All right. Well, welcome everyone. Good evening. Uh, like to call the meeting to order and we'll start off by saying the pledge of allegiance if you choose. 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. Thank you. We will start. I would entertain a motion to approve our agenda with the suggested motions and resolutions. Do I have a motion? Move to approve the agenda. Motion made by Meisner. Do I have a second? Second. Second by Jones. All those in favor, please signify by saying I. I. All those opposed. Motion passes. And then uh on our agenda, first up is Dr. Lewis's superintendent report. Dr. Lewis. Thank you so much, Chair. I have a lot of um featured guests tonight. So, I'm so excited um to see a pretty full audience. So, it's my absolute delight to invite up Mike Mayor, parks and recck director. Mike, you reached out to me about a month ago and said, "I'm really excited. I'd like to share with the school board an update on Commons Park." So, we're so excited um to feature you here tonight. So, come on up. Thank you, uh, Dr. Lewis, uh, Mr. chair, members of the board, staff, students. It's uh very exciting to uh be here this evening with all of you to uh share an update on uh a very large and uh what I believe will be a transformative uh park project um for us all in the city of Fidley. So, I'll just provide an update on um the construction and kind of the the vision. We've got um some updated renderings that we just got uh about a week ago from our design team um that will help uh all of you and any of the folks that are maybe watching from home um really helped to imagine uh what that park is going to look like in about a year from now. See if this uh doesn't look like that's working. If uh well figure that out, Mike, I'll let you know that my three-year-old really hopes that that big dirt pile stays because he's been itching to get in it every time we drive by. He says, "Mama, I go there." Nice. I will uh I'll see what I can do about that. But no, no promises though. All right. Well, um, so I've I've got about 15 slides or so that kind of lay out, um, the different, uh, aspects of the park project, but, um, I think, uh, all of you here in the school community know, um, the location of Common Park is really one of the things that makes it so special. So, it's located really, uh, right in the middle of our community here in Fidley. um right across the street from where we are right now here at the community center and within walking distance to a number of our schools. So um we we really uh envision this park as being um kind of a central hub for the Fidley community, a place that brings uh everyone in Fidley together uh where all can uh gather and enjoy the park. Uh so you'll you'll notice in looking at the uh kind of updated renderings where you see um the parking lot and and what we kind of referred to as the the hub of the park um on the the bottom left there um is is kind of the the the community use zone. So what we've done is kind of divided the park into a couple of different u use zones. So um to the north is athletics. So you can see we've got two new baseball fields. uh a brand new pickleball court complex, the existing uh sand volleyball, existing football. Um to the south then is the community use. I'll go into that in uh a little bit more uh detail. And then we heard from the community that maintaining some open space in the park was very important. So kind of that middle zone of the park is kind of a transitional element that still maintains that open space for um play and open activity. Um, so there you see just kind of the bird's eye view of that that hub area. Uh, there's a a a new park building um that will be um kind of the um the home home for a lot of our parks and recreation classes. Um, but it'll it'll be uh really a multi-use uh facility. Uh, an inclusive playground is a key feature of the park design. I'll get into that a little bit more. um splash pad, a lot of just open um plaza-like spaces. Um there's some public art as part of the plan. So, we really tried to create a park space that would uh offer value and uh engagement for everybody in our community. So, the uh the recreation building um will have, you know, of course, restrooms, drinking water, kind of all those amenities that somebody um coming into the park might want to find. Um we're envisioning this space as having a little bit of seasonality to it where um we expect it will be open on weekends throughout the year and then open daily kind of from the peak season of um say miday through September. um as a as a daily feature. Uh the building will have um three different activity rooms, uh kind of a winter warming area, some public gathering spaces, and then a small space for our parks and recreation team. Uh again, just some some renderings of the uh interior space there. Uh it's going to have some vibrancy, some color. Um we we're working with a local artist to do a mural inside the space. Um again it will be a staffed uh building. There'll be vending. Um we envision a variety of different classes and programs happening in that space. And uh one of the things that we're u extremely excited about is an inclusive playground. It really will be Fidley's first uh fully inclusive playground space. And if you're not uh familiar with with kind of that that term or concept of an inclusive playground, um essentially it's a it's a space designed for all ages and abilities. So a lot of the play features will have easier access for individuals that may have disabilities um for again that full spectrum of age groups. Uh you'll notice the surfacing rather than having um mulch or that kind of what we call engineered wood engineered wood fiber. It's all that sort of um rubberized surface which is easier to get strollers, wheelchairs, uh easier to walk on. So the entire space is designed to be accessible uh and enjoyable um by all. Um there's that's all right. Um so just a few other features. Um there's there's plenty of shade. Um a really exciting uh brand new uh product. Um it's about a 30- foot tall play tower that's just packed full of features. Um and we just want to recognize we did get some funding for this project um through the state of Minnesota. Um and and we've done a ton of community outreach on this. So we got a concept out in front of community members um and they said, "Nope, we want to see more slides. We want to see a few of those zipline things." So, we kind of went back to the drawing board and brought back uh an updated version based on the community input and uh some of these will just kind of be uh updated renderings. So, again, you can see um this is a good example where you if you look kind of to the the right of that image, you can see the the entry point to a lot of the play features will be ramped, have railings. Um, so again, that accessibility piece um is integrated throughout the entire design. Not much to say about that one other than it's going to be really fun, just packed with features, lots of color. Um, so we're we're so excited to get the community out to enjoy that new space. You can just kind of slowly go through a few of those. Um there are some uh some different types of experiences uh integrated into this as well. So you know it is designed to be accessible um but also to appeal to um so like there there's some um things that that use like um player that revolves around sound and frequency. So different types of play experiences that appeal to different uh types of individuals, different age groups. Um, and of course the the splash pad is another feature that we know the community is very excited about. Um, this again was developed through community input. Uh, we'll have plenty of shade. That was one of the the most important things we heard from uh stakeholders in the community. Uh, shade throughout the whole park uh program. Um, this did get some funding from the Minnesota Department of Natural Resources. Um, and as far as how the the splash pad itself works, um, There's, you know, quite a few of these found in different communities, but um essentially it's, you know, it's water play where you're not, you know, getting immersed in water, but it's kind of spray splash. Um, this will be what's called a pass through system. So, it's not using u treated chlorinated water like you might have in a pool. Um, but it will use uh kind of regular city water. Um, but it is uh designed to be efficient for water use. So, uh, there's a couple different zones that are activated either by push button or motion. So, it's not like running all the time. So, if if nobody's there, the water's not going. So, you can kind of, um, activate those different zones. Or if there's only, you know, two, three, five people there and they're only using one space, you can activate one zone at a time. And just some some images of uh different components. So, there's some quieter areas um there where if you don't want to get splashed, you can kind of, you know, play gently in the water. Although, there are some things where you'll get a giant bucket of water dumped on your head. Um if that's what you want. Um some slides, just again kind of a variety of different uh experiences and and levels of immersion. Uh there will be an accessory restroom building adjacent to that that can be used for changing um just easy access to the restroom. Uh another space within the the overall park project, there's kind of an activity plaza um that'll be used for concerts, performances, yard games, those types of things. Um one piece that we're really excited about is uh there is a public art piece that's being planned for the space. So, um, Fred Lee, um, just started a a public art commission. So, we've got a group working on that art program. We just, uh, interviewed artists, uh, that submitted proposals for that, uh, about a week ago. Our commission, um, just made a recommendation for an artist to bring in for that project. Um, and a new nonprofit organization was founded here in the community to raise funds for public art um, over the coming years. So, we're excited to be able to populate um public art throughout the community. Um and there will be a a prominent piece there as part of the park project. The the one that's shown there isn't that's not even a a concept of our our piece. It's just a placeholder. So, um yet to be imagined. Uh there'll be a uh some ice skating in that space. So, what you see here uh will be a multi-use space, kind of a large figure eight. It'll be covered in the summer for um you know seating um shade performances and then in the winter that same space can get flooded, frozen. Um just we know with you know winter not being super consistent these days, we wanted to create a space that was um usable for um all year round. Um we're really seeing the the Commons Park uh space as being a perfect spot for community events. So, um, you probably know about our 49er days festival. I know a lot of you partner in that. Um, but really this space is being designed for food trucks, concerts, um, craft fairs, art fairs. Um, so should be a great place again for the community to all get together and enjoy those uh, fairs and festivals. U, there's some walking loops throughout. Uh it'll be really well lit, so for folks that just want to get out for a stroll, walk their dog, what have you. Um be again those those nice loops. Um you know, there there is an a great athletic space within the park, but also there are, you know, we we heard from a lot of folks, hey, you know, my my my child um isn't into athletics and they might just want a place to be still and quiet, so we put in a little hammock grove. So you can bring your own hammock, hook it up to some posts, uh relax, blow around in the wind. Um so we really again tried to to create a space that will be fun and engaging for all. Uh just touched on athletics, but uh we'll have a a new kind of a marquee uh baseball field on the north end of the park. So uh we're grateful for the cooperation and partnership of uh FYSA um to help in that planning process. Um, so there'll be there'll be that field, another sort of a practice field and softball field. Um, that's that's closer adjacent to school district property. And again, we've got the new pickle ball uh courts, which we know the community is excited about. Um, so kind of again separated that athletic use to the north. Just a few more images of that same space. And uh again, that's an overview. Uh if time if time allows, I'm happy to answer any questions, but I know you've got a busy uh meeting here. So um Sure. Questions if there? Yeah, actually I do have one question. So the the new building looks great. It's got rooms. Um and so some of the things that we have historically done here in the community center will go over there now, I presume. And is that correct? Some of the activities that are sometimes held here. Um, you know, I I think and I, um, board member uh, Miser, I'm not