Good evening everyone. It is October 20th, 2025. It's 5:30 in the Rockford office school boardroom. I would like to call tonight's meeting to order and we will start with the pledge of allegiance. >> I pledge allegiance to the flag of the
United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Makes my heart feel good. Thank you very much. Uh we'll move on to board roll call. Madam clerk, please
call the role. >> Jamie Hills here. Jessica Johnson >> here. >> Eric Gordy >> present. >> Beth Brasa >> here. >> Shadine >> is in transit >> and Chris Morgan
>> scheduled uh absence. >> Very good. So we do have quorum of the board. Thank you very much. Um Dr. Dr. Ridleh Hoover, we have our agenda presented. Any changes from your side? >> One really small uh item, Chair Gordy. Um in the extended field trip
application for our um jazz band, the dates were changed. So the dates of the trips were indicated previously as September, I'm sorry, not September, February 7th and 8th of 2026. Those dates have been changed to February 21 and 22 of 2026. That is the only change.
Um but that'll stay in consent and we're just asking for that approval when we get to that point. >> Thank you. Thank you so much. And then there's one other item that can be changed in here. I spoke with MSBA. We do have close session in somewhere in here. There it
is. Uh C and D of item 10. We can combine those two since they both deal with the same statute with negotiation. And the line item in there will say uh teacher or EMR. Is it EMR? Is that right? EMR and superintendent contract
negotiation. So, we will only need one close session for that agenda item. So, with those changes, I would appreciate a motion to approve tonight's cons tonight's agenda. >> I'll make a motion to approve the agenda as just discussed. >> Thank you, Miss Johnson. There's a first. Can I have a second?
>> I'll second. >> Thank you, Miss Hilstrom. First and a second. Any other discussion? All those in favor signify by I. >> I. >> And that does carry unanimously. Next item is item number three, C public comment. Checking to see there are no
public comments this evening. So that item is closed. Consent agenda is presented uh for your review. Um the only thing uh Dr. Idaho Hoover, there is an FFA field trip uh permission form on
there. Um glad to see we're able to send some of our students to nationals. I know previous years, new people here, previous years we partnered with other schools to take one bus uh for transportation offset. So maybe
something to explore in the future as we go into that uh area because um I think it was Forest Lake and Rockford and um like Monaceel or someone like that all work together to take one um bus. So,
with that, tonight's consent agenda is there for you. Uh, any other discussion? I'd appreciate a motion to approve tonight's consent agenda. >> I'll make that motion. >> Thank you, Miss Johnson. And a second, please. >> I'll second. >> Thank you, Miss Hilstrom. First and a second. Any discussion?
Seeing none, all those in favor signify by I. >> I. >> Opposed? Consent agenda does carry unanimously. Dr. Ridlehoover, superintendent report. >> Thank you, Chair Gordy. The momentum that started with our August workshop week has continued through the fall and
as we emerge from MEA break. We are aligning our work from both an operational and instructional standpoint. Today we have Re's principal, Miss Brendan IU here with us, we'll share about the start of the school from the elementary perspective. But before we hear from Brenda, I'd like to share the happenings at both Rockford
Middle School and Rockford High School as submitted by their building principles. I'm at at RMSCES students took a self assessment on their own engagement for each class um as they had prepared for their conference that took place on October 14th. 406 students took that assessment on engagement and it's
clear that our students are indicated engagement in their classroom and are active um um as respected to their uh for their teachers also agreeing with that they're using the engage tole learn scale um which includes having a scale posted in the classrooms referencing it regularly and giving students the
opportunity to engage in reflecting on improving their own level of engagement. Um during the most recent staff development day, uh RMS staff examined student connectedness survey data. Um they also looked at fast scores along with student grades determine which students were in the greatest need for a
parent teacher conference. Grade level teams connected with specific families directly to arrange the conferences um which will be taking place uh this week. Uh with the remainder wrapping up no later than November 14th. Uh this includes partnership with Mobile Hope um
and certain team members conferencing at Maple Hill on Tuesday the 21st for two hours early in the evening. Our math and ELA teams completed a data retreat where they spent time reviewing data by section and teacher uh leaving with three takeaways that can help improve
student outcomes. Additionally, uh they've created a schedule where language arts and math teachers will be routinely relieved of their boost responsibility so they can intervene with students across multiple need-based areas for specific interventions. Groups are based on fast and classroom
assessment data. Additionally, Amber Mey teacher will be leading grade level data and donuts work for all non ELA. Um, RMSCS is also partnering with the Department of Learning and Innovation uh for testing called CAPY testing, which is a literacy based assessment. At the
high school, Mr. Bernard's proud to report that it was a successful and vibrant homecoming week complete with dressup theme days, coordination, flag football, um, athletic events, and of course, the dance. Uh, he mentioned that while we didn't win the big game, Mr. Bernard with the help of our cheerleaders gave the fans something to
cheer for at the end of the game as they successfully flew him to the student section's delight. There was a picture there but I don't have for the for the visual here. Uh buildingwide goals have been set by their respective build team in the areas of student engagement, instructional alignment, and data backed student
support. Additionally, Mr. Manard uh set his principal goals across the district's five strategic directions to help with staff and students in achieving those goals. Um the high school early college and career program of which you're going to be hearing a lot more about in the coming uh months. Launch your future has changed the way
college and career prep has been discussed with students and families centering on the six career clusters. Uh they've grown that uh from four at one point um now to 21 pathways running under development. As a reminder, this dubtales with our IB career pathways
program and preliminary discussions are underway with all departments uh in implementing registration. Yes, we're already talking about registration for next year. Um, which will take place in December. Operationally, uh, um, from the district standpoint, our annual fiscal audit is
on track and plans are are for the audit to be presented at either the November or December schoolboard meetings. Initial reports from the auditors indicate a clean audit and through verbal conversations with our auditing firm, they are very pleased and appreciative of our accounting measures.
We continue to educate and inform our residents with respect to the November 4th levy questions. I have spoken to some parents and residents both in person and on the telephone. And I also had the wonderful opportunity to visit with a group of seniors between their exercise classes at the RCC last week.
In addition to that, we have an open house scheduled for this coming week that Chair Gordy, I believe, might mention later. And I'll be presenting to a large group of our senior residents tomorrow morning. also two groups of ECF parents guardians on October 27th and 28th. I want to thank the residents for
their questions, inquiries and support with respect to the levy proposals. They are critical and I I really do encourage all residents uh to become informed. Uh we also uh continued our work recently with respect to our school calendars. With the school year 2627 calendar
coming for board approval tonight and per the board's recommendation at our most recent work session, the calendar committee will be reconvening in early 2026 to make some adjustments and then ultimately bring forward the school year 2728 calendar for board approval.
