board needs board needs to do to help you guys push this, I hope you don't feel afraid to reach out to any of us, email us or talk to your superintendent
or ask your teacher to email us. But please, please, please let us know what we can do to help you guys. >> Thank you. We appreciate that. >> And a lot of this would not be possible with this link list. >> Might not have been standing up at the school if we didn't have this link.
>> She's organization. >> Yeah. The the rings here very helpful. >> So, >> yes. any other questions that you guys have. >> Great. Well, we wanted to thank you again for your guys' time, for being
able to let us come up here and share ideas with you. >> Thank you. >> Okay, we did a little switcheroo here. So, high or the student board representatives, give us some good news. >> We got lots of good news for you. So,
um, good evening schoolboard and thank you for your time as we present to you our January schoolboard report. >> All right, kicking off the sports. Our winter sports are continuing on their way. Girls basketball currently has a record of 14 or 4 and 13 and their next
home game is Friday. The boys basketball team has a record of five and eight and their next game at home is tonight against Rochester STEM. Wrestling has begun with a record of seven and one and their next home meet is on Thursday. Gymnastics last meet was
Saturday at home and their next meet is Thursday in Calonia. Dance next competition is away at Farbo on February 7th. Boys and girls hockey games have also begun with the girls having a record of 17 five and one and in a
conference away game against Holy Angels in Richmondville tomorrow night. The boys have a record of 10 six and one and their next game tomorrow is against Minnesota River at home with it also being senior night. How team has had a
great start to their season and their last meet was in White Hall, Wisconsin. At this meet they placed first overall for boys and girls while Dale Galloway being a female best lifter. In addition to winter sports, we have
several upcoming activities and updates from our clubs to share. So, the one act play participated in their subsection competition last Thursday and came a runner up to Rochester Mayo, losing by only one point. They will be moving on to the section competition this
Thursday, January 29th, here at home. Then the weekend before they participated in their HBL festival and ended up starring. In addition to sarring, Savannah Potter, Zachary Shar, and Noah Woody were named all conference actors. The speech season has also
started up with captain's practices beginning the first Tuesday bathroom break, and they have their first um the first week next weekend at home. And then our clubs have also been working hard over the past month as well. SAD is continuing on their anti- vaping campaign, continuing to educate students
on the dangers that vaping poses. They're also put working on to put together some anti-aping activities for the middle school. Our student council has finished their candy cane drive and in total raised $2,800. They are now gearing up for a fun week of activities and dress up days with
snow week coming up. The Minnesota Honor Society is continuing their volunteer work with working concessions at various sporting events and through their tutoring. FCCLA has been very busy between Commons versus Cancer and preparing the star events for the regional conference which
is on February 3rd. The next Comets versus Cancer event will be held on the 29th during the wrestling match. HOSA has just gotten done with their mid-inter meeting where members tested out their competitive events and got to try out some of the skill events for the first time. They're using that
experience to help them plan for the upcoming stage conference. FFA had their contest last week with two teams going to state. The chapter were the third overall team in Florida culture with Amber Andress getting sixth and Hannah Acriman getting seventh overall. They
were also third overall in Companion Animal with Autumn Schultz placing sixth overall, Leila Bailey placing 14th overall. The robotics team has officially started their season with their kickoff being on January 10th. The prom committee has been excited to
announce this year's prom theme being masquerade ball. We are also excited to announce Cam's newest club, the KA business club being led by Mr. Potter. Their first meeting is January 29th and students will have the opportunity to learn about entrepreneurship, product
design, and engineering and business strategy. The bands will be uh heading to Byron High School on February 4th for their HBO clinic. Though we are a bit chilly, we are continuing to have a fantastic year and we're looking forward to warmer days
ahead. Thank you again for your time and attention. This will conclude our January school board. >> Questions or comments from the board? >> Whoa, that was a lot. I almost felt like clapping for you guys. Um, thank you just for every time bringing it with all
the details. It's so impressive and I'm so proud of all of our students and all of the activities and extracurriculars we offer and um especially that one act. That's impressive. It's very exciting. Did you guys all get to see it?
>> No, I'm in it so I don't get to watch it. But yeah. >> Awesome. Well, thank you guys. Thank you. Now we'll get to Mr. Langabo Lango and high school course catalog update. >> You're welcome.
Yeah. No buttons. >> Okay. Good evening board. Thanks for having me. And I was trying to think today what caused me to recommend to the superintendent that I present this. And I think it was when people often ask really good questions that I think they
were around class offerings. Maybe it was around new certified nurse assistant or nurse aid class that we offered. And I thought it might be helpful to try and walk through and I'll try to keep it to a manageable length of time, but walk through how it is we go from
uh existing departments that offer an existing course catalog to fielding new ideas, vetting those, trying to make them fit, communicating with parents and kids about options, asking the kids what they want to take.
Uh putting that all together, how many kids want to take what classes, balancing that across staffing needs across the district, budgetary constraints, and and then selecting how many classes of what we're going to offer and then handing over to the counselors to build a schedule and then
fitting the kids into that schedule. It's really actually it's fascinating, it's hard, and it's very rewarding at the same time. And at the end, uh, you'll get, you know, kids get classes and they acquire credits and they get a diploma and hopefully a life-changing
experience. So, instead of putting together a slideshow, I thought it might be better to walk you through what it actually looks like on our end at the high school, on my end on on scheduling side. And you're going to have to bear with me on kind of tab manager here
because these are all real documents and and slideshows and forms that we use with students and parents and staff. So this all starts when we start gearing up for the next year, next school year. It starts in November of the existing year.