sure if you're referring specifically to things that kind of the the school district and city do in partnership. Um, but, you know, we're we're imagining um, a lot of different community partnerships, including those with u, the school district in that space. Um, some of the programs that we're doing, we we do, you know, kind of imagine moving from other locations to this space. Um, you know, we have been renting some space from the school district. We want to be able to do some of those things in our in our own uh park building. Um, but really we're looking at, you know, continuing a strong um, productive partnership with Frley Public Schools um, throughout that space. So, we're we're we really value that partnership and look to keep that dialogue open and um, yeah, just providing more space for different types of programming. and you know I I uh meet on a regular basis uh with Mr. Keeler and we talk about the different kind of types of programming so that we're not you know doing the same things or duplicating things too much. So um really see it as a kind of an ongoing partnership opportunity. Awesome. Anyone else? I have a question. Yes. Is there going to be is there still going to be a basketball court? Uh yes there is. Uh so actually uh thank you for that question. there. The existing basketball court that's kind of up on the upper level uh will remain. So, that'll get a few improvements. Uh we're adding lighting to that. Um we'll we'll we're actually um you know, we'll make sure all the the baskets are kind of, you know, redone and new. Um so, that space will get kind of renovated. Um but that will remain in the existing location. Thank you. You are welcome. I I appreciate the time, Mike, and and the city's work on this. This is certainly going to be a benefit to uh not only the city, but our school system as well. Um and it's, you know, a lot of us drive by Commons just about on a daily basis. And to be able to see the progress, like one week I drove by, I'm like, "Oh, some paths are going to be there." The next week drive by, oh, there's the baseball field fence. like it's it's it's a really cool process to watch and I really appreciate uh involving obviously Philly public schools and and other stakeholders. So yeah, and if I uh may just add one final note, uh we've kind of split the construction into two phases. So uh your your question kind of prompted this, but the phase two, which will be the the south end of the park, um that construction phase will begin on July 7th. So, um that allows for completion of the FYSA baseball season. Um so, you know, that part will remain intact for another month or so here. Um but you'll really start to see that that big change and after that um happening after uh that July 4th holiday for sure. Thanks again. Thank you. Thank you. Thanks, Mike. Much appreciated. Okay. Um board members, I'm going to ask for a little bit of grace. We're actually going to go to slide 44 and uh we're going to Stephen's going to present later in the superintendent's report about reorganization at the Fidley Community Center, but a portion of that we have guests here from our friends of the Fidley Senior Program Foundation. So, I didn't want them to have to wait um for a long time here. Um so, we're going to bring them up now. So, Stephen, Lori's going to put up slide 44 and you can call up our guest. Thanks. Or um just need a second. There we No. Yep. Oh, never mind. I saw you going like this. I didn't There we go. Perfect job. Thank you. Sit with me. Hello, Dr. Lewis, uh, board chair, and schoolboard members. Thank you, uh, for taking this time with me. I have two wonderful folks next to me. Um, and they're represent uh maybe a a little known uh uh foundation here that supports uh Fidley seniors here in in the Fidley community. It's the Friends of the Fidley Senior Program uh foundation and they were established I want to just say a shout out to um Connie Thompson who actually established this uh foundation in support of Fidley Seniors. um probably I mean 15 20 years ago. Uh I might be a little overdating that but she started it just to make sure that if there was any transitions within the Fidley community with programming and all that that there would always be uh something there to support uh Fidley seniors. So I've got Jack to my right here. Um um and then we got Dan to our left. and we're just going to I'm going to talk a little bit about what we're doing here. Um so in our in my update to for the restructure, one of those things unfortunately was uh budget cuts to uh the community education program due to our fund balance deficit. Um one of those cuts unfortunately was going to be our uh part-time senior uh coordinator position. Um, and then we had our meeting two weeks ago, I think it was, where uh I just was giving the updates about the community and budget, uh, the status of where things were at, and they all found it unacceptable that we were cutting this position. And uh due to the work of these two gentlemen here and Connie, they've had some funds grow over the last several years and they thought, why are we still growing this fund balance when we have a need right in front of us? Um so what they um approved at their board meeting um and of course there were some members that I'm a a voting member, but I recused myself from the vote because that's wouldn't be appropriate, of course. But then we um also have um members from so Margot uh Numadal from the city of Fidley also sits on that uh space and then there's just a couple of uh different uh members from the the uh Fidley community or who have loved Fidley Seniors for a really long time uh that really sit and support that work. Um, and I mean really my love personally for seniors goes back to when I actually volunteered for Connie back when I was a junior at Fidley High School. So, uh, this is, uh, the senior program is something that is very near and dear to the heart actually of the Fidley Community Center. Um, we get to say here at the Fidley Community Center that we go from literally birth to we've held funerals here, right? So, it's a really holistic uh beautiful space that we have and we really are thankful for the support of the uh friends of the Fidley Senior Program Foundation because they approved $25,000 which is enough to uh support that position for an additional year. And then part of what we're doing with that position moving forward is to also have uh uh grant writing and grant support within that to support a couple functions for ongoing funding because as you know um seniors are on a fixed income. So the ability to pay for senior programming is very limited. Um, so we need to be a space where we offer free lowcost or no cost options to our seniors in Fidley because it's really important to provide those services. So, we're really excited and um upon approval from the board, we'd love to have uh uh $25,000 dollars go right into support for these seniors and the the position here. So, I just wanted to share that exciting update. The pictures on there was from last summer. um when I brought my kids out to call some uh bingo and it was the theme. I don't know if you can guess but it was uh pink pony club. Uh so there you go. Um but yeah, thank you and I would entertain any questions from the group here. Any questions? Nope. Great work, gentlemen. I appreciate your service and dedication to the the seniors of Fidley. Obviously, it's a good partnership and looking forward to keeping it going. So, thank you very much. Thank you so much. Thanks, guys. Thanks. And you will hear more from Stephen later on. Um, so now we will pivot to our um cell phone expectations update board. If you recall um in this early spring we um approved our policy around this and that includes updates from our administrators. So tonight Veronica will share um from both Stevenson and Hayes. Matt will share from Fidley Middle School and Lime will share from Fidley High School. Welcome and thanks for being here tonight. Good to see you all. Hello. All right. Good evening our school board students and our cabinet. I'm Veronica Mat. First, I am so excited about this Commons Park and I think our littles and our families are going to just love it. And I think we're going to have a bunch of field trips that are going to be going there as well. So, that'll be really fun. Free field trips. Uhhuh. Yep. How many times can we go? So, I very exciting. So, I am here to represent Stephvenson and Hayes on our cell phone update and it has gone extremely well and we have had some cell phone issues with the littles in the past, but this last year there have been virtually none. So, um our policy is away for the day. So, basically kids leave them at home or in their lockers and our data shows that it's working. And so our incident reports, we document everything that is processed through principal or through our support team who um responds to behavior and we've had really none. Um so we just wanted to make sure that we weren't kidding ourselves. So we put out a survey to our teacher leaders from both schools and our student support teams who respond to behaviors and asked them for some feedback and almost 94% said issues are rare. So, I think that's pretty overwhelming. Um, on our next slide, these are two quotes that I pulled that I thought kind of summed everything up really nicely. Honestly, phones at Stevenson haven't been brought up um to our attention other than maybe during bus rides, but have been manageable this academic year. Um, and then for the most part, cell phone usage is minimal at the elementary level if rules are not met, phones are locked up or put in a secured location to avoid problems. If parents need to contact the student that they go through our pro proper protocol and they call the office. All right. And then we have a little bit more data here. And so this just shows when we asked about our current expectations and how they're going, 87% said they are working um working or mostly working. that 12 and a half% little chunk when I looked at their comments that was at dismissal where kids were, you know, bringing up their game while they're waiting for their parent or whatever else. So, pretty minor. Um, and then the next question down there, SST, SSS and SST, that's our different behavior label team labels. And so, we asked them specifically because they are the ones who respond to bus incidents. And they said that um 94% said it's rare. So, um, the quote, "I've only had a few situations with students and phones this year, and each time it was pretty redirectionable. The bus is where I have the most concern. Students filming others." Totally agree, that is the worst. Um, but it has really not happened hardly at all or nothing serious this year. And so, um, I think it's been great because who wants to deal with cell phones on buses? Okay. inject a question on that. Yeah. Do you have any sense if the cell phone usage on the buses is different than it was before this policy just because of a hangover of the daily policy? Um I don't know if it's you know I think that what we did different was we rolled this out at orientation like the the first day of school is a non- studentent school day but we meet with families one-on-one. And so for grades 2, three, and four, we talked about it specifically and went through it and had kids kind of sign off of it on it. And I definitely know that if we look back at the data, there would be a difference because as a principal, I had to deal with cell phones quite a bit from not only from the buses, but from kids saying like, I'm calling my mom or, you know, I'm doing this, and then the parent would be on the phone. I'm like, okay, let's slow down here. So, um, if we were to go back in time and look at that data, yes, we would see a huge improvement. Good question, Ross. All right. Uh, this next one, um, really this talks about, um, if we have had anything from parents come up. And so, if you look at that bottom graphic, um, only the feedback, and we haven't asked specifically parents, um, but we could ask them. Um we've heard had some informal data of just like thank you for not having this because the some of the things that they face are the messaging that happens at home which is not kind and back and forth and then sometimes that spews over into school. Um but we had a few uh parents just say that they had some appreciation of no phones and then really majority 87 and a half% have not heard much and no concerns that have been reported. So, um I think they're okay with it. All right. And the last one is just moving into 2526 for elementary. We will continue with our same exact agreement. We will share those expectations at orientation. We might expand it to K1 because every once in a while we have a have a little showing up with phone thinking that that can be something they can use and then it becomes kind of a toy problem. Um, and then we will share it in