I'd like to call the Central School Board meeting to order on May 19th, 2025. With all board members present, please stand. Join me for the pledge of allegiance. I'd like to stand one nation under God, indivisible, with liberty and justice for all. We'll move on to E4, approval of the agenda. There any comments, changes from board members. Hearing none, I'll make a motion to approve the agenda as presented. Second motion by Aishan, second by Robots. Any other conversations, questions, additions? All right. All those in favor signify by saying I. I. All those opposed. Agenda is approved. We'll move on to the consent agenda. Mr. Shocker, is there anything you want to highlight in consent agenda? All right. Any conversations from board members? Agenda. Second. Motion by Cle. Second by Kger. Any other conversations? All those in favor signify by saying I. All those opposed. Consent agenda is approved. Acceptance of gifts. All right, here we go. Um, we anonymous donor gave for mental health day jewelry making supplies. The Moln family supplies for mental health day. $1,500 for the from the central boosters for mental health day. Airpods from Citizens Bank. Crayola experience tickets from the Patriot newspaper. Table cost per prom for $522 from Central Booster Club. $1,500 scholarship from American Red Cross Red Cross, excuse me. $80 from SLS Incorporated for mental health day. $50 from Nomesics from Mental Health Day. Um, swag from Edward Jones. Target gift cards from Sacket Wonia for $100. Two massages from Sacred Health Chiropractic. Um, $100 quick trip gift cards, 10 of them from the West Carver Lions. Um, swag for mental health day from Old National Bank. Gift cards for mental health day, $120 from Tim Law Office. and $500 for mental health day from the NYA. Thank you to our committee for your generous gifts. Any conversation or question to approve yes? Second that motion made by Ericen, second by Aishans. Any other conversations? All those in favor signify by saying I. I. All those opposed. Gifts are approved. We'll move on to the public forum, but I think nobody's here for that. So then we'll move on to our monthly reports on student council. If you wouldn't mind just saying your name and go ahead and share the end of the year with us. I'm Roselle Traver from student council. As you know, we recently had mental health day. We helped a lot with that. We helped like give teachers what they were using, show them like what supplies they were going to be using. We also did like tattoos for teachers for Earth Day to just do a little bit of fundraising. So like students could buy a tattoo and then pick a teacher that was willing to do it and then they would wear that tattoo for the day. That was most of what we've done the past two months. Mr. L, do you have anything else to add? That was what we've done so far. Thank you. Great. Thank you. Thank you for all the work you guys have done and have a good summer. Thank you. Um, student representative report. Did Caitlyn have anything she wanted to talk about? No, she didn't have anything, but she did. She's She's at possibly playing, but she sent me regrets. Um, sorry. No, no, you go, superintendent. Okay, so I just I just noticed this when I pulled it up that I attached the same photo twice. um that was inadvertent but um uh we are ending our enrollment um fairly strong. We're right around I think it was 929 is what we is what our enrollment ended at. So um just kind of a year in cap a year a year cap encapsulated. Um we started with 944 students ended with like I said right around 9 930. Um that is that is typical and um and as uh later on Mr. Roshin goes over the fiscal year 26 budget you'll see how we roll that into the next in the next year. Um we still have curriculum purchases and staff development that's going to be happening this summer. Um and uh so all of that is on target and our tech levy uh is is also on target because there's still some final bills from the building project that are that are rolled into that tech levy. So, um you'll be I you can see the tech levy is only about half spent down. Um but that will get uh spent with some final bills from uh the building project. Um I I've already done I've done mostly a headcount for graduation. I just want to talk about that. We have our graduation on Friday. Um and Principal Larson, our percentage of kids graduating uh this year. I'm putting you on the spot here. Um we are still we're still calculating. So wait, so even so we have so we have finals coming up. Um we are we are hoping that number is is is as high as it possibly can be. I don't think it's I don't think it's going to be 100%. Um but we should be in the 90s. So graduation is at six o'clock uh this coming Friday. Um and I I don't mean you are are you coming Josh or you're going to be gone. Okay. So I think everyone's coming um um except for two of us. Just a reminder to be there at 5:45. We are walking into that gym at six o'clock. So, um, Miss Nations will be up on up on stage. Everyone else will be on the side for those for those that is first time. Um, there is a there is a like a social hour, if you will, for staff um right in here at starting at 5 o'clock. You're welcome to you're welcome to join and and kind of socialize with the staff. So, um, that's all I have. U, well, actually, uh, one last thing. Um, today is the last sess uh, the last day of the legislative session. Um um I as of the last time I checked, which is about a half ago, there's there's only one bill of significance that's passed um that affects education is on some pension reform. Um we we're going to kind of be in a wait and see in a wait and see mode. Um so I'm just again foreshadowing what you're about to hear from from Miss Grim for the fiscal year 26 um from a fiscal year 26 preliminary budget. All of that is there's a lot of assumptions in that budget that we don't necessarily know yet. So there could be some changes between now and then. Now that is all I have. Any questions for Chuck? Okay. Okay. We'll go on discussion items. Do anybody have any board reports? Sorry. No. You're ready. You're moving along. I'm gone for one month. Go. Now we're ready discussion items. D1 fiscal year preliminary fiscal year 26 preliminary budget. Um so um with us tonight is uh Amy Gian. She's our finance coordinator from the district. So she will be presenting the budget. Um I think um Amy, what would you prefer? If they have questions, do you want them to interrupt you or do you want to go through the whole thing? what is what was the easiest for you? Um, probably best if we kill you till the end. Yep. So, let's let's have her go through and then and then if you have questions, we'll we'll address those at the end. So, go ahead. Okay, moving on. Y 26 preliminary budget. Um, so here we are in May just discussing the preliminary budget um for approval prior to June 30th. Um, just wanted to start by talking about our enrollment. Um M as Mr. Trucker said uh we started