And what that looks like is registration meetings with every department, sometimes multiple meetings. And what I projected for you here is just a sample of what one of this year's meetings looked like. And this one happened to be our business department, which is a
department of one, Chris. Um, and so that might look a little different than a math or English department with five or six staff members. But the the target is we begin to collaborate with counselors and teaching learning coordinator and myself to reflect and provide ideas for the next year and beyond. That's our that's our mission at
those meetings. And I always point back teachers and and superintendents or I remind school boards of what we try to do when we build that master schedule because it's it's quite a challenge and if you don't have some something to aim for or to anchor yourself in, you can
get lost in the process. But we want well-rounded and rigorous core and elective areas that meet standards and maintain programming. We never want to be a high school that uh overextends and then reduces and shrinks and adds. We want to maintain programs in their
wholeness because that's better for kids and in in this era of staff challenging uh challenges in finding highly qualified teachers especially in the elective areas. You want to have full-time positions. We always look to expand concurrent enrollment and AP
offerings. We one innovate smartly and I quote smartly because it can be really tempting as a school leader to jump on trends and fads and the challenge is vetting uh new ideas with an eye on being able to sustain and maintain a
long term. That's why I put the smart there and ultimately we want to arrive at a schedule that's attractive. It's flexible and it's best for student life. I mean student outcomes and and measurable academic scores. So we meet with every department. That takes a month. It's
before school, after school. Sometimes a department has really interesting ideas that you need to meet. You need to pull them back. You need to to have another meeting. And then that leads to uh we take notes throughout those. And this is kind of our the counselors and I and our teaching learning coordinators running
where we at with math, where are we at with every department. And this year, interesting enough, we started with math because they really had some things to propose because of changing standards. And we really had to talk through and something that will be down the road for our incoming ninth graders next year is
when they get to 11th grade. And this is just breaking news. I know you're all riveted here. Algebra 2 goes down to one quarter because the standards have changed and stats and probability comes in. So kids still get a semester, two quarters of math, but the algebra
standards have shrunk and in comes stats and probability. So, uh, generations of some math students are loving the fact that algebra 2 is reduced to one quarter because that's a that's a real hard math class for some kids that aren't interested in long-term math being on
high school. Um, so this is just a sample. I'm not going to go through this, but this is the way we track. >> What did departments bring up? What are we where are we at with that? Uh, business wanted to drop the second part of accounting and build it into accounting one. And we said yes, that that'll work. And so this is a process
of teacher ideas, vetting them, what's going to work for a high school, yes or no to some things on approval, and then who's going to go back and sit down with teachers that and tell them that they're well thought out, hard-earned idea is a no for this year. That's a big part of
my job, too. It's that balance of encouraging new ideas, but not being able to do everything everybody wants. Here's what a new class looked like. Street art is a new art elective because art, we've got two dynamic teachers and the program is growing and we went from
1.0 to 1.5 and I bet this year the demand is going to be up even more. So just new class ideas. This is what our doc looks like as we as we u talk about things. Here's something that oftentimes teachers will bring up and that's um
prerequisites because sometimes teachers have such high expectations. they'll have kids in their class that they may feel just aren't ready. So, it's a it's sometimes teachers want to put kids should have to take this class before they could take that. And that's often a good idea, but
the more prerequisites we put in, the more roadblocks we put in place to kids being able to take classes. So, that's kind of a balance. The prerec idea is something we we talk a lot about. So, once we get solidified, uh, we work really hard on
This this is the thing you've probably seen. This is is quite a work and it's very thorough. And knowing that I just sat down with our incoming ninth grader of our own in our own house uh this evening to look at his ninth grade classes. And I said, "Well, start with egg. Starts right at the beginning. It's
alphabetical." And he scrolled and he scrolled and he scrolled because there's so much information in this. But I think families find this a one-stop shop of really helpful information about all things Cassid Manual High School, grad requirements, concurrent enrollment,
college classes, a four-year planning chart, NCAA requirements, and all that stuff. So, I don't you've seen this before. Likely this is a sneak peek at Nick. Well, it's not a sneak peek because it's public because we're in the process right now. I really tend to dramatize stuff,
>> but here's that the college credit options that we have available. We always ask staff, go through these these course descriptions, make sure what we're presenting to kids and families is what is taught in the class. This is a every year review by teachers to make
sure the course descriptions match the course content because that's that's just the best way to do it. And we say, "Send us pictures of what this looks like." So, if you ever want to just see a sampling of Cassie Manville High School and just go through the registration guide and look at all the pictures, uh, many of them taken from
the actual classrooms. Okay. Um, so we get the guide built before Christmas. That's always our goal. I always spend the last week of Christmas as the last like this class is going to run next year. This one isn't. Your idea is a go. Your idea is not. Uh that's that's a
busy time and I know it seems early but we also start meeting with families and this is the slideshow that all the families get and some of you have sat through these presentations. We'll do this during evenings. We do follow up with students to go through every department. This is what's new guys.