our back to school newsletter and case by case problem solving if things come up. Is this your I think you can. There we go. Perfect. Uh, first and foremost, good evening everybody. Um, I'll share a quick update about Frley Middle School and how our cell phone policy is going. We are also doing the away for the day model. Okay. Um, basically what that means is 8:00 a.m. to 300 p.m. phones are not to be out or used during the day. Um, they are either left in their lockers or um they are not to come out during the day. Obviously, this minimizes temptation, right? We know when a notification goes off on all of our phones, our first not our temptation is to look at it, right? Um, and so not having them on them really minimizes that temptation. We do have a couple students who do carry their phones with them still. Those are generally for medical reasons. Some of our kids track uh medical things on their phones. Um, and then we do have a couple parents who have voiced some concern over this. Um, we know we have some families who want to be able to contact their kids in case of an emergency. Okay, we understand that that is a thing and we want to honor that. So, what we have done in order to kind of meet those needs is we have one-on-one meetings with all of those families and we kind of come up with like a very specific plan in terms of what or and how that student will carry their phone during the day. um really solid expectations around yes they can maybe have it in a spec or a specific binder or pencil pouch or whatever it is um but it cannot come out during the day. Um we have really really laid out clear expectations for our students and it started from day one. Uh I will show you in a little bit the cell phone flowchart. Um but expectations have really been there from the start and then consistent reminders. This is a big thing that we've been doing. Um Dr. Dr. Cochran and and myself uh make announcements consistently remind our grade levels and lunches about what the expectations are. Dr. Cochran and I hold Google meetings for the whole school to tune into. Uh and then our deans run kind of like incentive plans to make sure that we aren't seeing any incidents during the school day. So if you move on to the second one, this is our away for the day flowchart. really just documents kind of like the progress of what happens if students are having incidents in the building, right? So, student takes out their phone one time, excuse me, it is caught uh by a dean or a teacher, comes to the AP office for the day, kid gets it back at the end of the day. Dean has a conversation with them um just making sure, hey, let's make sure this doesn't happen again. If it happens a second time, um, student brings the phone to the AP office and the guardian has to pick it up before the end of the day. If it happens a third time, this is when parents are required to pick it up, but we have a meeting with an administrator during that time. And then the fourth one, which has not happened very often, but if it happens for a fourth time, um basically we bring the parent or guardian in um and just come up with a really concrete plan of like where that phone goes every single day. For example, we have one student who had a hard time with this, right? Um he had this attachment to his phone and his headphones that was really hard to kind of break away of. We brought the guardian in. Now, every single day he comes to the AP office, he drops off his cell phone and his headphones with my administrative assistant, gets locked up for the day, comes back at the end of the day like clockwork, picks up his phone um and his headphones, and we haven't had an incident since. Can I go to the next one? Uh we did pull some data for this and basically the way that we track this is anytime a cell phone incident occurs, our student support team tracks it. Um and really what we found is we still have about 12 and a half% of our students who have had violations with this right who have had um incidents and I'll get to one other step with that um in the next slide but we still have about 12 you know 12.4% and that's it's not what we ideally want. However, we also know that this is new, right? This is a change for us and this is something that our kids have been really adapting to, but it is hard. We know the population of our seventh and eighth grade students have really been looking forward to having their cell phones. Uh, so this is difficult sometimes. What we do notice though um on the right hand slide or right hand diagram is that 30% of this 12.4% 4% of incidents um have been a single incident. But what that tells me is that when we are seeing a small percentage of our students who are having multiple incidents like that 63%, it shows me that we need to really work on partnering with families um and making sure that this is something that we try to kind of crack down on moving forward. Um, if you notice on the bottom there, we have about 45% of our repeating students that have specific family plans. So, as I referenced before, uh, the student who comes in and turns in his phone every single day, um, that is a great like indicator of what a successful plan can look like with families. Uh, we know that there are barriers to that sometimes of getting families in and agreeing to those plans. However, we have seen it be really successful and this data is what we will really take and look to if we need to change any of it moving forward. If you go to the next slide, this one is really exciting to me and it might not look exciting, but the reason it's exciting to me is because if you look at the percentages of so when we look at all the incidents across our building, you will notice 8th grade has the most, right? But one of the things that I go back to is as our eighth graders move on to high school and we welcome a new incoming fifth grade class, our seventh graders who had this plan for the first time um this year will had never experienced a allowance of phones in the building. Okay, so this isn't new for them which is why the percentage is pretty low. Eighth graders currently were allowed to use their phones last year and so this was a really difficult change for them. However, when we have our eighth graders move on and we welcome in our fifth grade class, not a single student in our building will have known Fidley Middle School as a place that we use cell phones. Okay, which is really encouraging for us. This is when we are going to be able to see these incidents drop even farther because all of our students because fifth and sixth graders don't have phones ever in our building. And so this is going to be something that's just a lot more manageable as we continue to move on and welcome new students in. Couple just real quick pieces of feedback. Um I won't read them all to you. Uh overall it's been really really positive. teachers. I I I cannot tell you enough the amount of times we go to meetings and teachers are like, "Oh, kids are actually talking to each other, right?" Um it's it sounds silly, but it's so true. Uh we obviously have I've come and spoke about Levvenia work and achievement season and we would not have been able to do that if we had rampant cell phone issues. Okay? Our kids were focused in the classroom. They didn't have cell phone issues. We just took the MCAs. Um, in the past we've had issues with cell phones during MCAs. I think we had one this year, which is really, really cool. Um, overall it's been really, really good. Our kids are focused in the classroom primarily. The incidents are with eighth grade right now. Um, and seventh grade, you know, has said we don't really see them in the classroom, which is great. We do see them sometimes in the hallways and sometimes in the lunchrooms, which is part of this for us to recognize there's always still room to grow, right? some of the some of the feedback that we've gotten is it's going really well, but we can improve upon it even more, which is something I'm really excited about moving forward. Next steps, um, we are always looking at additional technology supports as we know those get released every single day. Uh, there's cool things like cell phone hotels. Kids are really worried about having their phones charged, right? And so kids can bring them down to the AP office, they can go into this cell phone hotel, be charged during the day, and then they can pick them up at the end of the day. We do have um I've been working with our technology department on internet access cuz some of our kids are logging in through the guest Wi-Fi cuz they're smart and um using it that way even though they might not have data on their phone. They are very creative. Uh we are something new which we're really excited about. Um, we are offering media classes for our fifth grade students, which is new going into next year. Uh, that's going to really talk about like healthy technology use, appropriate technology use, the reason why sometimes technology should not be used. Um, and so we're really excited for that. Hopefully that can carry with them as they go through their middle school career. Uh, always looking at better ways of notifying parents and notifying them quickly. Right now, it's kind of falling on grade level deans, but we want to streamline that process. We are taking the data that I just presented to you and showing it to our leadership teams to see if we want to as a building update what our flowchart looks like, getting feedback from our leadership teams, um, and just making sure that we are addressing any concerns that they may be seeing in the classroom. Um, and as I said, really excited for the pathway forward. Um, we know it's a change and it's hard for our kids and cell phones are tied to them a lot, right? We get that. But as we continue to move forward with Fidley and all of our students now knowing Fidley Middle School is a a way for the day school, um, we really see a lot of exciting changes coming up. Quick question if I may, Matt. Um, so enforcement still relies on, you know, individual teachers seeing it or so there's probably some variability about how strictly. Um, but how just generally like in the hallway if if you if someone sees the phone in the hallway, are you going to make a big deal of it or is that not yet? Um, we I would say almost all the time um are if kids are using them, right? We are calling it out. Our deans are very quick to be like, "Hey, I see that most of the time when a kid is using it and we say, "Hey, come on." They do this look where they're like, then they hand it over. Kids have been really great about the response to it. Um, I would say to start the school year, it was a lot of like the reminders and the reteing of please put that away, bring it to your locker. as we've started to move forward and really as we've gone into the end of the school year, we're really like making sure we hit it home because we know that our kids get a little bit of spring fever, right? And we want to make sure that we hold expectations high. Um, for the most part, they're doing really well with it. We have a couple that, you know, you're always going to they're really attached to it. Um, but we call it out all the time. Um, I think our deans walk around at any given time as they walk to the office, they have a couple cell phones in their pockets and they drop them off with Miss Cat, my administrative assistant. She documents it and she keeps them for the day. Um, it's it kids are pretty quick to be able to respond to it and um, you know, we've worked with them a lot during the school year, but as we've gone on, the expectations continue to grow. All right. Okay. Uh, good evening. Um, Wami Zarley, if you didn't know, assistant principal at the high school. Um, so we actually started at the high school a little different. Um, we first didn't want to roll it out, but met with the team and because we had until March to actually start this. Uh, and so the decision was let's go ahead and take our lumps early and then, you know, whatever feedback we get, we can make adjustments. Um so we started with the plan of you can have your cell phones but just not during the class time. So we're looking at it from an angle of these are learning young adults soon to be right and uh we wanted to at least give them the autonomy to learn how to more manage and control their use of the cell phone. So, we went with that approach. And so, from that, um, we actually had the block party where we had the cell phone agreement, things like that. Families were signing. I'm sure it was a very long list. I don't know how many of them actually read through it, uh, thoroughly, but, uh, even if though if they didn't, uh, we had messengers, continuous messengers that went out throughout the school year, um, from each break, uh, MEA break, uh, November holiday break, and of course, winter break. uh just constantly sending out that messaging as well as every time we had