Negotiations continue with our teacher bing group, but I'm happy to report that we are very close to a tenative agreement. Director McNeli will providing a brief update on the status of those negotiations a little later in this meeting. Instructionally, our teaching faculty recently engaged in our October professional development day and
I continue to be impressed with the engagement and commitment uh to continuous improvement and alignment as it relates to our instructional roadmap. Points of emphasis regarding our instructional work again include what you've heard already, the student and teacher engagement component and the use of data to drive core instruction as
well as targeted instruction to specific students. Um that is new and something we're really working on this year where we're drilling down to the individual student. Our our district-wide instructional cabin also met recently as we work to strengthen our alignment, maintain transparency, and brainstorm
best instructional practices. I've also been busy working on our comprehensive achievement and student readiness report which is due to MD in November. Um I plan to post that report to our learning innovation web page later this week and then present it to our district curriculum instruction and assessment
committee on November 20th and this board um as well on November 24th. Recently I also attended uh meetings with our friends and colleagues at MEA Northwest Suburban Amd and MSCO. I also participated in the M with my MASA colleagues in some professional
development work. In addition, I also planned um and served with the MASA legislative committee where we started our initial planning on the 2026 legislative platform. I also had the opportunity to visit recently with our county SRO supervisors. I engaged in our
quarterly safe schools meeting and met with our activities directors, principles, and superintendents at the quarterly Wright County conference meeting. Uh I also met recently with our school principles to discuss their goals for this school year and in the work uh with members of the board. Um we also
met to review, edit and draft annual policies. Um and our finance committee met to preview uh preliminary quarterly financial figures and our Roxford CFO Bridget Peterson will be uh visiting with us in November to present that meeting to the group as a whole. In
closing, it has been an incredible start uh to the school year this fall. We're excited to continue this work in momentum for the remainder of this calendar year and beyond. That concludes my October superintendent report. >> Excellent. Thank you very much. Any questions for Dr. Ryder Hoover for a
clarification? >> No. Okay. I see Beth shaking her head. That's good. Um, all right. So, then we will move on. Um, Dr. Idle Hoover is the assurance of compliance is an annual object that we do review and approve annually. That is
correct. And the statement of assurance comes from the department of education. Um we do several trainings with our staff throughout the year that are required. One of which is uh more than required. It's the state statute that's around malreatment of minors. So all of our staff have to be in compliance with
that. We did some cleanup last week and we are are in a good place. So I will be submitting the assurance of compliance to MDE um sometime this week and I wanted to let the board know that'll be coming forward. So I'm looking for your approval to do so. see my response.
>> Thank you very much. So this is an item that we need to take action on. So I would any questions first of all for Dr. >> None. Very good. Uh so I would appreciate a motion to approve the assurance of compliance with state federal law prohibiting discrimination.
>> I will make an a motion to approve. >> Thank you Mr. Shadine. And I need to mention for the record at uh 5:36 Mr. Shadine did join the meeting. My apologies for not mentioning that, but I appreciate you being here. Uh, so there's a first, Eric Gordy will second.
So there's a first and a second. Any discussion? Seeing none, all those in favor signify by I. >> I. >> Oppose. And that does carry unanimously. Thank you so very much. Uh, moving on to item
number six. The reason we I have so much fun today, Mr. Nusa, welcome to our meeting tonight. >> Thank you. I'm going to do a little introduction and then I'm going to turn it over to these wonderful folks. Um I'm going to take you back to last summer. Last summer we spent a little
time under the sea. Um and we walked into a performance of a packed house and it was packed. Um, several of these students spent one week preparing um, The Little Mermaid. And I'm gonna allow
them to speak about their experience. And I have Alicia Hall here who is our theater teacher. Um, I said to her at the end of her performance when I gave her a hug, I said, "This is only year one." Because it was incredible what these
kids put together in one week's time. Um, I think I grinned for the next week just based on your performance. It was so fun and so well done. Um, and so, um, I'm going to turn this over to them and allow them to speak about their their
opportunity and all the things that they did in The Little Mermaid this summer. >> Thanks, Brenda. So, I thought I'd start by giving a little context of what is this theater camp that we're talking about and then uh like Brenda said, we'll turn it over to the kids to share their own experience and answer any questions that you may have for them.
So, my name is Alicia Hall. I am the theater teacher at RES and at the high school. Um, and I have come from a long history of small schools uh and creating theater programs. So, my hometown of Randolph uh I noticed did not have any opportunities for younger students to be
involved in the arts until they got into high school. Um, so about seven years ago, I created this summer camp uh just as an opportunity to build our program and continue to encourage kids to put themselves out there and build those confidence skills. Um, so we ran this we I'm still continuing to do it at
Randolph, but last year was my first year here and uh I was so excited when Brenda gave me the go-ahad to be able to do the camp here at Rockford and it was so successful in its first year. Our first year we had 45 kids sign up um for this opportunity and we have a max of 60
and I think we may hit that 60 max this year as well just cuz it was so much fun. Um but we start promoting it all the way in January. I announced to the kids what the show we're doing. We do a flash mob. We get everyone really excited involved and then we go into auditions. So the kids get the
experience of an actual audition and coming in front of our directors, which is me and three other people um and showcasing the skills that they have and based on the talents that they have and the skills they're showcasing, we then cast the show as if it is a real production. The students are given their script at that moment as soon as they
find out who they are and it is their responsibility to memorize their lines before camp. And honestly, I was very surprised to find every single kid actually memorized their lines. Sometimes that could be a struggle. um but they take this very seriously and they very much came in with a
willingness to work um for the camp. So the camp is divided into four different sections. We teach acting, singing, dancing and art. Um and we do theater games. We'll rotate between learning a song for music and then learning the dance for it and then putting it on stage. The kids are also a part of the
scenic aspect of things. So they help create costumes, they help create the sets. So really that they feel invested in the whole process of it. Um, and like Brenda said, it is a week-l long camp. So, we see them from 8 to 2 and within that time, we are rotating teaching them these things. And then on Friday, we put
up a show and it's an hourlong show. So, it's really impressive the work that these kids can do when they're passionate about something. Um, and like Brenda said, we had a full uh house. We were almost completely sold out. We had no space available for people. So, the fact that we had that support from the
community and from the Rockford uh staff was huge for us. And uh I know I'm personally excited to see where this program is going to continue to grow, but I think now would be a great time for me to turn it over to some of my kiddos. So I'm when you guys come up, let's have you introduce yourself, okay?
Tell us what grade you're in and then tell us what role you had and then tell us why did you do theater camp and what did you like of it and anything you might have learned and then anything that you would like to ask follow-up questions at the very end. We can have you guys raise um questions for that as well.