this current year at 944 students. We're ending at 928 students. Um we also know that we are losing 84 seniors this year graduating. And we are predicting a lower kindergarten class size of about 55. Um so that's about 30 students difference. Um we also know historically we gain about 10 to 12 students coming in in 9th grade. just from the non-publiclix and we also gain 10 to 15 students coming in from various grades for various reasons moving in. Um so that closes the gap of seniors going out to kindergarteners coming in but we are budgeting or have this budget based off of 915 students. Um that's leaving us a little bit of wiggle room for any withdrawals that come in summer months. Um, we'll continue to monitor to see if we have any major changes, but we feel pretty comfortable with this number. Uh, moving on to the general fund comparison of the FY25 revised budget to the FY26 preliminary budget. Um, major changes in revenue include an increase in the general education per pupil formula of about $200 per pupil. Um, another increase is state special education due to cross subsidy aid and an increase in restricted basic skills revenue. So, a large increase there. Um, the big changes on the expense side include allocation for contract increases along with steps for our teachers. Um, there's also an employer paid TRA increase of 75%. And that's reflected in the employee benefits line. Um, there's also year-over-year increases for purchasers contracts and the large difference there in capital expenditures due to our construction project. Uh, this leaves us with $133,000 of revenue over expenditures. And then just diving a little bit deeper into our general fund. Um this slide here uh breaks down the general fund unassigned, assigned and our restricted funds. Um so as you can see the unassigned line that does drop a little bit um due to that transfer out to cover the QC comp shortfall. Um and then on the restricted fund mail side, we're seeing a $200,000 increase. Um, like I said, that's basically due to the basic skills restricted revenue. Um, our district was one of the few that that formula change helped um just due to our direct certification rate for um reduced benefits. So, we're a winner on that. That could change in future years. We'll just keep an eye and monitor that. Um, so like I said, our unassigned fund balance does drop a little bit, but it does maintain an 8% unassigned fund balance. Um, and then our restricted funds make up that difference to bring us to $133,000 revenue over expenditures. Uh, this visual here is just our general fund revenue by source. As you can see, our biggest source of revenue is comes from state aid at 75%. It's mainly driven off of pupils. Um, followed by our 20% in levy and 3% in federal aid and 2% in our local revenue. Um, our on the expense side, this graph shows our expenses by object. Um as you know our people are our most important. Um most of our budget 68% is in salaries and benefits. And the next biggest expense is our purchase services which include transportation and custodial along with some specialty positions purchased from the district. And then lastly, our um supplies and and materials along with capital expenses make up the remaining 8% of that expenditure budget. Moving on, the community education fund. Um we're seeing a positive change in fund balance there of about $24,000 just due to some staffing changes we've made for the coming year. Um, we also continue to monitor preschool registrations to see if there's any significant changes there. But overall, the community fund is looking in that positive direction from prior years. And then in summary, um, this next slide here shows all of our funds. As you can see, they remain positive and balanced. Um, and like I mentioned, we'll continue to monitor our enrollment and pay attention to the legislators, see legislation, see what happens there. But most of that would probably affect the 26 27 school year. Um, otherwise, this is the preliminary budget and we're not expecting any drastic changes. So the next would be the budget revision in February March time frame. Any questions? Where where do you feel like the biggest risk is in the the budget comp? um biggest risk would probably just never know what families are moving or what families decide to go somewhere else. So I to piggy back on what Miss Groin has stated, we have some processes in place. um Miss Perllic who who runs all of our enrollments. Um we have a we have a in time in time spreadsheet um and matter of fact I met with some of you this morning to go over the board meeting and I think we had 21 enrollments by the end of the day today we had 24 enrollments for next year. So that's moving in the positive direction direction and then over the summer we'll we'll have a real time access of of like who's coming in and who's going out. Unfortunately, um because of the nature of just how schools work, a lot of those a lot of those staff in other districts are gone for the summer. So like the first two weeks in August is when we usually like if we get transfers out, that's when that h that's when that happens or doesn't necessarily happen in June. Yes, exactly. So, um, and I I do we do have some I think we do have some buffer built into our enrollment projections. Um, they are conservative, but you know, if if something bad were to happen, you know, it could it could go upside down real quick. Um, and I think Miss Gian also stated um um you know, what's happening at the legislature. you know, it's we we've had some positive trends in enrollment the last last few years. So, if we can keep those to continue, that could offset some of the um budget reductions because you notice in that pie that she created, the big green part, state aid is $10 million of our of our revenue. Well, that is exactly what is being reduced as we speak at the legislature. So, um you know, something has to balance out. So just sounding the cautionary alarm for for a year from now. Besides enrollment of the 915, what other are there other conservative pieces baked into that? Just seeing what the legislature has kind of tossed out as potential reductions. Anything else that baked into this budget? Do you want to talk about the about the special ed in the audit potentially or did you were you thinking something else? Well, this budget reflects an increase in special education aid. So, I think we've already balanced that out. Um, are there big things yet that are up in the air at the legislature that um we can always come back and do revision sooner than February, too. Well, I I think the problem the so like like Miss Crochian said if if there's reductions we the the cadence of of school finance in Minnesota is you all passed a levy in 2024 that started in 2025. So all of this year we're collecting the taxes for 2026. So the if there is if there are major reductions or major changes, it would most likely be reflected in fiscal year 27 budget because I heard the QC comp