conferences rolling around that messaging went out as well as through our newsletters we had the constant reminders. Um and so we took that approach. Uh for our teachers we can go to the next slide for our teachers. We went through a couple of different iterations when it comes to just the whole phone procedure. Um and uh we definitely had to make sure the verbiage was right, not policy but procedure. Thank you, Dr. Lewis. Um and so from that what we did is that we started off using the middle school model but then even with that model uh it was just something that became a little too tedious a little too much for our teachers to just be able to um constantly be on top. And so with that um as our two young scholars are here I was making um visits to the classrooms. Uh, and during these visits, um, actually, let me rewind. Before we actually started making these visits, we met with all our scholars, 9th grade, 10th grade, 11th, and 12th grade. Really just sending home the messaging, used a little bit of humor, took some stuff from the '9s movies, New Jack City, and really just um really expressed the fact that when you're using the phone, we don't want you to be someone who gets attached, and it becomes an addiction, right? And so I used that spin and uh was basically stating you don't want to be a pooky. And so like the kids kind of ran with it. They enjoyed it. It was very easy for them to turn over their phones if they happened to get caught within the classroom with it. And uh I don't know if these two young ladies um were ever a pooky at a time, but at the same time they enjoyed the fact that you know what, I'm going to hand over my phone. And it was never any push back. And they had they had a lot of fun with it. um because there was times they were joining me as well as our team entering into classrooms and just like oh catch that person get that person and so we were able to do that for semester 1 just to support our teachers so they could focus a little bit more on the instruction. Now we rolled into semester 2 and this is what came out of semester 2. So like now empowering our teachers to again let's start with the first reminder that should be your intro your introduction that should be part of your routine. Um, everyone put their phones away. Uh, we're going to go ahead and get started. Um, you know, we're going to start with this due now or whatever it may be for that introduction portion of the lesson. Um, and then if there happens to be an opportunity where you have to go up to another scholar and approach them, hey, I need you to put it away. That's the second reminder. And then if it gets to a third, that's when you document. Once you document it, if you run through that process three times, then we get a response through our um phone support team, through our 134 team. And so we broke it down by individuals within the res uh restorative suite. So Mr. Reipenning had our seniors, Mr. Richter had our juniors, uh Miss Megan had our sophomores, and Miss Kai had our freshman. So they were running and paying attention to this report. We can go to the next slide. And so from that report this semester uh like Mr. Inglehart at Express uh our ninth graders um when you see there's 325 uh responses from our ninth graders alone. Uh they have the highest number um just because you know it was something that they're glued to. They're still learning. They're kind of in their wonder years now rolling into um getting out of their freshman year. And so it's been a struggle a little bit of a struggle for them. um our sophomores, it's getting a little better for them uh with 292 responses uh for those sophomores. And so PLP is a place where um every communication is is placed in and then also plans can live there as well. So anytime you're having these conversations with families, scholars, teachers, whatever, that report goes into that log. And so we can always track to see, okay, yep, you've had three. Now we have to move to another step which happens to be the contract. We can move to the next slide. And so here are our juniors with 289. You can see the number is starting to decrease. Um and then if we roll to our seniors, uh there's 190. So as we get older and more mature, we have a better um understanding of I have phone control. I can put it away when the teacher uh tells me to. And also to Mr. uh Angle Hart's uh point. Um the conversations have become a lot more rich in the classroom. Kids are actually having conversations with one another, playing tic-tac-toe, coloring, things like that. I'm just like, "Wow, okay. All right. Kids being kids, which is great." And the conversation is just happening more where it's like, "Why are you texting somebody when they're right across from you? You can actually literally have a conversation." So, it's been really good when it comes to that. And also our teachers um our teachers feel like it's there's not a lot of um tugof-war or any type of push back that's taken place with them and the uh scholars. So it's just been real easy to redirect uh for them and to make things manageable. We can roll to the next one. And so what I what happens is when they go through that process they end up um on phone contracts. And uh in semester one we had 15 kids that ended up on phone contracts. So that contract takes you into the remainder of that semester. So therefore, you have to turn in your phone uh to the front office or your family just keeps it at home. Um it doesn't really matter which one. We just want to make sure. Uh the other piece is that when that happens, we inform all of those classroom teachers, hey, these individuals happen to be on phone contracts. If you happen to spot a phone, because our kids are slick and they're smart, they've got what they call burner phones. So it's basically a fake phone. you can have that and then I'll just kind of get through the day. So, um we've we've went through we yeah, we've went through those uh obstacles and been able to kind of figure those things out. And then semester two, in semester one, I had expressed how I was making room uh classroom visits and things like that. Um that really uh helped our team by modeling that. And then they have now been making those um room uh spaces uh where they walk in and they're really just checking to make sure things are happening like they should be. Uh so they they increased a lot in April. I think it was like 36 visits uh happening per week and it was just something that we were really on. Um and so but at the end of the day teachers were able to focus on instruction. Uh kids were able to learn and have uh rich conversations not just with their teacher but then also with their uh peers. And then feedback. So the feedback um I just kind of expressed some of that uh teacher toteer I'm sorry teacher to scholar conversation is becoming a lot more enriched. Uh scholar to scholar is even stronger which is better. Um and then of course teachers aren't feeling like they're in situations where there's a power struggle. It's just very easy for them. A kid is like yep all right I'll put it up. My bad. Um the only other thing as far as like the process and the flow um has been some of the outliers like uh Mr. McCville will say uh we try to expand our circle but there's always those corners and within those corners we've had situations where you know uh to Mr. uh um Inglehart's um expression earlier is just we have to go back to the drawing board with the family member and say, "Hey, you're on a contract. Your kid wasn't turning in their phone. Can you now start keeping it at home?" And then of course some of the things that we've went through this year when it comes to uh emergency lockdowns and and us closing schools um they've our families have used that expression to where it's like no my child needs the phone just in case because there's been incidents that's happened and I would like to know when that's happening and and so we just try to combat those conversations but at the end of the day we hear them. Um but at the but in the end we want to do what's right for all and it's just not for the individual it's actually for all. So, um, been able to have those conversations. Some have went well, some is still kind of back and forth, but at the end of the day, they understand the importance because I can go back to other data far as like attendance and grades and things like that if I need to when it comes to that. So, um, the last piece, Limey, just in the interest of time, we will be sending this out to our school board. So, the video we won't show tonight, but they'll get that. All right. Yeah. Cool. And so, that was just the next step. So, I've been having conversations with um a corporation or uh business with called Yonder. Um and that um is kind of like starting to spread like wildfire a little bit. But the main thing is if you've been to concerts or comedy shows, things like that that don't want phones, you place these uh your device into these like little um uh like pouches and you lock them up for the day. Um, and so that's what I would like to move to because at the end of the day, uh, each scholar still has their phone, so it's not like you're taking it. It makes it even easier for um, the classroom teacher because it's like, I just need you to have your phone in the yonder bag. And, um, then we can still do things like at our one lunch and at the end of the day where we have locks placed throughout the uh, building and kids can just go there, get them unlocked, and go about their business. Uh, so that's kind of like the hope. Um but again, if that's something that's not able to happen, uh you know, we'll just continue to keep making adjustments to our practices. Uh but that's kind of how things are rolling at the high school. Really appreciate the opportunity to present. And so, thank you board members. Uh when you think of Yonder, think of like when you buy something at Target and they use that device to take the um security off. Yeah. Yep. Exactly. So, you can't when you get home, you know, you have to bring the item back if it's still on there. So, that's what I was thinking when I saw the yonder piece. So, yeah. Board members, questions, comments? Any questions? Ross? Yeah. Um, Mr. Darly, uh, I really like how things are going. I'm curious about what your reaction or opinion is to the middle school policy about take confiscating a phone for a day. Does that is that just doesn't make sense at the high school level? Is that an option to consider? Uh, no. I I could have went in a little bit more detail. So like when we have incidents, so we had that earlier in the year, first semester, uh when we were going into classrooms, uh and we got the phones, they didn't get it until the end of the day. Um and they're they they kind of got the message um because it was like a couple of kids were like, "Wow, thank you. I was able to really focus and get stuff done." And it's like, "Okay, great. You want to keep turning it in some more? That would I mean, we can help you with this." And so um and and now with those uh classroom visits from our restorative team, that's what takes place. So anytime they go in and they go early, they try to go in within the first uh first three hours cuz right around fourth hour, you know, you can take a phone, but it's only like three hours. So we really try to go in at an early time, hours one, two, or three, and then be able to if you're not if you're on your phone, then we take it and it ends up in the front office for the day. Yeah. Awesome. Any other questions? Uh, thanks for leaning into this work. Like, we knew that this wasn't going to be an easy ask. Uh, Limey, I think you had the the most difficult task of the three schools, obviously. Um, but but unrelated, please uh pass along to your other APs and principles. Congratulations on a great year. You guys are killing it. 100%. We are noticing the changes in our schools with test scores, behaviors, things of that nature. Please keep up the good work and and just know that you're appreciated and uh hopefully enjoy some I know you don't take the summers off but a different different type of work day coming up here in a few weeks. So, thank you. Oh, yeah. Thank you. Appreciate your time. Team great work. It's now my absolute pleasure to welcome um Matt Hammer from Ellers and Matt is our senior senior municipal advisor and um I already got the sneak peek. So I'm super excited to have Matt give us some really great news today. So welcome Matt. Yes. Good evening members of the board, Dr. Lewis, um Matt Hammer from Meler's district's financial advisor. Um, we're here to talk about phase one of the issuance that we previewed in April. Um, and uh, we received bids this morning. So, we ended up taking competitive bids like we were planning. Um, we ended up with three biders. We like to see at least three. Um, so we were excited to see that result. Um, the three biders were Hilltop