Good evening, everyone. Hello. Good evening. Good evening. I would like to call the Minnetonka Public Schools- Did you see the picture? ... board meeting, August 6th, 2026, Minnetonka Public Schools board meeting to order. May we all stand for the pledge to the flag, please. 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. May I please have a motion to adopt the agenda? So moved. Dan. May I please have a second? Second. Any discussion? All those in favor say aye. Aye. Any opposed? We have an agenda. First up, we have community comments, and we do not have any community comments this evening. Next up, we have approval of new and updated curricular resources. Superintendent Law. Madam Chair, members of the board, at our June study session, you had a chance to preview some new curricular materials that will be used during the upcoming school year. Tonight's your chance to approve them. We have Director of- Academic Programs ... Academic Programs. The title's changed. We have the Director of Academic Programs, Aleida Kane, here tonight to review those courses and seek your approval. Aleida. Thank you, Superintendent Law. Good evening, Chair Faas, members of the board, and community. Every spring, we bring forward and share any new curricular resources to the school board and community for their review. On June 18th, in my absence, Dr. Ledoux did bring forward a detailed first look of the curricular resources that will be recommended for the 2026-27 school year. Each year, there are new and updated resources throughout our K12 system that are aligned to state or national standards or other specialized programming that we have. As shared in mid-June, this year's updated resource include several revised or updated editions for our grades 6 through 12 social studies materials, our annual Advanced Placement and International Baccalaureate resources, and we have Adelante, a new K5 Spanish immersion language arts resource that is grounded in structured literacy and the science of reading to be aligned with our parallel English program. All materials were available for public review over the summer. One parent did come and review our Adelante resource, but no comments were provided. So tonight, we ask for you to approve the updated and revised version of Northern Lights, which is our sixth-grade social studies resource, the updated and revised version of History Alive for grade seven social studies, the updated and revised version of Contemporary Human Geography for our high school human geography course. For AP African American History, after attending the AP Summer Institute and from the list of the four provided by the college board, our teachers have selected to use Freedom on My Mind: A History of African Americans, and we ask that you approve the list of required resources and text for the International Baccalaureate history course. May I please have a motion for the approval of new and updated curricular resources? So moved. Sally. May I have a second, please? Second. Tanya. Is there any discussion on these resources? Okay, no discussion. Oh, Tanya? Can I just ask you to repeat one part? Yes. How many community members came to view the- One. Okay, thank you. Okay, any discussion? We have a motion and a second. All those in favor, please say aye. Aye. Any opposed? We have approval. Thank you. Thank you, Aleida. Next up, we have the update on our parent survey. Superintendent Law. Madam Chair, members of the board, on an annual basis, the Minnetonka Public Schools gives a parent survey to over 10,000 parents in our community, but the number's closer to 13,000. All parents are invited to give feedback on their children in elementary school, middle school, and high school. If the parent has multiple children, they can take the survey multiple times, one for each child. As part of our board goals, the board asks that these results get presented publicly, and that is annually at the first meeting in August. Tonight, Executive Director of Communications, Dr. Jackie Getty, is going to give you a review of that parent survey and how it guides our work. And as a reminder to the community, this is the start of the goal-setting process for our board as we look at what we're going to be working on over the next 18 months to 24 months. Dr. Getty. Superintendent Law, Madam Chair, members of the board, thanks for the opportunity to present these results. As Superintendent Law said, we do this survey annually. We designed this survey with the Morris Leatherman firm several years ago, and then we've updated it each time that we've reviewed questions or added questions or thought about that. And that is a firm that has 30 years of experience in developing surveys with school districts. We distributed this one from late May to early June. It went to all enrolled families, and 1,600 families responded. As Superintendent Law said, several families have students at various levels, and so they can take those sections repeatedly. So this reflects the experience of 2,020 students from those 1,600. The demographic breakdown of 60% resident families responding and 40% open-enrolled responding is consistent with the makeup of our school district, and 99% in person. Just a high-level look before we dig into the details. It was good to see that satisfaction remains high across a lot of important areas: academics, leadership, students, connections, teachers, and communications. And recommendations for those who would recommend their student's school to a friend or neighbor are at their highest levels for elementary, middle, and high school, with middle school raising a percentage in a year when we had new programming at the middle school level. So that was really great to see. We did see a lot of technology concerns rising, and that has been a national conversation, and we certainly have heard some comments here as well. And so that was not surprising, but certainly something that we'll dig into in this survey. And we did add a few additional technology questions for parents so we could really learn more about how parents were feeling. So we'll cover that as well. The quality of education, parents, 96% said they strongly agree or somewhat agree that it's excellent or good, 63% rate it excellent, 33% good. That's pretty consistent with what we've seen, usually in the high 90s. Last year was 97, year before that, 96. Quality of education year over year, this has stayed pretty consistent. Preschool. So Minnetonka Community Education does a survey with their preschool students. They had about 45 people respond. So you'll see the answers, and every single one is a bigger marker than we'll see for elementary, middle school, and high school when you have hundreds of people answering these surveys, but still really strong results in the high 80s, 90s, and four answers in the 100% that they strongly agree or agree with that question or with that