Here's what's required in various grades. Um new and updated courses per each grade, science, math and and we just try to overcommunicate without overwhelming. That's that's what we always talk about in the counseling office and our office. Make sure that
the families have the information as a reference so that they can have a place to look at without going overboard in terms of overwhelming people. We don't always need to talk about 12th grade elective options to 9th graders, for example. Although, we always want to be
making sure kids know what's out there so that they stay engaged and and taking all of our classes here. So this is the the slideshow that went out to or we we presented on uh in mid December to all parents. Uh we did a special eighth
grade night in early January. We invited this year's eighth grade parents so they can be ready for their registration docs. Tomorrow our counselors go to the middle school. Okay. And then we actually have due dates and kids bring in the forms and they've got parent
signatures and that's um tomorrow they go to the middle school. Wednesday the 9th through 11th graders turn it into their bridge teachers here and that all comes in and then we spend the next couple days chasing down the kids that didn't turn theirs in and then it's a lot the kids actually enter it in into
the campus. It's very slick. And then the real fun part begins for us in uh administrative staffing because we get a do or a spreadsheet that looks like this. This is totally a sneak peek here. This is last year's, but every class
that's in the guide and kids can take up for it's a raw number of student requests. And I I can show agriculture, for example. 49 kids requested intro to egg. That's an easy one. Do the math. That's that needs to be a two section class. And and we have an egg teacher, a young
dynamic teacher here that has every full-time high school teacher has 12 sections to teach. So you're going to have we have to make egg fit in 12 because you're it's hard to find a teachers and you're not probably ever going to find a 1.3.
We would be able to offer more head classes because it's that popular that much demand. and she's grown the program, but we need to shrink it down to make it fit into her schedule. You have to be creative with that. All of our work experience classes used to run
out of the egg department, but the egg offerings have grown. So, she's all full teaching actual agriculture classes and I've had to be creative and we've pushed work experience out to different departments. Uh, so what we do, we look at classes. This is uh 18. We've said if
it's orange that's we just know that's not going to run next year. She's got full numbers in other areas. In art 109 kids took fundamentals of art. You do the math divide by four. That's big art classes. And that's if they divide equally because it's always really nice
on a spreadsheet in February to say 109 is four sections. Look, it's 27.25. Okay. But by the time those four sections get put in the schedule and then you push kids into those, inevitably it doesn't fit that well and you you have a 32 and a and a 19 and so
forth like that. But that's the that's the this is the first first run through with all the classes, however many kids took. So in English nine, if you have 180 incoming nth graders, enriched English nine and honors English nine should add up to your your freshman
English. That's just how that works. Okay. Um and then once we make all the decisions about that class is not run and this class is and then we push every every time scroll back up. Every time that um these
11 students then their graphic arts that class isn't going to run. So you need to go back to the paper copy of their entry and you need to go to their alternatives or their next one. So it's easy on my end with to make the quote hard decisions. This class isn't running then
the work is on the counseling end of to have to move those kids. So that's why the scheduling process starts to take a long time. Um community action didn't run. 16 kids need to get pushed to their next elective. And so when you hear sometimes I didn't get the classes I
wanted, that's true. Um sometimes then ninth graders won't get into a class that seniors do get in. So then it becomes a second run. Um I always like showing this because the world of social studies scheduling is really hard because we offer classes opposite music
called skinnies. And so that's just a whole scheduling uh issue in itself. Okay. After we get the uh the hard work of that, we we get section numbers. We work with the superintendent, the other buildings with shared staff. Then the counselors have the puzzle pieces to
build Where's my master schedule, you guys? >> A first on the left. Master it >> is. Thanks, Carlin. This is what the finished product looks like. We shoot for the early May and a really good year when everything works well and we didn't
have to do a bunch of reductions or a bunch of cuts or we don't have a whole bunch of what what are called singletons in the scheduling world and then the counselors that have every teacher across four quarters because we're block schedule. So this you kind of build four mini master schedules to make a year
work in the block scheduling. every quarter, every teacher has an entire different load and and the counselors are very skilled at laying the classes in on the board where the most and here's the thing that I really wanted the board to know and hear is that
student satisfaction on their scheduling requests is what drives decisions in this building process. The computer pushes it through once, then you hand fix it, hand fix it, hand fix it, and you run it through the computer again. And then every time you move one of
those puzzle pieces, Spanish 2 two to third block from fourth, it autoc calculates the student satisfaction rate. And you just you have to lock it in at some point and be satisfied with your student section or your satisfaction rates.
If you're at 82% that's a great rate and you lock it, that still means almost 20% of kids didn't fit into that class in that time. And then and that's the the process that really takes a long time. And then it's a lot of hand fixing. And then those of you that have had kids in
the high school, it ends up looking like this. For every single kid, they get a four quarter, four block schedule. This is an easy one. Basic ninth grade, no music, I called it. This is what it looks like. Okay. Uh and then you've got a whole different world. This is a
mostly PSO schedule, I called it. But they did take choir here. But in opposite choir, they had a lot of PSO time. Nope. They wanted Southwest College algebra here though and fourth quarter they wanted to take a woods class. It is a and this is something I also really want to be intentional about
while communicating with the board. It's an entirely new world when it comes to PSO part-time. Um because most RCTC classes are available online. It's very beneficial to many kids and it allows an allocart education which is ultimately
good for the kids that choose that. um it just presents unique challenges in an enrollment driven high school world with staffing. And I also want you to remember that legislatively that they added a new deadline. So kids, they've always had until Memorial Day to
select PSO for the following school year. That's hard enough because most schools try to do their staffing and and numbers before summer. Um so that was always a little bit of a challenge. We always did it with a pretty good eye on who's going to be PSO so that we don't count on them being here.
Now you can up till Halloween elect to go PSO for second semester. So just know that we build schedules and block staffing in oftent times in a in a shifting world of teenage decisions, parent family decision on on PSO stuff.
