Good evening everyone and welcome as I call to order the regular school board meeting of Independent School District number 882 on Monday, September 22nd. It is 6:00 p.m. Please stand and join me in the pledge of allegiance.
I pledge algiance 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. All right. Looking for approval of
tonight's tenative agenda. So moved. Second. Moved by Melissa Curtis, seconded by Casey Root. All those in favor, please say I. I. opposed, please say no. Jim passes 6. All right, we have no citizens comments
this evening. We'll move right along to item number five on our fiscal stability. Looking for a motion for our consent agenda. So moved. Moved by Melissa Curtis, seconded by Casey Root. All those in favor, please say I. I. Opposed, please say no.
Motion passes. 6. Moving on to item number six, collaborative connections. One of our favorite parts of our board meetings. I'm going to pass the mic on over to Superintendent Eric Olsen to talk about the gifts we're receiving as a district. All right. Our first gift um is $3,000
for the Monty Python's robotics team to assist with team expenses. Um and that's from Gene Hos Foundation. Uh we also have the Ellison Foundation um bringing forth uh $3,000 uh to the Rally to Read initiative for families who have uh
children um 0 to four years of age. And then we have special guests in our um audience here. We have a team from Live Like Gina Foundation. Um I'm I'm going to invite um the whole team up to join Jackie Hoker up uh for um a presentation
of um a substantial check to go to our C5 um program, our 18 to 21 year old program. And I get to turn over the mic to Dina Schaefer who is just going to say a little bit about uh the uh Live Like Gina Foundation and then their
partnership that they're uh creating with our Sherburn Northern Wright co-op. Perfect. Thanks. So, yes, for those of you who don't know, we lost um my identical twin sister, their daughter, um last August 1st, and we've just started this foundation in her honor um
and for her legacy. And part of the foundation is giving back to people and foundations um and schools, whatever. Um that just embody the Gina way of life for just um things that she was passionate about or loved. And um we just had an event on August 1st this
this year um the Live Like Gina um Fest and we raised I think over $9,000, right? Yes. And then um we decided to give $2,000 um to C5 and then also our home church is Resurrection Lutheran Church and their VBS program raised just
under $2,000. So, we actually more than doubled matched that um to give to C5 program um which if you don't know is a transition program for adults with special needs or I guess young adults 18 to 21 year olds um just learning life skills and whatnot. But we know that Gina would just adore this and be so
proud and excited to see how this will impact um the program. So, yeah. Thank you. Of course. Awesome. We're going to get some photos of that would be great. Not behind this. Meet me. Not behind it. Do you want me? I don't know where you want. You can do this.
[Applause] And I just want to say it's incredible to see the difference that Gina is continuing to have on this world as well as uh the Schaefer family and the impact you guys continue to have um even just here within our school district and our
community as a whole. So, I just want to thank you too for all of your time and your effort and uh how you're giving back. Therefore, be resolved by Mount School Board number 82 to gratefully accept the following donations. Gene Hos Foundation $3,000 for Monty Python's robotics team.
Ellison Foundation Mark for $3,000 for the Rally to Read initiative for families of zero to four year olds and live like Gina Foundation $4,000 the Sherburn Northern right support for the C5 18 to 21 year old program second
moved by Jeff Hegley seconded by Mark Branson all those in favor please say I oppose please say no passes 6 and Again, our district could not do the incredible things that we're doing and have such an impact on
students without our community um giving donations like that. It's absolutely incredible how our community bands together to help make a difference in our school district. So, thank you to all those who have donated. All right, we get to move on to item B.
We are so excited to welcome for the first time our student representatives this year. We've got Dawson Blake, Natasha Forzy, and Jordy Girtz that are going to head on up to the podium and
give us their first official report of the year. We're excited to hear from you guys. Good evening to all of you. Um, we'd like to take this moment to of course thank you guys for this opportunity that we've been given to present in front of
you guys and to be your schoolboard reps for this school year. With that, I'm we're going to introduce ourselves you all. I'll start. My name is Natasha. Um, I'd like to start by saying this summer I was the Monaceel Schools representative at Girl State. So, I
spent a week at Bethl University doing that. Um, my school activities, I would say my main involvement is with the unified club where I'm also on that board. I've been involved since my freshman year. It is just such a wonderful thing to be a part of. Um,
where I'm currently on that board. What we do is we plan our in school and out of school events. So, it's really fun to see those behind the scenes. Um, my school year, what I'm currently looking at is I do have a few rigorous courses, those college classes, which of course
set you up for your future, but I also have a good balance where I spend some of my time at the elementary school with our youth service program. That is good setup for my future because I'm planning on going into elementary education. So, that is all I have to say. With
that, I'll let Dawson take the mic. Uh hello, my name is Dawson Black. Um I'm one of you guys, uh student representatives. And uh over the summer, I was the boy state nominee. And right now, uh most of my course load is
focused very strongly towards getting my certified nursing assistant uh certification. So that takes up a lot of my classes. Um along with that, I'm doing some other uh just AP bio. Um I was I did most of my rigorous work last year and this year I'm focusing more on
getting into the field and actually getting my toes in the water and working in a nursing home. Um along with that uh I was on the knowledge bowl team that brought Monaceel to our um what's the word I'm looking for? Region champion I think district or region I can't remember. And then along
with that I'm also a big part of the tech team. I'm one of two awesome tech captains and uh I'll excuse myself after this because I have to go back. Uh we are going ahead and facing Chasago Lakes right now at Memorial Stadium, but
that's what I got for you. I'm Jordan Girtz. I have the uh awesome opportunity to be uh here with two of my peers as a student representative. Uh myself uh I am the captain of our school robotics team and uh you've seen me here presenting uh regarding that. Uh along
with Dawson I am on the school's tech team. So we're around at the stadium anytime there's uh events going on. And then this year my class load is taking on uh various CIS and AP classes uh at the college level so I can really uh prepare myself for college after high
school. So, speaking of a high school, we are about 15 days into the school year and I have to say that we are in full swing in our routine. Uh, activities have started, sports have started and uh, great things are happening all throughout the building and we have some
more uh, to talk about that here. Okay. So, I kind of went the route. I talked to some freshman and some seniors, the oldest and the youngest. I think with the freshman, a lot of what they said is so far it's pretty similar to the middle school. They're really enjoying that they have a lot more
freedom. Um, that was the main thing that they said. They have more freedom in their classes, in their passing time, do as they like. Um, overall, I've noticed because I TA for a ninth grade class. So, I've kind of noticed that they seem to be doing
pretty good. They seem to be transitioning into the high school. And like Jordy said, we've got got a good routine going. Um, on the flip side, when I talk to the seniors, I think the freshman, there's definitely stress around trying to settle into a newer building, new teachers. They're the
youngest. It's difficult for them, but more for us and the upper classmen, the stresses around planning our futures. So, there's definitely that part. And then I know Jordy has more to speak on the student life. I've had the opportunity uh to speak
with some of our freshmen. I just wanted to get a grasp of uh what the general consensus was of our freshman class on this uh new school year. And uh I've got some direct quotes here. Uh one that said, "The balance of classes for freshmen is nice and they have a wide
variety of subjects. Uh I know that the freshman class has some more uh limited uh opportunities for their schedules, but as they go throughout high school, uh they have those elective opportunities. Another student said that the workload is manageable, but it is a
very different pace from middle school. So you can tell that uh our building is uh definitely focusing on being mature and being at a higher level, being the leaders in our district. And so that is wonderful to see in our uh even our younger students at their high school. Uh and then lastly, uh one more student
said that there are a lot of sports and activities available, uh for the younger kids. You don't just have to be, uh an upper classman to be on the varsity teams, but there are opportunities everywhere in our sports and activities. Along with some of those uh activities,
today is uh kicking off our homecoming week. And so along with that, we have a week full of dress up days. Uh today was pajama day, so you're welcome for changing and not showing up in pajamas. Uh along with that, tomorrow we have a twin day. You either wear your twins gear or you can twin with another person
and wear the same thing. Wednesday we have our jerseys and then on Thursday we have class colors. So the freshman are all going to be purple. Uh our sophomores are wearing orange, our juniors are pink, and then us seniors will be green. And then on Friday, we're all supporting the Monty Magic, wearing
our black and red as we take on Buffalo. And then on Saturday, we have our highly esteemed homecoming dance, which we're pretty excited for. That'll be at the high school. And then last Thursday, uh the seniors had our senior sunrise where we got to meet out at the uh Memorial
Stadium Field and uh take our picture, got some breakfast, got to hang out with our peers. And then last Friday we had our college fair which had about 60 to 70ome colleges show up and uh present a lot of different pathways um to our entire student body, which was awesome.
And so with that, that is our synopsis that we have came with. Um, if there's any questions or comments regarding our school year so far. Right board, what kind of questions do we have for new representatives? I just appreciate Dawson you not asking
me to twin with you on pajama day. I want to say senior sunrise has been a great tradition and it looks like the students really do enjoy that. I've seen a lot of pictures on social media and looks like it's something that everyone looks forward to doing. Yeah, it's it is everyone. Um we are
having a lot of participation not just from the seniors but all class grades um in our homecoming dressup and also in fall sports. We have over 400 participants. Oh, that's fantastic. Awesome. Um if that is all then thank you for having us and we'll be here every month.
So thank you. We look forward to seeing more of you and getting to know you each better. Thank you. [Applause] All right. Next item C, I'd like to bring and you guys are dismissed if you have to leave or you're welcome to stay. I totally understand if you've got
additional activities you need to make it to. Uh, next item C, I'd like to bring up our activities director, Gary Revan, to go over the Monosella High School League speech application for cooperative sponsorship with STMA.