statement. In elementary education, we first asked about teaching and learning questions, and I looked at last year and this year as a comparison. And you can see from curriculum to do teachers inspire children's high performance, teachers care about my child, those numbers are really strong in the 90s, in the high 90s when you get down to teachers treat my child with respect, teachers care about my child. In building relationships, we also saw really strong numbers. Where we saw a slight drop was in the use of Seesaw and Schoology. And again, in a year when technology is on people's minds, I think that we could see those shifts. We give all of these survey results to every principal for their particular school, so they can see this as well and work with their teachers on using those tools even better. For the student use of technology, we added this top question: I believe that the staff in Minnetonka Schools integrates technology to accelerate my child's learning. At the elementary level, 61% of parents strongly agree or somewhat agree with that statement. Learning technology in a healthy and balanced way, my child is learning technology in a healthy and balanced way, 57% said they agree or somewhat agree with that statement. Technology is important to my child's learning, 55% said that they strongly agree or somewhat agree with that, and that's a little lower than we've seen in years past. And iPads work well for my child's learning style, down at the bottom there, 49%. That also is lower than we've seen in years past. And again, I think that was expected with the conversations we've seen. Amount of homework, this is pretty consistent year over year. 2% more said this year that we got it just right. 8% said too little homework, 12% too much. Bullying prevention is something we will continuously track. 89% of elementary parents said they've spoken with their child about bullying prevention, and 79% say they're aware of our prevention efforts. That's a slight dip from last year, a couple percentage points. So something we're always asking principals to re-share with families right at the start of the year, and something that we keep on throughout the year to make sure that that awareness is known. I helped my child to report a bullying incident, 31% said that they did. That's down 2% from last year. We don't know if that's because of awareness or because there were fewer incidents. So it's a marker, but it's not defined as to why. Middle school education. So these are the questions that we asked about teaching and learning. My student is treated with respect by adults, consistent with last year at 96%. Teachers care about my child, 94%. My child's successful at school, 90%. And you can see the other shifts. Right there at the end, I'm satisfied with my child's overall experience at the middle school. And in a year when we had some really significant shifts to the programming there, this is one we'll watch. That was the first year of it, and we did surveys with parents, with students, and with teachers throughout the year, and then made some shifts within that and more for the fall. So we'll be looking at this number again for next year. On school climate, you can see those numbers are strong. The school supports my child's sense of well-being, went up a percentage point. Supports my child's sense of belonging, down a percentage point, but still high. Curriculum requires my child's best efforts, 87%. The principal's accessible, 87%. And the curriculum is rigorous and challenging, 88%. Building relationships. Safe learning environment, that was great to see at 93%. There's an adult available if a problem arises. This is always one that we look at. It was nice to see that that grew by 4%. I was aware of the behavioral expectations of my child, consistent. And then when we look at communications from teachers on what their child's learning or parent-teacher conferences, those numbers have dropped, and that is certainly something that we'll point out to the middle school principal so that that's something they can take a look at. Student use of technology. So we added, as I said, the question, that second question was the one we added. Minnetonka School District staff integrates technology to accelerate my child's learning. At the middle school level, 59% of parents strongly agree or somewhat agree with that statement. Technology is very important to my child's learning, 70% said they agree with this. My child's learning technology in a healthy, balanced way, 50%. That's lower than normal. A normal being an average year. "iPads work well for my child's learning style," 56%. "I'm comfortable with the average screen time for my child," 45%. "Has your child experienced bullying?" 69% said no. Last year, 70% said no. High school. Looking at teaching and learning, numbers fairly consistent with last year, some growth, some drops. In terms of satisfied overall, 90%, great to see. "Teachers care about my child," 93%. "My child's academically prepared to advance to the next grade," 94%. Building relationships, you can see year over year, fairly consistent. "The school supports my child's sense of belonging." So we saw a little bit of a drop there, and we also saw a little bit of a drop in the middle there, where it says, "The school supports my child's sense of well-being." And what's interesting is that that doesn't really line up with what students have told us. And so we're looking at just that differential of the parents' sentiments about what they think their child's experiencing, and then their children saying that they're actually experiencing higher levels of that. So it's a metric we'll take a look into and see where the disconnect is. Student use of technology at the high school, we added a couple of questions here. "My student can apply learning in new ways with technology," 85% of parents agreed with that statement. "Technology's really important to my child's learning," 77%. "The district is preparing my child to navigate technology," 78%. This additional new one, "Staff integrates technology to accelerate my child's learning," 71%. "iPads work well for my child's learning style," 67%. So you can see as we go up in the learning levels, there is more comfort there in the use of technology. "Has your child experienced bullying?" 78%, that was the same number as last year. There were small shifts in the numbers below. "The school works to prevent student drug and alcohol use," 83% strongly or somewhat agree with that, and that's consistent with last year. These are parents that would recommend their child's school. 95% at the elementary level, 93% at the middle school level. That's a notch up from last year, which is pretty impressive in a year when we shifted programming. And 92% at the high school, so tracked up one. School and district leadership. We added a question here, just wanting to make sure that the goals that are set and achieved are meaningful and relevant, that parents feel they're meaningful and relevant to the school community. 