Good evening. It is 6:30. I call this regular meeting to order. Please rise for the pledge of allegiance. I aliance 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. >> Thank you. Good evening, fellow school board members, district staff, and community members. As a reminder to us all, our mission is to equip all students with the knowledge and skills
to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world. Our first item for tonight's agenda is adoption of the agenda. Are there any questions prior to a motion being made
for the agenda before you? I see no questions. Is there a call to motion for the November 10th, 2025 meeting? >> Is there a second? Any discussion on that motion? No discussion. All in favor of the
motion signify by saying I and raising your hand. I >> motion prevails. Thank you. Agenda item three, consideration of visitors. I have no slips. Vanessa, do you have any? No consideration of
visitors for tonight. We will move on. >> Don't be disappointed. >> Don't come. >> On to item four, consent agenda. There are four items in tonight's consent agenda. Any request to pull them or pull
any item before we have a motion? All right. Seeing none, is there a call to motion to approve the consent agenda? >> So, Mr. is there a second? >> Second. >> Any discussion on that motion?
>> See no discussion. Uh, this will be a roll call vote. So, first signify by saying I if you support, nay if you do not. Mr. Humphrey, >> I >> Miss Anderson. >> Hi, >> Mr. Sherlock. >> Hi, >> Miss Bleman. >> Hi, >> Mr. working. >> Hi,
>> Miss West. >> Hi. >> I'm I as well. Motion prevails. Thank you. U moving on to item five, information items and reports. Again, we have a few tonight, so please hold questions till the report is done and we'll have time to ask questions. Our
first one is student council. Mr. Humphrey, you are up. Thank you for being here. Thank you guys for having me. Once again, the student council of St. Francis High School is very honored to be invited to the school board meeting. Good afternoon, Mr. chair, Mr. Superintendent board cabinet constituents, and all those online. So
far in student council, we just returned back from our Kra Kens fall leadership return. And so from that, we learned a lot of valuable leadership skills. Got to bond and communicate with a lot of different student councils from all around the state and all around the surrounding areas. And we got to learn a lot of lessons and a lot of opportunities that we hope to bring to
our school district very soon. However, some of the things that we are currently doing within our school and within our school district as a student council is that we are currently starting up our food drive. So, at the front of our high school and I believe at some of the exit, we have shopping carts and we're hoping to fill 10 shopping carts at least of non-p perishable food items by
the end of November, I believe. Otherwise, there will be more information posted to our social media soon about that as we are just getting it up in the works as of this past meeting last Friday. And otherwise, the other things that I know of that the student council is running is that on December 12th, we will host our annual community night. There will be a girls
varsity basketball game and we hope you will all join us there. There should be a Santa and there will be different activities for little kiddos such as decorating cookies and games for all the different family members and community members and otherwise other than that we have nothing really set currently as we
are just getting back from our Kman's ship and otherwise have nothing set up currently. Tomorrow we also have Veterans Day at our high school. So that will go from roughly 8 to 9 a.m. and otherwise that's all that I have for you. Any
questions? Thank you for being here as always. Great report. >> Thank you all so much. >> All right. Next agenda item is a workbased learning. Lisa Marie Sh, our workbased learning coordinator and business and marketing teacher will
provide an update and answer any questions. >> I was really really hoping I didn't have to go after you, Jack. I was really hoping there was somebody else in between us, but here I am. So, thank you to the school board for having me here me here tonight. Thank you, Mr. Anderson, for allowing me this opportunity to tell you about our
work-based learning program we hope to roll out at St. Francis High School next year with our career seminar course. So, just to make sure we have some common language, what is a work-based learning program? Oh, you were. Okay, there we go. Maybe I'll stand right here. Um, so what our
goal with this program is to connect classroom learning with real job, real on the job training, job experiences we could say. So students will apply what they've learned in the high school classroom to the work setting and they we hope that our students will gain skills the employers want them to have.
So maybe they'll find a skill that our student does not have out there on the workforce and the employer will help our student develop that skill set. So students will also be able to um develop their employability skills. So, I knew this word as soft skills, but the new buzzword out there is employability skills. So, we will continue to help our
students develop their employability skills. Who is this program intended for? Our programming will be intended for students that would like to go down the CTE pathways. So, like business, facts, health, teched, really anybody. But we really want to make sure that we are finding places for these students
pursuing these pathways. So, we want to help our students gain work experience before graduating from St. Francis High School. We are looking for students that have maintained good attendance, have professionalism at St. Francis High School, and they will be able to continue those behaviors out
there on the work site. We are looking for students who are motivated, responsible, and ready to take charge of their future to determine what do I really want to do after high school. We also will need our students to have reliable transportation. They will be able to leave St. Francis High School early, and they will be asked to get to
the work site, and they will need to provide their own transportation. Um so program benefit. So one of the things with this is we will allow our students to earn high school credit while they are on the job earning their work experience. We obviously will help our students
develop their resumes with their work experience because they will be able to use this as documentation. We also think that students will be able to have stronger uh college and scholarship applications and that will be documenting their work experience. We have on here that we hopefully that
students will discover what they like, but it's also important that we hope to also identify what students don't like. So, what don't I want to do after high school and maybe check some things off as well. So, I actually was able to attend the ACT meeting before this and I was able to really connect uh connect
quickly with some industry professionals and I actually learned a couple things in just my 20 minutes there. And so we will allow our students to connect with professionals in their industry of choice as well, opening doors for them. So in the workbased learning program, it's really cool. There will be a collaboration between the student,
myself, and the employer. So we'll all set employee goals. We hopefully will have all the students grow while out there on the workforce. So before a student can go out into the workplace learning program, we need all of our students to complete a career seminars course. What is this? In this
class, we will expose our students to inventories. This will help identify the students their strengths, their abilities, their skill sets, and that will give them at the end a list of careers that will help them identify here are some career opportunities for you. So, we will take some time to research those careers. We will also
take a look at do you need to go to college to get this career? Um, if you do need to go to college, what type of college do you need to go to a trade school, a four-year college, or can you just do an apprenticeship? So, again, making sure our students are equipped with that college knowledge. if that is needed for their career choice. Part of
the requirement of this class as well is making sure that all of our students have on the job safety training. So some of the big buzzwords that we will cover in this would be like OSHA, the labor laws, employee rights. Again, we are hopefully developing those employability skills aka soft skills with our students
as well. Um again, we are going to help our students develop resumeums and cover letters. So, at the end of this program, every student, every single student will have a professional drafted resume and cover letter that they can use with whatever they are choosing to do next. After high school, we can also team up
and do some industry tours, some college and career fairs, and job shadowing if the students would like to do that. Part of my release in my school day will be making sure that I'm setting up opportunities for our students to get out and experience these things if they would like to do that. So, the staffing impact, how will this impact our current