If you also notice the little known fact legislatively our counselors and our counseling secretary has to manually manage PSO classes and schedule them into our system. So this student has PSO psychic
English. It used to just say PSO and and now we have to join our system to what those students take and we have to list the teacher of record for every PSO class. You notice who? I'm the teacher of record for every kid that takes a PSO
class here at Cast. All these fun facts. And here's one where a senior choir only with two internships. It's a unique. You've heard about our internship fair. You can take it multiple times. Uh choir, they take a skinny opposite of
that. And that's the only time kids get study halls here is for if they're in only band or only choir their junior or senior year for two quarters. August 1st this year. That's a new shift. We've always gone live with our schedules. On July 1st, we really think we're going to shift that to August 1
because nobody really knows why it's always been July 1. It goes live July 1st. All the kids and families get to see it. They get excited or mad and then they spend July emailing and calling employed to be working in July. And so it raises a lot of uh anxiety. We used
to have a couple counselors that preferred to just sit and pick off schedule changes in July their schedules. So, we're gonna align with middle school now on goal August 1st, right Josh? And so, when this goes out, sometimes, believe it or not, because you remember, you
heard we're registering this week, tomorrow, and Wednesday. A lot changes in kids lives between now and July and August 1st. And so, now they go, "Oh, yeah. I thought in in January, I thought it was good to take a math my senior year. I don't want to take math my
senior year." Wait, but we built the staffing based on 19 kids wanting to take senior math. So, those are tough conversations and a fun challenge in my job. Thanks for just listening to as we walk through a little bit of what all goes into the scheduling process. Again, I want to emphasize it really is student
driven. Teachers come up with ideas. We see what we can make work, what we think is attractive, and going to align kids to great opportunities post high school. If we can make them stick and we have the staffing to do it and kids take it, it gets put in the master schedule and becomes a class. Um,
it's kind of how how it works a little bit. What questions do you have? >> I think I got all my tabs. The counselors have a great website, a really familyfriendly website with the registration guide, with the timeline, with the the slideshow that we walk
through. They've done a really nice job in a a voice over YouTube video on how to register and all that try to make it family friend. Just a question on like the new ideas for different programs. Is that primarily come from the teachers? If you
take input from the community >> community sometimes we'll yeah counselors or I will float an idea to the teachers and say the the CNA class um was one that was just a a need a new thing that that schools are trying to
offer. We didn't even have a staff when we put it in the guide for example of that. >> Build it, they will come. >> Build it. Staff it. >> They will come. >> Give Bob and Beth heart attacks.
>> I have a question on the college credit. >> Yeah. >> What does it take to have one from the high school without the kids having to go to PSO? uh to offer a concurrent enrollment class. Concurrent enrollment versus PSO. Those are kind of the two terms. Concurrent enrollment meaning you you
take a class from a CAM instructor that's been credentialed by a higher ed institution. That's the term I use because that's what it's called. Uh Southwest State, for example, would have had to credential one of our teachers, meaning they have a master's degree in the content or a master's degree plus 18
grad credits in the content area. Um, and then we offer it here. We have a ton of southwest. Let me hop back to this. Let's look down at math. Southwest. Anything with the SW in front of it. Senior Southwest College algebra.
That's a popular one. Second most popular one is is trig. Um, we've got an instructor. We're very fortunate to call has a masters in math. Susan has a masters in math. We have two instructors that can offer that and then it's a matter of us getting kids to take it and
then we we run it. Kids never leave campus. They have their high school teacher. They get two grades. It's concurrent. That's where that term comes from. They get a high school grade and a college transcript. Uh the instructor collaborates with the college professor. High school instructor teaches the class. In college instructor comes and
watches them a couple times. guest teaches a class. It's quite a neat collaboration. English is just I'll just two uh areas that we do that in. Um college writing, college speech, college lit will be our our ones there. Um
did I answer your question? PSO would be instructor not ours. They leave the funding stream certainly works different. they go and enroll there and then the KM gets a bill for that class later on whether they pass it or not.
>> Just so piggyback because I'm curious my understanding is in an ideal world we would be in house and teach all our kids here college credits. Is that kind of correct? >> In an ideal world, yeah, it's a it's a unique challenge. We've got a a powerful
higher ed institution 12 miles away. It used to be a challenge when it was all in person at RCTC. Now it's many many of those classes are online which just compounds the availability of students to and we've got the block schedule. So
you could quite easily take first block at KMHs, drive home, you've got an online for a block or two and you could come back and take fourth block. Many of the online components of of RCTC classes are preloaded. I get a lot of that feedback. Professor puts in the modules
Sunday night and there's you may or may not meet very often during the the week for those classes. I'm not here to diminish that. It is an available option to kids and families and certainly something on the cost effective side for kids to do. I surveyed our PSO students
last year as we know what what's your why. Um flexibility and schedule is number one. ease of classes was was high up on that list, too. Uh the rigor of of the Southwest or our concurrent enrollment classes here is pretty well established.