81% of students said they strongly agree or somewhat agree with that statement, so that's why there's only one marker there. It's the first time we've asked that, so we'll be watching that question. And certainly, you look at the results of the survey, and that helps to influence your goal-setting. "Board members are accessible when I have questions, ideas, or suggestions," that's typically in the high 70s. So it's at 77. That's pretty typical. "Administrators are accessible if I have ideas, suggestions, or concerns," 78%. That's slightly lower than it typically is, but it's usually low 80s to high 70s. "I trust the board and administration to do what's right for children," 80%. And, "The community gets a good value from its investment in public school education," 90%, and that's usually in the low 90s. These are the ways that parents said they prefer to engage with the school board. They were told to check all that apply. So the school board news email that goes out the day after school board meetings, so there'll be one tomorrow, 87% prefer that. 34% say school board webpages. 29% prefer personal calls, emails, and meetings with you. 26% attend and view school board meetings and study sessions. 25% like the quarterly school news postcard, and 22% like listening sessions with the board. Most helpful communications across the district, again, check all that apply. Emails, as much as people say, "I get an overload of emails," they love their emails, so 94% prefer the principal emails. 81% like teacher emails, too. 68%, superintendents' emails. And then you can see the other communications they find valuable. The annual report, that's a mailed publication in October. 42%, our district website. Peachjar e-flyers that talk about all the things going on in the community their family can engage with. Social media channels, and we like to see that Ahoy Minnetonka podcast climbing up. So the first couple of years we did it, it was like 2%. Now it's 17%, so yay. We asked three open-ended questions. The first was about innovation. So parents shared with us their ideas or suggestions for additional things or fewer things we should be doing with innovation. And unsurprisingly, the highest theme that we saw was on pulling back on screen time and iPad use. We've certainly had conversations around that. And so 153 comments were about that. 72 comments were about teaching more about AI, teaching AI literacy, staff trainings on AI, or student training on AI. 43 were on offering more hands-on or outdoor learning opportunities. 34 comments said nothing or stay the course. We like what you're doing. 22 said please provide more student mental health supports. 16 were about coding or STEM or computer science instruction, and 13 comments were to add more real-world practical life skills. The second open-ended comment was what would you advise the district on? 251 comments were about reducing iPad use and screen time. 59 were on reducing homework or busywork. 59 were on improving proactive communication, 57 on strengthening mental health supports. 49 were somewhat calendar-related. Some were about start times. There was a pocket of them about start times, but others were just about other ideas about the calendar. 29 asked to keep class sizes manageable and that when you do add to a class size, adding support in that class. 20 were addressing a particular concern about various staff members. We always get just a handful. And 20 said nothing or keep up the good work. And then what would you commend the school district on? 170 said district level and principal leadership, 113 inclusive, caring school cultures, 88 on strong, consistent communications, and that was across the board from teachers, from principals, and from the district and superintendent. 67 on teacher dedication and care, 33 on academic breadth and rigor, 21 on safety efforts and crisis response, and nine on the high school's new cell phone policy. So we gave each principal their particular results for these so that they could share it with their leadership staff, they could share highlights with their staff, and think about how they want to integrate that into their building goals for the year ahead. And then we shared it, of course, with all of you so that you could read all of the comments, and there were probably about between 800 and 1,000 comments on each of those open-ended questions, so there's lots. And I know, and I thank you for reading all of them. And then also shared with Cabinet so that we can think about it that way. And then this high-level presentation will be shared on the district website and tomorrow in school board news. So with that, I'm happy to answer any questions. Thank you, Dr. Getty. That was a great summary from what we've been reading as well. I have a quick question before we open it up to the board. Were there multiple emails that went out to our community soliciting people to respond to this survey? We usually send three. Okay. So we'll send three, and if we're really low on numbers coming back, we'll send an additional push. Okay. But we were pretty consistent with last year, so we sent the standard three- So- ... reminders ... people had the opportunity to continue to respond- Yeah ... and give us feedback so that we're listening. Okay. Absolutely. Great. Awesome. Feedback questions from the board. Karen. Thank you, Dr. Getty. It was very interesting, and I appreciate you crunching all the comments, and that we got the comments. We do read- With a little help from AI, yes. Yes, we do read through those comments. I just am wondering, how does this compare to years past? You said it was 1,600 or so parents who responded representing 2,020 students. Yeah. How would that compare to years past? So last year, I didn't look at how many students, I didn't count that up, but last year we had 1,680, I think, respondents. And so it's like a half of 1% difference, so it's- Okay ... pretty negligible. But in years before where you had to take the survey the whole way through for every single child that you had in the district, and for those of you who've been in the district for a while, thank you for all the time you spent on those surveys. It was about 2,600. So we're still tracking pretty high in the 2000s. We like to see that. That's good engagement. We send it out to about 13,000 email addresses, because some have their both parent email addresses listed in that. Okay. Thank you. Thanks for the question. Yeah. Thank you. Any other comments or questions from the board? Thank you for all your work you did on this, Dr. Getty. Thank you. Appreciate it. Thanks. Okay. Next up we have educational technology update. Superintendent Law. Madam Chair, members of the board, as you're aware, we sent a letter to the