staff at St. Francis High School? Right now, I am serving as a full-time business and marketing teacher. So, I would move into a dual role. So, I would be a half-time business teacher and a halftime workbased learning coordinator. I believe Mr. Anderson has planted the seed or have you talked about the yet.5
position? >> Uh, not officially. We have discussed the possibility of internships or workbased learning with the board, but I haven't spoken about particular FTE yet. Okay. >> That is what I talked to you and Mr. Austin about. Perfect. So, just I will
just here since I have the platform for a one second. Um, we would ask that you maybe the board considers adding a 0.5 in the business and marketing department. So, that would allow us to keep our current staff and so we don't lose any uh classes that we're offering our students right now. However, I'm going to ask the board to think about
doing a 1.0 business teacher. And the reason behind that is next year our sophomores will need to take personal financial management to graduate from St. Francis High School. So we are looking at about adding seven sections to the high school who's going to teach those classes. So I believe that is a
good fit in the business and marketing department because if you are aware uh we are um CTE salaries are able we are able to recoup 35% of our CTE salaries through Perkins dollars. So it is cheaper to hire a business teacher than a math teacher or social studies
teachers because it's the CTE lensure. So 35% of our funds can be allocated through Perkins dollars. So what are your questions for our workbased learning program? >> Okay, >> I have a question. Um, so can teacher or
can students be paid for the work? >> Yes. >> What they're doing and receive high school credit? >> Yes. >> And I think that's where most of our students will want to go. It can be a paid or unpaid programming. I'm going to be real. I think the students are going to want a paid position. So, that's where I see our student bodies probably
going, but if they don't want to paid and they just want to get out there and do a work experience, they can do that. Either or. >> Is there something that they have to line up through you through certain people or can they line something up on their own and work through you? >> It can be both. Um, so right now we have
an application process. That's what we're directing right now at the high school. I'm working with Mr. Thompson is overseeing this program or this community along with Mr. Austin. um and the counselors. And so we'll ask them, "Do you have a job? Do you want to use that job experience for the workbased learning program?" Great. No, I don't have a job. That will be part of my
duties as well, helping the students get placed into a work field. >> Do I call you? >> Sorry about that. Double Vikings fan calling. Um, is there criteria to the jobs that
they can have like corporations that you said for family businesses? I mean, what's what's the criteria for what companies >> growth? They have to be able to have growth. And so, we'll really open it up to anything that is to make sure that we have an agreement between the student, myself, and the employer that they're
willing to take them in and work with them. Um, one of the areas that is extremely hands off because it's the state of Minnesota will they will not allow students to work in construction. So that is an im immediate no and that's a state law and that's because it's unsafe they say. Um, so just really any place that we can make sure that the
student is going to have employability skills and continue to grow on working. What do they want to do in their future? >> Okay. And then obviously we got to follow labor laws. So we just juniors and seniors. >> So right now we are going to target just seniors. So we just hope to roll this program out next year. Um, so we just
now target our seniors seniors with the person that I'm working with for my lensure. He talked about maybe starting a little bit smaller and making sure that's getting off on the right foot. So we feel like the seniors would be the best. Um, in time do we want to open it up to the juniors and there's room for that? Absolutely. >> Is there hour restrictions like number
of hours have to work a week to be qualified for? >> A minimum of 10. We'll set our program up. That was a decision that a recommendation that was given to me. So we'll ask our students they have to work 10 hours a week to be in the program. Is it every day that you >> they can decide? They could get their all their hours done on the weekends if
they wanted to. They get to decide when they want to work those 10 hours. >> So they can still do full-time class, get these credits outside on the weekends if they wanted. >> Yes. So the student could be done at school like by noon if they wanted to be and just work on the weekend. We are
this program will allow them to have that flexibility that we're seeing a lot of students want especially after coming out of co and becoming online learners. They like this flexibility in their school day and this program will give them that that flexibility. >> I love this idea. As a former small business owner, um I hired a lot of kids
that were fresh out of high school and it blew my mind gave one of things they did not know. >> Correct. And this will be allow me too to work with the employers like yourself who might have been and then what are you seeing that the students need and how can we have a discussion in our classroom as well. So that's another
that's what's really cool about this. I'm working with the employers to make sure we're continuous this conversation getting back to our classrooms. How are we helping these students out? What do they need to know to be successful on the job? >> And is there a grade requirements? Do they have to continue to meet like certain grade in order to qualify for
this program because you wouldn't want their actual GPA to be affected by trying to meet our requirements. >> Right. So are you looking at the GPA moving forward then? So right now they would earn a credit. So they're earning a credit. I guess I haven't really talked through what the letter grade would be like what they need to do that
for the letter grade. >> I mean like the rest of their classes because this is their only class like obviously they have other classes but they have to maintain >> absolutely throughout that year to keep their GPA up. We need to see them lose
credit or GPA in regular classes to try to get these hours. >> No. And I don't think we will. We're going to make sure that these students like if you saw that they have that professionalism. Are you doing what you're supposed to be doing in your classrooms at St. friends high school and making sure we are and that's a conversation too because we want to make sure that these students can be trusted
going out into the workforce too if they're starting to fall behind. That's my job. I'm going to go up there and talk to the teacher like, "Hey, what's going on with Johnny first hour today?" >> Okay, cool. Sorry, I had multiple questions. Thank you. >> No, >> I could have another question. Could you
describe the um the organization that you're working with to kind of get all the background information and legal agreements and those kinds of things? >> Can you name drop that? North. Yeah. Are you going to struggle too? >> Yeah. >> I didn't have North Country
>> something in the northwest Minnesota ex. >> Um so I'm working with this gentleman named Dustin. So I just do it's an online program. I did come into this program with a CTE background. So I didn't have to do as much. Um but I had to go to a CTE boot camp. I learned a lot more about my industry that you know
the profession I'm already doing. Um so part of the program is just going making sure that I understand the documentation of how this what you can and cannot do. So one of the things that I learned like you have to have a training agreement. So no student can be out there on the workforce until they've done a training agreement with me. So I actually have
like and that's in the document that will share with you as well. So this is like making sure that the student has reliable transportation. Do you have insurance? because we want to make sure if the car accident does happen that the student will be covered by their car insurance that we have our insurance as well. So like if I go out and see my
student working and I slip and fall that our school district would cover that liability. Um and then obviously the employer's insurance as well. So just documentation making sure that we have all of that. What else did you want to >> Yeah. And uh I'll just I'll add to that. uh we are receiving this service for
nothing uh because this this entity and we can't remember the name um the director by the way went to Concordia College as well and uh but he's well known in northwest part of the state for doing some innovative things and so they received a substantial grant and they've
been providing this service to a number of schools throughout Minnesota and so by chance we you know aligned with that group so they're providing it at no cost to us even though we're not part part of the co-op. >> It's Birkens sellers. I asked I asked where I'm like, who's paying for this?