Thank you. Good evening. Thanks for having just a quick comment on students. Good hands. And uh he is uh big in first robotics and we wouldn't have received that donation if it wasn't for him and his mom and all the time that they put into
that program. So, thank you. Um, as far as tonight, the co-op, we currently have a co-op in boys hockey with Maple Lake. We also have a co-op in girls hockey. Couple years ago, St. Michael approached us and asked if um we had any students
that might be interested in marching band because we do not have one and they had uh lower numbers than they were hoping. I believe we've had 8 to 10 students the last couple years join them in marching band. No cost to our school district. they pay uh sign up through
community ed and that money goes right back to St. Michael to help with their marching band expenses. One of the students that's in marching band approached me two weeks ago and said it's her senior year and could I could we please look at adding speech. Um in
all my years at Monaceel, we've we haven't had the participation numbers to have a speech team. Um my co-op hasn't worked in the past. So I reached out to St. Michael to see where they're at with numbers because of marching band and um they said they would love to have us. They only have approximately 20 students
and they could use some help. So, I'm asking the school board to please approve a co-op in speech with St. Michael and we'll see how many students we can get, but I'm not asking for any school district dollars. Um they will um bill us $300 per student and that
student would be responsible for getting to St. Michael for their um events in the speech program. Any questions? Correct. Yep. That's the fee that they'd be charging over at St. Michael Albertville. And that 300 is higher than the typical
support contribution would be. Yes. No, my question is why you know, just trying to make things cost neutral. Yeah. Yeah. That's what St. Michaelville said that they would charge us 300 because
they lose money as a school district with their speech program. I think their students are paying 250, but um they have to pay for judges, transportation, and so on. So, they thought 300 would be a fair amount. When is speech season?
Uh, I think it starts November or December, so I haven't looked into that yet, but it's a winter activity. I think it's a good thing. I just pointed discussion is is there any way we could the student the same those that are the same in sports on there? So, it's a
reduction of what their cost would be. How much? 200. That's that's where I'm going. Well, can we see what we have for sign up for kids and then maybe it's something we look at? Absolutely. I think the important thing
is to get it approved today so that we can uh fill out the paperwork and turn in with Minnesota State High School League and we can decide what we want to charge. Um we don't have it open at this time for registration because we need school board approval anyway. So, it's all to be determined. Do
you know if St. Michael would cap the number of participants from Monaceel. They will not. And do you have to know how much we're going to charge for activity fee? Um, probably the sooner the better just because that way I can start promoting
it because the students will ask what the fee will be. Budget meets tonight could be a topic of discussion. Right. Good. This is an action item on the co-op with STMA for speech
for St. Michael. Second. Moved by Jeff Hegley, seconded by Casey Root. All those in favor, please say I. I. Please say no. Passes 6. Thank you. Thank you. All right, moving right
along. We're going to item number D. Help me welcome up to the podium head baseball coach Cole Dyel to talk about their baseball trip for 2026. All right. Well, thanks for having us. I know I was up here uh two years ago
asking to go to Arizona. Um so similar um this year but just a different venue. Uh but my name is Cole Dabble. I'm the head baseball coach. I also teach at the high school. uh social studies, but also uh I am the OJT coordinator this year. So, a new role for me.
Brian Net, assistant coach, sixth grade teacher, language arts, and middle school. Uh so, Tampa this year, we we decided to go a different route mostly be to make sure we have enough teams that we are able to scrimmage when we're down there. Uh Arizona is a newer venue and last
spring break it was a week earlier. So we we were concerned that we would not have enough teams to uh to scrimmage against. Um and that would be a problem even in Arizona. Last time we ended up scrimmaging Mano West out of uh Minnesota. So that does happen. Uh but
we think Tampa will be a really good venue. Uh couple reasons why and I know you guys went through this so I'm not going to go through everything. Number one, we're moving up to 4A baseball this year which is going to be a it's going to be tough competition. Um even though we had a really good section having a
Tatino Grace for example in our section, it's going to be really difficult. Um and we want to make sure we have a head start to that jump up to 4A. But then obviously just all the things that you want to get out of sports, the team camaraderie, the chemistry, and um we
had a great summer this summer. A VFW team won the state championship and we're hoping to build off that and uh put that into our high school season. A couple things. The trip takes place during spring break, so we will not miss any school. And all money will be
fundraised and paid for by each fam family along with fundraisers and any donations that we get. Uh right now tenatively those are our leave times and and back. Again, that won't be verified until we get approval
and I can meet with the parents. uh hotel accommodations. They have this um Tampa Bay Spring Training has different packages you can choose from and they're all pretty good pack uh good ones. We are leaning towards the Sarata Beach Resort. Um we feel like it's going
to be a a fun family event. Many families will come and stay right at the resort. Uh that would be four players per room. Uh and two meals per day are part of that cost. and we would have four coaches coming with supervision. Um, we have state high school league
rules we have to follow. We will not break any of those high school league rules when we're down there. So, they will accommodate everything that we ask them to accommodate. Uh, we're looking on at bringing 20 players and that would be uh two different teams. We'd have a varsity and JV so we'd get plenty of
opportunities to scrimmage. Um, this is Gavin. if you could click on that link just real quick just to show you an itinerary of what that would look like. So, just a little sample schedule. Uh,
this company has been around for a long time. They have really good reviews and they break it down day by day. The goal is always to keep kids busy, not bored. Um, and that's what we definitely did in Arizona. we didn't have much downtime at all and we would plan for that as well
when we're down there. And I think staying even closer to the beach, which is closer to our facility, um would allow us to really have a really good time. Right. Thanks, Gavin. So, we'd be there for five uh five
nights. That's what that's how they uh that's their cost. They want everyone to stay at least five nights. You can go back to the other slide, Gavin. Um, like I said, the coordinators will set everything up. As of right now, this is what we're thinking. Last trip was $1,500 per
family when we went to Arizona. By the time we gave the final bill, we had it down to 900 with the fundraisers that we did. And um, that's even with coaches costs built in, van costs built in. Uh we had a bunch of businesses that
donated and uh you can see on this one our four-day camp. Us coaches run a 4-day camp and we donate all those camp profits right to the trip as well to help keep the cost down for the kids. And we'll come up with more ideas, but right now we have a couple dates already
set up similar to last year to try to keep the cost down for our our families. Other than that, we just, you know, going going through the different uh costs that I have, you know, there's an upfront reservation fee I have to pay. Once we get approval, I would do that
right away and then I would have a parent meeting this week and we'd go from there and just start putting it in into action. Other than that, we will invite our all our juniors and seniors and then from there, we have a really small senior
class. We only have two or three senior baseball players. We have a very big junior class. Uh so there would be a few sophomores that we would ask as well, ones that had really good seasons last year and contributed this summer uh to our VFW state team. Players not going
will still have practice uh when we are not at spring break just like they did uh last time. Okay. Other than that, you know, it's just questions that you um you probably had already looked through. So if they can't afford it, you know, we do our best to to give them
opportunities. We let them work at our at camps and and uh get paid for that. Uh but ultimately the players are responsible to fund raise and pay for their own trip. There's no pen penalty if you can't go. Some people can't go and then the coaches will be the chaperoon.
Uh I said our coaches cost us already built in. And ideally we like to go every two years, but it just depends if our spring break lines up. This year it did. And otherwise that's that's all I have. Um just ask the board if you guys have any questions.
Is the 20 limited by us or is the 20 players limited by the program venues? The 20 players would be limited to ensuring that all players that are going are going to have a good experience. So having two teams of 10 ensures that everyone's going to get a lot of playing
time. uh the more players we bring and the less playing time that ends up happening. If we had big like a big junior and senior class, we could we would definitely look at raising that number. We don't want anyone to be left out. Edison, they were limited where we were.
Yeah. No, they don't. Is weather any more of a concern in Florida than Arizona? It is. Uh we've been to Florida. I've been there three different times over the course of my coaching career and uh at least two times we had one day where it got rained out.
And how or at least part of the day got rained out. Okay. And if that happens again, does that deter you from going to Florida again? Um no, because what can happen is again we can only scrimmage three of the five days. So they could bump our schedule to
another day. Thanks. Any other questions? Item. Make a motion to approve the baseball trip proposal. Second. Moved by Jeff Hegley, seconded by Mark
Branson. All those in favor, please say I. I. Please say no. Passes 6. Thanks, guys. Welcome. Thanks for coming. All right, we will move on to item number seven, teaching and learning.