shortfall that's not b that's another worry that was on the legislative docket to get rid of QC comp but that's not part of this. Um no that would take effect in the next year. Okay. So let me let me how you frame that question or that statement actually. So when when Miss Grochian talked about the Q comp shortfall, we act so we levy for our UC comp plan the QCMP plan that was developed in in 2014 2013 whenever we came on CUCOM and at that time we had excuse me just ballparking year 100 more students. So we were le so that's the amount of revenue we are generating as our enrollment has declined over the last decade. We are still um we are still paying out some of those stipens and there's a $59,000 shortfall. If Q comp went away tomorrow, it would absolutely that that would Yes, it is. So that would absolutely impact our teachers in in terms of the stipen that they get for their goals. But from a district in from a district standpoint, we would actually be saving $59,257 from the general fund that we wouldn't be having to sub cross subsidize QC comp. But that would be on the backs of $2,700 for each of our teachers. Ideally, if we have QCOM, I would love the revenues to match the expenses. That's that's the thought. So that's not okay that my question reflective of that, but we we just carry it forward. So that way we are we are tracking it, monitoring it. So that that's why it's called out on that on that sheet. So I think one I I do think I am going to state this. I think one piece that is still in flux is last year um last year at this time we we stated that we had a large special ed maybe that's two years ago we had a large special ed expense. I think we we have budgeted for for fiscal year 25, the current budget, very very very conservatively around special ed. And um I think there's a possibility that our revenues come in even a little bit higher on that which could affect the very first. So if I'm on page um can you um I'm looking page five. page five. Maybe that was it. general fund revenue. Yep. That one right there. So that very top number uh 1,24,645 that's the assumed carry forward carry forward from fiscal year 25. I I think that number could be bigger which then therefore we are carrying that forward which therefore start our fund balance at more than 8%. Yeah. You think the expenditure for fiscal 25 is going to be lower than budgeted or I think the revenue is going to be higher. Y and unfortunately you need to like special ed is a is its own beast. So we're like three years behind in special ed. That's just how it is. So we will we feel we feel like we've been very conservative about that number. Is that a fair yes assumption? Other questions from board members? Thank you, Amy. Me too. School program and curriculum year end up. Okay. So, um we are going to they are in one slide deck. So, back to back to back to back. We are going to have um principalbot. Then we will have principal Larson. And then we will have um director Ron and coordinator Holstead um coming up and uh and giving their their year end report. Um so same thing as with Mian just let's have them go through and then if you have questions we'll take questions for each other. Go ahead Prince. You have you see something? I can watch the mirror. Try to look back like what are you looking at? There's our goal sheet. Uh two through five. Fast bridge is is the assessment we use in both math and reading. And I think we've had it like four years maybe. It's really a good assessment. And I think what it gives us the most is not just baseline data but gives us some real strategies on how to move kids which I think is the that's the key right you get the data and then what do you do with that data it's I think it's a really good tool so just explaining the tool you saw our baseline test was in the fall 57% of our kids proficient in reading in grades two through five and our goal was 65 and we came in at 66. I can't even tell you how excited I am. And there's other data that's coming that we can't necessarily release yet, but is coming. And it's like the most exciting thing I've seen since I've been here. And I'm not exaggerating. It is. It's phenomenal. And I don't know for you for me. for every it's it's it's needle moving stuff that you're going to get to see in a little while and it's a I'm going off to engineer which doesn't like me to do sometimes but I'm going to do it real quickly I'm it's needle moving because it took so much of a lift and I know this is a one-year goal and plan but this is one year and it took lots of years and lots of effort by board members, most importantly the community to vote for the things they voted for that allowed us to put these things in place. And then you have to have some patience and that gets to be challenging when you're hoping and praying that those scores are moving in the direction they are. And then when they start to move in that direction, it just feels like this amazing shot of air goes into your teaching staff, your kids, and your parents, and you folks, and the people here who work so hard to do it. And we're doing it like on your watch. We're doing it. And that is an amazing feeling for me. So, back to the goal of this. You can see if you go to the next slide here were our steps to to meet that goal and you can see it was built on fastbridge data. I think the second one is probably the most important bullet point. It's like it suggests our kids can they read accurately, which is obviously a really good thing, but then you have to read at a pace that allows you to comprehend because if you're spending all your time trying to decode and trying to do those things, your brain just gets exhausted and it doesn't have time to really comprehend what you're reading. And through some really good work of data and Andrea and our classroom teachers, we keyed in on it's the speed at which we read. And if we can move that pace up, it allows some more brain capacity to do the hard thing of comprehending. And we were really intentional about hitting that hard. And it was right. We were accurate. And we were ready for the next step, which was a better pace, for a lack of a better term, to read at a quicker pace, which gives you more time in your brain. And our teachers were so good at setting groups and moving kids around and not being stuck in one spot at one time. So, the credit is certainly all to them and to Andrea for the things we did this year. We had people come in and watch our PLC's. He was amazed at the things our teachers were doing in our Kentucky. Andrea and I had monthly, twice a month, I don't know if that's the word, bi-weekly or bimonthly, bi-weekly or bimonthly conversation for us to be accountable to make sure that we were actually looking at that data. We were making sure that it was being addressed. And it's it was good for both Andrea and it was good for me that it just stayed in your front lobe. and stay right here on my eyes all year that this is the charge and if