Securities, Raymond, James, and Baird. Um, and, uh, Hilltop Securities offered the lowest true interest cost as part of the sale this morning. Um Raymond James was the cover bid was which which was really close when you look at the bid tab and then bar was the high bidder which was um um the the lowest cost or lowest TIC or true interest cost was 4.66%. If you go back to our pre-sale report um last month we were estimating a 4.9% um rate. So we were underneath that estimate and we also received um better reoffering yields as part of the sale. So, that's going to allow us to deposit about $185,000 more into the construction fund for phase one. Um, I think that's an important piece and it's a good start as we as we look at um getting things going with phase one of the project. Um, the details if we scroll um um we're closing on June 12th. Um so the bond proceeds will be available for the district to start funding projects which is in plenty of time um as you the district starts looking at the projects that were approved by voters in November of 24. Um we would do have a call date on these bonds like we talked about. Um the maturities that are callable start in February 1 of 2034 and I think um when we go to the next page Lori you'll see or the next one sorry two um these are the reoffering yields of the coupon rates um it's likely we'll be able to refinance these bonds when we get out eight years from now based on the current um rates that we receive today because those coupon rates you can see are between four and a half and 5% and typically assuming we keep tax exempt financing available um to us as we move forward um um at the federal level um which right now it looks like we're going to continue on with um it's likely we'll be able to generate some savings and a future refinancing when we get out to those call dates. Um there's the list of biders. Um right now as we look at where we're at on that sources and uses page, the next page, Lori, um our phase one, we've always been assuming we were going to do this in two phases. Um you can see on the left, those are our results. Um we're depositing about 14 million, a little bit north of 14 million into the construction fund for phase one. And then our estimate overall um between the two issuances right now is about 28 a.5 million of funds that we'll have available. And that'll be determined as we get into the next uh um financing which is scheduled right now for early 27. And then I'll just have you skip to the very last page and then I can answer any questions folks have. Um this is where we're at. Um, as we go back to the initial plan, the levies that were already established, those are being collected um, as part of the district's taxes payable 25 levy. Um, they were estimated um, at the time when we set the district's levies. We've utilized that. Um, we have a little bit less capitalized interest as part of the plan to control those levies in the front end. And then um as we go through um that and from the rate perspective, we're assuming that we're not going to have any tax rate increases as part of the overall plan. Um so with that, I can answer any questions folks have in regards to the bond sale. We're very pleased with the results. Um so we were excited to see the biders we received this morning. um and excited to see the the positive result to get us off to a good start in the overall project and and getting the funds in hand to start the projects for the district here. Awesome. Any questions for Matt? Well, see you then. As always, Matt, thanks for your work, man. Appreciate it. Yeah. Thanks everybody. We'll be back here hopefully in a couple years. Right. There you go. Additional good results. Keep bringing money. The funniest um thing about this is right after the closing date, I'll get a oneline email that says $14 million has been deposited into your account. That's all it'll say. Um so I laughed last year, but that came and the funniest piece about that was it came into spam. So it was just a very interesting thing. So will you forward that because it's never going to get an email like I will absolutely send it. uh because it's just like one line, you know, it's kind of like a wedding or something where you plan and plan and plan and plan and plan and then it's over and then like this and then all you get is a oneliner. So anyway, thank you Matt. Good to see you as always. Good work. Thanks, Matt. Thanks. Next up, I'm absolutely pleased to welcome Jason Munenberger to talk about our revised budget. And I noticed that Lori put a binder graphic here and I have an aversion to binders. So maybe Jason, you love them, but I just had to laugh that she um lovely put a binder there for me. So anyway, welcome Jason. Good to see you as always. Thank you. Nice to see everybody. Uh good evening. Um I do like that slide. I'm not a binder guy either, but it's a cool looking slide. So um very fun. Um yes, tonight u I have for you the revised budget for the current year um for approval. Um we look at a number of things when we go through the midyear um financials u to look at what we need to revise. The first thing is enrollment. Um enrollment drives a lot of our revenue. It drives a lot of our expense as well. And so we we take a look at actual enrollment versus our budget and then make those adjustments within uh each of the account codes. Um we also take a look at state and federal funding um as those often have have shifted or changed slightly um as we prepare the budget in you know May June time frame uh approval in June. So uh we true all those numbers up as well. Staffing certainly is one that uh fluctuates as well as we hire through the summer. Um as we have resignations and rehires um we go ahead and and take a look at all staff and all of their benefits. um make those adjustments and any contracts that may have been updated since uh we we created the budget. Uh we do look at um all account activity for the current year um just to make sure that we're picking up all the activity, not necessarily exactly what we budgeted for at the time, but making sure we account for everything that that is currently being spent. Deferred maintenance items, we've talked a lot about that uh in recent years. Um, and so we take a closer look at deferred maintenance and make sure those are, uh, items that we're picking up as well. And then, uh, we factor in those prior year financial audit results so that we have a a true beginning balance for our fund balance. So, I think the big picture for general fund, that's where we spend most of our time and and resources in. Um, if I go straight to the bottom, our fund balance, we had projected to decline by about 4.5 million. We're only going to decline by about 2.4 million. Um, so that's a significant improvement of $2 million and I think that's something to be very proud of. Um, enrollment is driving a lot of that change. Um, enrollment continues to go up. Um, and and so that benefits us both on that revenue uh side and a little bit on expense as well. Um, so revenues for um the general fund um are up about 2.6 million. Most of that is due to um enrollment. Also um some special ed revenue, some tax revenue. We'll talk about those specifics in a minute. Expenses are up about $500,000. We'll get into those as well. Um and overall $2 million. So, great news on general fund. So, the revenue adjustments that make up that um that $2.5 million increase, state general education aid. So, that's that's what's uh driving uh enrollment drives that number. So, that's the main change. Uh we saw a pretty significant increase in enrollment for this year compared to our budget. We always budget conservatively. um that's one of those pieces that that is just in our nature to make sure um we're on the the correct side of it. This year we um we saw pretty significant growth enrollment. So wonderful news and and it you can see the the impact on the revenue. Property taxes, we did pick up a couple of additional things in there as well uh to make sure that we have all the the property tax levy information accounted for. Other state sources is really driven by special ed revenue this year. Um we continue to see increased expenses which also brings us additional revenue. Um and so we're we're seeing a pretty uh significant increase on that sped revenue with just a small decrease in our local uh uh revenue, our fees, donations, interest income. Um all those kinds of items fall within that other category, just a small decrease. And then we're picking up about 900,000 in federal grant revenue. Um really what that is is spending of of uh and picking up some of the carryover money that we've had in previous years and budgeting for that. As we're picking up those expenses on the other side from the expense adjustments, we have a little bit of an increase on salaries and wages. Um this we again we go through all all staff and make sure that we're accounting for their salaries uh correctly. Um we have some changes in staff between when we prepare the budget and uh this time of the year. So, we've accounted for those benefits. We also estimate the benefits that employees will choose. Um, and during open enrollment in the fall, employees have a choice of medical plans and and different benefits. And so, uh, we're seeing a reduction um, in in our budget amounts for that. Purchase services, we have a pretty significant increase there. We we saw increases across a number of categories from consultants like myself to um, our legal fees and some of our other professional services. And so, um, we're accounting for those supplies and equipment. I think the district has done a wonderful job trying to manage, uh, some of those expenses going out the door. Um, and we see that benefit here of a reduction of $100,000. Um, we have some other expenditures which are memberships and dues, um, a transfer to another fund, um, that are picking up at about 150,000 and then some increase on that federal grant expenses, all totaling about $500,000. the board approves all funds. So just in kind of a high level with all funds, um that general fund increase decrease on that rate column should show 2.6 million um as it did on the other page and was reflected that way, but 54.1 million of um general fund revenue. Food service revenue is going up um slightly by about 43,000. Some additional uh meal participation is driving that. Community service, we have a little bit of reduction of 48,000 um on community service. Construction, we're up about a million in additional revenue. No change in debt redemption or our internal service funds. Our oped debt uh and trust fund, uh we're showing an increase as well. Um and there's a levy component that's that's driving that number up. So, in total, all funds are at about 76 million for the current year, up about it's about 4.5 million in total. On the expense side, general fund uh as I mentioned was increasing by 500,000. Uh no changes in the other funds except for debt service which is going up by about 36,000. So uh in total we have an expense budget of about 78 million with with uh just under 600,000 in changes. Those are all the the comments that I really have tonight. We take this information after the board approves and roll this into our adopted budget um that we'll bring forward at next month's meeting. um we'll use those as kind of uh that gauge as we start building those those revenues and expenses and and in full transparency the adopted budget is largely built already. Um and uh Michelle and I just have to work through some of those final details and and that'll be ready to go forward. Um at that meeting we'll walk through fund balances a little bit more in detailed um as well as I'm sure that's part of the uh the wanderings of where we're going to be. Um, and so we'll we'll get into the specific details around all the funds and the fund balances as we move into the next budget cycle, but this would uh set us for the current year and I think put us in a wonderful spot uh to end this fiscal year. Awesome. Any questions for Jason? Uh, are you able to guess or predict where our fund balance is headed? It's improving. Um, right. I see that. I know that. And so, so that's good. We um just this afternoon or uh we were working on some uh the 5-year financial projection for that fund balance. And I'd rather we wait till the next next meeting uh and we can walk through that in a little more detail. Awesome. Thanks for the work on that, Jason. And as usual, just kind of explaining it to us in layman's terms where we're at. So certainly good work. Thank you, everybody. Thank you. Thanks, Jason. All right. Now, I'm so excited for Ayanna and Deca to share with us their experience as school board members. So, take it away, ladies. Oh, wow. I cannot read it from here. Okay. Um, so I'm just going to talk about my experience from both junior and senior year since um I was the um student representative for both. There