Hope it works. >> Okay. >> My name is Ken Link. Um, and I'm in fourth grade. Uh, I played Sebastian. Um, and
I joined theater camp because it was just I thought it would be a fun experience. I've never done a play before, so was it fun? >> Yeah, it was super fun. >> Good. >> Will you do it again?
>> Probably. Yeah, I will most likely do. >> Okay, that's a better ringing endorsement. >> Love it. Hi. Hi. My name is Max and I'm in fourth grade and I was roll king Trayon.
Uh >> why did you join camp? >> Um I felt like My parents encouraged me to do it and I felt like it would be a little fun. >> Was it a little fun?
>> Yeah. >> Did you have one of those big staffs like he has? >> So cool. >> Right away it was a little out of my comfort zone, but my parents pushed me to do it and I ended up liking the decision I made.
>> See, that's wonderful. >> Good for your parents. Thank you, Max. >> Thanks, Max. >> I hope you stick with it. >> Y >> testing, testing. >> Can you use that big ear voice you have? Yeah, that big huge giant one.
>> My favorite memory of being in the little moon play was seeing how tall the actress that played King was compared to my my height. It made me look really small, which made everything. This year, I
can't wait to make new memories. I'm not sure what will perform, but I'm sure it'll be fun. The things about being in theater is that you make friends with people in a great and performing helps
you be less shy and get to get to know others and also it helps other its
I'm thankful for my teachers in the high schools that helped last year. I can't wait for this summer. >> Nice. Thank you so much. >> Thank you. >> I love that you had that all prepared, too, by the way. That was
>> pretty awesome. Nice work. >> My name's Abby. Um I'm in fourth grade and I played the role of Ariel. And I I joined the play because I've been in two other plays before and I thought it
would be fun to like just be in a play and be able to sing and dance with my friends. >> Perfect. Thanks. >> You enjoyed it? Had a lot of fun. >> Do it again. >> Do it again.
>> For sure. Every year. fun. >> Can I interrupt a minute before we hear from the rest of the kids? Would you describe um to the board how because we just had an Ariel and we had another Ariel. Will you describe how that worked
>> um because it was so fantastic that so many kids got to play those different roles. >> Yes, absolutely. So, obviously expecting one child to memorize 100 lines is a lot of responsibility. So, I try to break it up by splitting up the lead roles into multiple parts. So we had four Ariels,
we had two Erics, we had two Sebastians. Um any lead role I definitely try to split up so one the kids have less responsibility coming into camp and also more opportunity for these kids um to have that lead role uh which is really important in the development of learning
to love theater as well. Hi, my name's Alexa. Um, I'm in fourth grade and I played the role of um a scuttlebird and um a sailor. I liked theater camp because it was not about
the role you had. It was about the people around you and everybody there made you feel included and um they made you feel so invaluable and all the high school helpers were
great and they were really fun to play with and Missy and Mr. Jim were great directors. >> So, did you have two different parts? >> Yes. >> Wow. >> Did you have costume change? >> Um, yeah. >> It's hard to be a bird and a sailor.
>> Do it again for sure. >> Thank you. And I would just like to also give a thank you to the parents. Uh the parents really stepped up and helped us out this year with our first year and any questions they had, they were sent right away and they were always responsive. So thank you to my parents for letting your kids let me steal your
kids for a week in the summer. Uh and thank you for bringing them here today, too. I think it's really important for the community to hear their experiences and their voices as well. >> Miss Johnson, >> I just want to share with all you kiddos in theater. I have two kids that went through the
theater program here in Rockford. Keep going out for the plays, the high school plays. Well, it's their middle school, high school plays. They're the best and you will love it. My kids would do it. And again, if they were asked, they it wonderful experience. So, keep
it up. Super fun. >> Don't steal all that. I did, too. >> And if we ever get that adult opportunity, they don't have to go down to Mayor >> anymore to do Mayor Theater. So, Thank you guys. Truly appreciate it. >> Any other questions from the board or
>> accolades? No. But thank you guys. >> Thanks for starting the program. >> Bringing it back. Yeah, absolutely. >> All right, that was excellent. Um, Miss Nus principal report and >> I'll be in a minute. And just to share
for those that may remain. So the principal report is a great opportunity for the board to hear about each school's goals, progress, celebrations through the year. These reports are help stay connected with the important work that's happening in each building and how they align to our shared strategic plan. Okay. At the same time, the
reports are meant to be a broad overview and not granular and deep into day-to-day operations, which allows us to remain focused on governance and help our administrators maintain um the day-to-day practices within their building. So, just wanted to share where
we are and why we do this. And it's so good to get a hug of encouragement before you go. >> He's like, she's going to need this. >> Kill it. >> She's going to the sharks. Um, >> seriously, I I cannot say enough about
the play this this past summer. It was so much fun. Um, I was floored. Absolutely floored. And it we had to highlight those kids. Very, very cool. So, um, I'm going to share
our Sith goals with you um, tonight. And we're going to start, um, with just some general updates on what's going on at RES. See if I can. >> Beth, can you see the presentation?
>> Yes. Good. >> Yes, I can. >> Thank you. >> Have to be on the actual side. Allow. Yeah. Oh, I wonder if in Google it doesn't. >> All right, I can hang out here and you can just tell me. >> Okay, you can turn it.
>> Thank you. >> Awesome. So, we'll talk just a little bit about the beginning of the year. I would love to echo what Jeff said. Um, we've had a great start to this school year. um just really smooth and um kids are all hunkering down and and um I I
think I've heard from many staff members I don't think we've had a smoother start to our school year in how many years and I I would agree it's been wonderful. So um we started with rocket ready days this year. Um we those are our formally assessment days. And the reason that we
are calling it rocket ready days now is because we took the assessments off of rocket ready days. Um to give the kids a little more opportunity to get their feet on the ground and hopefully do a better job on their fast testing. Um we just started to say are we really
getting the data that we we are looking for. We have kids that come into class and they're identified as a student who needs additional support and a week or two into school teachers are like, "I don't think so." And, you know, they didn't do real well on their fast assessment. They might have been new to
our mil building. You know, they're in and out of of the media center with other kids. They're distracted. We just said, "You know what? Let's let's maybe not do that and see what happens." Um, and so we gave them, like I said, a couple weeks to get their feet on the
ground and then, um, gave those assessments. Um, interestingly enough, in digging through the data, um, they did do a little bit better there. There's always a little bit of a stump slide, but not as much as we've seen in the past. And I think because we gave
kids a chance to really just focus on that test. Um, and so that that was interesting to see. Um we had um very successful uh lots and lots and lots of attendance and those kids that don't make it, we catch them often in in terms of getting their picture taken and bus
safety and all the things that they do um on that day. So it's a wonderful way for um our families to sit down one-on-one with their teacher especially um I don't think my teachers would ever give that part up um because they get to get get to know the families right away.