we can move that this will this will work and weekly support from NBE we're still in some ongoing support and we have some things planned for next year already that are so I think going to move the needle another step so you move it a bunch and then I think like he described to us when you get that move the chance for the next move is easier And I'm hopeful that all the heavy lifting is done and now it's just the constant pushing. That's how we got to our goal. Uh if you have questions, you you could certainly ask and I'll do my best to explain or you can wait until Rich is done. That might be better. Okay. Okay. Thanks, Mom. Good job. Great. Um, so the next one is secondary schools. We have three goals that I'm going to share on and we are two out of three. Let's give you a heads up on that. Um, this is our guiding document and uh, this is something I shared again with our staff this past Friday when we looked at um, talked about our data. Andrea and I have been having data meetings with each of our teachers who have math or literacy standards in their content to look at some of the data, talk about how we can support them, what we need to celebrate, what the next steps are. Um, but really trying to keep uh focused on what it is that we want to accomplish and aligning our resources to that. Our first goal is the math goal. It was based on fastbridge. I I want to point out that these baseline data points are really high. Um 73 and 71 and we stayed about flat for the MCA. Our goal was to go up by three. Um even though we didn't hit it, um having that number of kids still being proficient in math on a fast bridge is still a very good number as you can see. Um you know, some of the things that we're continuing to do is our PLC, our math PLC is doing some really great things. You've probably heard about the um building thinking classroom. Um we have a new math elective. We did some really great things to support any to basically try and keep any kid from failing math. Um and we've put some things in place with that. Uh our staff just our math staff just went to the conference in Duth and we have some new work to accommodate the new standards which are going to incorporate data science and we have a plan that we're going to be rolling out starting next year. They're really confident in that. And probably most importantly, we've had an inadequate resource, I would say, and we're really taking good steps to find a new resource. Uh the resource itself is good, just not aligned the way we would want to be with Minnesota standards. Is that how you say that, Andrea? Um for reading, you can see that our baseline was 71 at the middle school and um middle school really jumped 75.2. Uh that was really great to see on the fast bridge. Uh and the high school also jumped. So we were really pleased by that. Um again, we're really working hard on having our uh standards be the thing that drives what we do every day in class. You expect a bit of a dip with a new curriculum and this was our first year fully implementing it. and um we didn't really have that depth and we're continuing to learn to use Study Sync and continuing to to really understand its capacities and apply it across all of our classrooms. Um uh we have an MTSS team. We have reading students who reading interventions. I had a chance to do progress monitoring with kids that Miss Broie worked with and it's so fun to see them grow these data studies with teachers that were we have with each of our teachers at teaching looking at the data triangulating make plans and then continuing we did goal setting with all of our students so that they can see what they got on the MCA before and they can see what they did on the fast bridge and sometimes the numbers arbitrary but it just is meaningful for especially for middle school text just see if you can beat your score and level up. We just want to include them in that. Finally, our culture and climate goal. We've used um intentionally a consistent survey across year to year to year because you could see growth and our um our goal was met by gaining 3%. We had 91.6 of our students that answered agree or strongly agreed I feel there's an adult in the building who knows me well. There were a few that said no. um to that one. There's a followup and it's like is there like and they if there there were four kids that said no to that and I've been following up with those kids this week, those four just to make sure that they are cared for and um and uh that's been really good. So action steps there. You know, we share these culture climate results with those grade level PLC's. So it's like we can see who feels like they're not connected. Uh we have our monthly assemblies. We talk about behavior data. Um we give reminders. Joe Clay is such a great dean. You all he's it's clear and firm with the students and loving. Um we have monthly assemblies. You know, I think we read 280 some kids got awards this year. 23 nominations by students for the goose award. This year our PLC meets and they weigh in on some of these things. and then and we just have a a lot of things that are built into that raider time period. So with that, I'm going to stop talking and ask if you have any questions with the new math resource and curriculum or standard changes. Do we expect there to be a breaking period with kind of those two things coming together? You know, potentially. Spencer, it's a really good question. With the new standards, they allow for um a little bit of time before those standards really show up on the MCA4. Would that be a year from now? We have one more. It gave you a little egg time, right? We're in a test. We're at a pretty good spot because we're I'd say ahead of the curve. But that's a super good question. like if you don't if you get it implemented on the date your first time at this material with new uh ways to present it and and got us ahead of the curve. So that's a fair question to ask and I would reasonably say normally yes and I think this time we've mitigated some of that expensive but that that's a that's a really good question. So very briefly, we're going to accelerate our math students where some of the algebra standards are shrunk down just a little bit. So we're going to hit it that harder in eighth grade and include quadratics. There's then geometry as nth graders, algebra 2 as 10th graders. Those both shifted down a year and then build a class called data science to cover those new standards and pick up what may have been missed or needed to be reviewed from those other classes. And what I'm really excited about is that teachers are going to be spiraling which is every week like going back and covering standards that we already did because then that will really help them be in a position where you roll that ahead three years by the time that happens the kids should be all set to be good on MCA. Any other questions for board members? Great work you guys. Thank you. Thank you. Thank you. that baking or