you go. Okay. Thanks. Okay. So, when I was first uh appointed to the role, I felt like I really did not understand much about like the school board in general, like all the things that goes on like outside of just like what the students do. And I feel like out of all my extracurriculars, this was definitely the most like impactful to like how I'm going to go on in the future because I don't know, I really enjoyed getting to like just talk about different things going on in schools and give my opinions on um just different things and um getting to learn about it. I also got to be a part of the um district advisory council, I believe, uh where I got to be with different teachers and just talk about like how I feel things could be improved like a ACT score preparations and different things like that. Um, and yeah, I just feel like it was really like I really enjoyed being able to like talk about things that I feel that like feel strongly about and like cuz you know I have a family and a lot of friends who are continuing to be in Fley even though I'm graduating. So getting to like leave Fly better than I came it to be is just something that's I'm really excited about being able to do. Um, and I feel like one thing that was really important to me is getting to continue having like the student voice on the board because I know that this was the reason why we were in join these meetings in the first place. So, um I'm really excited with um like the new um process of bringing people onto the board and just letting the students have more of an impact on the whoever gets to be on the board next year. And yeah, so my plans after this is next year I'll be going to the University of Virginia to study neuroscience on a predental track. Wow. So yeah. Outstanding. So great. Yeah. Thank you. You do need [Music] that. Okay. Hello. Is it on? It is. Okay. Sound great. Um so I don't think it Okay. So, basically going into my sophomore I mean going into my junior year like from sophomore year coming into this role or whatever um I think the same thing that Deca said like I didn't really know much about it and I kind of just I was I I looked at it as a new opportunity just to become more of a leader and I was able to experience like other opportunities like outside of the board like going to other uh places and just thinking about like you what I want to do. And as I like started to understand what the role really was, you know, being able to bring in like new ideas after going to that um the the thing that um so would you where did you take me? Well, we went to a student school board representative conference in Yeah, that conf I feel like honestly that conference changed my life. Like it was so good. It honestly like made me think of like the student reports that I really want to be able to do a lot more next year um coming onto the schoolboard with the new uh member and being able to just have more of a voice while on the board cuz I just don't want us to be sitting here every meeting. I want to talk every meeting. And I think this experience has made me have more of a voice, not just, you know, not just here, but also within the district and the schools, you know, visiting the um other schools and being able to like talk to other students and see how they feel about everything. and also being able to um take my leadership um skills that I've got from the um conference at Shakipi and going to um and like bring it bring my um ideas and stuff that I got from there also into like the school and like becoming you know like bring it to MHS and like also bring it to student council and BSU and all that. So, I feel like I'm just I'm really happy that this year I was able to figure out what I want more so I can implement that next year to make this a better experience for everyone and all the future members. Okay, thank you. Questions? Any questions? Fantastic job. Fantastic. Thank you. Okay, now Stephen is going to return to talk about our Fidley Community Center um reorganization. as um Steven has been diligently working on uh these past several years is fiscal health within our community education programming while still sustaining highquality programming and you saw a little bit of that tonight um earlier. So Stephen uh go ahead and share with us about the changes in community ed. Absolutely. Happy to do it. Thank you uh again, Superintendent Lewis and uh board chair Carnup and schoolboard members for having me. Um I'll be you've seen my senior center update already, so I'll just be giving you two additional updates. One is about that uh organizational update and then uh an aquatics consortium update as well. Uh we can go to the next slide, Lori. So, it's a little busy uh to see from here, but one of one of the main things I wanted to highlight is that we did have um some budget reductions that were needed just to continue to chip away at that uh fund balance. What we wanted to do and what we continue to do in alignment with the larger school district is keeping those cuts away from uh the classroom and child care program as much as possible. uh we did that very successfully this year. So some of the changes that you'll see um really our two approaches is uh a student centered approach. So some of the realignment actually uh goes to serve our students better not just to realign to realign like we were took a very thoughtful approach to what we're doing here. Um and then we just have a really really uh strong administrator in Aphal lobby here in Fley public schools. So what you'll see here is an elevation of that position position into the principal of FCC and then I'll be moving to uh provide critical services still within the community education department um where we have some loss of staff there. um we are able to retain that senior programs coordinator. Uh so that'll be uh still part of this program which then will increase my capacity to serve uh the community even more. Um the other big update here that I'm just really excited about is we are revamping the way that we do special services, early childhood special education in this building. This is something that we've I mean quite frankly admired the problem for a decade and it it's been time for a change now here. Um and this change will align our services and the way the way we service our students and where we service our students to make sure that our students are served the best that we possibly can. So within this update, we are having our uh clear reporting structure where the resource teachers uh in three and four-year-old are embedded into the classrooms with uh their gened counterparts and then our uh birth to three programming is directly supervised by that director of special services. So, we've heard feedback from staff that reporting structures weren't clear and we've heard from our families and students that uh we just didn't see some of our teachers enough in the classroom quite frankly. So, we're trying to mitigate that and then also adding some key spaces like uh expanded gross motor room uh a calming space for all students and then just expanding where we service our students in general. So that is the bulk of that update and we're just really excited to really do the good work uh and as Brenda has said the right work for our students and this is a big testament to that because for the community center is the space that every student enters at one point or another in their life and we want to make sure that our preschool is a part of um really elevating their experience and propelling them to other other parts of the buildings. So, we're really excited about this change. Stephen, I believe that um AFAB is the first uh administrator of color here. Can you talk a little bit about that, too? Yes. Yes. And this is this is also another important Thank you uh Dr. Lewis for elevating that. Uh Offbabi is our first black male super or superintendent future. Yes, future. Absolutely. I'm I'm manifesting that right now. Um but he uh is our first black male principal in the history of uh Fredley Community Center um in the 40 years of Fredley Community Education here. It's a big deal. Um and I am so thrilled to be uh supporting and working underneath his leadership. He brings experience from elementary schools. He's worked for preschools. He's worked at every level. And he gets a community education, too. So we are completely synced and aligned and really excited for what 2526 has to offer. So just happy to share that update with you. Ironically, he emailed me to ask if he can do his superintendent hours internship under me. So there you go. You manifested that. I knew it. I knew it. Uh and then we can just go one more slide, Lori. This is um so this is a strategic move by us. Um, I've been in conversation with my counterpart uh from St. Anthony New Brighton Public Schools, uh, Wendy Webster. Uh, the the also the mayor of St. Anthony. Um, but we've we've been having conversations about what the consortium can look like in light of um, uh, the 21st century grant that this district should be getting. Um, we'll hopefully be finding here in May, early June time frame. So, we did have to cut our aquatics adult and youth enrichment coordinator um not due to uh her skill set or the performance but due to the budget, right? So, we wanted to work strongly with our staffs to create a transitional plan because while the fiscal year ends June 30th, our summer swimming lessons carries through to the middle of August. So, we wanted to create a continuity plan that made sense for the staff that work underneath her and then also just do a little bit of future casting um for what we want to look want this to look like in the future. So, Sasha actually will retain employment but through St. Anthony New Brighton Public Schools and they will fully fund that position starting in June 12th which will then of course save a little bit of money about two weeks worth of uh staffing expenditures for Fley Public Schools but then we are going to continue the consortium on a month-to-month basis and the reason for that is because if we do get that 21st century grant funding a key component to that is enrichment and another key component to that is offering free swimming lessons to uh district enrolled students. The future of Fley aquatics, I'll just say it right now, has to be free lessons for all students that go to Fley Public Schools. Um St. Paul Parks and Recreation has been doing it for at least this year. So, my work in this summer will be to engage in conversations and look for uh additional opportunities to make sure that swimming lessons for our students are free. Um, it'll be a heavy lift, but as you can see with the organizational realignment, freeing my capacity up and having that grant position within the senior programs off part of that will help us to do the research and do the work that's necessary to make that a possibility here. So, that is the why behind this. So while the aquatic consortium may be ending, it's for a reason because we have already have good aquatic staff that are uh working through the consortium and we intend to create some continuity there where we can still offer those services but contracted through St. Anthony New Brighton public schools. So that is the hope. Um and then we will continue to keep you updated as we find out more about the grant and then of course other funding opportunities. But those are, I think, very exciting updates for uh community education and the community center as a whole. So, uh thank you to the board's support and of course to Superintendent Lewis and Off Lab and Michelle for their guidance and support as well. Awesome. Any questions for Stephen? Thank you, Stephen. Great work. Okay. And I know Stephen has to scoot, so excellent job. Good to see you. Great work. Thanks. Okay, next up I am thrilled to talk about our employee of excellence. So, um Carlos Via Gomez is a new addition to us. Uh you've heard me talk about his work and um he's nothing short of amazing. So, he is um dedicated to our students and families and has created strong relationships within the schools and our community. He's an invaluable asset when it comes to family communication. student family meetings, uh, academic and the social emotional support for our students. He's always willing to step into difficult situations. He helps with IEP meetings, 504 meetings, student behavior concerns, and so much more. Um, Carlos is incredibly kind. You can just feel that in his interactions with um, staff members, with students, with families. He is um, very hardworking. He shares valuable ideas, participates in planning meetings, and puts students and families first. He's also just a magnet for our families. They come to him and share some pretty vulnerable things and he's very much able to help him and to step right up to the plate um and really goes above and beyond. I want to share a quote from Jessica Miller Johnson, our dean