First up, item A, uh, help me welcome to the podium are Monosell Middle School principal Jeff Sherber and Monosella Middle School assistant principal Rachel Sanquist to go over building goal updates. Thank you for giving us a chance to
share our building updates and our goals for the upcoming school year. Uh, Rachel and I were up here last spring. We give an update of the hard work the teachers and the students did uh last year with some uh just some authentic examples of what the teachers worked on as well as
the hard work that the students did. Since then uh the district met uh we had a data workshop this last summer. We all got together and uh the Laura led us in some pretty healthy discussion, took a hard look at some of the data that was
available more so then than it was when we did our last presentation. And uh we put together some district goals and I think Laura had shared this the this data with you uh and these specifics regarding the district goals and the
challenge tonight is to share with you our road map at the middle school and what we would like to do. Uh again Rachel can kind of go over some of the specifics about what the building's doing, what the students are doing, and what the teachers are doing. Um when we're done, we'll turn it over to the
high school principles and then hopefully you'll see some continuity and in vision, continuity in the allocation of resources, and continuity in uh all the things that we're trying to pull off here. Uh next month, you'll hear from our elementary principles, and they'll
do the same. We work very hard to get on the same page, use multiple sets of data uh to share with you how hard we're working to to move on and uh uh increase our reading, our literacy, improve our K12 attendance, four-year graduation
rate, and implementing that uh vision of a learner. So, as this is where we started, uh this is kind of our playbook of how we plan to get there. Um, so those three key components are are at
the top of every agenda item we have at the middle school. We focus on the instructional framework. You'll see some familiar language in there from our previous presentation. We worked hard on the science of reading. Worked hard with uh accommodations, modifications for
students and really drilled down to see what we could do that would impact and influence all the students, not just a few. Uh so there were some schoolwide strategies that we would work on. We want to build on those. Uh the
collective FC component is specific to having everybody do what they can and they feel like they're on the same page and the kids should feel that when they go from classroom to classroom and then we would use some very observable impact indicators that'll help us indicate how
we got here. So those are very key. Uh I I Rachel's going to take a minute and talk a little bit about how we use that uh look down into key components here. Right. So as you just saw our building
focus areas and goals are focused around our instructional framework. So we have that MTSS umbrella. That's how we do business. We're drilling down further. We're getting into the instructional framework. And when we say that this is what our instructional framework looks like and is. So this speaks to the different components of highquality
instruction, the planning, the creating of the learning environment, high quality like tier one instructional strategies, and how we assess our students. And so if we're asking our teachers to, you know, work on our instructional framework, those green stars on the screen are actually areas
that they identified as how our instructional framework connects directly back to our building goals and focus areas. So, as we talked about the science of reading, as we talked about working with our EEL learners, as we talked about, you know, getting digging into accommodations and modifications
for all students, these are some of the areas that they saw themselves really focusing their instruction in and on. So, that conversation happened August 25th, I want to say, during workshop week, and we're now building on that momentum. We had a all all staff meeting about it in September, and that will be
very regular. So if you click to the next slide, Jeff, this is kind of a what will you see our staff doing to really focus in on that instructional framework focus on that on those building focus areas. So at the top you see the ILT team. It's an instructional leadership
team and that's our our group of instructional leaders within our building that really sit at the table and help us figure out where we need to go instructionally and how they can get their cohorts, their departments on board and moving collectively forward in
the same way. So they sit at the table, we plan for what that all building cohort learning looks like. So it's that planning and preparation with our ILT team and then we move into an all staff cohort meeting. So they sit with their departments and so all of our science
teachers sit together, all of our specialists and we go through components of the instructional framework that we've identified as key focus areas. So that happened in August that is going to happen in September every each month. And then we dive even further into that and they meet separately in their own
cohorts. And so they each science group meets separately and then they really look at the application. So what's a key tangible thing that I do that relates to the learning I did two weeks ago. And throughout all of that we're really asking our staff to collect um feedback
from each other to learn from each other to constantly reflect and make sure that their instructional strategies and you know it's a almost a big borrow and a steel situation. And if there's great strategies out there from other staff members, we want them to take those on too. So that sharing out and reflection
really makes it tangible and applicable to our staff. And then if we drill all the way down, we're also asking them to set individual goals, which aligns to the cohort learning, which aligns to our building goals, and all the way up to our district goals. So you'll see that
alignment in our middle school and it's just a constant state of reflection that we're asking them to engage in as they focus on that instructional framework. This last slide just references what each building is doing in specific to the vision of a learner. At the middle
school, we're very proud of the hard work we do building connections, establishing relationships, giving students a safe place to be. uh and then really working on having them own their own learning. I will share along with all those things and the hard work that
the middle school staff is doing. Rachel and I have had a healthy discussion on doing a better job of being very intentional about that last bullet that those data driven discussions. Uh with Laura's help, we're we hopefully can uh package up some reusable data that
doesn't it sit on a shelf. something that'll be part of the culture of their discussions every month. Uh and giving them an opportunity to pivot and address everyone and including some of those diverse learners and providing that opportunity for staff can be a challenge
every month and getting a culture. And that's why the a key part of that is those instructional leaders that we work with every month. And I want to just jump in there too that work is really intentional at the middle school, but it's also not without the help of people in the DO and like Laura's team of um
instructional staff, Emily Mitchell, Michelle Holt House, um Kristen Hall, Jared Hines, that's that's an instructional team that really helps us bring our vision into life and make things applicable and and helpful for staff. So, I just wanted to shout out Laura and the team because they've been
really helpful in that regard as well. And that was an expectation from Eric when we got together this summer is to clarify how we can use these folks in a in a more cohesive and have some continuity from building to building.
Uh and that brings us back to the the goals that we have at the beginning or these focus areas. Uh it kind of brings us home to that uh this is the last slide. Um this is like again how we start every meeting and how we put together the agenda for each cohort
meeting. Um, so we'll open it up for questions before we turn it over to our high school colleagues. Couple questions. We have some middle school data too here. That would be nice if you guys kind of told us your thoughts on that in particular. But then
also um when they're they're meeting monthly is what I understand, right? Couple different times. Yep. Couple different times with their indiv. Yep. Um, so how do they know like if they're not hitting the benchmark they want or they're finding a gap, do they
have some leeway or do they have connections with people with the district staff, with Laura and her staff on how to make adjustments on the spot to get better outcomes if they find that they're not getting the outcomes that they're looking for because you said
data driven, right? So that's kind of the first step here. So we just um our fall fast bridge window just closed. So that's the first like screener that that reading and math screener that we do. So we'll d that's kind of the next step is to dive in and look and see where we landed with it. I
think it closed on the 20th. Um you guys are just seeing this as it's posted to us. Um this is last year's right and this is so this is last year's data I believe. So so there's three windows each year that we assess our students.
So that's I believe Laura correct me if it's last year's past data and MCA data. Yep. Um but like what we're saying is now we'll look at this year's too. So we'll look at LA ideally in a perfect world data driven. I can be very specific about that. For example, Laura is going to meet with
representatives from our eighth grade, sixth, seventh, and eighth grade and sixth grade math team, one rep each. We're going to triangulate the data. uh as Laura had put on this sheet. Uh one piece of data doesn't indicate or support the other. Sometimes they do
indeed measure two separate things. But I the our team is going to meet to look at this to package up uh an approach because they're the math team for example is adopting or is looking at three different curriculums right now very specific to this. If you remember
discussion that uh Nate Russell had uh last spring when he was here, uh that group of teachers own those scores to include that seventh grade score uh for reading very specifically. They know they've got we've got some work to do in that regard and uh breaking it down to
strands and the cell of kids that struggle the most. And that's why we go, if you go back to one of those first slides, it's specific to diverse learners. Um because those are the kids uh that we've had to manipulate the curriculum the most for. Uh so when we
selected a curriculum, we wanted a curriculum that didn't just hit that sweet spot in the middle. Uh we knew we wanted something that would address some of our struggling readers. And that was a hard decision for that uh English language arts committee to select, but they embraced that and they're prepared
to present to you this spring uh the hard work that they did in that regard. They also wanted to celebrate uh some of those math scores as well. Um, so, uh, it is data that we're taking a good hard look at and part of being the culture of
a a healthy meeting is is having the leaders in that group get the data in front of them early enough so they can absorb it and then use it in a capacity that makes sense. Have you had any comments from the the teachers and the classroom staff about
whether or not these approaches um have helped them or have been helpful um clarifying helpful um and that sort of thing? I would say yes. As late as last week, I was visiting with one of our eighth grade math teachers who shared that one
of the strategies that we used last year. Uh it was something that was shared uh from a sixth grade teacher, actually a sixth grade science teacher that the whole eighth grade team embraced and it actually has uh it has to do with transitioning between activities and it's created more time to
teach. She's pretty proud of that. She's so proud of it that she decided that that was one area when we went over her evaluation that uh she was going to adjust and modify her own personal goal. Uh Rachel shared that district goal, the building goal, and then hopefully if you
did get a chance to see some of the teachers personal goals, they would share that that's all tied. They're really taking a good This is the first year we waited for the teachers to put their personal goals together until the end of September. Uh so they can get this data so they can look at it and uh
put their own personal goals together. That's good to hear because sometimes the ideas are there but they're so concrete how to act so abstract that how to concretely apply them becomes cushionable. You may have other examples but that was just one that I shared just from late
last week. And I think the structures are even more intentionally in place this year as well with that all building cohort learning and then the actual application within each separate cohort group so that they get to see more of that like exemplar examples from teacher
to teacher. So what was the biggest driver in grade six when they transitioned from six to seven in fast bridge they're from 74% to 63% the next year following that class the
specifically I can't answer that right now uh Casey's whether what the difference is I know that we have three different sets of curriculum uh in other words we haven't adopted a math curriculum at the middle school since 2011 11 and uh I know um Allora is
helping lead that discussion and that's going to be uh part of the discussion we'll have from grade level to grade level as we look at the three different curriculums that we're at. So then if we don't hit our target next year,
I will address I have a superintendent update. I mean instead of doing it all twice, I probably just continue to um let them have their um presentation and I'll follow up with that is uh goal area four for me.