And so, um, again, rocket ready days will continue and, uh, like I said, we're going to continue to look at that data and say, is is what we're doing for kids giving them a little bit more time, um, to assess better. Um, on October
10th, um, a couple Fridays ago or last Friday, we had the kindness retreat for our fourth graders. Um, this is something through Youth Frontiers, and Youth Frontiers is, um, been coming to our building. I've been there 20 years, probably 18 of those years. Um, and we do the kindness retreat with our fourth
graders. Um, kick off um, the fall with with them because we get the most out of them then uh, in terms of kindness and they really dig deep um, in terms of what are they looking for and what kind of school do they really want to go to and what kind of school do they want to
set up for kindness. And um I always tell my fourth graders, you're the leaders in the building and uh we look to you to to kind of set that tone. And um we have a a whole group of high schoolers that come in that day and they are our retreat uh small group leaders.
So we partner with the high school every time we do this and that is absolutely invaluable. Um I spoke with both of the the leaders um who came from Youth Frontiers at the end of the day and they said um every kid was engaged and I said
not every kid was engaged. Nobody said I'm not doing this or I don't want to do this. Um they said your leaders were engaged. That doesn't always happen. And so they said, "Yeah, we'll come back to Ruffford anytime." And so we had a really successful day um on on that
Friday with Kenny's retreat. Um the other thing I want to highlight is on Thursday we have a site visit with Dover Iota. they are coming because they are looking to become an arts magnet school. >> And so they called us out of the blue and said would you ever host us for part
of a day and we said yeah they said we are super impressed with everything we're seeing in your school and so we would love to come and spend a little time with you. You're like one of the only elementary schools that's a public school that's a magnet an arts magnet
school. and we were kind of like actually not. So, we sent them a whole bunch of names and and schools that they could go maybe to the morning and I asked them if they would come in the afternoon because Darren teaches in the morning. Um, and I want to make sure that our arts coordinator is uh free and
and able to work with them as well. So, sounds like they're bringing four people and they're going to pick our brains and we're going to do everything from here's how you start to be an arts magnet school to here's the quintessential after 22 years. So, we're excited about that visit. Um, and we're going to pop
him into some classrooms and see some arts lessons and and um, you know, bring him into the theater department and just share all the things that we do in our school. So, um, those are kind of three big highlights, I guess, of the year. There's lots of lots of little things that are happening and um, bigger things
happening that I'll kind of leave in my presentation as well. Um, so these are our SIP goals. Um, and the one thing I guess I would preface before I start is, you know, this is my 20th year as a principal in this district, and I
honestly can say I have never felt as aligned as I have this year. From here is your strategic plan to here is the building SIP goals to here are our principal goals to here are the the teacher coupon
goals, right down to healthy kids. And I will credit Mr. Reg for that. I really will. Um and and just the systems and the alignment. And I I was really thinking about that as I was putting this together and I've just never felt this funneled aligned in the 20 years
I've been here. And that's a really fun feeling. It's a really fun feeling. So um I'm super excited about that and just where we're headed. Um so our first goal has three parts as um we have in the past and the the first goal is that
during the 2526 school year educators will continue to evaluate and refine standards alignments with their teaching focus. Um classroom teachers specifically are going to curriculum map with CKLA which is our new reading curriculum. Um interventionists and
special education staff are going to evaluate structures for addressing student needs. what what does that look like for kids? How do we really get down and and um help every student who needs additional support? Um and then um the specialists are going to continue to
curriculum map in K through 4. This will be happening during PLC's and common planning time. Um all of my classroom teachers have 90 minutes of common planning time this year and that is structured um in into the schedule and
they literally have laid out these are the the three days. So we're 30 minutes three times a week. They have laid out those days um and our meeting and they are going to um go through and really talk about it's it's really for the
reading curriculum and to work together and not only um do mapping, but also to just go through, okay, okay, we're on this unit. How is this working for you? What are you doing here? What about this? Um, we had uh trainers come back in on Wednesday of last week from CKLA
and um split them up into the primary groups and into um the secondary groups. And it was really fun to bop back and forth between those two um sessions and listen to the questions they had um about, okay, so I'm giving this assessment now. How do I? And the
trainer's like, "Oh, yeah, but here's what you're going to want to do." And and so because they've been into it a little while already, now they have really, really good questions that they could ask because they've understood how some of this goes already. Um, and a lot
of um really meeting their needs from the trainers. The trainers were like, "Do you need help with this or are you are you good to go?" And they're like, "Nope, we got this. So then let's move on and and give you what you need." So super valuable um morning with our trainers last Wednesday.
Um there is a um landing page that we will have um I didn't put it on there but I I did print one out that has all their common planning time and then they are putting um just documenting every single meeting that they have. Where did
you meet? What did you talk about? what are those just few bullet points so we can see you know follow that that planning trajectory of what they're doing um each time they meet in their copy planning time >> um so that is the first part of goal one
yes >> Ckla is is it new reading thank I I knew it was language arts but I'm like how is that >> the acronym is core lang core knowledge language arts >> okay sorry >> couldn't I know it's language
that up. That's >> You're good. >> You just say that and you assume everybody knows, right? But it becomes your language. >> It does. It does. >> Exactly. Yep. You can pop to the next. >> Thank you. Just needed >> anytime. >> Context.