of students at FHS. I cannot emphasize enough how valuable Carlos has been for our district. He is reliable, consistent, and fair. He deserves as much positive recognition as possible. I am grateful to be his colleague. One of the pieces I wanted to share is um right after the safe schools designation was removed like literally that week uh we held that pre-planned family breakfast for um families that were newer to um our country and we were a little bit nervous about what turnout would be and um Carlos was there and we had fantastic turnout and our families just were so thankful for Carlos and his work as well. Last week we held a um Wilson family law information session for families that wanted to come. We actually didn't have families join which in part I think was a good thing um on immigration pieces but um Carlos has that information and is also there to help our families with those pieces. He's also been so successful that as we have um looked at our structures around our liaison and the use of our achievement and integration dollars, we're actually adding a second position here. So, I'm just thrilled of what a great addition he is to our district. We also are employing him for some additional supports over the summer, too. So, he's just fantastic. So, congratulations to him. Now, we get to honor Deca. So, Deca, it's just been wonderful to have you. You are Fidley's first two-year consecutive student school board rep. So, we are so proud of you. Your future is bright. We can all see that. And um we just wish you all the best and thank you for representing um our students and our district so commendably. So, we're so proud of you. [Applause] We have another um goodbye here tonight and this is for Eric Keeler. So Eric, we're sorry to see you go a little earlier than we thought, but you have just been a tremendous asset to us. It's been fun for me to get to know you and I appreciate all your enthusiasm for Fidley Public Schools and how you represent alums so much and just on a personal note um my Ugo just loved being in the musical with you last year too. So you're such a good role model as well. So we appreciate you so much and we're so um honored to have worked alongside of you. Thank you. All right. Um, our staff appreciation ice cream has been so fun. We finished our last one today. Correct. Yep. So, um, our student nutrition services director, Renee, brings the ice cream and all the different toppings and we celebrate our staff. And it's just a lovely way for staff to come in, grab some treats, and I appreciate that our school board members join in as well. And every time staff says, "Oh my gosh, we love your aprons." So, there's some kind of jealousy going on there. Um, which we are fine with people being jealous about our aprons. So anyway, that's just a lovely event and um I had posted that on my um professional LinkedIn account, not this not the uh school district one. And people are like crazy reaching out about that. They're like, "This is great. We're going to start doing it." All of that. So, and my secret is I can't stand to be um have anything sticky. I think it's because I had three kids in four years and so, you know, everything is like mystery sticky when they're that age. And um so I don't actually help with it, but I look like I do. So I always make sure I'm like, "Oh my gosh, Sarah, you love to scoop. Steven is major into scooping. Ross, you love to scoop, too." So I always know I'm like, "You're good to scoop, right?" And then I just stand there and I occasionally will shake like the Oreo bowl. Um but that's not sticky. So that's my huge contribution to the ice cream. But it looks like I'm working. It really does. So anyway, next up, um I have done our reductions in a different way this year, and you've heard me talk about how sometimes in school districts, and we all have our own styles as superintendents, um sometimes there's a lot of attention that's given around reductions. My approach, I think reductions, when we talk about that, I think that's pretty scary. I think people start to think, well, I have a job. I think families start to think, our class sizes going to go up substantially. And it's also um an interesting time too as we enter into labor negotiations. I never want to have this feeling of maybe putting out information that looks like I'm messaging to unions and a message that isn't what is intentional. So, I'm just very mindful about how we do our reductions. So board, you have actually seen these reductions in a rollout fashion this year. Um, but I'm going to go through them in what I call a block of what our reductions are. So this is coming to um a little north of a $4 million um budget uh reduction for next year. This uh relates back to your question on the five-year forecast um which this will then be plugged into that and will be brought forward at our June meeting. I want to uh really emphasize again the board you have stood by investing in our schools differently. You saw our gains in that just a few minutes ago. Um, so while districts we get a lot of pressure to cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut cut uh this is the second year now that Fidley has not cut into what I call um schools and I'm really proud of that. Um I hope that we can get to a healthier place fiscally from the state level. I hope that we can get to more certainty from the federal level. Um, but when we hear our stakeholders say things, whether it's on the national scene or the Minnesota scene or the local scene, when we hear stakeholders say, "Please do um more with less," listen, we are. I think we've demonstrated that. And if you cut into our schools, especially in a district um that is 80% students of color, 70% and rising rapidly, 72% students um who are uh significantly economically disadvantaged, you alter the trajectory of the students that you are supposed to be impacting. I oftentimes get asked, why do I always talk and center on our racial and our economic demographics of our school system? The reason that I center on that is statistically speaking throughout public school districts throughout the state and throughout the United States, you will see the data on districts like ours show that our students would demonstrate statistically lower achievement levels and much larger opportunity gaps. So in Fidley, we aren't about reducing those gaps. We're about eliminating those. And so as we continue to invest wisely, you heard Jason say repeatedly, it's about our enrollment. It's about our enrollment. So we have to keep doing these investments, which pays off. Um, so I'm just really proud of where we are. I'm also proud that we were able to come up with this $4 million through not touching schools. Um the first one you heard just immediately here FCC uh position here is now moving to the community education funding which you saw how we're making reductions elsewhere there. Um our assistant director of student services is a change in funding source. So, um, federal is responsible for 44% of special education funding, we get funded on that by 12%. So, when people say the federal government um, with special education, it's really their requirement is 44. They fund us at 12. And by us, I don't mean Fidley public schools. I mean that, but I mean across the nation. Um so what we have is uh when we opened our setting four it was primarily to serve our students who um we didn't have uh proper service for in our district or in 916. So by bringing our um setting 4 in-house and now an expansion to a second setting 4, what we are able to do is our assistant director of student services actually serves as the um building principal, building administrator of Vista. So all of that money moves from our federal uh draw down where we draw off of that and then um we have that salary and benefits reimbursed uh paid through tuition agreements and then reimbursed for the students that are Fidley public schools in district resident students. Then we do that through state special ed reimbursement. So that's a way that we were able to um save some significant dollars. The difference in federal and state, um it's a little more complicated, but the easiest way to explain it is federal is typically for um special education staff that doesn't directly provide service minutes to students. And that's a finite pot of money. State special education dollars are for um people that provide service minutes to students and then we get reimbursed back on that. So that's approximately an 80 to an 88% reimbursement. So federal doesn't change. State our allocation changes. You heard Jason talk about as we had more expenses in special education. We have more revenue. And that's why um you will also see here that we have our director of special services change in funding source. So for next year as we open our second VISTA program. So Vista Secondary, Vista Elementary, that position will serve as the administrator for Vista Secondary. So then that money goes out of federal and in and then we're able to take different positions that have sat in our special ed cross subsidy, the $2.6 million, and move them into federal. So that's how we do that. It's um a colleague of mine calls it moving the coconuts. So that's what we're doing there. We have a Gear Up grant which we're thrilled about. Um you've seen that at our high school and now we have it at the middle school. So at a different time we'll give some information on that to our board. One of our deans uh $70,000 at the middle school of that um salary will be able to go into the Gear Up Grant. Um our director of early childhood and family engagement has not been replaced. That's a vacancy that we have. Our enrollment coordinator has not been replaced. vacancy since December. Our senior information officer position has been eliminated. That person has been notified about that. We will be adding a tech coordinator, tech director, something like that um will be added for our July 1st start. So that's a salary deduct um and a benefit deduct there. Our middle school ALC was eliminated. That was just south of 200,000. Learning Academy just south of 200,000 I think 164. our high school ALC $500,000. Um we anticipated that would be more of a um expenditure for next year because the 916 ALC program which has been in City of Fidley Spring Lake Park School District is now moving into Fidley Public Schools. 916 does an amazing ALC program. So our students will be able to attend there. So, it's a cost savings, but also it's frankly a programmatic expansion and an enhancement for our students. We also are working really hard to have um as low as possible number of students going to the ALC. How are we looking at our um current high school programming and how do we serve our students differently and keep more of our students um versus that ALC? Now, if you look at a student that's maybe 19 or 20, that might be a better fit, but we certainly don't want a 10th grader to be in ALC 10th, 11th, and 12th. Um, just looking at that differently, our ALC students will be able to graduate with a Fidley diploma or a 916 one. It's up to their choice. And they get to do all of our sports and activities and we provide transportation. So, we're excited about that. Um, facilities and construction costs. This is our biggest one. $2.2 million moved out of our general fund over into the construction fund that you were hearing about our capital fund. This is why I kept saying question two matters to our community. Question two matters. And so you can see question two here in action. uh savings from moving from uh uh outside vendors CISO for HR and finance to in-house staffing. So that's how we got to the 4 million um on that our safe routes to schools. I was approached maybe three weeks ago and um two city engineers Carl and um Jim came to meet with me and Lieutenant Titus is a part of that who supervises our ESRO program. Um they came and they are so excited. They um are ready to roll out the next phase of safe routes to schools. Um so I will be bringing more information. I'm hopeful in June um Jim and Carl and I will present um to you as well as to the city council about this expansion of Save Frouds to School. I am so sorry I'm blanking on the street. It's right by you. What's the street you live on, Eric? Jackson. Sorry. Because I saw your truck, so I'm like, "Oh, that's his house when I did the walk." So, it'll go from Jackson um all the way to the end of school district property all the way through. Um and I don't know what I exactly mean by all the way through on the city land. I walked that area. Um I've been back there but not to that depth. I'm so thankful this is coming through for a variety of reasons. Um, we'll have much more details, but this is going to be a probably a 10- foot um, pathwide ADA, all of that. Our property looks pretty raggedy back there. So, I'm so glad to see this improvement as well. And then, um, Jim and Carl also were so great. They're like, "We hear that you really like your facilities and grounds to look a certain way." And I said, "Yes." So, then Jim's like, "I don't like I think it's well number five that's on um, school district property." He's like, "I don't know why we have to have that barb wire. That's not a good look for you." I said, "Exactly. So, that barb wire is coming down." So, it's just nice to hear when others take pride in our facilities, too. So, much more to come on this, but I'm just excited and wanted to give you a preview. So, now I'll turn it over to our board for updates that we have on um 916 AMSD, any other committee reports. Okay. Um for 9:16 we had our meeting at the beginning of the month and one thing that I wanted to share was just the we had our pre preliminary budget proposal. Um and I just wanted to share like a little bit about that with us. Um the budget had been built kind of with six assumptions. Um the first one was salaries and benefits. um which had reflected um you know what had happened with the bargaining unit um previously and maybe anticipating what will be happening as we move into negotiations for this year. The second um assumption that they built off of is their fund balance. 