Any other questions? from the board. Thank you for sharing with us. Thank you. Forward to hearing more of your updates as the year goes on. All right. Next, I would like to bring up to the podium item number B, Monaceel
High School Principal Lorie Hansen and Matt Cowwell and Assistant Principal Cammy Dstrom to go over the high school building goal updates. Yeah, we thank you for inviting us, giving us a few minutes that uh it's
good for us to obviously um talk through what our students need and how we're going to get there. And I appreciate following the middle school. They did a very nice job of laying the groundwork and they're talking the same language as us. So, I don't got to go too far here. I'm Matt Cowell. This is Lori Hansen. This is Cammy Dstrom. Um you've seen all
of us before, but just to formally introduce ourselves. So, thank you for the the few minutes of time here just to talk about the high school. Um, that next slide is really a big part of our why. Gavin, I got this
in the background. You know, that's just so much of what we do and and we could just pause for a second and talk about um the ultimate goal in getting our students to launch into their their futures. It's a it's a huge celebration any and every way we graduate students.
Um and that is our primary goal to get the students ready for their next steps. And that's um something we don't lose track of. It's kind of um in the back of our minds throughout all of this. When we talk about how we specifically get there, um it's a much of what. And I really Eric, you have to be proud
because you've always talked about having continuity between buildings and the district and how we do things. and just about everything they just said with regards to how they're doing their goals, we are um following suit. We're in line with it. It's year two for us in a lot of ways with our cohorts and how
we're doing our PD on a very consistent basis. And it does tie into MTSS and our our tier one instructional practices which impact every space, every classroom, every student and every um instructor or educator. So we spend a
lot of time talking tier one um because it's of its impact across the entire building and we do that um when I say frequently three times a month we're in our cohorts we call them in the media center before school usually Wednesdays and staff there spend a lot of time
reflecting collaborating and talking about um the instructional practices this year in particular we're focusing on when you saw Rachel's um instructional framework there we're focusing primarily on our diverse learners. And what we mean by that are
the learners that learn so many diverse ways. Um we want to know our learners and we're we're really emphasizing that with our staff this year with not only who they are, building connections, but also the data they bring with us. We are trying to hone in on as much data as we
can. That's one of our primary goals at the high school as well. So um that's big picture things. Tier one involves all of us. And then we additionally are trying to build and enhance our tier 2 systems of support um which get down to more individual levels students that
need additional supports and staff that can provide that. We want to do that in the most meaningful way. And uh we'll talk more about that as we roll through our slides. And I'll piggy back because what you saw with um Rachel and Jeff's slide, we could probably put with ours as well
because we use that word collectively as well. So you saw them put up an ILT to a cohort to uh individual application and then that continuous cycle of improvement and reflection and application. We follow that same model. Actually I think they follow our model.
So we'll so um we're doing as Matt said we're in year two as we talk about our diverse learners. What we're talking about is our staff are very very strong in their content. They are very very strong in um building relationships. We need to know
who our students are as thinkers and learners and that's where we're using that data. Educ is going to be brand new to the high school this year. We'll be introducing it uh this Wednesday. We're meeting with our ILT team again to really talk through how do we look at
data to look at uh what literacy means in a 9th through 12th grade building. So that's where we're going to start. And it really ties into all of those uh bullet points at the top there that got to know our students. So we know the strategies that we can help build the
bridge to get the content to stick stick for them. Um and so we have um our ILT that leads our cohorts that we meet two to three times a week. We look at this is data of learners and how do we get them to learn AP bio to advanced math to
career and teched to youth service and value in all of those learnings and and what that brings. So it's that same model that the middle school shared. um those go through those two first arrows. Uh one of our other goals is within the MTSS is our um outreach with our family
engagement. So that's always a priority at the secondary level. It's not as easy as it is when you're maybe in elementary into middle school where we've got to find creative ways to get parents and guardians, families connected to us and how do we continue to do that? Um a
conference model would be a really good example for you to think through. it's easy to get a captive family in front of an early elementary even a middle school. It's a little less um effective maybe at a secondary level. So, we're trying to find those creative outreach
opportunities where we're getting feedback, we're getting families in front of us. And then um that last bullet point is our student attendance. Uh that's been a goal I think across the district for a number of years now. It's at 80%. Um, we have new systems in place that are both uh whole building and then
individual that we really are trying to understand what students are going through, what they're bringing to us, how that impacts their attendance because if they're not there, they're not ready to learn. They're missing out on those uh learning opportunities in front of our staff. That's our our kind
of snapshot. Just again, we've been in that um those goals for year two. We're refining them. We're we're looking to take a deeper dive into just all of the things that are fall under the district alignment, the MTSS alignment, the continuity from PK to 12.
And then it's that vision of a learner information. I think it's transferable or translatable at the uh high school level to call it vital skill development. We really laid the framework with our um all of our classes this year. so many opportunities that we
get to be in front of students either whole class individual different courses different um opportunities where our kids are in the community or in other buildings. All of those I think are we're approaching and attacking with more intentionality of how do we get them to understand who they are those
that they're bringing to the the opportunity and and what that looks like. So had class meetings um as I think one of the student reps said we had a career fair a college fair last Friday we had a class meeting in front of them to say who how why doesn't
matter if you don't know doesn't matter if you a fouryear track a two-year track or unknown what we want you to get from it so all of those things those full bullet points that again I think drive and are anchors for the whole district really are so diverse and applicable at
secondary level because our kids are coming and going out from that building in such unique opportunities that we're really just trying to do a much more intentional job getting them to check off some of those box at some parts of their day. And just threw a few pictures in there
just to kind of some of those visual traits and the activities and the teamwork and the fun is really important. It's a lot of times the kids why when they want to come to school and what motivates them to come. Throw that football picture in there with the rainbow in the background. Just one of our home games here recently. But in the
top middle there, that's a that's a uh math class. And one of their points of emphasis lately has been to get kids more, moving more, problem solving together, beating different formulas up, and not just sit in their their desk like maybe a more traditional math class
would do. Top right is a picture of the band and choir classes collaborating together with school song. Fun to see those two groups coming together to do that. Bottom right is a science classroom and just that lab setting in the hands-on aspect. Bottom middle is health classroom as
well where you see an instructor up front and then a number of nth and tth graders working through their curriculum. This next page has more hands-on and kind of some unique opportunities our students have just with OGT. That bottom right there's a one of
our students getting high school credit for his on on the job training at Hogland working on that bus top there are a couple of our right tech students the heavy equipment class in Buffalo. Um top left that's that's a welding class.
You guys have invested bit money into welding the last couple years through our capital process. See Mr. Derby. Um, you see a student. He's one of my just an awesome student in the middle there. He's got green on and he's got a see a settling torch in his hand and he is not
confident. Um, but Gerby's walking them through the steps, start practicing how to lay a nice torch and a lot of kids learning there in that setting. It was really fun to see because they're setting up for their next work in that new lab. You guys close to 20 grand in through capital and
our welding um department here last last two years. Bottom left is one of our high school seniors last year working at the elementary level and so that integrity trust those guys to go be role models for the young ones at the
elementaryaries and nature that so many of our classes are there as well. So, just some fun outcomes, some of the opportunities we're trying to put in front of our students. They can leave the high school for part of the day, sometimes get
credit for it, too. All right. So, as we know, uh, school looks a little bit differently than when we all went to high school. Um, these are just a couple of opportunities that Monaceel has in place. Um, and we're just trying to, you know, diversify the different ways that students can learn.
Uh, there's so many different things going on with our colleges now as well, being remote and all those all of those different things following CO. Um, Monaceela has a a lot of different um opportunities for students to learn in in a unique way. One of them happens to
be our online program. Uh, this allows students to be at home. Uh, some of our students are working full-time and doing all these classes at the same time. So, what we're trying to do is just make this a little bit of an easier process for students and families um to get into
the program to get online. So, we're kind of aligning our our systems um to align with the MHS uh program. So, applying online and going through our counselors, making sure that they're taking the proper classes and then just kind of our assessing our instructional
models. um looking at some hybrid classes through uh using our MHS teachers um and working with Schooly uh so they can create kind of an individual curriculum and and use that to reach our
our online uh kiddos as well. So uh kind of a unique system there. And then our ALP students are coming to us um with either interrupted education or some trauma that's happened. So, we're trying to create different pathways for them to get to the finish line as well. Um, what
we're doing right now in try one is working with them on creating a resume. Um, looking at uh interviewing skills, uh, how do we find a job? And then hopefully in try 2, um, we actually have OJT coming in to teach to the students
and helping them get a job so they can start getting credits uh, for working. And so my goal, personal goal this year is to just make sure that um every kid who crosses the stage from ALP either has something lined up for themselves, internship, job, um two-year or
fouryear, wherever they want to be at. So I want to make sure that they're ready to go once they leave um our building. And then just additional um points of emphasis for us. We've really worked um exclusively this year to
consistently implement the same syllabus in every class. It's been really important to us. We were super consistent prior to that, but we've it's list of things to do and um we're midway through it. We're doing a good job with
regards to what we have started. Al all syllabi in the high school are much more streamlined. Few caveats with some college and the school sylli that different colleges dictate a little bit. Um but it is implemented uh throughout the the rest of the classes at the high
school. We have tried to drill down um and it's Lori's done a fantastic job of kind of leading the grading changes that we've really pushed into the high school particular identifying what our formative grades are our practices and
our summitative grades pulling out any nonacademic related grading practices. um courses, classes, the teachers did that very well, but there were a few places we wanted to show up and we needed to be more consistent. That has been a spot if you look in our grade
book almost any class in any class in the building. Now, you'll see a formative category and a summitive category um clarifies for students, staff, families, um anyone what um those grades are and they're weighted. Summitives are
at least 70% is 30. And then go ahead. The program development just with regards to a few other specific um smaller interventions, multilingual learners and uh some programs we're
trying to build and enhance those. Lastly, we're just we're trying to have fun with staff. I threw a picture on here and Devonyie probably threw this up here later, but I included a picture from the other day. It's not your fault, Devony. I was doing this at like five o'clock.
um of a picture of one of our cooks. We're going to celebrate one of our cooks soon to retire as our e our um Leah award winner. The picture of all the cooks in the kitchen the other day with their hands up and she's running through the middle of them and they're all you should see the smiles on their
faces. So um it's a pretty cool picture and it's just a fun way to celebrate the heroes we have and trying to enhance um just our our staff climate culture as well. We're almost done, Mr. Sherbet. I don't want you taking too long. Um there's a
picture on the left of half of the kind of lunch space at one of our lunches. We have three lunches. And there there again, that's our why. That's that's one of the first days of school. Um and there's a lot of seniors in there who are going to get to the spot on the right um from last last spring. That's
from last June. Our graduating seniors. Again, that's that's a big part of our why and what we do. Emphasized um eyes up this year with staff and students. Put the phone down. Get your eyes up. You guys have heard it from us. Um obviously in class because phones aren't
allowed, but also in the halls and at lunch. Have conversation trying to install those um personal skills as much as we can too and just practice high school. And I would echo what our three student reps said. We've had a really great start to this school year. Our staff are doing well. Our students are doing well.