Because the first service receive was cut off. I'm like, where does that $3,500 for me to get this endorsement come from? It is Perkins. So, I've talked about that before. So, yeah, Perkins is covering the endorsement for me to go get this training. >> Yeah. And it's a highly reputable group um that has done the research. They've
worked with the state and we're going to rely on on them for a lot of the questions that will definitely come up. >> Yeah. So my coordinator Justin has been absolutely fab fabulous. If something comes up, I've reached out to him. We do some webinars. We get on and we do weekly webinars there for a while. Now
I'm done with my lensure. Now I just need to reach out to Pellspe for the endorsements. Um but he's like let me know as your questions come up yet this year and you might need me a little bit more next year. So it's not just I'm getting my endorsement and I'm walking away. I definitely have a support network out there. >> I just have to make a comment. um say
this is like super needed in the world right now. Uh you hear so many people saying no one's ready to work, no one wants to work, they don't have the skills to do this. Like so there's plenty of smart people and then they come into the job. I I just think I love your rubric. I love the everything
you're holding them to. Not to mention I'm just such a huge fan of what you do, Miss Shrog, and your DECA and everything business. It's I think I mean everything's important but I don't know if anything has um I've seen nothing that has contributed to the growth of of my son in particular outside of DECA.
This is just real world skills and also the fact that we now have to teach the financial literacy. That totally makes sense. Um I would be in complete support of this. Uh people can learn that like it's really and we just talked about this. It's not what you make, it's what
you spend. And that comes with financial literacy. And you can end up being happy and doing well by yourself and living with your in your means and and you can have a good life. So, um I'm in full support of this and your ask for the extra FTE and such like that. And thank
you for presenting. >> Of course, it's a little nerve-wracking being up here after you. >> If I could add one more thing, Mr. The um the reason that we wanted to have Lisa give the presentation tonight is to kind of follow up on previous
presentations that we've had over the last couple years. Uh so we could explain the progress that we've made. U this model is much better than what I had envisioned at the start of the discussion. >> I would agree. >> Yeah, no doubt. And I want to thank Mr.
Austin, Mr. Thompson, Miss Boby, and of course, um, Miss Shrog for their work on developing it this far. Uh, the the thinking is that for the first year, it would be a halftime coordinator position that would be built into the budget. So,
we aren't looking for a specific board approval uh because we'll work into the budget and then when the budget approve is approved, then, you know, be um offered. And uh I just thought it was really important to have you know an increase in the FTE for the high school
instead of forcing this program that would result in a reduction somewhere else. So that's why we set it up this way. >> I just have a quick question. How are you going to gauge success of the program? Is that going to be by student
interest, their enrollment, performance? I mean >> I think all of it. I guess I don't technically know that like right now we don't even know how many students are going to want to be in this. We had a peer leader meeting tonight and they said uh students already asked me about this program and I go how do they already know about it? You know what I mean? Like I'm haven't talked about this
yet. So I don't know if there's people are talking um and they are finding about this. So we don't know how many how like we don't know how many students are going to want to be in the program. We're anticipating a lot of students. Um, and we have also I worked with the counselors to have an application process as well to make sure that we're getting our right students that these
are the students that are ready to go into the workforce and again can represent our school well but then also learn out there and then one of my jobs as a workbased coordinator is getting out there and connecting with the employer. How is this student doing out there? Have they met all the skills that you would like them to do? Okay. Well, what's next? Can you push the student to
the next level at this employment place? No, I'm not. Well, then that goes back to well now we need to find this kid a different job. So that's what we'll do and that's why I said it's collaboratively working with all three of us to make sure that there's continuous learning going on the job and I'm not just showing up just doing the same thing. You know what I mean? Does
that answer your question? >> I mean I appreciate that you're investing a lot of you in this program >> right and those getting out and having those connections with them. So I'm hopeful it goes well. >> No other questions.
Thank you for presenting and thank you for the detailed work that you have to it. Um I have a lot of questions as we always do. So and you have answers to all of them. So that means you're you're not just you're not just looking narrow. You've got the big picture for it. So thank you.
>> Yeah. Thank you for your time. >> All right. Our next agenda item is elementary school reports. Uh for the first time we get to welcome uh two different principles um in front of us. Carla Winter for St. Francis Elementary and Jamie Carpenter from Cedar Creek as well as Melissa for East Bethl.
>> If I could just quickly introduce the two new principles again, as you said, we have Carla Winter, the principal at St. Francis Elementary. Most recently, she worked in Chisum as a preK through six elementary principal. Uh she also
has some experience working as a director of teaching and learning in Winona. Uh so uh we're thrilled uh to hire uh her as a principal. Uh similarly uh Jamie Carpenter was most recently an assistant principal at Malaca uh where
she served as an well an assistant principal for secondary uh schools in Malaca and uh just got to tell you they are both residents of the school district and uh uh we don't require residency and should require but I did
ask them for permission to at least share that publicly and we're thrilled to have on staff. >> You're the reason they came, right? >> Oh, with that, good evening. I'm chair, members of the school board, Superintendent Anderson, and district staff and community members. On behalf
of my elementary principal colleagues, we look a little different than we have in the past, right? I usually are accompanied by two gentlemen and now we call ourselves the leading ladies, right? So you gave us a big task. It's always hard to come up and and really summarize the work that we're doing in
our elementary schools in a period of 5 to 10 minutes. So we are going to try hit out the most critical things that we're doing. Obviously we know you're you're going to ask questions if you have any and um we really encourage you to come out and see some of these things in action because a lot of it it just doesn't really make sense until you see the practices. So with that, I'm going
to kick us off with literacy. As you may know, this is where my my former life was in literacy. And so, I'm excited to share with you some updates in there. So, before I get started, I need to give a big shout out to our elementary literacy coaches, Katherine Helps and Amy Bar, who have been instrumental in
everything I'm about to share this evening. >> Oh, that's >> Oh, I'm so sorry. See, I get so passionate. Um, so Katherine and Amy have been instrumental in all the training pieces, planning for implementation, doing the research, modeling for teachers, and so
without them. So thank you for that investment in the coaches. None of this would really be possible without their work. So with that, there we go. Vanessa, you've heard a lot about letters and I'm not talking about ABCD EF G, right? We're talking about LS, which is the language essentials for teachers and reading and spelling. So as
you know last year in the last school year most the majority of our teachers completed units one through four. So letters is a eight unit kind of training for teachers and so which is aligned to the science of reading. So last year they really focused all of their PD on those early foundational reading skills
like funological awareness print concepts and then basic to advanced phonics skills. Now this year in year two the majority of them are focusing their professional development on units 5 through 7. So now we're moving into kind of more higher level skills like word analysis, um Greek and Latin roots,
things like that. So things that are getting a little bit um more high skill level. We're also focusing a lot more on spelling, vocabulary, and then the comprehension pieces as well. So our teachers again for their um comp for their professional development that they're doing in the district, the
majority of those professional development hours are coming in our letters training. So we've got a great training plan for that. Um and I will tell you we are seeing evidence of these practices happening every single day. So the investment um doing that I know it's
a requirement but we're seeing it. Um for example little things like we used to say as a reading teacher myself I used to say when we're teaching letter letter sounds I might say okay so the letter K says well the letter K actually doesn't say anything. Now we use a
phrase such as the letter K spells or the letter K represents the sound. So there are things that you might not notice but when you attend the train you notice it. So we are seeing those things happening in our classrooms every day which is super exciting. The next big piece two new implementations of
programs that are both aligned to the science of reading and the letters training our teachers are doing. So I put them side by side. One of them you fly foundation. So you fly as if we don't have enough acronyms in this the world of education but it's just University of Florida literacy institute
their foundations curriculum or program is what we're using in grades K through two this year um in grades three we're looking at bridge to read so we're implementing bridge to read and that one actually comes out of serve Minnesota um which is built on the work of the Minnesota reading core program if you're
familiar with that I know um East Bethl and Cedar Creek are both Minnesota reading core sites right now and so um you will see some of those things being implemented but both programs have a very solid research evidence base behind them and it's really focused on those foundational literacy skills which is
all about the science of reading and so um that the students are getting daily lessons that are systematic. Systematic, what does that mean? It's structured. It follows a plan. It's step by step and it goes from the more simple or basic concepts to the more complex. Explicit.