>> Um so our um second the second part is the engagement continuum. Um and all of our buildings are working on this. I know you heard about this with um Mr. where as well. During the 2526 school year, staff and students will learn and implement a buildingwide engagement
continuum. Um, and so Courtney, I'm going to have you you pop to the next one. So, this is kind of what this will look like in the elementary school. We are working on this. This is not a a done deal yet, but I wanted to give you an idea of what we're working on. What
does it look like to be actively engaged? Um, what does it look like to be passively engaged or not engaged? And you can see that One is colorful, one is is kind of in the gray. Um, one is thumbs up, thumbs down, you know. Um,
and it's this this will be um not only what does it look like for kids and Courtney, I'm going to be back up one. I think we skipped a slide. Oh, no, we didn't. You're okay. You're okay. Yeah. So, no, you're right. You're right. So, it's they're all listed
there. So, they al they also have some verbiage there. um about what it looks like to be engaged and what it looks like um um on a daily basis. And we're going to really try and focus on uh math and reading specifically. Obviously, we'll look at
this in our specialist classes and things too, but um we'll do some evaluation with our math and reading. Um and so just kind of overall the goal it's going to be introduce the the the engagement continuum to staff. So, we'll introduce this and talk through this. Um
we're creating common visuals, which we have. Um, and obviously we have more pictures for elementary kids because they need that um the pictures. Um, and we actually will have some common lessons that we're going to do. So, um,
because you got you have to teach kids how to do this, right? And and and especially at that younger level. I'm a kindergartener. What does it mean to be engaged? Um, I I liken this a little bit to uh when when Jeff and I met um to go through my goals, I said, I don't even
know if you're aware we did this, but we brought every grade level down at the beginning of the school year this year during their specialist time. And we said, we're going to talk about what the expectations are in this in this school. Not a lot of runners. And and I said, we
got to start working really hard on how do we walk in school? How do we act respectfully? And so we literally practiced it. And I said, "Why?" Because I said, "If I told you how to do a fire drill or I told you how to do, you know, like a lockdown practice, but we never
practiced it. Would you know what to do?" And they're like, "Maybe, but not as well as if we practice it." Yep. So, you might think it's silly that we're practicing walking today, but we're going to practice it. And kids are stopping themselves. They'll be running
and they stop and they look and go, "Oh, like I get it. I'm I'm not supposed to be doing this." That will happen here, too. But we have to teach them how to do it. We have to teach them what does it look like to be engaged. What does it look like when you're not engaged? Um so there'll be a lesson. We've already
pulled some videos and some things using kids um that we'll be using. Now you can go to the next one. Sorry. Um, and then we'll do an evaluation tool and that's looking like potentially it doesn't work. Um, that that's looking potentially like once a week. Um, we'll
we'll we'll say where how engaged were you this week? Um, and they'll be able to do this um on a specific tool. Right now we have some teachers that are playing with using Seesaw um and trying to put this there so it's really conducive to kids. Um so that'll be our
engagement work for um the year on that second part. Um and then our third part um for the there we go for um our first goal is that we will um during the 2526 school year reams will strengthen the
MTSS process um and student achievement plan by maintaining and refining the data review structures established in the 2425 school year. So we're going to identify opportunities to improve effectiveness and efficiency. We're going to facilitate student ownership of
learning. So, they're going to start to to take on some of their own learning and set some goals and say, "How do I improve my fast scores? How will I improve um or look at my MCA scores if they're MCA takers and and improve those scores?" Um and then um we're going to
track progress throughout the year. And then we're going to implement um target student achievement action plans for identified students. Um that's that drill down piece that Jeff had shared with you. And I'm going to share some of this because this is really fun to look at. So they have a student assistance
plan that this we're calling it the SAP Courtney. I'll have you pull that up. Yep. Yeah. There you go. So here's the student assistance plan. We'll look at that and say, is it math? Is it reading? Yep.
What does that look like? What's the concern? where's the barrier? Um what's the action we're going to take? And then if you can click on the observation to intervention. So we're going to look at what kind of interventions are there. Do they need
paper? Do they need um digital? Do they need it written? Are we segmenting things for a student? There's so many interventions that we can look at there. if they're struggling with content, if they're struggling with this, if they're struggling. So, it's not only what are we doing for students, but it's tools
for teachers to go in and say, "What can I I do to help this child?" Um, and then if you'll go back one, Courtney >> or the Just >> Yep. Go back just the ones full. Yeah.
Yeah. Yeah. Right there. And then scroll down farther. Yep. So then you can read the template for readings. And so then we start data tracking. They're following directions. They're showing effort. And if you click on like
following directions, here's your whole tracking sheet. So this is more than just a we're going to write a quick plan. This goes deep for for kids that are struggling. And I like I called Courtney today. I said, "I have lots of links. I want to
be able to show the board this because it's it's it's pretty cool to say how deep can we go to really support a child." >> Okay, now we can go back >> very very closely aligned to the high schools. >> Yes. >> Yes. >> And did they did you guys work with Jeff to get it in to to keep a a permanent
digital record of it? >> Yes, that's the plan. and because it's so hard because all of a sudden you say, "Okay, now you pass this child on to the next grade level and we we can't start again." You know, we've done all these wonderful things for for a child. Now we follow >> that. And I meant when I meant I meant
Mr. Keem. >> Sorry. Absolutely. I don't >> no technology there. >> Yeah. >> You know, Ch mentioned, you know, this is aligned with Yeah. This is We always say things don't happen on accident.
There's a lot of intentionality around what's going on at all three sites. There's we we we call this coordinated uniqueness around how we're doing some of the things, but we're doing things very similarly. And the what I love about what you just displayed there is and you heard this a little bit in the
uh superh report where we're we're talking about, you know, core, you know, comprehensive groupings, but we're also talking about individual kids. And so this is doing just that. And as we as we slide through and progress through this thing, you're going to see next year as
we talk about the next iteration of instructional road map roadmap. How do we really personalize the experience? I mean down to this strand for this particular lesson um and how we look at the data. Um I see this often where some
kids last best chance and if they fall through the cracks early getting them caught up is really hard. So, um I really want to applaud the work that's going on at the elementary school right now. Um because I I know that there's been times in the
past, hey, we want you to look at data. We're doing this in a really strategic way right now. And the buyin from the built to administration is is all there. And so that um a lot of what you're showing here is just that work.
>> Yeah. And I and I said that to Jeff when when I met with him with my goals. I walked in and I just said, "I'm so proud of my built team right now." I mean, my built team's amazing, too, but my built team is doing heavy lifting and it's all of the work around this and it's it's
really impressive. Um, and like I said, you know, we are we're drilling down to every child and then it's also can be looked at from interventionists to classroom teachers to everybody saying, "Okay, what are we doing for this kid to really help him to really help him?" So,
um, so that's goal number one. We can Oh, that's me. Sorry. >> I just want to make sure it's going to go through again. >> Okay, I think I'm good. There we go. Awesome. Um, so goal number two looks really similar to our goal to last year.