Our freshmen are settling in. Freshman in May are not freshman in September. And so we know that. But it's been a very very good start and that building is working very hard right now. So we appreciate the support that you've helped us get to. We we know the district office is working hard. So
we've got a lot of irons in the fire, but trying to find the right priorities and and keep the focus on on learning and doing right by our kids. Questions? What questions do we have
being received? How is eyes up being received? No one argues No one argues with us. Correct. Nobody argues with you. Maybe. Well, you're right. Uh Jordy was nodding when I said it. He's heard it before. I saw that. I didn't I couldn't tell what Natasha was thinking, though.
I I think it and you could fill me in. I think it's progressive. When you get to be a junior and a senior, you get it. You know where your priorities are. you know where your time is. You It's It's a non-issue because they know what they need to do to launch. When you're a ninth and a tth grader, it's still a
novelty. They come out of the middle school where they didn't have a phone and now they get to have it on them. And that's a that's a little bit new freedom that they don't know how to manage yet. So, there's a little bit more teaching that has to go in there to help them understand. And they're just not there yet, but they get there. We know they
do. I'll open it up to you guys. For us, you you can truly identify maybe the grade that the student is in by the the the draw of their phone. Uh from my personal experience, I definitely say uh when the no phone
policy was implemented last year, uh there definitely was some push back uh due to just the uh sudden change uh just with uh how students have uh grown accustomed to living their own lives uh with their phone. Uh but definitely seeing this year that uh after we've had
a full year of these rules that it's really not an issue. Uh students uh are not complaining and they're uh putting their phones away when asked to uh and they're keeping them away and it's not becoming a problem. Um yeah, I think I would definitely say
have noticed a lot people there's not much push back. There's still some push back. I think some people would like to have it on them. don't particularly want to do their work. But I think also from a student standpoint, when you have it just like off of you, out of the way, it's so you finish so much more of your
work, you have less homework. It's just overall a better deal. I think it goes back, it's a crutch. We know that, especially in some of those moments where it's hard to make have those interpersonal connections and conversations. So, it's easy just to look down. Then we don't have to
interact and and have some of those awkward moments that come naturally in a high school. Yeah. Well, thank you. That's great feedback. I think from a business world standpoint, we're seeing that we're we're having to teach
communication courses to the to the bachelor degree professionals and the self-discipline around cell phone usage in the workplace is pretty low. And the addiction to so social media is very high which we're seeing is
a pretty big deterrent from success in the workplace. So love it. Thank you. Yeah, we appreciate it. It's it's that vital skill development that we've kind of identified is that's transferable to that career connected learning.
Perfect. Thank you. Questions do we have? had a quick question on the data. If I can add a a personal comment as the daughter of a a man who quit his went to school straight north of here in a one
room schoolhouse, quit at the age of 17 to join the Navy for World War II and then waited until after he was in the Korean War to get his GED. Made sure all seven of his children went to college even though not everybody graduated because he believed that education was
so important. Um, I have to tell you that the idea that you have so many opportunities uh or you've created so many opportunities for people to complete their education, you should be very proud of all of the work that you've done and I am too. Thank you.
Go ahead, Casey. Yeah, I just had a quick question on the data and we we look at just the year-over-year. It would be good in the future if I mean we can go back a couple years and concatenate together but it would be good if when this is presented it's like a fiveyear data set because
right now we just look at year year one to year two so we don't know are we is it an anomaly that it dropped down or an anomaly that it rose up and if we if we can see more we can pick out you know what was working what wasn't and I just think overall collectively it would help
give the board a better picture on the trajectory on there. So I did that point. I did look up graduation rates from 21 and we've we've been between 94.3 and 95.8 was our high. Our most recent from 24 was 951. So that
you're right. I agree with you the data over time um and and kind of know where we're at. So we've been consistent there, but there's so much more data there to obviously digest especially with the fast bridge. This is only um we've just completed one year of
it. So that's new to the high school. So we're going into year two to have some more of that longitudinal data. Yep. Yeah. I won't ask any data related questions because hearing that you guys just got your data too from the beginning of this year. I see that we're
seeing this for the 2425% which is the end of last year. So I know why it's on here, but um like Casey alluded to, it would be nice to see even more data. So, I see Laura nodding her head up and down. Um, but I just want to give some kudos to our I mean, as a
board member, it is just overwhelmingly exciting to hear some I'm going to quote some of you like Lori, you said, the continuity from PK to 12. And I really do as a board member that's been here on my second term feel that and thank you um to our superintendent for leading
this. But really this all of the schools working together and uh feeding off of each other and learning from each other and growing some new practices and you can really see it districtwide. And so it's been really exciting to see that um
with you guys working together. and you alluded to the fact that you, you know, working in the middle school working and seeing the work that you guys have done at the high school and then building off of that is truly incredible. Um, but collaborate, we know we talk about collaborative connection stuff, but
seeing that happening within our school district, within classes, within teachers that are working together and the connections that they're having, even that was just briefed at the middle school is um really exciting to see that focus and that shift. and um you guys
really working together and not having the individual silos where it's well it's us here at the middle school, it's us here at the high school or us here in the elementary schools and really working together to make sure that those transitions are smooth and that you know you're you're continuing that education
process throughout as well as within the school as well, not having the silos at the high school which is really nice to see. So I want to commend you for a lot of hard work and we're seeing that too at this level. So it's nice to see have leaned in. They are working hard.
They are just um they they care about kids and they see the value of the work that we're doing sometimes behind the scenes and it gets pretty gritty and but they really have committed to that and we're very grateful for them. So they are on the front line right there with us. And one more quick story. We couldn't
figure out a way to work it into the presentation, but we have uh TAs at our attendance office. I'll be real quick. Um TA's walk visitors to wherever they got to go in the building. So, no one's going alone. Hegley's laughing. Um we have a TA, a fantastic senior. You guys,
I won't use a name, but you know who it is. Um he was assigned to Mr. Hegley when he was coming uh for a meeting, and he walked with Hegley all the way up to the social studies pod. And then he didn't I don't think he knew exactly who you were, what you were there for obviously, but he would not stand down.
He stood by Hegley for quite some time before he said he's okay. You can leave now. He's safe. It didn't help that Mrs. Hans was he said to him as we were passing by this.