Explicit just means it's teacherdirected, right? They're providing direct instruction through clear modeling and a lot of practice. And so both of these practice or program side by side. They follow these things and then engaging. It's fun to watch. Come on out. We we'll have you watch a
lesson. They're really fun to see the students really getting into the lessons because there's lots of activities the students are doing. So again, the UFly um was implemented in kindergarten through 2 grade and the bridge to read in third grade. And again, both programs very very highly aligned to the science
of reading. So we just have a few a few pictures we want to share because we want to see our kids, right? And so the picture on the left, I just have to tell you a funny story about this. So this is a kindergarten classroom at East Bethle. And I had to go help a student in this classroom one day. He he had lost an item. He was very upset about losing
this item. So we went on a hunt for the item. Okay, he's 5 years old. It's a big deal when you lose your stuff, right? So we walked out of the classroom. We came back in and he saw his class on the carpet. It was actually this particular lesson. And he looked at me, he said, "Oh, we're learning about fricatives
today." And I said, "You're you're you're learning about fricatives today." And a fricative, if you don't know, they're they're teaching them what the different how to make the the letter the sound formation in your mouth. So fricative is just a consonant that's made by friction in your breath, like blowing up the sound. So like the letter
F or thyold's talking to me about a fricative. Yesterday we learned about applicatives and nasals and I'm like, "Wow, this is this is pretty neat that our 5-year-olds are talking about this stuff." So, so again, we're seeing these things. The picture in the middle again, this is in
Nicole Harris's classroom, but this is if you see the little heart underneath the letter. So, they're learning um irregular high frequency words. So, the heart is just that it's something that they haven't learned yet. It's might be an irregular spelling pattern, something like that. They just haven't learned that the e at the end of this word would
make a long e sound because they're first grade and this time of the year they don't know that yet. So we just have to learn it by heart at this time. So these are the types of things that we're seeing every single day in our classroom. The picture on the right is in Andrea Rotham second grade classroom. They were learning about the floss fsz
rule sometimes referred to as the floss rule. So this is really about teaching kids spelling rules. If a one syllable word ends in an letter F, L, S, or Z and has a short vowel in it, then when you're spelling the word, you double the final consonant. You ask
your kids, what's the plus roll? They'll tell you because they know what it is. Now, there's a lot of focus on those things. The next two pages, this is just I could go on and on about this because because I'm passionate if you can't tell. Um, but this is just another this a third grade classroom for a bridge to read lessons. Same kind of things. If
you see the teacher modeling on them, there's actually a script that they follow. Scripted lesson. This is the explicit part to make sure that every student, no matter what classroom that you're in, you're getting the same instructional um guidance with them. And then they're doing the kids are practicing. So this happens to be um a
what we would call a C VC. So a consonant, vowel, consonant, and a e at the end of the word. So they're practicing words that end in those sounds. So again, lots of exciting things when it comes to literacy in our schools. There's one other thing I want to talk. Actually, I should let one of
you to talk about it because this was really cool. >> Go for it. >> You weren't just excited. Go. >> So for the first time, so as you know, all three of our sites um received title one and access funding. So we have intervention teachers at all three sites. And for the first time in my
years in the district, we had a combined title one access family engagement. that was held on October 28th at St. Francis Middle School. So across all three elementary schools, our intervention teachers planned activities that were aligned to the reading or math
interventions that they do. The families came out, they got to play the games while Carla and I did a presentation for families about what is title one, what does that even mean, what is access, what does that mean, what does that look like, what are my rights as a family, as a parent when my student is receiving
intervention services. So, we did a little presentation for the families. The kids came to play games. They went home with a ton of books, a ton of resources. We had some pizza. We had 280 RSVPs. Um, it was amazing. The feedback from the surveys that we sent out, they're
like, "Yes, we want more of this. Let's do this more of this stuff." It was really neat. It was a great night. It was a great night. >> So, okay, I'll be done now. >> Yeah. And just to add on to that a little bit too, I have a student that walked down the hall. They're like, "Remember when I saw you at game night?"
And it was at ANS night where they were playing learning games and then the parents came and played learning games and they were like, "We have this game at home. I didn't think I could use it this way." And it just it brought this whole new experience for the family and the kiddos all to come together. It was such a fun.