stud. All right. All right. So, I'm Becca Brown. Um, he always says brown even though, you know, he knows it's brown, but that's fine. Uh, it's okay. Um, I want my team. Um, so I am the special ed director here at Central Schools. And before I get into my first school, I just wanted to just kind of touch on fast bridge. Um, there are two different screeners that we do. Um, so a math and a reading are universal screeners designed to be short. So they're about 20 to 30 minutes um and efficient. Uh, they allow the teachers to assess students current skill levels and monitor their progress. Um, and they're done three times a year, fall, winter, and spring. Um, FastBridge, it provides detailed insight into specific areas of need um, such as dist distinguishing between difficulties and phonics versus comprehension. Um it enables our teachers to tailor their instruction and intervention to meet the individual needs of our students. Um so students receiving special ed services are also required to take the MCA or the MTAS. Um just depends on their developmental um cognitive abilities. Um and these results um and the assessments are included in our overall school data that you guys and us review. Um what sets FastBridge apart is that it gives the case managers um immediate access to the student progress data. Um and that supports them in being able to respond quickly in what those students need. Um so our first goal um we had two of them in our department um was looking at growth um within our students in special ed that are receiving those services. And our baseline was at 67%. And I'm very excited to say that our um results was at 78.2%. And that can't be credited just to our special ed department. That's credited to the general ed population, the teachers, and the work that the principles have talked about that's going on here at Central. Um it takes the whole village to make this work and for our students to make progress. So it's a celebration for all of us here at Central to see that. Um it's amazing. puts a smile on your face. Um our celebrations um at the elementary and the middle school, our staff continue to implement um those science of reading strategies that we've learned through letters um podcasts that we're listening to and everyone's just embracing this new information and trying to get it into the hands of our students. Um within our middle school, um Miss Shre is new with us next year. Uh you got to go back up, Rich. um she was new in the middle school this year and then Miss Ezinger has also been helping support in the middle school and we've been using a continuum of pushing into some of our um English classes and also then having that pull out time when they're in the resource room um which has been successful. I mean as much inclusion as we can provide is always um research would show that that's beneficial for students. Um, and we are using FastBridge progress monitoring. So, weekly progress monitoring where we're seeing where they're at, either nonsense words, um, or correct words per minute, uh, reading fluency. And we've been able to use our parah educators up here to help, um, with some of that, uh, data collection as well. Um, next steps, we continue have some of us, myself included, in the training for letters. Um, we're also having our pair educators get trained in a version of letters. Um Leah Jelth, our school psychologist, will be getting trained this summer so she can be the trainer for our parents. So that's exciting that they'll have that knowledge when they're working firsthand in those classroom settings with our students. Um intentional goal setting based on that formal and informal data, both our own instructional goals that we're making, but also those IEP goals that we're using um to drive instruction. Um talking some co-eing. So, when I talk about that continuum of instruction where they're in the classroom versus being pulled up, some refer to it as co-eing, we're not there yet. We're in the classrooms, but we're not necessarily co-eing where the teacher, the gened teacher and the special teacher are planning together. Um, maybe they're both up there, one is doing the instruction, they're doing small group settings. That's the ultimate goal. Um, and there's steps that we have to get their PD around it um to ensure that we're doing it effectively. Um, I think we've started some steps in that direction and now expanding on it. Um, and then that continued collaboration with GenEd and the special ed teams. Um, as Rich and uh, Ron have talked about, uh, PLC's, our special ed teachers, they're included in all those PL PLC's. They're with the gened teachers. They're talking about the assessments that are going on in the classrooms. They're having that collaboration. So, it's just continuing to do those things together because they're gened first, special ed second. So we always want to remember that when we're working with our kids. So our second goal um is in the area of math and again um looking at that growth we were at our baseline was 67% and again I ran the numbers and we were at 75.6% of our students making progress. Um and again that's on that screener assessment that they're taking. Um some celebrations um in the elementary and the middle school we have resources in their hands now. Um, Bridges is being used in K5 and then, uh, Miss Shre is teaching, uh, it's called TransMath, uh, six through eight and she's seen a lot of success. Um, it uses spiraling, so each day they're reviewing things, they're working on, I was in there, and they were using strategies that fifth grade was using, and they're sixth graders, so they're hearing that similar language. It's not all brand new to them. So, um, some exciting things. Uh, again, in middle school, they're using push in and that pull out, but, uh, Mr. Mr. Roi also in the high school has been in Miss Leford's math class which gives him that opportunity to work with the kids in the classroom and then pull out during like a study hall and they can review that information. So uh we have plans for next year to get some more of that uh in the high school as well. and fast bridge progress monitoring in math. I would say um 5 10 grades of fifth grade through 10th grade. We're using that progress monitoring more often. Um and we'll continue to kind of learn and grow with that math um progress monitoring. Um and on our next steps, same types of things as reading, just continuing that collaboration, some of that co-eing um using our progress monitoring data to drive our instructions. Do you want to wait for questions till after her or do you want to ask me first? We can wait. We'll ponder those. All right. All right. I'm going to jump in with curriculum updates. I'm Andrea Coloulstead and I'm going to start with the redact updates really quickly. You've been hearing about letters. Our early childhood letters is complete for our early childhood and preschool teachers. They just finished that this year. And again, letters