Um, students in grades three and four will be given the My Savers survey in the fall and spring regarding their sense of belonging at RES. and students in grades K through four will receive weekly guidance lessons with the counselors during the 2425 school year. Um the counselors are have administered
the MySavers survey um already this fall and then uh letters are are sent home to parents prior to the survey as an opt out option and guidance lessons are provided by the counselors to each class in grades K through four weekly. Um lessons include topics of connectedness
um and I have a uh a counselor who's out on maternity leave until December and we were unable to fill that position with a long-term sub. So, um those ladies got together early this summer and said, "Okay, if we can't fill the sub, what
are we going to do?" And we decided that taking the tier one students, which is probably most important, is what we're going to do. And so, um, Katie Reynolds, who is is my current counselor in house, is doing every single guidance lesson
every single week with every single classroom. That's no small feat. Um, and then she's working individually with with kids. It's the small groups um that they're letting go until Allison returns. Um, because something's got to give. But I I applaud her for taking on
every single one of those lessons because that's not easy work. Um and and you know by the time we get data I don't come to the last board meeting where I can share this with you but I do want to share this because this is pretty cool. last year um just to see that student
connectedness there were 725 classroom lessons done in SEAL related topics that's social emotional learning related topics 123 small groupoup sessions based on the my savers data
2327 individual meetings based on my savers or based on student need um and 344 sensory breaks with kids Um, and those are our ASIS students that require some of that. So, our uh counselors are
keeping very, very detailed, accurate data, and that's kind of fun to see when you think, okay, they're doing great work. What are they doing here? It all is. Um, and so, like I said, I don't get to come and share that at the very end of the year, but I wanted to share that with you um this year because that's
that's pretty impressive to know how many students are touched by a counselor. It's pretty neat. So third goal that we have um is by the end of the school year 25% of the students who tested in the some risk or
high risk categories in math and reading um that's in fast bridge data um will demonstrate growth by either moving into the low risk or some risk category or by increasing their score by at least five points within their current risk
category as measured by past testing. Here's why we did that, you know, and um we everybody has this same goal in all three buildings and we talked a lot about this um increasing um or that 20 moving 25% of the students
is important, but what about those kids who and I actually have the the fast score um the the the chart right here. There are some grade levels that there's like a 20 or 25 point difference. Well, if they
improve by 15 points, but they're still in that high risk, are we giving them any credit for doing that improvement? Do you know what I mean? And so that's where the the um increasing their score by at least five points comes in. Um so I'm also going to share this our start
year data. So, in kindergarten, um top is reading, bottom is math. We had 95 students tested in reading, 96 in math. Why is that? We had one move away. Um and so we lost a kindergartener between math and reading testing. Um and
we had um the the kids that fell into some or high risk were 33 um students. And the goal then is 8.25 25 when you're looking at that percentage. Um so you can you can go through and look at all that. First grade we had the same thing. 115 were
tested in reading, 114 in math. I had a young lady who um is out for a health condition and has not returned yet and left after reading and didn't test in math. Otherwise, everybody tested in both of those. Um and so like I said, as
we looked at that, you know, initially even the teachers felt like % that's a lot until you drill down to the numbers. Okay, that's 8.25 students really because you're not going to go go backwards. That's 14.5 students or 15,
you know, and when you start looking at that, it's it becomes very doable to say how can we improve that data and help help kids move into that that next category. >> That's all I got for you. appreciate it. >> Yeah.
>> Um >> I like the I mean core tenants of of PBIS or whatever learning opportunity you have. You can't expect a kid unless you explic explicitly teach them how to. >> Right. >> Right. >> Right. So
>> absolutely >> appreciate you saying those words uh earlier similar way >> and it's you can do that for your staff as well. It's like, okay, they're not doing what we want them to do. Have we told them? Have we told them what we expect? Right? We we we do that with
kids. Why wouldn't we do that with staff? Why wouldn't we do that? You know, I I say that before I observe a teacher. Here is what I would be observing you on. Here is are the categories. Here's the rubric. You know what? I'd want to know. Kids want to know, right? So, we we have to tell them.
>> Yeah. The tell show practice is >> I get that at home all the time. dishwasher. No. Um, >> any any any questions, comments? Uh, for Miss Nas, >> I have a question um about moving the
five points within their current risk category for fast testing. If they were advancing on the normal track, do they are the risk category numbers different or would they be moving up anyway just as moving? >> They should be moving up anyway, but is
it would it necessarily be um out of I'm going to pull pull one of these up and just give you an example. So like we'll say if I pull up reading in third grade um the sum risk is 477 for winter testing
477 to 497. Okay so that's 20 points right? So if if we're expecting a kid to move 20 points um that can be a specific amount of grade levels even. So that's a lot right? But like okay so for second
grade for reading what is the number in in that same category 462 to 480 >> 462. So they would be expected to move I mean even if they were at the very bottom of some risk from second grade to
third grade they would be expected to move almost 15 points. So is that five points in addition to that 15? No. It's five points within or 25% of all students. I hear what you're asking because there's a an annual rate of growth, >> right?
>> And so, um, there are points that that is that is a really good question because if it's five points and that actually puts them >> back further back, right? Um, it is something to investigate on that. But the idea is to have them increase if if
their growth rate is >> growing up two grade levels. That's probably a little much to ask, right? But um so yes, you are advancing. There's an expectation of your grade level advancement per year as well, >> right? >> Exactly. Yeah, I I I get what you're asking. >> Yeah, 100%. Does that help?
>> Yep. >> Pulling up and keeping up are hard things, right? Because you want to keep those kids that are on the edge. >> Yeah. >> Keep them up, right? Pull up, keep up. So, >> absolutely. Perfect. >> Yeah. And last year, what we saw was um we saw kids grow. We also saw some kids regress. Yeah.
>> And as I've talked to our staff, I said, you know, we can't control how kids come to us, but we can control how they do when they get with us. And for them to go backwards, that's on us. And so, um, our our goal is to eliminate or or
dramatically reduce anyone going backwards, including what um, Brook Hilstrom just mentioned about that rate of growth. So, >> and do we start to challenge them a little and say, let's see if we can go through a score from last time. Let's see what, you know, I mean, kids get excited about that kind of stuff. So,
>> that's part of the work. It's >> um to be motivated to take an MCA or a FAST test, >> which really doesn't do a lot for them. >> Um the high school's got some pretty cool motivators going, but it's it's it's a little more challenging to motivate um you know, some of our
younger students at times. So, make it a little bit of a competition >> and say, "This is what you got last time. Can you beat it?" >> And I do believe that that motivation plays a part in student success. And so we're going to be talking to our kids about that. So, um, these aren't just going to be things that they do and we
hope they do better. It's that they're part of this now. And so, you know, game on >> and it all falls into that engagement and it all falls into just all. So, >> thank you very much. Any other things?
>> Very good. Thank you. Thank you so much. >> Thank you very much. >> Appreciate you. >> Then appreciate you bringing your kiddos along with you. They're pretty fun. >> Yeah, they are. >> They sure make you open your eyes and go. >> Moving along, we'll go to aa levy update. Tucked right hoover.
>> Yeah, I don't know if you've heard, but we have a levy coming up. >> Oh. >> Um on November the 4th, uh I've said this before, and I know I'm speaking to um a lot of the Kool-Aid drinkers here in this room right now. Um this is this is essential for us to um to move
forward as a school district. we will make do with what we have if it does if neither are successful. Um but right now and I mentioned a couple things. We've had some we have some events coming up. Um I want to really uh commend and thank um the community group Rocket Vote.