Many, not all, many kids reported that their online PSO classes tended to be less rigorous, which to a teenage student is is maybe appealing and cost effective. I'm in a unique position. I obviously have a vested interest in keeping kids
here. That's my passion. I also need to be ethical about thinking about what families and kids face with cost of higher ed. >> Sorry, two more questions. One's been a long time since I've been in high school. So, I always thought AP was what's AP getting than the Southwest
College credit because I always thought AP was like a college credit. Sorry about that. We go down to social studies, >> more science, we do an AP there. Um, I would uh AP is is a different way of
delivering college credit to high school kids. It's more traditional. It's what we probably have most experience in high school. It's taught by a teacher who does not need to be credentialed by a higher ed institution. They need to go to training at the AP institute by the College Board. They teach it at a
rigorous level and then the kids sit for a oneshot exam at the end. You score a one through five. Uh and then a three, four or five, you usually carry that to your higher institution when you enroll and they make a decision on giving you
college credit. A three, four, and five usually gets you good credits. But the the trade-off is it's a oneshot exam. The nicer part for us in terms of that is that we don't have to have a a teach it's hard to have a high school teacher with a masters in the content area. And
so we have a social studies teacher for example, AP uh human geography. It's popular class. Uh kids do very well on the exam. She teaches it at a very rigorous level and kids take that to college to get it. So we kind of I tell
people we've diversified our college credit options by having EP and concurrent enrollment. not all >> and I know a subset of art and I can't talk but and just I've taken classes online
before for a master's program and I should finish it because I only have a few credits left but I find it cool but they were by far the easiest class I've ever take in my life. So who who is actually regulating like when these students are going out and taking all these online courses that I don't know they're actually challenging they're
meeting >> well I would say that the professor of that institution would be the the and it's up to them to assess work great meet whatever their deans are in charge of academic rigor I don't want to speak
ill of those folks uh it presents unique challenges to us in terms of the oversight And often kids that don't find success in that online PSO environment fail fail classes and return here or put
themselves in challenging situations for credits um for fail classes. We caution against that carefully. Um and every year there's tough conversations with a senior or two that that for government for example because they still have to pass and beat our grad requirements
which is government and if they choose to take online government from RCTC and fail it especially second semester they have about one week to try to cram in a credit recovery to salvage graduation. It's it's a tough it's a part that I see every year that we try
to arm kids with all the information they have to make well informed decisions. >> U one question I have is there and I don't remember which one it is but which one of them doesn't transfer out of
state if I have a students going out of state as well? >> It depends on where the students going to. Um, we found a pretty good transfer success with our Southwest classes with state ones, our Southeast Tech Winona
ones and CAD and the computer in the industrial tech area. We always direct kids to transfer.com. It's a pretty reliable even though you're going to >> Southeast Missouri State where >> you can go there and you can see will
Southeast Missouri State take my Southwest Minnesota State algebra class >> at the board school board conference we were with sitting with students and one of the one things that they said is they were kind of upset that they wanted to be told beforehand classes that wouldn't
transfer. >> We are very transparent. >> Yeah, I know. That's why I just wanted to ask >> you have to remember those universities are trying to recruit kids and take classes there. There is no benefit for them to take any classes from Minnesota.
>> And so it's become this competition of sorts. And this is probably one of the best schools I've worked at at offering what we do offer for our kids. It's very impressive. You can stay here. You can be active in your school. You can get college credits right here. that isn't
happening everywhere. Um, some kids just love the idea of PSO and I think Trent handles that really well. But to think any of those credits are going to go to the University of Nebraska who just don't know that and we never promise anything, >> right?
>> Because they need to make money too, I guess, or whatever. >> They want you taking the classes there. >> Thank you. >> I have a couple questions, too. Did you know you'd be so popular? Um, so a
couple things. Do you mind sending the um list? I just want to look at it and see what we have. And I tried to look online. Um, and I didn't find it immediately. So, just so I can find the exact one we were shown, if that's okay. >> Which Which one are you? >> Um, just the first one you started with,
just the list of the options. I know you went >> the registration guide. >> Yeah, the registration guide. Do you mind? >> Yep. Um, and then the other thing is I think it's hilarious that you made comments about math and then presented on this because it's very clear it takes a lot of math. So, thank you >> for being a mathematician and to our
counseling department who does a great job putting students where they need to go. And my other question was on the blocks. >> You've explained this before, but would you just go over because not every high school operates on blocks and what that
does for us and what the benefit is? >> There are many I I look at the superintendent. Every every superintendent knows that the block schedule probably is the most expensive schedule >> yet has unbelievable academic
impact. U basically say a block versus an 8 period day, it just ends up with more slots over a kid's four year high school career for elective classes. you're taking a a year-long math class in two blocks, two
over two quarters, and that just opens up more slots instead of filling up your math all year, your English all year. Uh, that's if I was going to boil it down to a nutshell, it's longer time in a class. uh you design the class with work time in the class, academic support
with the teacher during class that the benefits are a lot in terms of lab classes, industrial tech classes, hands-on construction tech, house building, CNA, you know, 83 minutes in a chunk per day instead of
two, 45, 50. So, you know, more electives would be the key to a lot because you put your classes in more precise. >> And then do our art our instructors, our teachers, do they prefer blocks, too,
would you say? Or is it kind of a mixed? >> I don't know of a teacher here on staff that would say I would rather teach in an eighth period day. I think when I show this, uh, the social studies are the ones that feel like they're teaching in an eighth
period day. >> Yeah. >> Skinnies. >> Because of the skinnies. So, uh, there Mr. Mr. Pine here really got skinny. So he's his day goes a quarter to one. He had one full block and then he was skinny skinny skinny skinny skinny. So
his day feels more like it because we we have we we skinn I don't know I get too much music >> because music and how many kids are music? We have we skinny three of our four blocks >> and so we have to run social studies
skinnies opposite music in three different blocks. We also provide special ed services in those skinny formats and we also do Sher Thornberg's academic skills program in skinny. So it's nice to have skinny offerings. Um but most teachers
here would very much prefer the continuity, the calmness, the prep and the management of it for block day than a period day. >> And does it help with scheduling of it too? I'd assume if we have blocks >> I don't want to for the counselors. It's
all a challenge in terms of um getting your offerings in and getting kids the classes that they want. >> Yeah. >> Okay. Thank you. >> I would say there's some unique opportunities in block scheduling in terms of the way you can lay an advanced class like an advanced welding. We'll
put in fourth quarter because that means more kids can could fit in quarters one, two, or three to begin welding. So you therefore you open an avenue for a kid to get an advanced class because get prerect in earlier.