>> I think you're up on math. Is that you, Miss Feel like it's a lot of pressure. >> SO I GET MATH. SO WITH OUR MATH, we have been transitioning. So there are new math standards coming out. They will go into
effect on the new testing cycle. I think this next year, next year. >> See? Well, we have to roll them out a bit at a time. >> Okay. So we're rolling them out slowly as it goes. But some of the things we have been doing is the structure of what
our math lessons look like. So, our math lessons all start with something called a daily numbers talk, which has been very exciting to see. They started all the way in kindergarten where our kindergarteners are talking about what is this number? How does this number? How is it made up? How does it look? All
the pieces all the way up to fifth grade where now they're looking at equations and they're talking about how do I solve this equation? And then they'll ask a peer, how do you solve this equation? Well, how do you see that piece? and they're doing all of these concepts and conversations that the students are
having with each other and the teacher just sits there and helps facilitate it and watching the kids move from the younger grades and as they've been going up now doing these number talks for the past few years, you see that engagement and the excitement and the confidence in
how they're describing how they do it. Um, I was in a second grade classroom the other day observing and they were talking about how, well, I didn't see it that way. I used it this way and I used this framing or, oh, I didn't even think of doing it that way. I did it this way
because this is how my brain saw it. And it's a whole dialogue between the students about different ways to do the same concept. So, there isn't that rigid like math is just on one way. It's how does your brain understand it? and then the kids are kind of teaching each other
in their own language which has been really exciting to see. So every lesson starts with our daily number talk just about 5 to 10 minutes and then we do move into our core instruction which is developed based off of the standards and our scaffolded lessons planned
throughout the year to meet standards. Within that we also do some testing and assessments from our fastbridge testing and with that we do some of the automaticity pieces and everything. And then we go into tier two interventions
which is where our teachers will take small groups of students and work on individual needs based on what our data results are showing or what students are struggling with during the lessons. This is done sometimes during the actual lesson time or during what we call win
time where it's our what I need time and they might get that extra little scoop of whatever practiced skill that they're missing. So, and then if we um so then if we look at the data for our number talks and how our
automaticity is turning out um in 2022 is kind of where we started the number talks where and if you look as the data goes across years and these students continue to develop these number talks and the understanding of the process of
math in that deeper level and the actual conceptual understanding of how math works and how numbers numbers work. We're starting to see that growth in the data as well. So, we're starting to really see that correlation between
these number talks and our students performance in their um automaticity testing. So, and then these are some of the new standards. So, they are kind of shifting to that conceptual understanding of
math. So, it's not just the this is the equation, you learn to solve the equation. It's actually understanding the pieces of the equation that make it into what it is and the pieces that um help develop the problem into bigger
thinking concepts. And so it starts all the way in kindergarten with our math talks and it just builds and every year it scaffolds and builds up until we get into the more advanced expressing and repeated reasoning and all of those pieces. So these standards are what we
will be slowly rolling out a little bit at a time the next few years and um but our teachers are already fully embracing them as they look at their curriculum and prepare their lessons. So, it's just been really great to see this
development in our students and I can say even in my own kiddos, um, we've been in the district four years now and when we moved in, they were not confident. So, my youngest is in third grade and I remember him being so upset
the first year he had to do these number talks and he was so intimidated. He'd always just say what he said, what he said, and they never and now you sit there and you watch them in class and they have things to say, even if it's what somebody else said, but they say it in their own words. Like you I've seen
it in my own post, the evolution of how these numbers are impacting kids. So, it's just super exciting. And then we have a few different photos. So, up in our top left corner is Mrs. Gold's second grade class.
And then um on the top right is one of our kindergarten teachers, Mrs. Fields. And then down in the left is another kindergarten teacher just working on those counting and getting the movement breaks built in. So they might jump, they might dance, they might whatever it is, just working on those counting
pieces and all the way up into some of our higher level math curriculum. So, it just all of it is very um accessible to students and all the different ways that it's presented.
Okay. >> I am really excited about math, by the way. Um, another focus area that we have in our buildings, we wouldn't be able to do math and reading if we didn't really work and spend a lot of time on culture and climate in our building. And as an
acronym again the SEO means social emotional learning and our PBIS is positive behavior intervention and support. So along with these areas we are able to build up students and teach students um these super important skills
in order to be able to sit down and do math and reading. One of our big focus on social emotional learning is our second step curriculum and students get this um have several units and the focus really is improving students school success. How can I be a good listener?
How can I be active listening? So it in the units it supports that. We look at social competence, you know, how we're getting along with others, how do we treat other people? And then really overall well-being of our students. And so our our teachers really have put a
lot of time and effort in our second step. As principles, there's also a support piece for us that we can support that. Uh as we look at zones of regulations, uh we might ask a student what color they're on today. And we have red, blue, yellow, uh and green. And
those go along with the emotions. So we can tie those colors to students emotions, work on some self-regulation tips and strategies for them. Along with that, we have you're not alone therapy dog program. And it's newest to my building, I believe. And there you will
see a picture of our our pets and their owners in just a minute. But that's really been an exciting thing to have those dogs around the building. Um, at East Bethl, they're doing a make a difference and you can nominate students can nominate students or students can
nominate staff for making a difference in their lives. They get recognized, called down to the office. Um so again teaching students those skills. We also do an end a day with Mr. K. That's Dr. Mr. Krueger. He um does some interaction
with students that have had a successful day and were able to regulate themselves throughout the day. Uh we also have our PBIS and all of the buildings have different things that we do. Um students are given for being uh respectful, responsible, and safe. They're getting
tickets and we draw names monthly. Some of us, we do things a little bit different. I have assemblies at my building. I'm not sure if you guys >> We do them every time. I think yours are every month. >> Every month. Yep. Um some of the schools do good good news calls of the day, so they're calling home for those positive
behaviors. Uh my students are asked to come on morning announcements with me. They sure like to tell their jokes, but that's a reward if they were um chosen as a unbelievable um winner. Lunch buddies. We are uh cafeteria folks. They set up, they do
this all on their own. They set up a little lunch table with our Buzz and they make it really special for them. Stuffed animals, pizza party. So, we celebrate those things, those successes with our students. We have Buzz up there in the corner and I won't reveal who he is, but this was one of our our months
that we had unbelievable winners. So, um it's just an exciting time. we hype it up and we really want to um share those those positive things with our students and um focus on that. I know at some of the buildings we have um the fancy lunch
I believe you have that in your or you do that in yours. Okay. Um the Saints Pride bingo looks like that's happening at your building as well. So um we just try to promote um all of those wonderful things. And then we do we have you're
not alone therapy dog program. We have Melinda and Murphy there on the left. And then in my building, I have Karen and Breeze. And the 31st of October was the first day um they came into our building. Did you guys get started a little bit earlier? Maybe September.
>> So very exciting to bring the dog and their owner along. And then here's that making a difference program um where I have kids nominate kids and students nominate teachers. So I think this is really special too to celebrate all those great things that
are happening. And then I I feel like all of us in all of our building that that big word of kindness that we're promoting kindness that we would want our kids to be successful and one way they can do that is really lifting each other up and lifting the staffs up and showing kindness throughout the
building. So it's yeah, it's great to be to be part of that and um spread that throughout. With that, do you have any questions for us? >> Any questions or comments? >> So, well, no problem.
Um, for starters, welcome. Excited to have you guys. Miss Kitty, you and I have lots of um I've been volunteering at your school for years. I can personally attest to
the passion that you put in your job, compassion that you give to these kids. I watch them grow on a regular basis. You are the reason people like me are proud to be in this district. Okay. Um, and
I also want to thank you personally again and publicly for your personal everything you did with the bus. I really appreciate it. It means a lot to us and I just want you to hear it again. So, thank you.