He did he took it to heart. He took it seriously. He took it. He did exactly what he was supposed to do for 20 minutes. I appreciate he escorted you to the bathroom and back. Finally came out. They said, "Do you
know where this is?" He's like, "Miss Hansen said I miss the teacher said, "You probably go back down." He did a great job. I told him well rewarded for his Those are the kind of kids that we have that
great kids. We have lots of good conversations. Thank you for humoring me. That's awesome. Thank you guys for coming. Appreciate it. All right, moving on to item number eight, innovation and leadership. Welcome to the podium our superintendent, Eric Olsson, to go
through the scoreboard's goals that we set forth for the superintendent for this year. Awesome. So, I I'll just tell you today was like Matt said, it was one of my most proud moments. Like hearing the
board talk about the strategic plan in your questions, in your comments, and then hearing everybody be aligned is something that we've worked tremendously on. We know that collective efficacy is the number one indicator of student
achievement. And so getting all that to align starts with you guys. And I'm going to tell you, it was the first time in my career where I hear everybody talking the language that we want you to be talking and questions we want you to be asking. And so we're going to get to
a lot of that um data and what we're going to do as a district, starting with me hopefully setting some of the um new strategies forth that we haven't been able to get to yet um but not for lack of trying, but this year we're going to set them. So, here we go. Um, I've
talked about colle collective efficacy and you've heard it as a as a a string through everybody's presentation. Um, really looking at the strategic plan. The strategic plan drives what you do. The strategic plan is all in that strategic priority circle. It's listed
there. So, we we've started it seven years ago with the community. we identified the most important pieces um of um education um and then we we we make sure that we stick to that those four strategic areas
and we don't deviate and we've done that for seven years now. We've built some things on there. we realized that our you couldn't find a lot of um English learners um represented in the strategic plan and we couldn't find some alignment
in some of our special education um teaching and so we've added that but everything else is there and so that is is how we're driving the district but when you look at the circle both the outside and the inside it's all about continuous improvement and having people
be open for that and that's what drives Um, that's what that's what drives success is being able to always understand and reflect of where you're at and where you want to go and using the blueprint as your as your guide. And then the inside of the circle is really
some of those those components that Miss Hansen just talked about, but they're they're building those skills that uh Mark Branson noticed in the business world we need to develop um even more strong. And there's a lot of reasons for that. students could uh say that they've
been on a continuous in uh journey. Jordy wasn't maybe there right away the first year saw the push back and maybe was even part of the push back but then all a sudden both of them start to realize and Natasha mentioned that you recognize as a learner that it's not the
best. So you could stick on I could stick on this page to drive everything that we do because this is right here um everything that we are doing. But as far as the board goes, they wanted me to look at four things specifically this year. School district finances,
communication and community relationships, governance team, and teaching and learning. And so those will be my goal areas, but I'm not going to go off on a tangent. I'm going to connect those to the things that our people are doing so that we're all
aligned. So the first one um looking at school district finances. This one will um have my attention um all the way mostly through November 3rd and then November
4th and then I will be able to step back a little bit and let the star CFO uh take over because she does such an amazing job. But right now, the school district needs me to lead a a process of engagement and engaging our um our
voters. So, we're going to do that for two through two-way community engagement. And so, the strategies would be to lead 60 plus community umschool events for umformational sharing of the operating levy. And the
second strategy is to orchestrate 2500 phone calls. And those are to the two strategies. And then of that first goal. And then the second goal is to create se several modes of communication regarding the operating levy. Um build at least
one podcast. Um that one has been accomplished. Eight video messages as you have seen. Um we are sitting at about three right now. Um 10 social media posts. um orch orchestrate the building of a website that has been
built uh mailings. We have two of them that are in the the works and incorporate staff voice through a series of check-in meetings across the district. This is the one that once I was at the um uh meetings and um this past week and I still have a couple
buildings left to get to, but it's it's like those game time adjustments that you realize that you need to make and this one's really important to me. And so if we just create content um uh more from the district office lens, we're going to make miss some of the voices that we need to capture and miss some of
the modalities whether it be Tik Tok or whether it be Instagram. And so right now we've um we started working um last Friday um Miss Hansen had a great idea of of uh connecting with Ben Lungquist who is a very um artistic, very creative
um content driven person. does a lot for the the city, does things for money arts, and um has the ability to create some things for us. And so when the staff are giving me ideas, I don't want to let those go because that's their opportunity to be part of the operating
levy and help drive it. And and so um there have been some um several very good ideas of of content and um events that they think we should do. And so through that, I've been able to now work um with Tina and uh make sure that we um
look at our um ways that we can use the strength of our staff and and we're going to give uh Ben opportunity to share some social media messages, Tik Tok, some some platforms that I'm not comfortable with. And believe it or not, kids, but I have not yet been on Tik
Tok, so that's not going to be my uh forte. But those are our two um I should say those are our two goals and then our three strategies within the bond and levy campaign. And these are, you know, absolutely mission critical. When you
listen to our people share their story, it's that story that I know that we all want to continue. I think we're pretty proud. New board members saying it so eloquently. I'm very proud of what you guys have built. I'm very proud of what you guys have built.
Um our second goal area that the board has for me is communication, community relationships and um one goal here and then uh three strategies but lead monthly opportunities for school um community to come together in a positive
healthy uh proactive fashion. And so going to continue money on the move. Um that's a place to I I think connect the community. When you're going into manufacturing, when you're going to parks, when you're going to um many different places of the community, you're you're gathering in a proactive
fashion. So people can tug on my shoulder and ask me questions, but most importantly, we're doing fun things with kids. And that's what education should be all about. And so the next strategy is uh to facilitate four to six community listening sessions use a
combination of levy and program uh programmatic topics. Building leaders will also be delivering community engagement sessions in their buildings too. I've been getting around as as as director of teaching and learning, Laura Stener has, but really starting to plant
the seed for some of the things that we see that they need to be doing. And then having Laura make sure that as far as the teaching and learning goes that she's really going to up her um commitment uh monthly to every building and that's by design. Um so that we have the support at the building level um to
make sure that um you know whatever they're choosing uh or whatever their goals they are uh sorry whatever goals they have whether it be in the community um relationship building or whether it be teaching and learning that we have a plan to make sure that we're increasing
um the involvement. And then the last strategy is for me to continue building student voice opportunities across the district. these two um students know firsthand that last spring we took a trip together um to make sure that we knew um how to incorporate student
voices and um I'm going to continue to do um modeling of of ways to get kids involved, but I also expect our building leaders to find ways um to have student voice be represented at the table. And so anything that I'm saying up here is
also an expectation that I have and have had for buildings. These are all part of our family engagement plan that we built last year. And so these should be things that we are either in the works doing or that we've already built. Um governor's team um the strategic plan
um and we'll start to um now talk a little bit about some of those questions um between the goal area three and four. But we do need as a board is to set routines um more frequently at the board. And so Laura and I have talked um that we want to have um during work
sessions um especially three times a year instead of a beginning and an end, we have to have a couple sessions built in where we're starting to look at data with you guys. So that as long while the teachers and and building leaders are talking about it, you have time to be curious, too. Because if we wait till
the end of the year um to get that second one, we don't have any time for curiosities to look at trends. We have some great people in here with uh strong data analysis and and we need to make sure that we're um data is part of our landscape and it's not just to check a box. It's to make sure that we're using
and that it's drilling all the way down um to the um every person in in each building. So this presentation that the that the that I'm doing tonight, the presentations that the buildings are doing tonight, they need to repeat those
because if your people don't know, it's not going to happen. So whether it's at a small group or a big group that these need to be repeated so that everybody starts with that game plan in their hands. And so that's what strategic plan is to breathe life in it. It's hard
because you can get taken away from um we don't just make an object or a widget. The believe it or not 700 staff um over 10,000 family members uh or parents but family members that um have
guardian rights and um almost 4,000 students can cause challenges during the day to um impede the uh production line learning. No excuses. Um this is our job to breathe life from our strategic plan
into um planned efforts and that's what you're going to see this year. This strategic our strategic plan is going to be in front of you a lot more this year. Um and we can look at the the amount of frequency but at le my my mind was at least three but I want to make sure that you guys have that um in your you know
feedback for me. So keep that and make sure you come back with some response here after my uh last goal area here. Um, last goal area, but aligning the student achievement work across the district. Um, everything the building principal said, that's just
echoed here on this last goal, and it's to make sure that uh, directory teaching and learning has her um, time with each building, making sure that they have the supports aligned um, like uh, uh, Jeff had shared about the different supports um, that we have access to. So people
like uh our behavior um our BCBAS um behavior analysts and then also our mindfulness coaches and our instructional support. So making sure that we have the people um available to address needs and curiosities when we
look at both longitudinal and um each data point throughout the school year. Um, and then the last one is the one that, you know, I said, "Hey, Casey, I promise you we we're totally aligned, but we need to be in front of you talking about um the student data." And
so, we're going to create that space here this year. That way, the district has something to move forward with. It's hasn't been part of a landscape. And now that we're going to build it as part of the landscape, we're all on the same page. Um, and it's going to be an exciting place to be. Um, yeah. So, I
think uh those are the areas that the superintendent's going to be working on as as goal areas that the school board wanted me to work on, but making sure that it's all connected because if it's not, then now we're working on things that that um are new um for buildings.
And that's the last thing we want to do. We want to stick to the best practices that we've built in our strategic plan and make sure that those come alive and we've made um checkpoints for them to be discussed. All right. So, love to entertain
questions. I'll probably defer to somebody in here because um I I get to do that uh to make sure that it's uh make sure that it's um truly being aligned, not just me talking. We should all be able to ask our staff, our students, um any of these things um if
they're if they're really coming alive. I think the coolest moment I had is the last two uh years I've I've get to get into some classrooms. The education class always has me come in and talk about leadership. I asked them point blank if they can name the vision of the learner and if they can name name the
strategic priorities and they always have been able to do it and the teacher I'm sure the second year knew I was going to ask that but the first year it was random and they could name it. Um so I think for me that means that it's coming alive and it's breathing and that's what we want.
Questions. board questions. I know I can be too. I mean, and and we set these goals for you to after your your last review. And honestly, if everything works together, the data will be there. So what's nice for us to see
after the presentation from the middle school and the high school is the effort and the work that is all this now coming into fruition and the data should follow with all the work that's being put into place. So um this feels really good.
I think it's slowgo too that we have to always know but that doesn't mean we shouldn't dive in and ask and have lots of curiosities but like some of our goals that have been set um are really really big data jumps. Um but at least if we're talking about them um all the
way down to um PL's professional learning communities all the way up to the school board um we'll be able to be all curious at the same time in in game time of format so that adjustments can be made. Yeah. No, it's not going to be you know overnight.
Sorry it wasn't you couldn't hear me there. It's not going to be an overnight correction. I mean it'll take time get everyone aligned. So I second Jamie's comments that she made earlier as well with the staff and the hard work that everyone's doing. It's with the data we we have to understand where we've been. Does it align with where we're going?
How far are we off from our goals? Are we ahead of our goals or projections which would be greatly positive always? Obviously. Then do we just raise our projections? Do we keeping the same? Um but I think collectively yes. Everyone working together between the schools, the staff, the administration, the teachers, I think we're making positive
strides, positive steps in the right directions uh there. So I I think it's really good. Yes. To James point too as we lay these goals out for the superintendent. But I we're excited for the year ahead. Uh the information, the meetings, all the work that everyone's doing, the work the board's doing, the
staff's doing etc. the students, everything the students are doing as well. other questions and I know data it is significant you know one of our goals 70% and current you know from the last data we have it's 40s 50s that's a
significant jump um but progress is what you know we like to see what other questions Are we seeing in the data are we seeing any of um lingering uh reflection of the COVID lockdown too?