They've done amazing work in um and in sharing the message. Um I I did get a couple of emails um asking uh from residents could I please help them um you know get vote yes signs and the answer to that is no. I can't. We don't
do that. Um but I said if you you know find the groups that do you could certainly um you know that our advocation as a school district um is information. It is um you know sharing the message and so forth. Um and but there is obviously the the group rocket
vote that is that is advocating on behalf of passage. So um we'll continue to to share messaging around this and information um with any and all. I feel the momentum is very strong right now in the community whether it be signs or um folks that I've come in contact with.
And really I can tell you I kind of do a commercial with whoever comes and visits with me whether they're coming to talk about that or not. Um and to a person so far I have not met one person who says yeah I don't think that's a good investment. So um I'm feeling I'm feeling good about it. Um again um as I
mentioned that there is an event um tomorrow morning for our seniors at the high school which I'm really excited about. Um and then we have another event on Wednesday or Thursday. >> Thursday. Thursday evening um that I'm also very excited about. That's more of
a openhouse Q&A um rather than a presentation. Uh tomorrow's there's a presentation. Uh the visit with the seniors last week between the exercise groups. I caught some coming in, some going out. Um we had one of our staff members was kind enough to make some um some goodies for the group. And so um
very positive um from what we're hearing from members of the community. recently sent out the um the required mailer um that did um hit um each each resident household I believe. Um I haven't had
much feedback from residents since that has come out. Um but I know that it arrived here so I know that it went it went out and was was delivered. Um so u we have a lot going on. It's going to be a sprint to the finish line here. Um,
I'm hoping that the turnout is strong. Um, the school sites are sharing the information with with their with their families as well. And so we'll we'll see where it lands, but um it will be um a significant um assistance to maintaining
things in our district. Um I do want to share that um you know in the event that it does not pass um we have talked about some things that um would need to be cut that will be coming to the board if that that does occur um and we meant what we
said um when we said these things will be um be potentially cut because we aren't going to be able to afford to do that is my update on the levy. Um literature has been out, videos are coming out periodically as well and again uh momentum is good. The feedback
has been also been positive and and now we're uh in home stretch. >> We have one more mailer from the district coming yet targeted mailer or just a mailer. >> I'm going to Courtney for that answer. >> Yes, there is a postcard that is coming out yet. Um I believe that's going out
next week. Uh and that is to uh parents in the district. Excellent. Thank you. Any questions for Dr. Idaho? And I believe the community Q&A is at
Rachel's place, correct? Uh community uh restaurant. >> Yep. >> People can come and show up and >> we'd encourage any and all folks to show up, >> buy some cheese curds. >> Buy some cheese curds. um support um local uh Wisconsin economy
and and make our chair very happy. Um so that that is uh scheduled for six o'clock and until people decide they want to go home and uh on Wednesday evening. >> Excellent. Good deal. All right. Very
good. Thank you for that update and information. We will move on to number letter I don't know something 8b correct negotiations update Mr. McNalty, welcome. >> Thanks. >> Been waiting.
>> Oh, yeah. Um, as you seen, uh, just to give you a little backtrack, we met again today before I move on to this. Um, so we've had an additional meeting. Um, we have scheduled another meeting for next Monday at 3 p.m. also. So, the
handle to have you an update is um, slightly changed, but not much. Everything is predominantly the same. We are reviewing three more language items again. Just did a few more discussions on talk through today on some finetuning. Two from the district side, one from the EMR side. And that should
look good probably to wrap that up hopefully next week unless we have a discrepancy in something we find there. Um and then the financial side. Um that's gotten really close. I know our CFO Bridget and Michael Tabber are working closely on that again tomorrow
morning. Um so we should be hopefully next Monday to trying to get some close there. Otherwise, it's been a very good negotiations up session. Let's put it that way. It's been a good group to work with and I think that's mutual on both sides because we have three four members here
that are are part of that. So, just going to really kind of as you look over if you have any questions on any of the information that has been provided to you in the document. Anyone have questions for Mr. McN? any additions from the committee at
large for that? I truly appreciate your time because it's not light work as well as the person sitting in the back of the room. Appreciate your time on that too. Um I would make a comment. Um, I want to, you know, express thanks to Mike, um, and all of our negotiators here
because, um, especially lately, this has been, um, a relatively heavy lift. Um, and everyone's contributed. So, I shared this, um, earlier in the negotiation scene as well. Um, everyone's got their hands involved in it in a in a really good way. Um, we believe that by the end
of next week, we will likely have a a TA and >> done. And uh we're we're feeling very confident that will be coming forward to the board for um board approval of a ratified contract um at the November meeting.
>> Everyone's both at the table. >> Yeah. >> Perfect. Thank you very much. Appreciate the update and I really appreciate the information that you're providing. I mean to so so different from any other negotiation that we have had to provide
clarity and transparency about what's happening. I know they're open meetings and anyone could attend, >> but this is very helpful. So, thank you. >> If you guys see any changes you'd like in how it's presented each time, just just follow. >> Yeah, thank you. It's great. >> Thank you, Mike, for always putting this
together. >> That's fine. >> Uh 9A, moving on to school year 267 calendar approval. Uh just making mention 267 calendar approval. I don't I think the attachment says 278
recommendation final 67 but it should be >> the title up there is incorrect but the calendar is correct >> the content is just 267 which is all we are talking about today Dr. Ryder. >> Yes. Um I thank the board for the
feedback at the most recent work session. The calendar that's being presented for your approval tonight um is a reflection of that and the work of the calendar committee. Um I want to express a thanks to this board at the work session for asking the question of you know do you have enough professional
development and we did go ahead and add one date and that would be in May May 21st of 2027. Um that makes the student contact days 169. Um and it adds a day of professional development work when this was brought to the respective built
at the the sites. Um it was met with great enthusiasm and thankfulness because not only will it help them um analyze the most recent data that's been accumulated in the spring, it will allow them some time to plan and kickstart them into the next school year. So um
it's really appreciated. It also allows our our students um to finish school um on June 3rd and not have them have to wrap around into the second week of June. Um and as you noticed um we are
starting school um pre-LOR day in that year and um we're we're excited about um that and I think we found a happy medium to allow families to still spend time together at the end of summer and for the school year not to drag into the
next summer. So, um, with that being said, one thing I do want to add is you will, uh, we don't have them on here yet. The schools are finalizing that. In fact, I think they're done. I just haven't got them on this calendar yet. Their specific 16 hours. Um, they worked with their bolts and their building
administration um, to devise how they wanted to use that. And again, they have given me that information. It's just not on your it will be attached to this calendar, but it won't change anything with respect to the school days for our students. So two two items um on the document
provided to us. You said that we will have 169 student contact days and that would mean we're reducing fourth quarter to 46 days. >> It doesn't it says 470 on the document. >> That would need to be changed.