916 doesn't have any property to levy taxes off of. They are based solely on their member districts. So their fund balance is a little bit higher than ours is. There's our the policy for 916 is set between 10 and 15%. So the budget is built to um continue to have a fund balance in that range. The operating budgets um are the third contributing factor um for what the programs need to support where they are at currently. Um the membership fees we pay um per adjusted pupil unit um $24 per pupil this year. Next year that is moving up to 2450 which is a 2.1% increase smaller than what they had initially anticipated but that will be our membership increase for next year. Um community and teched the programming cost for that um the fund balance for that has been lower than needed to be increased as it was dropped down um over the last several years. So that has a higher increase of 9.8% for tuition for career and tech ed this year. But then after that fund balance is replenished, then that's going to stabilize um in the next year or two. And then the last one is for care and treatment. Their um rates are going to go up by 5.5% on average there. But yeah, those are the six parts for their preliminary budget proposal and we will be moving to finalize that in the next month. And then the second part for 916 is that I did tours um this last week of South Campus, uh which is one of their setting for programs. Um and it was really fun to see. They have it's kind of like a loop and they have kids biking and walking and moving all around there the whole time. So it's really fun to see that very busy building. And then also I toured their core education center. Um, at Kora I saw multiple of their different learning communities, 7th grade through um, 12th grade plus and into transition. They had so many really cool things. We had a couple students giving us tours talking about like music um, creating different classes that they had like music production people like they had just this whole instrument library for their students to use. They had wood shop with their therapy dogs in it um, in wood shop which was so fun. getting getting to see the students using their weight room, their different culinary arts classes. So, it was really great to see that. And then also, we talked about the ALC programming. Um, at CORE, they have their East View Academy. So, we got to go there and just hearing from some of the students how very impactful um the supports from the staff and the programming were in that space for them to help them move towards graduation and getting to speak to a couple kids who are going to be graduating here in the next couple weeks. So, that is what happened at 9:16 in this month. Yep. Anything else from other board members? Our meeting is tomorrow. Okay. Um, you actually foreshadowed that while Chair Carap, anything you wanted to update on AMSD? Um, I I jumped on late, but I'll just touch on a f a couple quick things. Um, as far as some legislation that's out there, there's some talk about allowing uh boards to renew existing capital projects um after a one-time public hearing. Obviously, that'd be I think beneficial. Um the the bill to negotiate um e-learning days and ratio does not seem to be getting any traction, nor has the MCA uh replacing the MCA with a national standard. No traction there. And then um the issue of switching our election uh years, uh that bill seems to be just completely dead. So, not sure Dr. Will and Sarah I think you were on as well if there's any anything that I missed there if you'd like to fill in. No. Um we're obviously now moving into special session. So more updates to come. So thanks board. Um why I said uh Avana that you foreshadowed that well is Heather like is our executive director of Northwest Suburban Integration School District and she comes every to every member district the seven of us to a board meeting. you came to my reorg meeting last year in May and now you're here again to the reorg. This is probably the longest board meeting we have. So, thank you for always coming to the May one. Um it's nice to see you here. We appreciate all your support. Before I move to the upcoming events, I just wanted to address uh safety. As um we have agreed to, we uh pride ourselves on transparent communication. Um we've seen uh some upticks in a tiny tiny percentage of um adult caregivers who do not make good choices in our school districts and school district buildings and at events. And um these are behaviors that I will not tolerate as the superintendent. I do not allow um any stakeholder to threaten staff members, to um threaten students, to make our environments not feel great. So, I'm pretty um strict about that. And um sometimes we have people that potentially need more than one action or more than one reminder. Um, as you know, I appreciate very much that I can kind of put all of our business out there to you and let you know what's going on. Um, and it's inevitable with um, any messenger that goes out, either our principles or myself, depending on who's the letter signer or when I'm in a building or at an activity, parents come up to me and they say, "We feel really safe with our kids. We feel really safe with our kids." So, I love every every stakeholder in our district, our students, our staff, our families. Sometimes those we love, we have to uh take a stance where we say, "I don't like your behavior." And I do that and it feels a little more often than usual, but we've had quite a bit of uptake uptake of some pretty violent and unacceptable behavior that with our proactivity um hasn't resulted in situations that could have been much worse. Also, um, as school districts have moved away from having SRO's, I cannot emphasize enough the power of our partnership with SRO's. Patrol has a very specific purpose, right? We rely on them to get to us, to help us in an emergency, and to mitigate that emergency. And patrol is wonderful. When we have SRO's, the relationship is just different, right? It's not a transaction, it's a relationship that they have. And without our SRO's, we would be pulling on other city resources in a way that wouldn't be sustainable for any of us because then when we're calling on patrol, which we do sometimes need to have backup from patrol and our SRO's are very um brilliant at determining when that backup needs to come and all those pieces. Um, but I cannot emphasize enough the partnership that we have with Fidley Police Department, um, with our SRO's, um, officer Nico, Officer Dave, and, um, the chief and Lieutenant Titus, just how they wrap our school district in support. And in the months of really since January, we've been seeing quite a demand on our SRO and they just rise to the challenge. So, thank you for supporting me and saying we don't do that here in Fidley public schools. So, I appreciate that very much. And then to end a little bit positive, um here I love this slide, Lori. Here's um our upcoming events. So exciting. May is busy. Um school board interviews on May 22nd at 100 p.m. in the boardroom at Fidley High School. May 27th, our ALC graduation, EA, at the Fidley High School cafeteria, five o'clock. Um, Fidley High School commencement, Roy Wilkins Auditorium, 6 PM on May 29th. There's a different practice this year where the gowns and caps and gowns aren't being collected immediately after. So, families can do um different photos and things like that. And so, I believe those are collected the next day, right? Um or after um the commencement. So, that's nice that our families don't have to quickly focus on pictures and then leave. Um, so we're excited that they get to keep those caps and gowns for a longer period of time before they return them. So, congratulations board. We're through our first board item after almost two hours, but the rest should clip along. So, thank you, chair. I'll turn it back to you. Great. So, let's uh let's get through the rest. We ready? All right, let's do it. All right. So, going to our first uh business action item. Uh I would entertain a motion to award the sale of bonds as we've heard earlier today. Do I have a motion? Motion by Jones. Do I have a second? Second. Second by Keeler. Um this is a roll call vote. Miss Anna. I. Miss Jones. I. Mr. Carp's eye. Mr. Keeler. I. Mr. Meisner. I. Miss Stark. Hi. Miss Amed. Hi. Miss Shob. Motion passes. Next up, I would What's that? Are you sure? Okay. Uh, next up, I would entertain a motion uh to approve the bid for Hayes Elementary flooring and abatement project. Do I have a motion? So, moved. Motion by Stark. Do I have a second? Second. Second by Anna. Uh, no roll call here. All those in favor, please signify by saying I. All those opposed. Motion passes. Next up, we have a I would accept a motion to approve bid for the new Comi oven at the Fidley Middle School. Do I have a motion? So moved. Motion by Meisner. Do I have a second? Second. Second by Stark. Again, no roll call here. All those in favor, please signify by saying I. I. All those opposed. Motion passes. Uh, next up, I would entertain a motion to approve our wonderful revised budget for next year. Do I have a motion? So moved. Motion by Meiser. Do I have a second? Second. Second by Anna. All those in favor, please signify by saying I. I. All those opposed. Motion passes. Next up, I would entertain a motion for the Minnesota State High School League resolution for membership for next year. Do I have a motion? So moved. Motion by Jones. I have a second. Second. Second by Stark. Uh, this is a roll call vote. Miss Anna. I. Miss Jones. I. Mr. Car is I. Mr. Keeler. I. Mr. Meisner. Hi. Miss Stark. Hi. Miss Amed. Hi. Miss Shob. Motion passes. Uh, next up, as discussed, I would entertain a motion to accept um the gift of $25,000 from the Where is it? Here. I don't want to get it right. The the Friends of Fidley Senior Program. Do I have a motion? So moved with gratitude. Motion with uh made by Myers with gratitude. Do I have a second? Second. Second by Keeler. Roll call vote. Miss Anna. I. Miss Jones I Mr. Carnup is I Mr. Keeler I Mr. Meisner I Miss Stark I Miss Amed I Miss Shopee. Motion passes. Next up I would entertain a motion of approval for the consent agenda which includes our minutes from the last meeting or monthly financial reports, new contracts, our amendments, lane changes, leaves of absences, etc. Do I have a motion? So moved. Motion by Meisner. Do I have a second? Second. Second by Anna. All those in favor, please signify by saying I. I. All those opposed. Motion passes. Uh, next up are important dates. On May 21st at 7 o'clock at the district auditorium, we have the Freley High School band pops concert video games. Uh, also uh from the Freley High School band choir concert. Uh, we have the performance of Just Dance 2016, May 22nd at the auditorium at 7 o'clock. The Freley High School jazz bands concert spring showcase will be on May 25th at Kuner's Supper Club. Get your tickets now. That starts at 7 o'clock. Middle school on the 26th as a district holiday. ALC graduation, as Dr. Lewis mentioned, on May 27th at 5:00 at the Fidley High School cafeteria. We've got graduation for the high school on May 29th at Roy Wilms auditorium starting at 6:00 on May 29th. Last day of school, June 4th. And then our next board meeting will be at June 17th here at the community center. 5:30 work session, 7:00 public comment, 7:30 business meeting. Did I miss any important dates? Nope. No good. All right. With that, I would entertain a motion to adjurnn. Eric, I think it's you. Yep. So move. Motion made by Keeler. Do I have a second? Second. Second by Anna. All those in favor, please signify by saying I. I. All those opposed. Motion passes. We are journed at 9:26. Thank you.