is really about learning how how a brain really learns to read. It's taking all of the guesswork out so that we can do exactly the right thing to help students in their reading. And phase one, we're halfway through with grades four through five special ed teachers, middle school, high school intervention teachers, and our language teacher, Monica Turner. They will finish letters next year for halfway through. It's a it's a it's a big process um and a lot of time but very worthwhile. You've heard about FastBridge. We continue to screen three times a year and one of the requirements is that we are communicating with families after each screening if students are not proficient so that we are providing what strategies that we're doing for them at school and also helping with what is what would be helpful at home as well. A new requirement is to have dyslexia screening in grades 4 through 12 for next year. The state has chosen the the tool that we are using for that. And it's a screening is not a diagnosis. It's basically identifying who might have characteristics so that we can look at them further. So um that will be for next year. As you've heard, we're we are seeing some really good results and especially around accuracy. I pulled some data again around accuracy today and almost 100% of our fifth graders are reading at the accuracy goal which means they are decoding they are reading the words correctly and again just like Brad said they that that makes it so that they can spend more time on comprehensions for social studies this is our first year implementing TCI that is a resource that was purchased last spring for this year. And it's pretty much a district-wide resource. I was able to meet with the um parent the curriculum um the curriculum advisory as well as the American Indian parent advisory and talk through some of the social studies work and share with them the curriculum maps that teachers have been working on. And I will tell you it's been a very smooth transition. It's almost I would say quiet and I think that's a good thing um as they roll out this resource and work through the standards and and really that's a that's a testament to the work that the social studies department did as far as identifying what are essential standards. As you've heard me talk probably before about we have a local lens that we get to identify what standards we're going to really emphasize and um you know that that's all done through curriculum mapping and and so I was able to share that with them and and hear their feedback. An update for with the new standards is that a um a new part of the standards a strand is on ethnic studies. So there are strands on citizen and citizenship and government, economics, geography and history. And these are all just woven into the social studies classes. I did put up some examples for you. You can see the first example by that sequence of numbers. It's a two. So that's a second grade standard. And the second example is a seventh grade standard. And the third example is a high school. It starts with a nine for 9 through 12. And these will be woven into social studies classes. Again, the teachers are able to have use their discretion to decide as teams what they're focusing on. In 2026, we're also required to offer a course in ethnic studies. What we have done is actually last spring identify what the course sequence would be. We have to we have to offer economics for seniors. And so what what the social studies department did with Rich is um is put together the how it will look as far as what they will take throughout high school. So next year our ninth and tth grade students will take geography with those ethnic studies woven in. And then our 10th graders as well. And then the following year it'll work out so that the ninth graders will always have geography ethnic studies. The 10th graders will have US history or a push on um advanced placement. 11th graders will have world history and then our seniors will have um economics. the purchase this year that we that I get to I get to brag about this is uh for our preschool and they have been using a scholastic resource that has been okay. This is a really big deal. This is this is a purchase that I think will will really help our preschool shine. It is it's a very very highly ranked preschool curriculum. It is all about the whole child and giving them opportunities to do some investigation work and hands-on, lots of playbased. And while they're doing that, the the teachers get to adapt as far as what the students are finding that they're really interested in, what um what is what is really working. And I'm I they're really excited about it. It's going to take some training. And we have a we have a person who's going to come and train the preschool staff next next fall or late summer I should say. Along with the preschool resource comes with an assessment and this is also something that they've been asking for. they they want to know exactly what the students are are needing support in and so this this resource comes with this TS Gold assessment and while they're watching students and observing what they're doing they are able to take some informal notes and and really differentiate for for the little students. So I'm excited to share that. As far as what is next, math is is um the math stands were officially adopted this spring. We had originally had plans to purchase this year and after looking at the new standards and um the teachers going to the DUTH conference, it was decided we just need more training. We need to learn exactly what these new standards are all about and what best practice so that next year when we're ready to purchase, we know exactly what's the best resource that will that will um will do do what we need it to. And so there has been efforts on training. We've had people come into the elementary. We've had secondary teachers who have went to that conference and they're continuing to learn about about um building thinking classrooms and how to how to tweak that. And and we have learned if you look at the next slide, we have learned a lot about what what the math standards really involve and it makes a lot of sense really what they have decided what's important in those standards. They have basically broken them up into making sure that students have a really strong understanding of the why the foundational like you know if you think about a a student setting up blocks when they're younger as far as you know when they're adding or even dividing up things with per division they have there's a strong there's a strong push to make sure that they have an understanding of why and how things work and then building that fluency on facts and procedures. And then the other part of that is to tackle real world problems and really at the application piece. Rich mentioned that say like social studies how we had to kind of redesign this the sequence of classes. The this is a shout out for the math department. They are