>> Yeah, that makes sense. Thank you. >> I didn't want to take too much of your time. I hope you found just a little bit of a walk through in terms of all that goes into the scheduling process and ultimately delivering the classes that kids need and want. >> Appreciate all the work that we do
today. >> Yeah, it was very helpful. Thank you, >> Mr. to consider approval of resolution acceptance of gifts and grants. Director Mes introduce the following resolution to accept and move force of adoption
resolution for acceptance of grants and gifts. Whereas the state of Minnesota has generally awarded the following great start grant to KMCE $7,4625 to childcare PK
$4,972.50 to Child PB. Whereas the following have generously offered to donate to KMCE Taylor Family Farms Foundation for 25,000 for child care recruiting, training, and facility improvements.
William and Jodie Armstrong Fund 750 to the Imagination Library in recognition of Leo Jackson and Oen. Thank you. I appreciate that. KM KM Youth Fishing Team, $900 to the Imagination Library, Little Comet
Sponsorship, and a performance series, SMIF, 10,000 Early Childhood Grant. Whereas the following have generously offered to donate to the K MHS
comment pantry Presbyterian women $350. Lance and Clarice Peterson coats and sweatshirts just like home child care school supplies Joy Committee ENT department
toiletries and food KM youth basketball booster $1,000. Wears the following generously has offered to donate to KM schools cast an American Legion 500 tok challenge fund when Armstrong 750 through a matching
program whereas KM youth basketball has generously offered to donate the following $1,688 for uh girls volleyball uh basketball hotel save $4,49748
for boys basketball uniforms $1,000 for boys um basketball hotel stay whereas KBBC has generously offered to donate $2,34.50 to comets versus cancer.
>> Does anybody have any questions? I just had um SM is that >> yeah Southern Minnesota >> Fund >> innovations fund. >> Okay. And then down here under the
pantry stuff, do we have to list a dollar amount approximately for those? We can just leave those as items. >> The people who took the donation and noted it on the spreadsheet didn't list a value. >> Uh we do have an introduction to that. I
believe we do need we had discussions first. We do need somebody to make that motion. >> Did he make the motion when he read the motion? A second. >> Okay. Right. We have a motion and we have a second to approve those. >> I'll second.
>> And uh any more discussion on those questions? >> All right. All those in favor say I. >> I same sign. Motion carries. On to the board community reports. Um
public input tonight. Uh we did have Mr. Campbell um come today from the Dodge County Dodge Center messenger. Um he basically just kind of told a little bit about his uh business and his previous
experience. Um and then uh we he has he had some questions for us and we basically uh sent him directly to Miss East to answer those questions and relay that information back. and then um uh superintendent will give us the
information and provide of course for I we don't have that on the we don't have on the on the uh agenda to vote on the official paper I wanted to wait till we had some more questions answer I know everybody has some questions I think last
okay did you want some Do you want me I mean we know that Dodge County is using them. He states that they're a legal paper. You know, all of
those things. Do you want me to go to the expense of reaching out to our legal counsel to ask this question or can I just do my own research through MSBA? I think MSBA would suffice.
>> That seems fair. Okay. >> It looks like Mr. >> Yes. And I'm going to let EJ take it. She was um able to go. So the 18th I think I've already presented on, but we did have one this past Thursday.
>> Yes. She mean Elizabeth. >> Elizabeth. Okay. My name's Elizabeth Dean, so a lot of people call me EJ. Um, so I went to the Zed meeting. Um, they elected new positions for this year. Um, Kate is the vice chair over
there. Um, they talked about challenges with paid family leave. um the clerical aspects um and logistics are challenging. The concept is great, but it just talked about those uh the roll out being tough. Um talked about how they're working on like a happy committee, which is like a group of
staff members that are bringing staff together and doing kind of group activities to bring joy to the staff. Um they're excited to all be under one building as opposed to how they were before where it was harder to have a committee like that. um they talked about at their professional development day, they had
their SRO um do a school safety training um and they had a training come some I don't have the person's name but there was another um person who did a climate and culture and they all really liked that training. um March 19th they're offering for
parents um a guardianship and supported decision-making class um from 6:00 to 7 o'clock um which I think is just a great um option for families who may need to look at guardianship once their child turns 18 to give them that um
information ahead of time and they're offering a free eye clinic and free haircuts in the month of March as well. Um, so I feel like they're really trying hard to reach out to meet the needs of students. Um, and they talked about the admin structure, how it had changed this
year and kind of how it's going. Growing pains but going well. That's about it. >> Did he use one of the sheriff's? >> No, it's Cass and PD. Yeah, it's Casper. Yeah.
I know our SRO will go over if there's a situation and help and things like that. I mean, we're good neighbors, but >> good question. >> Any other questions? >> I'm just going to add one more thing. They are settling the contract for our director, Patrick Gordon. That'll be
voted on at our next meeting. So, I'll bring that to the table. I'm just sharing with you our next regular board meeting. >> All right, we'll move on to superintendent communications. >> We've had a lot of communication lately. Um, I'm not going to really go over this
one because there's nothing shocking or new on there and we've had a lot of presentations tonight, but if you have anything you have questions on, um, I'm also sending you communications on all the things that are kind of going on right now. There's going to be a lot of facility meetings coming up. Um we're going to need a personnel meeting. Um I
already mentioned land and facilities policy is probably brewing. We got a lot coming our way. It t the season um as Bob starts to kind of kick off that uh budget time, you know, then that hands off to me and what we need to do from there. So there'll be a lot of committee
meetings coming up, but you're ready for this. Go >> questions for >> I was just gonna pop in and talk about the MSBA annual conference in this moment and just say it was really awesome. We had a lot of board members
attend. Um we all kind of divided and conquered and got to um visit a lot of classes. Um, and if anyone else wants to talk about like what they experienced, that would be awesome. >> I'll start you.