Yeah, we looked at Laura and I touched base on that our last uh meeting. I think it was that last week probably. We started to look at some of those data points and um you know I think last year you guys did a good job as a board asking for some cohort data. So rather
than just yeartoyear, it's really important to also put sets of data that track cohorts. So like tracking a fourth grade class all the way through eighth grade. That's how we can um really see if there's trends and and kind of to like I think Casey, you asked that question of what happened um to that one
grade level. I think it's important then to go back and watch it to see um how we could determine what happened to that grade level. Um and I think it's I think it's the cohort data. So, we'll make sure that some of the data dives that we're able to do as part of work sessions. And I think what how we're
going to embed them is part of work sessions so that we can just free flow talk um have the people there when um their data comes up. Um if we're talking about attendance, you know, maybe we're having everybody there, but if we're diving into literacy, that's a more complex topic and it might be, you know,
elementary only for those work sessions. Um but uh it's just to keep it all in front of us and keep talking the same language is going to be something that um Laura brought to us um this year from her past experience. And um I'm excited to support our people number one and
that's what has already started. Uh but then number two is to to make sure that um that we can we give enough time to make game you know adjustments. Anything else? All right. Nothing further. Thank you for You guys are smiling. I I don't know if
that's a a good thing. I'll take it as a good thing. Do we have any questions from our student representatives? No. Okay. They will for me. They had lots for me in the van. All right. Thank you. Thank you, Superintendent Olsson.
All right. Now, we're moving on to item number nine, safe and healthy culture. Help me welcome to the podium director of business services Tina Burke Holder to go over our preliminary levy. All right. Good evening. Uh Gavin's going to pull up our table summary for our levy first before I go through
Eller's presentation. Um normally you have two chances to look at our preliminary tax levy, but unfortunately with how our board meetings were lining up and the state deadline, they have until September 8th to give out the tax reports to schools. So that didn't come
out till later in the day that Monday where we had a board meeting. So, I wasn't able to digest our levy fully before that board meeting, but overall, our levy is going down 2% uh 328,000 overall.
Um, some highlights with our levy. Wherever there's a calculation based on student enrollment, our levy is going down because it's our enrollment is going down. So, our voter approved referendum has uh enrollment tied to it. our local optional revenue, our
long-term facility maintenance revenue. Those three um formulas are based on enrollment. So, we're seeing decreases in those three line items. Some line items where it's based on expenses. It's increasing. Our unemployment insurance is going up.
We did have a downward adjustment last year based on a 2024 number. So that the state takes a while to catch up with our expenses and what we report. So we had we estimate our unemployment uh expenses too high. So we had a downward
adjustment last year. And so for 2026, we're estimating about our our unemployment insurance that isn't tied to summerterm employment to be around $50,000. our other post-employment benefits which is based on retiree insurance with the
sunset clause that went up. Uh we had a couple more retirees than last year and then also our average insurance increase for last plan year starting October 1, 2024 to this past August was a 7 and a
half% increase. So that's where we're seeing our increases in our general fund levy, but overall decrease for the general fund. The community service fund is seeing an increase and again a couple where they're going down based on enrollment. But then our school age care
that has an additional amount for expenses providing services to children with disabilities in our magic adventures program. So they're seeing more costs in that program. Our debt service fund is going down overall mainly because with our long-term
facility debt service uh payment, we're seeing a decrease in our levy, but an increase in state aid. Overall, we're getting about the same amount of money for that bond payment, but it's just how it's coming in is changing overall. This is based on, you know, before a
successful operating referendum is passed. So once we know how that shakes out in November, um if it is successful, I I would show um what that tax impact would be overall. But for now, the state can only give us what they know. It's a
40page document where 30 pages are calculations. We're not like the city and county where we can, you know, put what our levy should be. It's all based on a lot of calculations. Any
questions on the preliminary tax levy? I had um a handout on there with uh school taxes for LA for the 2025 and some other communities for a similar value home just so you had that for comparison. And
then Ellers also just updated their presentation and I can highlight some of those um slides for you. Um let me find it. Um, as we heard when we've gone around to different meetings that one person
was really excited about the three presentations we had in March where I think I presented on the financial forecast. We had Ellers come in, we had our attorney come in and they were they just loved it. They're like, "You need to make highlights of this schoolboard
meeting and get that out there so more people knew what was happening at that board meeting." So, we'll see what we can do with that. But, um, just a couple things with this, uh, uh, slideshow that they updated for us. You know, November
4th, we have a question out there for an operating referendum. This generates general revenue for our general operations. The max length is 10 years. And, as you know, school districts have the opportunity to autorenew a referendum one time for the
same length and amount that is in existence. Um the maximum that a school could do is 2,341 per pupil and uh what else? This is just yeah
based on referendum market. So if somebody has farm acres, it's a house uh the garage and one acre. But I think that's also on a different slide. Um we school districts as a whole rely heavily on referendums. the revenue
hasn't kept pace with inflation. So, this is our one opportunity to ask the voters to help us generate more revenue. And this is a chart that Ellers puts together for school districts where it shows where the refer the general education formula allowance hasn't kept
up with inflation. A question was asked why do they use 2003? Um and their answer was in 2002 2003 during that school year or legislative session a portion of the referendum revenue which was $415 per pupil and the assurance of
mastery revenue which was $14 per pupil were eliminated and they were rolled into that general education formula. So funding kind of changed at that point with referendums and the general ad formula allowance. So that's why they go back to that point in time and look at
things from that point. Like I said, we rely heavily on referendums. We're not like cities and counties, like I mentioned earlier, where we can just say we need $20 million. Um it's all based on calculations. We have to ask the voters
uh to help us um with revenue. This slide just had different um taxing types. So the middle column is the referendum market value where this is how Monaceel is made up and what portion
of the community would raise that referendum where the net tax capacity if we had a bond referendum or a capital tech levy. You see that the percent for businesses is higher because more of that revenue being generated is coming from businesses.
I believe that's the main point they wanted to to make with that slide. This is their presentation. So, this slide has the school tax comparison, kind of what I had with that other handout based on a home uh value of $375,000.
You can see that Anendale and St. Cloud are their school taxes for that property type is lower than what Monaceel is. So, Monaceel is that blue bar and then the other surrounding communities for our school taxes at that home value are
higher at Buffalo, Hannover, Montros, Maple Lake, Becker, Big Lake, Elk River, and St. Michael, Albertville. So, for school taxes, I believe, you know, the Excel Power Plant is a big help for us. They take a large portion of the school
taxes and city and county as well. This chart has the operating referendum comparison. So below us, St. Michael and St. Cloud, they don't have an operating referendum. Annendale has just a little bit, $79 per pupil. And then we're the
blue bar. And then Big Lake, Buffalo, Hannover, Matros, Maple Lake, Becker, Elk River are above us when you look at the operating referendum per pupil. And this is as of now, you know, based on whatever happens in November would change this comparison. Um, like I said, seasonal recreational
property cabins, they don't have uh impact on school or operating referendum. The egg and buildings again, it's only the house, garage, and one acre. Um, I think where's the main point for that slide?
Some district specific information. Our question is on the ballot for November 4th. our operating referendum question and it's very technical in how that question is written. We have to have an attorney review it and make sure it it matches the state statute. And what it's
stating is that we're trying to generate we're revoking $775 per pupil and we want to replace that with 1550 per pupil. That is the revenue it is generating. And this slide has what the tax impact would
be for a family based on their home market value. So the previous question is just the revenue generating and this slide has the tax impact. We have one column showing what would be revoked. This middle column is what would be added and then the far column is the
change um with the approved question. And then just looking at the election timeline right now we're in September October. So we have some legal p you know mailing that we have to do to the residents of the community. November 4th
is the election and then you have to canvas those results between November 7th and the 14th. And I believe the last couple slide or before I get there when will we get the new revenue? Um so based if we had a
successful question in November, the board certifies that levy in December, people would see that starting in 2026 and that revenue would be available to us for fiscal year 2627.
So it's a delayed a little bit. And then the last couple slides what I talk about in our truth and taxation hearing. If people have higher increases in their taxes, there are different ways for them to work with their tax specialists to see how they can get some refunds with
large increases. Any questions or any you want to dive deeper on with the preliminary levy? And it is uh an action item tonight and it should be approved the levy to
the max just to make sure we have the state still sends out reports and we have to give it to to the county by October 1st but we want to make sure if they miss something we capture it. Those are going to be my clarifying question on the value of the tax the the
percentage where for the property tax levy to the maximum last year there a 10% 10.01 I think I recall from last year. So the actual percentage amount is last year I thought we saw a decrease.
Yeah, that was two years ago. Two years ago. They all blend together. I think it's worth noting on the operating referendum allowance comparison bar chart that you showed with which districts have
operating referendums in place is if we do pass in November, it would appear that we would jump to the far right. But as you've noted, several of these districts have operating levies up for vote as well. So
that whole chart will dramatically change. And I think it's important for anybody any voters listening that they recognize that we aren't going to all of a sudden be out in an outlier above everybody else if we pass this.
Correct. I think too um as I've been able to get around and see lots of different people, I think the thing that's um I think really eye opening for um a lot of um constituents in town is like when you
look at freezing your your income since 2003 as far as enrollment goes. So enrollment if it's steady since 2003 and the amount and the amount from the state hasn't has not kept up since 2003.