really being forward thinking about this and one actually teacher said we are ahead. We we just they it was a good feeling. They they um they have been kind of thinking about how this will work in the future. And so starting next year, our ninth graders will have geometry, then they'll go to algebra, and then the following year in 11th grade, they'll have a data, probability, statistics class. And just it it does it feels good to be ahead and not have to, you know, worry about some of these changes coming up, but but feel like we know what we're doing. So this is it's all really good. The last slide, I'm not going to read it. I just I shared this with the curriculum advisory and they they keep encouraging to have this be shared too because it's a it's a it's a thank you to the the levy and the curriculum um review cycle that Tim created and just all everyone's support. So that well thank you questions from board members. comments. Great work. Thank you all. Thank you. I just have I have one comment because they've all kind around the edges on this a little bit. So, um you could see some of the brass brass bridge scores um that that we have and and basically so Andrew may ask you to correct me if I say this wrong, but if you're if you are proficient on FastBridge, you have a X probability of passing the MCA. What's X? There's an 80% chance. 80% chance. Okay. So, I can't share it with you yet, but we have some preliminary results. Um, I'm going to I'm going to foreshadow here very delicately. Um, we have our preliminary MCA results and smacked. Um, I can There you go. Like, I love my team just from the from the balls of the room. Uh, like there there are there are going to be certain things like, you know, the the MCA results could share right around the state of our time. There are going to be some areas where um like we have some of the highest scores in a decade, some of the highest scores in forever. Um so we we need those to get finalized, but um come August or come September, um we're going to be coming back and we're going to be sharing some we just can't do public right now. But um we we are very excited and I I give all the credit to to to the leaders uh in this room and the teachers in the trenches with the kids. it um there there was a spot last year and Ron kind of touched on it where where you get the train you know after all the training and and and implementation if you didn't see the results that we necessarily wanted that there's like this you know and I would say the attitude because the teachers get to see the results they get to see their own classroom results and I would say that attitude is nearly completely 180ed and Um that's good. So just kudos school. So we have a this number one ranked preschool curriculum. Is that something that can advertise other people in the era use that? It is a common one. I do think we should advertise. Okay. Don't buy us all. Well, I mean, if it's something we've never used before and it's the number one, you know, why are we using number one thing? Why Why don't we say that? I agree. Any other questions? Great work. Thank you. Thank you. D3 board committee changes. Okay. So, last month we had the baseball association here and um we approved theou to to engage in a partnership with them. As part of that down, um, uh, Josh Kra brought up, um, his desire to, to potentially look at some of the board committee, um, assignments or, excuse me, create, possibly a facilities committee. And so, I just I basically in the meeting I said, hey, we'll we'll set that aside and we'll put it as agenda item uh, this month. And so Josh, I don't mean to put you on the spot, but I'm going to kind of turn it over to you to just maybe talk about your thoughts from last month and and yeah, just with you know, obviously we have the the ball fields as a new thing and there's a lot going on there. And then with the turf, all the outside stuff, we should have we have committees for how many other things we should have something that's, you know, now we have maintenance of lawnmower. I mean, we have stuff that we're doing all on our own. So we should have the board should have more of a an idea of what's going on. So that's that and I'd be more than happy to be on that committee. I don't know what it really looks like yet, but I'll just go on a fly with it. I'd be happy to help you out. Josh, when you think about facilities should be not just outside, but inside it should probably be a generalized facility committee. For sure. The outside because there's, you know, with the turf and new things that we never had before. So that's sort of where I was going. But yeah, we could definitely have include the gyms as well. Whatever some of that stuff will probably trickle. I think it's a good idea, but I'm going to be the the opposite side of it and just be I just want us to be cautious that we don't get too far into the weeds with certain things. I think I think there's pros and cons to it and and maybe a little you you talking about maybe some guard rails around what would that look like and maybe um Tim's kick it towards you. Would you want to brainstorm a little bit with your team about what would that look like as your representatives on that and then what kind of stuff where could the board be helpful on the facilities piece of it and then bringing that stuff back to how the facility is used indoor outdoor because I mean some of our usage agreements could could fall into this as well because that was something this year the the the like the rental you know the rental agreements because that's basically was the crux of the baseball association is is uh kind of work around with that. So, I'm Yeah, I I guess my like I have no problem with this at all. And um like what's the proper timing because I know because in in in July we are ne we don't have a board meeting in July. So, June we're going to reset all of our all of our organizational meeting. So, can we just add this to it? And then it sounds to me like I don't think we need more than two people to be honest. I you know it sounds like Troy and Josh would already um want to do that. And then we can just set that up as well. We add that and then vote on or not vote on it, but we have to do a formalized all those other committees and then just do it that just Yep. And make sure that everyone is everything is equally dispersed and then we can just and then whoever's on the committee I can work with them to a we're going to meet by monthly or what whatever whatever that may be. So I'm envisioning you might want to talk to some of your Yeah. I Joe on that like you might have to gather a little bit so we could talk about it in June and then reassess the committees and go from there that workshop like I would say you know from the schools from like the just the regular staff standpoint um Cody our facilities manager Clay would absolutely be kind of involved too that's just top throw it on the agenda for yeah I mean could you