>> I don't know how much you want me to go over. I I found it very interesting and I um I went to I think the first one I went to was the legislative and um big picture. Obviously, they're saying there's going to be a lot of turnover, a lot of people retiring, a lot of new people. There's going to be a lot of loss of knowledge which might be
challenging. And the big thing they kind of went over to is the um you know we have surplus right now but they're still projecting the next banual. Is that how they say it? There's going to be a three billion and there's really talking about how there's have to be a real hard look at how school finance works and you know maybe gearing towards more flexibility
schools because it's just the path we're on right now is not sustainable. I thought that was interesting. >> That is correct. I think her A couple of things I found interesting. I did a class on the AI um all the
things. Uh it was mostly about how to thoughtfully integrated it and there was some cool ideas that came from a few educators. Um generally when someone uses AI it's very apparent. Um, but right now AI can't accurately determine
if something was used using AI. And so a lot of educators and English teachers have kind of changed the script and evolved their classes and instead of having the student write something and they grade it, they'll put up something written by AI and have the students
critique it. Um, so they're trying to flip it and still build the same skills, but um, knowing that that is something that is involved in education now and then how to integrate it. I'm not doing so good with
words. The other thing I went um to visit about the Minnesota State High School League and I learned a lot and I just wanted to do a shout out for everyone locally that works um, with our teams to coordinate all of that. That is a lot of work. Um, and then the other
thing since we were talking about evaluations, MSBA has a schoolboard self evaluation that's totally free. Um, you can also pay for things like when they come up and and talk with us. But it would be cool to kind of go through everything's anonymous and it just is
like a grade of where we're really strong and where our areas of growth could be, but it might be something we could consider. I haven't done it on this board before, but self-reflection is always a way to progress. So, um, those were the ones I visited and wanted to share with you guys. Um,
and it was overall just fun. It's really good, uh, networking. It was fun to hang out together and learn. >> So, I found my notes. I'll go really really fast and scal this is for the legislative stuff MSBA is looking at, but for special
education, they're talking about they have a task force looking for $250 million. They're trying to cut $200 million out of it. They're obviously totally against that. >> Blue ribbon task force. Yes. And uh you know they essentially said if they actually go through with this they'll set >> what they've advoc advocated for back years and years. It'll take years and years to pull that money back get that
money back. Uh they want to try to increase the levy for school safety or at least have a increase in inflation because I guess I don't think it's been increased for inflation for years and they want at least in the past that it would go up every year for inflation. Um a lot of talk about flexibility with how
schools spend their money at the one meeting where there's bunch superintendents in there and we're all very angry. is on restricted funding or restricted use of revenue and they were all just so upset that you know it's you know every school's so unique and different yet they put this this money in all these pots and you can't use them
for anything other than that. So there's a lot of talk about that. Um, they want to talk about the Sorry, I lost. Oh, the local operation revenue. They want to try to get to 979 per student, but they would be happy if they just actually increase that with inflation,
like set an inflation number and start small and start going up. It's a big push for them. And one of the things I thought was uh really interesting but um I don't really understand it is I guess when Minnesota started the federal government gave a ton of land to Minnesota and that land supposed to generate revenue for schools. Supposedly
the way they generate revenue from schools super outdated and lots of time schools don't get any money from it in a year-to-year basis. So they're trying to look at how they can actually take funding from that through the investments and actually have a sustainable funding to the schools for this program which I thought was kind of
interesting. I've never heard of. Of course, >> it also includes the universities and so that money is divied out at very small for all schools including higher education. >> Interesting.
>> Those were good notes. >> I got a fun fact. I stopped by the ATSNR booth in the hall where all the exhibitors were and he said to me that they were recently recruit recruited or
asked to look into the um Kennedy Arts Center and do a like a ballroom or remodel or something there. Uh or a performing arts center because he said we showed him the picture of your performing arts center when we were out there. So now people out in DC know
about you. You're on the map. something like that. What's kind of going? >> Well, I was fortunate to sit in on the uh school uh youth board that they had. It was all students. There was five of
them. And uh I think the biggest thing is just making sure that they're aware of where the uh graduation requirements and you know, they're worried about being prepared and being ready for the real world and and things like that. It was pretty interesting. um uh that as
much as you give them, they still nervous and stay up nights and worry about it. But most of them were like on on paths to do some really great things. So that that's why I was asking the questions I was asking earlier about uh when they go do
the graduation process and things of like that nature. Do is it laid out so that like if if you say you're going into accounting, do you know what classes to take so that when college you're kind of prepared for that, you know? So thought that was very
interesting. All right, thank you for the input report on that. Moving on to 3.8, which is personnel informationational only. Take a look at those. Um, now on to admin leadership reports. Do we have any
comments or questions from the board? Shout out to Jenny and her team. The catalog came out was fabulous. Um, one thing I did find interesting there's that on working with Triton on on a different offering which I thought was great that we're reaching out to some of the other districts to help out with.
Um, and then the concert coming up on the I can't remember the date now. 7th >> the 7th of February. Yeah. If you guys haven't you guys haven't been to like that venue of in that in the in the performing arts center,
>> even if you don't like what the music is, you will appreciate the acoustics because it's awesome. So it uh so we're grateful for that, too. So purchase those. But thank you. >> Thanks. I wanted to add to that um for the community ad catalog that came out and I
I don't think this was in the report but I noticed in there that there was um the open gym for adults with all abilities and I love that and I've tried to send it out to a few people I know um to encourage more people to go to that because I think that is awesome to provide.