community, our parents, excuse me, a letter to our parents in May and promised that before school starts, we would do an update on what was changing in technology. Now, to be completely transparent, we've been meeting with teachers all summer, but we will be presenting to all teachers when they return. So this is what we intend to be sharing with teachers ahead of the start of the school year. There's another vetting process because our teachers aren't working in July and early August. So this is what we have shared with all of our administrators multiple times, including today, but this is what we plan to be continuing to reinforce with our teaching staff as they come back. So, if someone says, "I talked to a teacher and they're not aware of the changes," if they haven't been reading their email, there's a chance that's the truth. This is going to be involved in staff training over the next few weeks. Tonight we have Associate Superintendent Dr. Amy LaDue kicking us off. Dr. LaDue. Thank you, Superintendent Law, Madam Chair, members of the board. As Superintendent Law mentioned, tonight we're appreciative of the opportunity to provide you with an educational technology update. The information we'll be sharing has been a collaborative effort between the teaching and learning department, the technology department, principals, and teacher leaders. Additionally, district data and stakeholder feedback has informed this update. With me this evening is Amanda Fay Vasak, Executive Director of Technology, and Elida Kaine, Director of Academic Programs. The '26, '27 school board goals include action plans for educational technology. As you know, in the area of well-being, our goal is focused on monitoring technology's impact on student mental health, and really weighing in and reviewing and staying current on the research and promising practice as we've seen an evolution in that area. Additionally, there are board goals related to our goal around excellence and innovation in student learning and support, and this is focused on ensuring instructional use is intentional and enhances instruction and learning, and just our commitment to keep this in the forefront this year as we examine, assess, and determine the adjustments that we need to make. Tonight, we'll share some of that with you, but we know that this will be an ongoing process. And then finally, looking at the district's use to educate students and family around the essential skills for responsible, healthy use of technology in the classroom and of course, beyond the classroom Our Minnetonka educational technology beliefs were first developed pre-pandemic and have really been through several iterations over nearly the last seven to 10 years. We continue to look to be sure that these statements reflect the current context, knowing technology as well as the best practice in this area, as it relates to educational use, continues to evolve. That looks like that did not transfer to PowerPoint very well. Those symbols now tell us what they are instead of show us. But the important part of the slide did transfer. Every educational technology decision is made through the integration and alignment with district-established frameworks. This includes our district goals, of course, that we just reviewed, research and continuous improvement, particularly relating to best practices that are evolving. Our MTSS framework that focuses on four core components as well as our multi-tiers of instruction, making sure that we're continuously leveraging it to make decisions for individual student needs, and our educational technology beliefs, recognizing that ultimate effectiveness of classroom technology really is directly tied to the instructional design happening in the classroom. Next, Amanda's going to be sharing family and staff feedback, which is also an important part of our decision-making frameworks. So I'll turn it over to her. So I just want to note that we will be going over two years of data here, so that's why we see 2025 on this slide first. So we will jump into 2026. And the reason why we included two years of data here is because we do have the Morris Leatherman statewide survey for 2025 that we can use to really level set along with our data. And we don't have that yet for 2026 because that does typically take place in August, which it's early August right now. So, if you can look at this, this is our 2025 annual survey data. So Jackie Getty went over this last year. This is our data from last year. So you can see segmented out here, we have elementary school, middle school, and high school, and the blue shows us where our parents said technology is very important to my child's learning, and the orange shows us that I am at least somewhat uncomfortable with my child's daily screen time. So we wanted these numbers side by side to see technology being important to learning and also level of uncomfortability with the child's screen time. And so I think it's really important, we want these two numbers side by side to recognize that these don't exist in silos and in isolation. These two things can exist at the same time. To recognize that technology is a very important part of our world, and that we value it as part of our student experience, and at the same time, that we have work to do around screen time as we see emerging research and shifts in that level as well. So this is our 2025 data, and then you can see on the right the Morris Leatherman data statewide, showing that 99% of parents viewed technology as essential, very or somewhat important to their child's learning. And then you can see in the orange too, that 54% around parents expressing some concern around screen time. This next slide is our 2026 data. So this is the data that Jackie Getty just went over with us, and this shows those same two numbers side by side. So you can see elementary school, middle school, and then high school. The blue, once again, is technology is very important to my child's learning. And then in orange, you can see the I am at least somewhat uncomfortable with my child's daily use of screen time. So it's no surprise that we do see a shift in these numbers. That is expected because we know what we're seeing right now in research that's coming out and in the news and media. So I also just want to draw back to last November. Elida Kane and I presented to the school board, and one of the things that we really talked about and highlighted was the 2025 Kosan Blaschke report. As we were starting to see increased discussions of screen time in the news, in the media, and in research, Kosan published a report really explaining that we need to really be cognizant as we have conversations around screen time, knowing that screen time is a very large term that encompasses many different things. So the Kosan Blaschke report breaks screen time into three main categories, and these are educational