Any other comments? Okay. Um, I've got a couple. So, you guys see the beautiful wall over there with stars and Mr. Link, thank you for saving me. Uh, districtwide hopes and goals, right? Um, I try to talk about them at the end of every uh board
meeting, but you guys have it so I need to talk about them right now because of what you guys just presented. But the ones that were highlighted for tonight, uh, build confidence in students. Uh, absolutely everything you just showed us is exactly what that's doing. That's
reaching hopes and goals from our our staff and then No Kid Left Behind. Uh again, you guys showed us tonight what you're doing and implementing and I absolutely love that it's a team uh coming together because you guys are sharing uh the experiences across and we all know how important that is and how
happy Heidi Critley is when all three and all three schools have the same expectations when they come together. So, thank you for doing that. We are seeing it. Um we are seeing that progress and we're seeing that impact. So, thank you for doing that. And then the last thing is thank you for the
invite to all of us. Um please get out there. Uh if you can a reminder to all of us shoot any one of them an email. Uh they will gladly welcome us into the building but give them a heads up that we're stopping in. Uh shoot them an email so they know what our plans are. They'll work around us. Uh which is
really nice. But please uh reach out to them so they know you're coming and they can help. Uh because if not every class is teaching everything at the same moment. uh if there's something specific you want to see, that'll help us be able to see that. So, thank you all for that. Tonight, Mr. Anderson, do you have
anything? >> We picked three great instructional leaders. So, thank you. This kid. >> All right. Our next agenda item is student services report. Our director of student services, Dear. Provide
>> an update. >> Good evening. Um, I do want to say thank you for those that have stopped by my office and spent some time with me and gone over a lot of these things. So, I will keep this one kind of like me short and sweet. So,
um, we have had some changes in the program. We down downsized by one program supervisor. So, we shifted some responsibilities. One was the Genesis program which was our al is our alternative hip to suspension program.
It is run through the building next door. So the logical shift was to have Ben Craig take over as and it is a gen ed program. So that was a logical shift. So he has taken over the genesis program for this year. Um and now I am
overseeing Ben. So it's kind of all under me but still a shift to him. The restore program is also housed over there. Uh that is the shift for there that is now under Bridget Brown. She started there and then when East opened
up she needed to give back her full attention and now she's coming back to work with restore. One of the things we really wanted to do this year is increase the communication from the Restore program to the parents. So we've implemented a 3-week check. Every 3 weeks the case managers in Restore reach
out to parents regardless on you know the progress or lack thereof. So parents are not surprised when we need to make a shift in programming. It is very run very tight. At least every 3 weeks parents get an update.
Um that being said, the middle school um so elementary has a behavior program housed at East Bethl. Students in that program once they hit middle school, we didn't have a setting three which is
it's in their main building, right? if they had high behaviors, they went to the restore program or went to a setting two. So this year to make the transition better, we have rolled out a setting three program right at our middle school. So it's a little bit softer of a
change and more welcoming for the students. So it's not, oh, you're moving to a setting four, you get to continue with your setting three program. So that was a huge shift this year. We spent many days this summer getting it lined up and ready to go. So, that's um little
bumps here and there, but I feel that's getting off to a great start. We have some students that um like I said, instead of moving straight to restore or maybe they're in eighth grade and experiencing some bumps, they get to go to this, we call it reconnect, get back
in um connection with being regulated before moving them over to restore. So, I feel that's off to a great start. The next big thing we're working on is our transition from high school to T15. Um we're trying to take out the feel
like I feel they should go, I feel this is going to be to more data collected and there's um there's a decision tree. So it takes all the emotion out and it really we are starting at 9th grade the discussions all the way till they're a senior. So again take away the surprise,
right? you aren't sitting at a IEP meeting, your student is a senior, and then the staff is saying, "Oh, we want them to go to the T15 program." Everybody's on board from 9th grade all the way up. Um, Crossroads Bar None and Crossroads
East because the population, student population is um, it fluctuates so much. We found out in some buildings we're understaffed and then oh a month goes by and now we're over staffed and it was back and forth and it's really it's a
hard pill to swallow when we have to send the tuition billing to their home districts and it's super expensive because all of a sudden we're overstaffed. So, we worked really hard this summer on how can we share staff between the sites to keep the
programming strong, um expectations high, but be just more mindful on our staff and our resources. So, one thing we did this year is we have two teachers. We have the language arts person who's housed at Crossroads East
and the social studies person who's housed at Crossroads Bar None. One day a week they flop spaces. So they're teacher record in both of their disciplines, but one day a week the kids get to see them in person, ask
questions. So we're sharing staff between sites to mitigate the cost for one, but keep the programming um solid and expectations high. Um some of the things for um just uh
program wise that we've rolled out last year we started spend forms which is a new platform for all of our special ed paperwork. It was a huge lift last year and we had um some hiccups along the way with staffing and this smooth roll out
that we were promised did not go as planned. So, we now have a Tulsa in position and she is on fire. She watches every tutorial video that Sped Forms has put out. She's out in buildings and she's helping people. So, we're in year
two phase two and it's back on track. It's looking much better, much tighter. Um, we also launched our uh special ed website. So instead of having we used to welcome back here's your binder and it's this thick and and okay put some tabs
here and here now it's all click of a button it's on the website it's um updated live if I make a change in my office boom it's changing on the website so if mte comes with the new decision I get to change it and it's out there instantaneously so that's been huge
shout out to Rachel Hawkins who works at T15 is she loves website I don't know. Um, but she's doing great with that. The second uh thing we're doing or second year with behavior
interventionist MDE again at the 11th hour says, "Oh, by the way, they need X amount of training." So, we created it was Bridget Brown, Stacy and myself, we met and we said, "How can we get this training implemented?" So
behavior interventionists are working through modules put out by the MDE on trauma-informed different behaviors, deescalation. Um, and I met with them this last plate or day 172, our professional development
day, and I was so stoked by the end of the the session. They love the modules. They've learned so much. They were so excited to be doing this learning. So that really got me fired up. So, I thought it was a great professional development opportunity and they're just
thirsting for more. So, I think that's going very very well. Um, so you may know them as centerbased programs, life skills, high energy at the elementarymentaries. What we wanted
to do is have the grouping a little more flexible. So we change it to uh uh speciallyesed classrooms or SDC's that allows us to group not by disability area but by ability. And so um the name
itself changed so we could be a little more flexible and open to individualized program. It it isn't based just on what the paper says your disability areas. It's the data. Where are you at in your journey? And so that rolled out this
year apparently. I like rolling out new things every year. So that was for this year. Um and another thing we did uh educational assistance we they have to be highly qualified. They have to be PCA certified all of the things. So um kudos
to the HR department who has really uh partnered with me and we've come up with an onboarding process. We had a goal last year of getting I believe 95% of the EA's highly qualified by the end of the year. We ended the year at 98%.