look at when they come here then they they want to do this they want to do that well that stuff Troy and I could sort of have like we do for example, right? They want to do this, they want this color, we think this is great, you know, it should be maroon, you know, that type of stuff. And then bring it to you guys instead of having them sit here and we go back and forth, you know, just make it more efficient. Yeah. And it's just a second pair of eyes, you know, from the ordinary, you know, because, you know, like Joe and them guys, not knocking them, but you know, they they're here every day walking around say, you know, they might just miss something, you know, or might or got another set of eyes out there. might just keep it cleaner. Okay. So, I'm gonna add it to our committee agenda for for June and then that will just be a standing just enough. Anything else on that? Okay. Awesome. All right. Uh operational items E1 consideration of the 202526 Iowa resolution. So each year um uh at the either sometimes the May, sometimes it's the June meeting, you as a board have to um have a resolution that names me and somebody else as the Iowa and it's the identified official with with authority. Um, and what that does is I take that resolution, I send it into MDE. MDE will uh assign uh one of the systems to me and to Amy. Um, and then I then can divvy out the systems the like like the um, for example, every single year the principles have to do a discipline incident uh, reporting. It's called the DUR system, discipline incident reporting system where they put in all of our in school and out of school suspensions. Not that we have a lot for those of you watching at home. Um um but I give principal Larson that access. So this is like the first step of making sure everyone in the in the place has access to what they need to have access to. Questions from board members about the Iowa resolution. Is there like a state rep originally from Iowa? Like no it's so that Iowa stands for identified official with authority. Okay. Sorry. I was thinking through the house. Yeah, that's great. You were you were you were doing a joke and I was sorry. I'll move to approve the 2526 Iowa resolution as presented. Second. Motion made by Aish, second by Ericson. Any other conversations? Wow, you gave us all the credit already. All right, it's a roll call vote, so we'll start with Crayles. Hi Kelly. Hi Vince. Hi Aishan. I Crowbox. Hi Ger. Hi Ericson. Hi. All right. Resolution is passed. B25 202526 MHSL membership resolution. All right. So um every year we um we join the the Minnesota State High School League. Um there's there's some uh uh there's some pieces that we have to fill out like who's going to be our uh who's going to vote on our behalf? who's our activities representative. Generally, it's always Joe Clay and and I think we've already identified I can't remember but so your name will be on this. So sometimes you'll get a ballot to vote on some things and whatnot. Um but like we have to join the Minnesota High School League otherwise our kids can't participate. So um this is more of a formality but we we absolutely need to join. So my recommendation is to approve this. So you forcing your hand on this one? Um, I'm not forcing anything. Um, I will send the phone calls to you if you wish to. Any conversation? Motion to approve resolution for membership in the MHSL. Second motion boxed by Kger. Any other conversations? All right. Hearing none, it's also a roll call vote. This time we'll start with Erikson. I Kger. I provox. Hi, Aishans. I Vince. Hi, Kelly. Hi, Crles. Hi. Resolution is adopted. Our next board meeting is June 23rd, 2025 here at six o'clock, but did you want to talk about a potential work study? So um we have so because we are not having a a a July um a July meeting typically we do typically do like a a board um kind of outline for the year like these are the topics we need to do. Typically that's done in a for new members that's done in a in a work study session. We like there's there's just some work that we have to do. Um I I just don't see us not having a work session next month. So, um, typically, so we could do that in a couple of ways. We could do it, we could do it prior to the board meeting. Um, or we could do it, um, we could have another meeting that's just a work study meeting that's two Mondays prior, so like the second Monday or No, it would be either the first Well, it's it's early already because it's Yep. So I would say we could have back we could have meetings backtoback weeks or we could just have a work study session prior to this one and then and then the regular board meeting that's that would be my preference but I like obviously we can work around not everyone has to be there if it like but we do need a quorum and and it's a it's a time that we kind of hash out some things um in terms of schedule I don't what is like a five o'clock start yeah five o'clock I mean five gosh it would be 4:45 that would need to be better. I don't even know if it's possible. I'd prefer we do it the same day. Spencer, do you think you could make You can make vacation. You're on vacation. I'm on vacation also that day. You are? Yes. There's a board meeting that day. I know. Okay. Um Um I don't know. I'm push I'm gonna push it to you, chair. Well, who is the backup of the two backups? Well, I Well, it's Yeah, I mean, we we we'll be able to get through the meeting. I mean, are you I'm not worried about that. Um I mean, do you I'm I'm okay if I'm not Yeah. here unless people wanted to look at a different regular board meeting. need to do that because it published as Yeah, I mean we could put we well I mean we put we can push it to the next because it isn't on the 23rd. Yeah, the 30th but I don't want to do that to everybody. It's not I it's or we just roll I mean this isn't the first time that a board members board member or members are going to be done. I don't it's I'll lean on the other the team. I mean I'm okay if I'm not there but then I would just say leave it leave it. Okay. Okay. Sorry everyone. I will meet with you to um like we typically do chair and vice chair to like to give first eyes to the to the board calendar of what we're you know what we'll do and then we'll we'll talk it through um with you're good. You're good. Um um so we'll yeah we'll make it work. Okay. Sounds good. So So can we do can we do 445 on the 23rd? Okay. 4:45 on the 23rd. I'll uh so so then I'll publish both the works so the work study session will will last an hour and 15 minutes and then the board meeting will last um well we'll start at six o'clock. We'll try to have a little 10-minute break in there. Okie dokie. No, you're good. Don't worry about it. All right. Lastly, we'll look for a motion to adjourn after that. So motion by approval. Is there a second? Second. Well, we'll let Greger go. All right. Anything else? All right. All those in favor signify by saying I. All those opposed. We are adjourned. Thank you. Thank you.