technology, smartphones and social media, and screen-based entertainment. So these all make up that one word of screen time. So obviously, as a school district, our focus is really around educational technology. However, we still do touch on and want to work with our community to support smartphones and social media and screen-based entertainment. We do have school practices and policies around cell phone use to set our students up for success in our school environment. We also did a teacher survey right at the end of the school year and had some really great numbers of teachers that gave us feedback, which tells us that they were interested and had a lot to say. We asked teachers a variety of questions, and we really wanted to know a little bit more about their role so we could garner the feedback based on the level that they taught, program that they taught in. And we wanted to know more about their main purposes for using the district-issued iPads in class with students, the applications that they primarily utilize for active learning with their student population, their preference around device take-home. And then we also had some questions for open-ended information for staff to really give them an opportunity to use their own voice if there was anything they wanted to tell us around what they would recommend, what they're seeing, and things in that regard. We used this teacher survey feedback to really build out these six guiding principles, which Elida is going to share with you in a minute. And all of that, along with the four grounding levels that Dr. Ledoux shared, really are helping us build out our professional learning, our guidance, and our parent communication and partnership for moving forward. So with that, I'm going to pass it over to Elida Kane. Thank you. So as we move into this upcoming school year, we have developed six guiding principles that will guide the everyday use of educational technology within our classrooms and across our buildings. These principles are derived from our board goals, the stakeholder data that was just shared earlier. They are aligned with our MTSS framework and are grounded in research. The first three protect what we want to be sure technology does not crowd out: purpose before we open a screen, sustained, focused, and face-to-face connection, and print and hands-on learning first, especially for our youngest learners. The next three keep us grounded. The use is right-sized by grade. Every decision is rooted in evidence and our teachers' experience, and families are partners in it. So this is the concrete answer to the question that we hear most. What does this actually look like in the classroom? It's not the same at every grade level, nor should it be. At our youngest grade levels in kindergarten through second grade, use is minimal. Print and hands-on is first. Devices are stored until a lesson explicitly calls for them, and the devices stay at school, which has been the case since the 2022-2023 school year. We have curated home screens that students cannot edit, and we have tight web filtering systems in place. In grades third through fifth grade, there might be modest increased use of devices, but again, print and hands-on are the focus, and if a device is used, it is clearly communicated why. Again, the curated screen and web filtering is in place, and iPads stay at school unless a very specific purposeful task dictates the need for that device to go home. And in this case, there will be communication about the learning task and why. And as you know, YouTube has not been available to elementary students for the past two school years. As students move up to the middle level, use will gradually increase again and always with a clear instructional purpose, and while not in specific use, devices are closed or stored. YouTube will not be available for students to access on a district-designated device. And again, we have strong web filtering in place and the use of Apple Classroom during instruction so that teachers are able to monitor the use of the student devices. By high school, there might be times when there is more consistent use because we are deliberately mirroring the college and career environment that our students are heading towards. We want to help them build that self-regulation that's needed to go along with it. Of course, there will be exceptions at every level for programs like immersion, where in some cases, we have resources that are only available in a digital format for our advanced learning experiences and for individual student needs. Guidance only works if we're all well-equipped. Every principle is backed by concrete support. In a moment, Amanda will go into greater detail about our plans that we have. Ongoing professional learning for both our staff and our principals. Building principals will be provided with look-fors that are aligned to specific grade band guidance. And this year, we will have specific coordinated family communication and support. A really important part of our update tonight, too, is to really talk about our home-school partnership, which we really value. And this includes clear, aligned, consistent communication across all schools and grade levels in regards to expectations and updates. It's perfect timing to have the annual parent survey results and really hear from our parents directly how they prefer to be communicated with and how they value communication. So knowing that principal communication was one of the top highlights, that is a part of our plans in terms of communicating with families about technology use at all levels, is really embedding it into our buildings and into our principal updates, including optional tools and resources. So, we will be rolling out the optional parent portal through Lightspeed. So we'll be providing more information and resources for our parents around that tool that they can choose to utilize at home if they would like. And we do have a robust district website which we continue to add to, which has many helpful resources around digital citizenship, family technology planners, and home guidance to really give families visibility and choice. After this, also Kim Carlson and Christine Breen will be presenting around our Parenting with Purpose reboot, which is also a really critical piece of this conversation as well, that we're ensuring that we're offering our parents opportunities to dive in at whatever level they choose. Our digital citizenship instruction, which is embedded K-12 into our system and takes place in a variety of different areas, depending on the level, whether it be at the elementary in the media classrooms, middle school in the Crew Academy, and at the high school in more of our anchor time and health classrooms, which is also mapped against the Minnesota State standards. And then also our family partnership, which we will continue to develop and are committed