So, um, pretty excited about that number. And over the summer, I worked with HR, handed it over. So, now as they're hired, they don't even step foot into the classroom until they're highly qualified, PCA certified. So that has
been a really big step. Um you know I just again shout out to Amanda Leto in HR who is really uh stepped up and helped with that. So um a couple things that we get to check off the list. We've completed
these. So Nlloxxone that was a big thing last year and how are we going to get it out to people? What are we going to do? Al Schlomman is the program supervisor who oversees anything that's not special ed but is in our department. Nlloxxone fell on his
plate. So, um he was able to get the storage, he's got labels, he's got it out to buildings, he's created the check plan, like he checks the boxes once a week, does all of the things. Um he also
came up with the AED replacement plan because we've got several across the district and they're not cheap. So he's got he's got a whole cycle of when they need to be replaced. So he's got it on a system now where two or three a year is
all we need to replace. So it's worked out quite well. They also worked with the health uh the school nurses to develop um a clinic for vac vaccinations or if you choose not to be vaccinated,
we need a notorized um letter saying you're exact um opting out. So somebody from every building is a notary now. So whenever there's parents there and they want to opt out, fill out the form, get the notary on site. So, um, Kirsten,
what is the percentage that we want to be at? >> Um, for actual kids vaccinated in the MMR, the goal, the minimum goal is 95%. Right now, we're at 92.7%. >> So close. >> So, we have a ways to go. And then the
expectation from the state is that we have 100% of all of our kids either vaccinated or who have submitted one of those forms. And uh we're not there yet. >> Not there. >> And so that's that's a concern uh
because there could also be the expectation that they should not be in our school building unless one of those two things is in place. So that's something we may have to consider implementing or not. But I just
want everyone here to be aware of that expectation. and we're not there yet, >> but we're putting things in place to get us there. So, um, yep. Um, the bigger picture items, our department is working on standard operating procedures. So,
when I'm in the lottery and, um, retire, somebody can step in and it will be all laid out for people instead of, um, the crash course, learn as you go. Um, and then to couple with that, the onboarding process for the program supervisors to have it more buttoned up, more tight.
We're doing some cross trainining so if one is gone, somebody can step in and um fill their shoes. All right, any questions >> on the vaccination situation? Um the 95% is that we want 95% of the people to be
vaccinated or we want 95% of the people to either be vaccinated or give us the letter. >> Yeah, I I'll answer that. Uh first of all, our health department has done a great job communicating the need and the importance of getting vaccinated for
measles mella. So they've I think we've done a really we've made a strong effort to get that to happen. What the Anoka County has told us at a recent webinar is that we need we should have 95% of
our kids vaccinated in order to have you know the dreaded word herd immunity. And so that's the the minimum threshold um that will help minimize the the risk of of measles being you know in our school
district. So that would actually be vaccinated. Sure. >> Uh the expectation from the state is 100% of the kids uh need to be vaccinated or have that opt out form on file. That's the expectation and we're
not at 100%. I don't recall what percent we're at right now, but we're short of that. >> Thanks. >> Any other questions or comments? Deb, uh, thank you. I can only imagine how
long you tuning things. Um, when you brought up taking the feel out of it, I think that's fantastic. Um when we are trying to push these kids into something based upon the way someone feels and
body water just taking the emotions out of it and having factual data on what's going to help the implication of um putting these kids in programs based upon their ability versus what it says on a piece of paper written by a
professional. Fantastic. Thank you very much. >> Okay. Uh I have two things. You said it very quietly, but I think it's one of the big tasks that you're working on. Uh but the increase parent and guardian communication. Uh that is a huge task and I appreciate that you're taking that
on specifically with Genesis and Restore. Uh because I know that's a majority of complaints that come up uh to the superintendent level and sometimes to the board level is that communication piece. So, thank you for taking that task on. Uh, and then the other thing, do you know what rollouts
mean? It means that we're being proactive and not reactive. So, thank you for all the rollouts that you're doing. We are becoming a proactive district in those things. So, thank you for bringing that forward and pushing it. >> Thank you, >> Mr. Burke. Could I add one more thing?
Um, I think the biggest barrier, correct me if I'm wrong, Dad. The biggest barrier to having, you know, the the program that we dream of with special services has to do with finding staff members. We are short of special ed
teachers. We are short on special education assistance. It's an issue and I I know how hard Deb and her team and HR are working on this, but it does impact, you know, the environment in
schools if we don't have the, you know, the staff levels. And so we we recognize that we're doing everything we can uh to to make that better. But I just want to say something that I think is probably pretty obvious uh to everyone because we've talked about it so often. So,
we're going to keep working and um try to find as many licensed candidates for those teaching positions as possible and, you know, high quality education assistance and we'll see what happens. >> Thank you.
>> Thank you. >> Our next item is administrative reports. Representative Anderson, >> this will be one of my shortest reports. >> Four minutes or less. >> That'll be less. uh community engagement task force is meeting as we speak. Uh information from
those meetings are uh well they're linked and I have the the link in my administrative report. We encourage people to take a look, ask questions, challenge information uh and provide whatever feedback possible. Uh recently
the uh the task force did request that have a special meeting of the school board in January or February depending on timing of things. So I just want to mention that and then you know Mr. Burr uh I'm sure will be reaching out you
know at the right time to try to set something like that up. We've already talked about measles so that's all I have. >> So so the task force when they met in their first meeting they said hey this isn't enough time for us. the second meeting they were able to look at a little more in depth and said hey we're thinking January maybe February um to
come back to the board with the presentation so uh the the task force came up with that assessment when hey we want more time to be able to dig in uh administration said that's a good idea as well so we'll work together on a on a date and what fits best and that would
be the only topic we would have that presentation back >> is it that they need a special meeting just for time or find my separate meeting just for >> it would be for time and allow for focus for that group to come and brief us on
their findings. >> So more like a work session. >> Yeah. Yes. More like it would be a work session. It' be a formal update to us. No action at that time but a formal update to us. Correct. Uh and then uh
just so everyone's aware they've had two meetings. They're in their third meeting right now. on the first meeting for the engager group, talked about the board charge that we gave them, introductions of the group, uh, and then went over some expectations and then some of the
initial feedback that they received. Good numbers. They had good numbers in the second meeting and I'm assuming they have good numbers tonight. We'll get a report back. The second one, uh, they started their tours already. uh the ALC was first or the learning center was
first on the presentations of my site IQ. Uh they each get a login to my site IQ so they can go in and actually do in-depth digging of our facilities uh that they want. It's a temporary they won't have it forever but they have it for the time frame they're on there. Uh
and then they review the initial findings in the community surveys. Those numbers will all be provided to us, how many were filled out, who filled them out when they gave the report. And then tonight, uh, they started at the middle school um, doing a tour there. Uh,
Michael Hart from PMA, our representatives, giving a school finance crash course. So, they're all going to be experts on school finance. Uh, and then, uh, the city of St. Francis, I think, was on the agenda for tonight as well, uh, to talk about what they're doing in the community for the group to
see. So, great stuff. uh going forward with that task force and I'm really excited with the engagement and the number and I think you stopped in to one meeting but it looked like good numbers there as well. So >> any questions or comments for Mr. Anderson
>> with the vaccination numbers is that still public for other schools? Do we have any idea how we compare to other districts? >> I haven't seen uh actual numbers from other school districts. Uh, I'm sure that it's public information if we put in a request for a particular school, but I haven't seen anything just
statewide. >> Okay, moving forward. Uh, agenda item six, action items. We have three action items for tonight. First one is the resolution canvasing returns of votes for the November 4th election. Uh, it's relating to the return of votes. You guys can see that in there based on
special election. Um, Mr. transition is here to answer any questions. Do we have any questions prior to the motion being made? Okay. Is there a call to motion for approval to return the votes as present and recommended?