>> Thank you. Yeah, we used to provide it years ago and then it kind of died out. We're trying to like revive it back again and use some of our um adults with disabilities one. >> Cool. I wanted to do a shout out. It was on a couple different uh reports, but it was recently the pair of professionals um
recognition week and just thank them for all the work they do in our schools and how vital they are to our student success. So, we really appreciate them and it's very clear in these reports too that's been very appreciated. So, thank you.
I'm trying to find it again, but I think Mr. Larson, was there a mental health presentation? >> Yep. I mean, it's coming up. >> Yes, it's coming up. Yeah. >> Uh, yeah. Where it'd be under community
partnership. >> There you go. >> I remember reading collaboration. >> Oh, collaboration. Yes. Will you tell us a little bit about that? >> Yeah. So, um, fortunately I was able to Trent had shared some information with me, um, through Aiden's Light and
working with Aiden's Light. Um, they're bringing in speaker Wes Woodson, um, who, um, just looking at his his story, I think, will one connect with our middle school students, um, give them the opportunity to really,
um, engage with with a male speaker. um we haven't had a male speaker in a while and so um I think anytime that we can get um adults that that share their stories and just offer uh just advocate for student well-being um is important
and we're really excited to partner with um Aiden's light and and bringing him to the pack uh Thursday the 12th of February. So if you guys are around feel free to join us. >> Thank you. Is that something we do annually or >> I like to do it annually?
>> I've seen it before. Yeah. >> I mean, I would say Michone I I mean I would say at least annually bringing in different speakers just for our students. Um depends what's around, what's available and obviously cost is is is something that we look at. But um I think from the middle school lens um
bringing these opportunities for our kids at least yearly is is something that we will continue to do. So >> that's awesome. And then the other thing um just especially after that amazing presentation, thank you for your work heading up the student wellness committee. I know at our district we
take mental health really seriously and as education evolves and it integrates more um with the whole student. I think there's some um unique challenges that we work through as we evolve and consider those things. So I think that's
a huge part of it and recognizing how students are actually doing on a mental health scale not just academically is really important. Um so just shout out >> absolutely yeah middle school piece you know anytime that we can look at the whole child social emotional academic um
we certainly want to advocate for our students and making sure that they get everything they need uh to be successful. middle school's heart and um we want to make sure that we're giving them the skills to work through um the situations that they encounter whether in person uh technology is is you know
something new so we just want to make sure that our students have the tools um so that they feel supported to to work through those situations as they arise. >> Yeah. No, it's very robust. It includes community members, parents, um educators, leaders in our district. So,
thank you. I think it makes a big difference. Anyone else? >> Thank you. We do appreciate and we can ask any questions. Don't feel like we don't care. on to the consent agenda.
We had a chance to over discussion. Okay. None. All those in favor of approval of the consent agenda say I. I >> opposing sign motion carries action items. Old business none. Um new
business approve the 2026 school board subwin got that out everybody. I did my best to try to share some of the workload and not have repented things. I um Aaron, I did take you off the the
legislative thing because I'm still on the board for the it's just it seemed redundant a little bit. So, and like some of the positions like policy committees a little bit more involved and stuff. Um so, I try to share all the workload and give everybody a chance to present to the board on their meetings.
So, if everything uh I will ask for a motion to approve that. >> So, moved. >> Thank you, Mr. Ryan. I got a second. >> Second. >> Thank you, Mr. Stocker. We have a motion in a second. Any discussion on this? >> Thank you for your work on that. I know
it can be hard kind of balancing, but it looks like you did a good job kind of equaling out uh how many chairs of each committee there was and where everyone was. >> Thank you. Um there's no other discussion. Let's take a vote. All those in favor of
approval of that say I. >> Motion carries. Uh approval of the annual uh approve the annual reduction resolution. >> Just to be clear, this is something we do every year, right? >> Every school district,
but I've seen it before. So moved. >> Right. We have a motion to approve. I have a second. >> Thank you, Mr. Second. Any other discussion on that? All right, hearing none. All those in favor
of approval say I >> post same sign. Motion carries. >> Approve proposed after ACT proctoring date which should be Tuesday, April 21st. >> So moved.
>> We have a motion to approve by Miss Ryan. Uh do we have a second? >> I'll second. >> Thank you, Miss Hyatt. We have a motion and second. Any discussion on that? I just had a question. Uh, Mr. Lang was gone, but how do they come up with that date? I mean, is it is it kind of the same every year?
>> It is. It's always in a ballpark. It's a day that you protect. You don't do field trips. You don't do you know, we just really try to keep that date kind of as the ACT production date. Um, you have to submit it to the state after you approve it. And so, it's set in stone once you do that. >> Okay.
>> Very standard. >> Let's get some stone here. Let's do it. >> Do I have a motion to approve? >> Oh, sorry. I'm sorry. We're running together here. Getting >> late. >> All right. We have a motion in a second. And if there's no other discussion, I'll
take a vote. All those in favor say I. >> I. Close. Same sign. Motion carries. On theformational items, we have a school board regular school board meeting uh on February 9th in this room at 5:30. And then we have another a regular I'm sure that was a special school meeting. We
have a regular meeting at 5:30 on the 23rd in this room. >> And finance is meeting right before the 9th. >> Okay. Right. Good. >> But before the 9th also first and I'm working to set that up.
>> Say that one more time. >> You asked for a meeting before the 9th with finance committee. >> That's for Yes. For Bob and I and that group just we're ready for the finance meeting that the finance meeting is ready for this meeting. All right, I'll take a motion for
adjournment. >> Just so >> Thank you, Mr. Stalker. We have a second. >> I'll second. >> Thank you, Mr. Armstrong. We have a motion and a second to adjourn. All those in favor say I. I. Motion carries.