to partnering with our families and continuing to gather feedback from them to support our students. As we've mentioned previously, we do plan to send another parent survey towards probably the end of first quarter to really gather feedback on the updates and what we're doing, and make sure that we're really meeting our parents' needs, and that we're responsive to that and have that data to proceed forward. So as you can see, really we have a clear path forward for '26, '27. And there's also a reason why we call this an update, because we recognize that this is where we are today, right? We work in education. When we talk about technology and screen time, it's ever-changing. And so if something crazy happens tomorrow, well, then we need to adjust and change our plan. So just kind of walking through where we've been to date. Over the summer, we've really been working with our stakeholders, looking through that parent feedback survey data, our teacher survey data, working with our principals and our teacher leaders to work on and define this plan. Then, over workshop week is when we will be launching and going live with this. We have some more time with our principals next week, where we will be talking deeper, and really working through a lot of our guidance, and talking with our principals and our instructional coaches around here are the expectations, how do we support, what does that look like, what do teachers need, what resources do we need to build out to make sure that when workshop week comes, we can truly launch? Then in the fall, obviously we have our rollout, which comes very quickly after workshop week, when our students are in our buildings. We like to call that the fall in schools, even though technically it's sort of still summer. And then recognize that ongoing, we will be monitoring and adjusting. This is a school district, right? All of us are learners first, and so we will never be done. This is not something that we will ever be complete with. We will monitor and adjust as we go. I'm going to turn it back over to Dr. Ledoux. So as we started with our board goals, we want to wrap up with those as well, and we want to highlight some of the key updates and how they closely align with the board goals that you've set for this year. So in the area of the well-being goal, really focusing on that focus and connection for our students, that print first that you heard Elida and Amanda talk about, making sure the use is right size, that we're really thinking about the developmental stages of our students, and that our families are in partnership with us, to monitor the impact that technology is having on students' mental health, well-being, and that we continue to be informed by the research in that process. As it relates to our student learning goal, again, purpose before screen. Really looking at how is the use enhancing learning, that it's intentional as we're using it to help students go deeper in their learning, that it's evidence and educator informed as we're making decisions or informed decisions, and that we're providing teachers with the professional development, the guidance, and the support from principals to ensure that instructional use is intentional and is, in fact, enhancing our students' learning. So with that, we would welcome any questions that you might have. Thank you. We know this is not just an overnight lift and an easy lift, and I think, speaking for myself, we appreciate the evidence, educator-informed intentionality that's gone into this, as well as working with our community and our parents and families. I think this is not just something that we come up with overnight because it is an informed community-based process. So, I know this has been going on with your team for several years, and it's just very much appreciated that we're partnering with our parents and our families and using what's out there and the research and the evidence, and we just thank you that it's all being presented to us right now. So I would like to hear any comments and questions from the board. Sally? So I have three, but they're three distinct things. So if we want to sprinkle those amongst other people, that would be fine. So my first one is, what ability or capability does the district have to track or monitor the actual usage? Like what apps, how much time, that sort of thing. How do you characterize that? Yeah. I can speak to that. So, we use a product called Lightspeed to filter all of our devices, and that also has a built-in insights portal, which allows us to see active engagements. It allows us to see specifically what applications are being used, and they use the term applications broadly, because that can be anything from a website to an actual app on the iPad home screen. So we can see the engagements data. We can see- ... sort of like if something is trending towards the top maybe, right? Like if we see an application rising to the top that maybe isn't something that we are aware of, we can quickly view that and take action and vet whether or not that is something that we want our students to access. We are also working along with Lightspeed to build out that overarching list of the apps that are approved in our system. Anything that sort of bubbles to the top that isn't already approved will filter over to us and let us know, "Hey, this isn't currently approved. You need to evaluate this," right? So if this isn't something you want students on, you need to actively block it, or you need to go in and approve it, right? Okay. And that leads to my second question- Yeah ... which is also about Lightspeed. So you mentioned that there will be resources for parents and guardians, so what might those be like? Yeah, absolutely. So the Lightspeed parent portal is very, very new. They literally just made this a thing as of about two months ago, so all school districts right now are kind of all in the same boat in rolling this out with parents. So we are in the process right now of working with other local school districts that utilize the same portal and with the company in terms of developing those resources. So we intend to send out communication to our families about how they can connect to the resources. In addition, we'll include that on our website to make it hopefully a nice resource to make it easy to find. Community education, Kim Carlson and Christine Breen will be talking about a reboot of Parenting with Purpose. There is technology embedded with that and myself and Molly Bonneman have been working very closely with the presenter to make sure that it's very focused for our district and what we need. So we'll also be sure to embed some of those resources right into those presentations too to make sure families know what tools are at their fingertips. Okay, good. And so I'm feeling some great anticipation and maybe even excitement from families and educators alike around what these