>> Thank you, M. Is there a second? >> Second. >> Thank you, Mr. Work. Any discussion on the motion? >> Congratulations, Jessica. >> Stole my >> We haven't You raised your hand. >> We haven't approved it yet, right? Any
other discussion on that motion? >> Just a quick one. Just thank you to the voters that went out and actually voted that day. I know there wasn't anything else on the ballot. So, thank you to those that took the time to do that. >> Good call. >> Uh, this will be a roll call vote. So,
uh, signify by saying I if you in favor or nay if you're opposed. Mr. Hump. >> I in favor. M. >> Anderson. >> I. >> Mr. I. I
>> Mr. >> I am also in favor. >> Miss West >> I as well in favor. Motion prevails. >> I'd like to welcome our new school board member officially.
Congratulations on the election results and as you already are but welcome to the board. All right. Next agenda item is approval of information technology department work agreement. A summary of the agreement is provided in the board packet. If you have any specific
questions, Mr. Nelson is here to answer those questions. Any questions prior to a motion being made? No questions. Is there a motion uh to approve the information technology department work? Mr. Work. Thank you. Is there a
second? >> Any discussion on that motion? Mr. Shar, >> just want to thank Brandon for all the work he puts in on this. It's just a lot of work for him, especially without a business director here just figuring out all those numbers. Uh, also thank you to
the tech department for I'm on this negotiating committee and they just come so well prepared and with realistic expectations. So, thank you to those involved.
>> Any other discussion? Second. >> All right. Uh, if you are in favor of the motion, signify by saying I raise your hand. >> I >> I motion prevails. Thank you. The next agenda item is approval of the bus driver work agreement. Again, a summary is in the
board packet. If you have any specific questions, Mr. Nelson is here to answer. Any questions prior to a motion being made? Seeing no questions, is there a call to motion to approve the bus driver work agreement? >> So, thank you, Mr. Working. Is there a
second? >> Second. >> Thank you, Mr. Shra. Any discussion on that motion? All right, seeing no discussion. Uh if you're in favor signify by saying I and raise your hand. >> I pre 70 to zero. Thank you. Next agenda
item is upcoming meetings and primary topics. Any questions or comments on what is listed in the board packet? Mr. >> Oh my I believe we are going to revisit the library situation and I don't see it at any of this.
Am I missing it or >> it's not on there? Um, I do have it as a list of potential work session. So, okay. I'll follow back up with you on that one, but I do have it on my list of work sessions. >> Thank you. >> And are just up for clarification, are you talking about staffing or what were
you >> Yeah. are you even facilitating? Like it seemed like our elementary schools were really um utilizing and then it seems like our middle school and our high school wasn't. And some people had been thinking about maybe consolidating and
uh focusing where we use it and not spending money where we're not using it. >> Thank you. >> Any other questions or agenda item? Uh, next item item is school board member report. Mr. Orton
um attended the um six minutes of got one of the EA negotiations progress moving there. Excited to see Brandon getting these two bedrooms closed out looking forward for us negotiations. attended the um fall
festival at the East Battle Elementary School right around Halloween. Super fun community engagement. We had triple the turnout I think it was from last year. Um Miss Kib and her crew and the PT PTA PTO, however you want to say it,
involved with that setup did an awesome job. Had a lot of fun with that. Um that's all I got today. Thank you, >> Mr. H. Nothing.
>> Thank you, Mr. >> Um, ongoing negotiations and um I just wanted to thank all of you for helping me uh get the knowledge that I needed to join the board and um community members
for both. >> Thank you, Mr. Sher. Um, winter sports for this winter started. So, girls basketball started today. So, now I've got a full calendar ahead of me. Um, I'm just bummed that
this weekend I missed the play. So, >> it was really good. >> I'm sure it was super good. >> Probably the first one I've missed in a while and I was bummed I couldn't make >> and that's it. Thank you, Mr.
um meeting confer with teachers and EAS both were very productive meetings um and also negotiations multiple negotiations coming. >> Thank you. >> Um curriculum meeting prior to this
meeting here. Really super excited about where we're going with the career pathways um program. Um there's a lot going on. There's been a lot of work put into it and I'm looking forward to seeing how it how it flows once it is up and running.
Um, community ed, we have quite a few programs. There's discussion about uh having a survey done to see what types of programs our community would like to see. Um, otherwise I think that's all I got.
>> Thank you. Uh, same for me ACT committee uh this evening again. great u participation and agenda items going forward and what the group is working on. We talked about the community engagement task force already and that's all I had on my list.
>> All right. >> Yeah. Tomorrow morning tomorrow morning Veterans Day 8 to 9:00 at the high school. So early happy Veterans Day to all those that have served uh and continue to serve. We thank them for their service and appreciate all they
have done. And also the middle school had a great Veterans Day program this morning and uh it was really well done because they really included well first the the the main speaker was fantastic. Uh there were lots of veterans there. Um
their their kids or grandparent kids were really proud of them you know being in the audience. And then Heidi Critley always involves as many students as possible speakers the band the choir. It was just really well done.
>> Yes. So with that, um, we heard some of it tonight as well, but it's absolutely awesome, Mr. Anderson, the opportunities for parent involvement that we are seeing this year within all the schools from Veterans Day services to the pizza
party night to all the other pizza party night. All those pizzas got delivered to me. Uh, I was having a football banquet at the high school and we got all the pizzas which was wanted to eat. Really nice to find out that it wasn't just for me. We ordered from Tasties, they
ordered from Domino's and they all arrived to my pieces. They were happy when they found it at our school. Mr. >> I was just going to comment on the middle school. I was at that state thing too and I've been going to that for a couple years now. boy, they really are
making some breakthrough on uh how the students are kind of being respectful and that it goes to obviously everyone there, including the students, including the staff and obviously the the the leader of it all, Principal Critley. But what a just a wonderful respectful group
of kids. And I mean, it was a couple years ago when it was like like, you know, I felt like I was going to get shipped there, but it's it's great now. It's beautiful. and they're really really there's been some huge movement in the right direction and I'm super impressed. If I could add to that, just
um at the very beginning, you know, all the middle school kids were sitting down and then they stood up >> and it was kind of loud, you know, when they stood up. Apparently, that's a big deal when you're a middle schooler is that when you stand up, you have to talk >> and Miss Critley went up to the podium
and uh you know, because it was the next phase of the the program and she said, "Now it's time not to talk." >> And everyone stopped. And it was silent after that. It was really impressive. >> Yeah, I agree. >> Okay, now it is not time to talk.
Item nine, adjournment. >> Thank you, Mr. >> Discussion on that motion. Hearing none. All in favor of the motion to adjurnn, signify by saying I and raising your hand. >> Motion. >> Board members, please don't leave before
you see me. I need a signature on a resolution, please. >> Yes. >> Appreciate you.