I mean, I just think back to my own family and where I was at at, you know, 22 years ago. Um, and if and where like if I was in the same profession teaching, um, I would have started um double the salary of where I was back in
2003 after teaching um and and start starting my career as a now that would have been as a teacher for 10 years. And so I just think it's really important to to know that we've done a really good job here in Monaceel fiscally being responsible, building programs, but
building them on uh more creativity and and um conservatives being conservative like Tina is for us and and driving us as leaders to be conservative but yet be creative at the same time. And we've built some amazing things as we just listened to. And I'm I couldn't be more
proud when I when you hear that then you just start to realize uh that 2003 impact both our student enrollment is the same and the inflation hasn't kept up. What we've done is incredible because that is the number one way to
generate revenue per student is to have more students and um we we haven't been growing. So, and to build off of what Mark said, too. Um, if we pass the referendum, then we'll be more towards the average for
the state versus if we don't, then we jump down to zero and we're looking at that $2 million cut. So, um, like Mark said, it doesn't all of a sudden put us at the very very top. That's not what we're asking for as a
district either. So, well, just to clarify, we would cut 2 million going into next year and 6 million the year after if it doesn't pass. Y, thank you for that. Yep. 10% of our budget.
Very significant. Would make significant changes within our district. All right. Any other questions for Director Burke Holder? Um, I'd like to go one more time to the slide that so shows the percentage of percentages of
where the tax distribution is going to be. Um, and it shows that 43% of the taxes is going to be on uh residents and 43% on commercial. That's a pretty well distributed tax.
That's for if it was a bond referendum question or a capital projects question. So question is a operating referendum where that middle column is how the tax impact would fall. Okay. You have that one clarifier too that um
you and I started discussion and and I I think I understand it now but I just want to make sure. So um farmstead um so it's not all their land. It's the one acre. It's one acre. Mhm. So, if they look at their uh valuation notice that they received from
the county towards the lower half of the page, there's a referendum market value amount. And they would use that amount to go on our website and go to that tax calculator to find out what their tax impact would be for the house garage in
the 1 acre. Any other questions? Right. This is an action item to approve the property tax levy to the max. So moved. Second. Moved by Mark Branson, seconded by Jeff Hegley. All those in favor, please say
I. I. Opposed, please say no. Motion passes 6. Thank you. Thank you, Director Burke Holder. All right. Now, we will move on to item B. Help me welcome to the podium director of human resources Rob Daneker
to go over second reading of policies. All right. Thank you, Chair Seven, members of the board, Superintendent Olsen. Um we have uh nine policies for second read this evening. Um just as a reminder the policy
committee meets uh be prior to the first board meeting every month and reviews uh policies that are um on the agenda for uh revision or review. Um, and just of note, uh, because we've been following a a kind of a standard operating procedure
for, um, over two years now, um, the number of, um, policies coming to the board every month is actually going to start to shrink a little bit. And so, yeah, so, yay us, right? Um, I know that the meeting has been building to to a crescendo to this point, and I hate to
limit my time in the future, but, uh, as it were. So, uh, we'll dive right in. Uh so the first one for uh second read tonight is 418. This is drug-free workplace, drug-free school. The purpose of this policy is to maintain a safe and health healthful
environment for employees and students by prohibiting the use of alcohol toxic substances, medical cannabis, non- intoxicating cannabonoids, edible cannabonoid products, and controlled substances without a physician's prescription. Uh we're we reviewed this one and made some
amendments this month due to some statutory updates uh from spring of 25. In this case um there was a um statutory update to preclude uh any bias toward um
uh basically to uh for the district taking action against people who are participating in a u the Minnesota PA patient registry program or a tribal medical cannabis program. Any questions on 418? Okay, moving forward. Next one up is uh
501 school weapons policy. Uh the purpose of this policy is to asssure safe school environment for students, staff, and the public. And uh some uh revisions from MSBA on this one. There was some movement of some definitions which uh um board
member u Branson caught last time. Uh and then specifically there was the uh addition of active shooter language um towards the back end of the um the policy as as well um just in terms of the school district must electronically
file an afteraction review for any active shooter incident. So some reporting and compliance pieces there. Any questions on policy 501? Okay, moving forward to policy 503 student attendance. Uh the purpose of this policy, the
school board believes that regular school attendance is directly related to success in academic work, benefits students socially, pro uh provides opportunities for important communications between teachers and students, and establishes regular habits of depend dependability, important to the future of the student. The purpose
of this policy is to encourage regular school attendance is intend to be positive and not punitive. Um there was a minor change in statute um this spring at the the state level that um and that's reflected in our revision that we're bringing forward here. Um it no
longer lists the superintendent as an agent of the district. That can be um the truent officer or attendance officer for the district. In some smaller districts that might be the case in Monaceel it likely has not been the case for some time. Um and so we just updated
this um this draft policy to reflect that change. Any questions on 503? All right. Moving forward 515. Protection and privacy of people records. The purpose of this policy is as follows. That the school district recognized its responsibility in regard to the collection, maintenance, and
dissemination of people records and the protection of the privacy rights of students as provided in federal law and state statutes. The main uh the bulk of the revisions here again brought forward by statutory change. Uh specifically in this case uh there was an update in
state law this past spring which uh now has made um much of a parents personal contact information private data and the same was done for student data a couple of years back. Um but uh there's not a whole lot of dots to connect if parent
data is still public and student data was private to find out who those students are, where they reside, etc. So the legislature uh really um tried to fix that gap or that loophole um in um what is public data or directory data as
a as we call it in school districts. So any questions on policy 515? All right, moving forward to 516, student medication and teleaalth. The purpose of this policy is to set forth the provisions that must be followed when administering non uh administering,
excuse me, non-emergency prescription medication to students at school. A couple years back, um the legislature had updated uh language that affects this policy by um uh carving out uh epinephrine auto injectors and and uh so
we had updated the policy at that time, this past spring. uh the legislature reflected on the fact that auto injectors are one of a handful of delivery systems for delivering that epinephrine. And so really that is the bulk of the changes uh for policy 516 is
just reflecting that um uh that terminology change from auto injectors to the more broad delivery systems. Any questions on policy 516? All right? Oops. Moving forward, uh this is a new policy that's uh we reviewed this month.
Uh we do not have this currently in Monaceel. Um but it is a policy that is recognized by the Minnesota School Board Association and it's relatively minor, but it does have some impacts in terms of uh understanding the policy. So this is 523
policies incorporated by reference. The purpose of this policy kind of explains what I was referring to. Certain policies as contained in the school district's policies are applicable to students as well as to employees. To avoid undue duplication, the school district provides notice by this section of the application incorporation by
reference of the following policies that also apply to students. So there's five policies within the 400 series which typically refers to employees that also have impact in the student world. That was our 413 harassment and violence. 417 chemical use and abuse. 418 drug-free
work workplace and drug-free school. 419 tobaccof free environment possession of and use of tobacco tobacco related devices and electronic delivery devices. And finally 420 which is students and employees with sexually transmitted infections and diseases and certain other communicable diseases and
infectious conditions. Any questions on the inclusion of 523 for second read this evening? Okay, moving forward. 534, school meals. The purpose of this policy is to ensure that students receive healthy and nutritious meals through the school
district's nutrition program and that school district employees, families, and students have the shared understanding of expectation regarding meal charges. to that extent there's been um ever since uh the state of Minnesota made uh school meals universal and free a couple
years back there's been some modifications as that has been uh rolled out and implemented and so that is u about half the changes in policy 534 that we brought forward have to do with that and then there is a local uh um change of local origin of change in here
as well regarding staff meals and so just clarifying um how the district will um treat staff meals, staff balances, and staff negative accounts. Any questions on draft or the policy 534 for second read tonight?
All right, moving forward. 602, organization of school calendar and school day. The purpose of this policy is to provide uh for timely determination of the school calendar and school day. Uh in this case, there is a uh short-lived amendment that was
brought forward by the legislature this year. It affects only school uh years 2627 and 2728. Um both of those years, Labor Day falls relatively late. And so the legislature has created a carveout so that if districts would like to approve calendars that start those years
anywhere between September 1st and Labor Day. Uh they can do so at their discretion without any sort of um external review by uh the Department of Education or the state as a whole. Um any questions on 602? And I should state on 602 there has been
no determination made if we're actually going to uh take advantage of that or not. That'll come later with um school calendar conversations. All right. Finally, uh number 709, student transportation safety policy. Purpose of this policy is to provide uh safe transportation for students and to
educate students on safety issues and the responsibility of school bus ridership. This is one of our longest policies uh that we have. It's so long we don't even have page numbers on it. So, um, but, uh, I think it's about 27 pages long. The last 10 or so pages have
to do with, um, procedures as it relates to district, um, um, rule and policy enforcement on buses. The legislature did make some changes this year that affect the policy as well, and that's why we brought it forward um, specifically around against um, school
bus safety for students, timelines, things of that. And so the the legislature had loosened a little bit some of the restrictions or expectations they had put in place a couple years ago on that school bus safety training. Any questions on 709? And with that we come to the conclusion
of the presentation of the nine for second read tonight. Cher awesome. This is an action item. Recommend we accept the policies as updated in red. Second. Moved by Mary Bartell. Seconded by Jeff Hegley. All those in favor, please say
I. I. Opposed, please say no. Motion passes 6. Thank you, Director Danaker, for going through that. And I think it's fair to say that we don't take our policy lightly here as opposed to no page number transportation policy.
So, thank you. Appreciate that. And that brings us to adjournment on our school board meeting here on Monday, September 22nd at 7:54. Our next school board meeting will be Monday, October 6, 2025 at 5:00 pm.
Thank you for joining us tonight.