changes have to promise for us. But I would anticipate at the same time as we're having teachers return now and prep for the new year, that there might be some impact in some classrooms, maybe more than others in terms of how the shift will affect them. So could you maybe characterize that a little bit for us? What might that be like for teachers? Is this a heavy lift? What could it look like? Yeah. I think that's a really great question. I do truly think it depends because we do see such a broad range in use right now, especially depending on program. Mm-hmm. And so that is why we are actively working with our tier one instructional technology coaches who deeply work with our teachers and understand that day-to-day usage to make sure that we're building out those resources. We also have two at the elementary, two at the middle school, and two at the high school, coaches that are available to sit down with our teachers and help them rethink- Mm-hmm ... what could this look like, right? This is what I was doing- Mm-hmm ... and oh, that's not an intentional use, so how can I rethink what that could look like in my classroom? Anything to add? As we work with our department chairs too, with our curriculum review, we're always monitoring and supporting what we're doing. This has been elevated at those team meetings all throughout last year with our teachers. So they are very aware and also wanting to figure out that better balance and ensure that students don't have that passive use. Like anything, if you've been doing something for a long time, it might take some time to readjust or what might need to be redone or remade or represented to students. And so we will work alongside teachers as they work through that and support them in what they need. Okay, thank you. I just wanted to acknowledge that we recognize that there is- Absolutely ... effort, emotion, all kinds of things tied up in that, and recognize that teachers have a very hard job. And Amanda and I are meeting with teacher leaders on Monday to actually start this process- Wonderful ... after the presentation tonight. No, thank you for those responses. Appreciate it. Dan. No questions and no real comments here. I don't know that I could articulate anything better than all the messages we got from the community. I think there are a lot of specific ideas, a lot of specific concerns in there, and I'm glad to hear that the cabinet's gotten those survey results and have those to digest and mull over. And so I simply look forward to seeing how implementation goes and how it's working and what the struggles are for admin and for our educators and for our families, and just keeping an eye on this going forward. Thank you. Yeah. I just want to reiterate something I heard. Our parents love to hear from their principals and teachers. We are the best people to talk about what's happening in their classroom, our teachers and the principals. The next communication will likely come at the school and classroom level. Is that what you're saying? Yes. Yeah. We'll share and certainly we can reference tonight's presentation. We can share just that communication will be coming from that. And just as a reminder, we have teachers who have developed habits over 10 years. They're going to be saying, "Okay, but if I can't use this tech resource I've been using for 10 years, what next?" Some of that could take months, could take six months. We don't want it to be that, but we're going to have to find replacements in some areas where we've had pockets across our system where there have been grade levels that have used very minimal technology. So there are people who are knowing how to do it, but this is going to be a work in progress. Is that correct? That is correct. Thank you. Tanya. Great questions, great comments. I just want to highlight a few things that I really appreciated that you said, which was being lifelong learners and you being learners first, which shows in your presentation and the way you've been really thoughtful about this. I feel like based on what the community has said, what you're hearing from teachers from the surveys, and the families in the surveys, you're responding to those needs and I just appreciate that flexible thinking because this is a big endeavor and I think going to what you said, teachers who might be used to some tools that they've used for a long time, I can think of a few things myself when I was in the classroom, change can be hard. And so it sounds like there's a lot of positive movement and a lot of positive support. So I'm with Dan. I'm eager to see how this goes and just keep- Keep us informed and let us know how we can shift and what we can do to help, and the communication open. So thank you for that. Thank you. Karen? Yeah. Lots of great information here. I appreciate you bringing this to us. Just wanted to clarify, there will be a survey that will go out to all families. Is that what I heard, that there'll be something that'll go out around the first quarter? Yes. So that will give us real-time feedback as to what families are seeing with their own students. Yes. We're planning to do a survey in the fall, like Amanda said, probably shortly after the first quarter, to give us some of that real-time feedback about how the shifts that we're making are being experienced and to help guide next steps as we move forward. Because, as Amanda shared, this will be an evolving process. It's a work in progress, and we want to be really thoughtful and intentional, not only about how kids are using technology, but how we're also shifting the guidance for our staff. Yep, I really appreciate that. I think that is a good step. That way we have real-time, and we're not waiting till our next parent survey a year from now. We're going to be monitoring this in real-time. So really appreciate that. Thank you for that. Thank you. Thank you so much. We appreciate all the work you guys are doing. Oh, Mike. One quick question. Is the data that we're collecting on student use going to be fed into our data warehouse so that we can use that to analyze how that's impacting other areas of our students' wellbeing? That's a great question. I'm not sure if that's possible, but it's definitely something that we can look into. We'll have to look at just based on how the data comes into the Lightspeed insights. I'm not sure if there would be a way for us to extract it and put it in, but it's a great thought, and it's something that I will definitely explore. Yeah. It will depend if the data that we're receiving is tied to individual students, much like other survey data. If it is not, or much like survey data, if it is not, then we don't have a practical way to import it and use it through EduClimber. Thank you. Thank you again. Thank you. Appreciate all the work. All right. Next up, we have update on Parenting with Purpose Refresh. Superintendent Law. Madam Chair, members