>> So if we can please change that. And I had to double take because there are no colors or shapes in April. I was like huh. April is >> just the months. We're hardcore. >> Just a month's going for it. >> Very good. Um, so with those two changes to to to
>> whatever the right numbers will be to be whatever is supposed to be to make sure that if it's 46 and 169, great. Um, but with that information to um the 2627 calendar with the only amendment to make
sure that the days are accurate, I would appreciate a motion to approve. I will make that motion. >> Thank you, Miss Johnson. And a second from Mr. Shadine. Any further discussion? >> Seeing none, all those in favor for the
267 calendar approval signify by I. >> I. >> I. >> Opposed. And that does carry unanimously. And 278 will come some other time. >> Yes. >> Perfect. >> We're meeting in like January, correct? >> Perfect.
Thank you so much. Uh 9B MSBA policies first read. There is a full slate of items there for you to review. Uh just a reminder, the our documents are Rockford specific that depart from MSBA language. Um there are I mean thank you for
striking those things through and I'm glad it's green line and not red line. More fun. Just saying. So, um, those are for your reading and we should be able to come back, uh, at our next meeting to approve those. Um,
policy committee, any comment? >> This was the heaviest policy lift we've done in my three years. >> And we still have another lift >> shortly with just our regular review. This is just like what we have to do
from MSBA for the year. So, we have our fall winter ones everywhere. >> We're gonna do those combo. >> We're gonna do those together. So, >> you probably thought no one would notice the green lines, which is the red. Just kidding. All right. So, thank you so much. We'll come back to those uh
resolution for contributions. Dr. Ryle Hooper. >> Uh once again, I would like to thank um our um our donors u for both their contributions, time, their talent, and also their financial donations. On behalf of the district, I would like to ask the board uh to extend the gratitude
and approve the donations for the month of October. >> Thank you so much. And I I would like to call out a substantial contribution uh to our facilities department. Um which greatly needed and and very nice to to
have happen. Um so with that, I would appreciate it. A motion to approve. I will make a motion to approve the uh acknowledgement of contribution and donations. >> Thank you so much, Mr. Shadine. There's first. Can I have a second? >> I'll second.
>> Thank you, Miss Hilstrom. Uh there's first second. Any discussion? Seeing none, although this is a roll call vote, Madame Clerk, please. >> Kevin Shadine, >> I. >> Jamie Hilstrom, I. >> Jessica Johnson, >> I. Eric Gordy,
>> hi. Betha. >> And that does carry unanimously. Thank you so much. Moving on to 10B. Just checking with the folk down the table to make sure dates all look good, but I'm going to read them anyway. Special meeting election election canvasing Wednesday, November 12 or hopefully a
great celebration at 7 o'clock in the district office boardroom. Um MA conference Sunday, November 16th. There are several of our board members attending the conference. Yes, three of you. Very good. Thank you. And that
conference is in >> Brainer. >> Brainer. Yeah. Craigens. Um that is November 16 through the 18 board of ed work session Monday, November 24, 5:30 in the district office boardroom. And then a regular ed regular board of ed
meeting Monday, November 24, 6:30 in the district office boardroom. Any changes? problems issue. >> We have a negotiations meeting. >> Oh, we have two >> two >> uh next week, October 27th at 3 p.m. >> in the district office boardroom. Okay.
>> And also on October 30th at 3 p.m. in the district uh office boardroom. >> Very good. And those are recorded and will be able to be put out. Thank you for the updates. That's perfect. Uh, moving on then to item 10 C, closed
session for negotiations. I would appreciate a motion. Sorry. The board will enter into close session, discuss negotiation parameters for the EMR and the superintendent contract negotiations to to Minnesota statute
13D.03. I would appreciate a motion to go to close session, please. >> I'll make that motion. >> Thank you, Miss Johnson. There's a first and a second. >> I'll second, >> Mr. Shadine with the second. Any discussion? All those in favor signify by I. >> I. >> I.
>> Opposed. And we are officially in close session at 6:41 p.m. So, we're back in open session at 7:10. Same board members present. Our last item is board committee updates. My only board committee update is we had a finance
committee where we talked about preliminary budget findings. Um, and it was a pretty decent meeting. >> Yeah. >> And I had board prep meeting. Um, two of them. We had two board prep meetings >> for the work session and this one.
>> Oh, all right. Very good. We had two prep board meetings. Um, and that's about it. Sweet, Miss. Johnson. >> Oh, Lord. Okay. Well, let's see here. I have had calendar committee, two of those, one
with Jeff and Jamie and one with the whole district committee calendar committee group um policy job share policy me uh or meeting with Jamie going through that policy putting it together. We met twice to do that. retirement
committee we have met. I didn't able I wasn't able to get it all written out but uh the 29th today and then we met earlier just those two >> just those two. I'm so sorry. >> Yep. I think so. Yep. So
>> retirement committee. What's retirement >> retirement? Early retirement. >> So teacher negotiations. Yeah. >> Teacher negotiations. >> We don't because we don't have a retirement committee. >> No, we don't. It's our teachers negotiations. >> Teacher negotiation subcommittee. >> Okay. Thank you. >> Thank you for helping me clarify that.
Um I have also been involved in with MASICO. Um so we had a regular board meeting, but I've also had two negotiation committee meetings for their teacher bargaining group. Um board work session prep calls for
both board work session and today's meeting. uh policy committee meeting. I think that is it. I also met with um Cindy to help with more negotiation stuff. So,
yes. >> Excellent. Thank you. >> I feel like >> Miss Hilstrom, >> um I just want to say what Jessica said, but minus some stuff in the board. Um, I had negotiations meeting, three of them, plus um the subcommittee for the early
retirement uh the calendar committee um and then the job share policy meetings with Jessica and just the policy committee in general for policies. >> Perfect. Thank you, >> Mr. Shitty. >> Uh it's been the negotiation committees uh meetings and finance committee
meetings. Thought that finance finance committee meeting was really good. anything to share about finance committee? >> Um, just that Bridget made mention that our numbers are coming in very close to where she anticipated. Um, love that our
expenditures were higher um in several areas. Uh, so we'll see some spending that occurred Yeah. in to the bat. Um, so you're going to see a a large little larger deficit.
um from that than anticipated even though we were we already did a budget amendment of 200,000 >> but this goes above that 200,000. >> Yeah. >> Okay. >> So, but we're in revenues were up a
little bit because of some um um of the bond money that we had put away with interest rates which offset that uh spend but not still there. >> Costs go up faster than money comes in.
Let's put it that way. >> Yep. >> Miss Prosca. >> Um, why only up report is the policy committee? >> Excellent. Thank you so much. All right. Any questions for anyone?
And none of us are here to ask Mr. Morgan anything. So, that's a good thing. And we can move to adjourn. Eric already makes a motion to adjurnn. Second, >> Miss Johnson seconds. Discussion. >> None. All those in favor by I. >> I. I.