of the board, Minnetonka has a long history of offering parenting information sessions throughout the year. Our community education program has done a really nice job with activities like getting outside or the authors of books about technology concerns or the anxious generation or those types of things. After we've been ramping up our preschool parent education, we said, "Why don't we blend this with some of the biggest needs we've seen in our system on our parent survey or we've heard from our parents?" So tonight you're going to hear a presentation from Dr. Breen, Assistant Superintendent of Student Services, and Kim Carlson, Executive Director of Community Ed, about what to expect this year. Thank you, Superintendent Law, Madam Chair, members of the school board. Kim and I are extremely excited to be here tonight to share our update with Parenting with Purpose. And while it's Kim and I here presenting tonight, it really is a big group effort. I'm looking at Dr. Getty, and the rest of Cabinet are participating in this Parenting with Purpose Refresh, we're calling it. Parenting with Purpose was in the district a number of years ago, led by a group of parent leaders. And we're hoping to bring that energy back, the information to our families, in a new and refreshed way. So it is a collaborative effort between student services, teaching and learning, Paul and his team, Kim and her team, really hearing from principals, from the community around what are they missing? What information do they need? Our core mission is really to connect the classroom learning with home life. We hear often from families or from principals, "I wish I knew that." We're hoping to close that I wish I knew that gap with the information we're hoping to share with families. And so we're hoping some key takeaways and objectives that the community hears tonight is the intent is to empower families. We want to empower families with trusted, objective, evidence-based insights, and we want to bridge that gap. The home-school gap is sometimes wider than we'd like it to be, so informing our parents in a way that's digestible and meaningful. And Kim's going to talk about our layered approach to Parenting with Purpose will be helpful for families. And it's all evidence grounded. It's grounded in evidence and research-based information to hopefully cut through a lot of the misinformation and noise that we're hearing as families. We bring in the resources, we bring in the experts. We, by no means, want to tell parents what to do. We want to give families objective information that they can take and then implement it in their homes, how they see fit in their own lives. So the guiding principles, we're hoping to model critical thinking, as I said, using fact-based information to support success. It's a continuum of care from birth to our littles, all the way up through students that we continue to educate at our Sail Transition program. The learning never stops for our families. We want it to be actionable and accessible. We want to provide tangible takeaways for families. We use a lot of jargon, a lot of educational lingo. And so you'll hear tonight how are we breaking that down into tangible takeaway things that our families can implement in their homes. And that it's entirely rooted in peer-reviewed developmental research and science Okay. And as Christina said, it was a group effort from all of us and putting our heads together. And a couple of years ago, when I came on board, I was meeting with Molly on parent education, and her and I are both parent educators, adult educator licensed teachers. And so we were really excited about the collaboration of all of us together and what we can do as a district. So we developed this layered engagement model. So it's four-tiered, we'll get into that later. It just really allows flexibility to self-select whatever depth their parents might be interested in, and recognizing the varied times, energy, et cetera, that parents have. So here's just a look at the structure itself, showing the kind of a quick glance layer all the way down to a deep dive. So you'll see the format, what the parent or caregiver can experience, and then the resources that staff will require. So taking a look at those first one and two layers, kind of a quick glance on-demand learning. So you'll see it could be a one-page info sheet, some infographics, and then we have our website that's refreshed. So we're excited about that as well. Molly worked with the team to develop some updated information, so you can go there now and see what's on there. And then the second layer is more on-demand, so micro-learning videos. Just provides quick, accessible support for parents. So that's the first couple layers. And then as you get a little bit deeper in the engagement, we're talking about interactive webinars, live events, so we might have forums where we have guest speakers, which we'll share a little bit later. We're excited to share that. And then a deep dive, too. So we might have learning series. David mentioned ECFE, where we have those multi-week classes, Dad and I, or all kinds of specialty classes that we offer. So something like that, small group workshops. And also, we have licensed parent educators on staff that can develop classes or opportunities for parents as well as things come up and parents show an interest in a certain topic or series. So here's a little quick glance at what you'll see when you go to our Parenting with Purpose website. And it really wouldn't be a presentation if we didn't tie the learning to MTSS. Dr. Ledoux and her team talked about MTSS. I liken the layered approach model to an MTSS model. Tier one is that layer one. We're sending information out to all families. We're going to do that from a district lens, School Messenger. We're utilizing principals to send the information out to families. We know families want to hear from their building principals. So we're going to lean on our building principals at that tier one, layer one, give it to all families. Families who read that and think, "Wow, I might need more," that tier two, that layer two. I'm going to go click on some websites. I'm going to click on some videos. I'm going to learn a little bit more because this might be happening in my home environment. Layer three, then, is what we're going to talk about next really is that speaker series. Might be a topic you're interested in, or you don't know you need it yet. So you're going to come to a speaker series, and that will be posted on the website. We'll start advertising, and again, send it out through building principals. We know that families are reading those emails. And then that layer four is that significant deep dive, leveraging community and their parent educators. So the areas of focus this year really are grounded in what we're hearing from the community, what we're hearing from our parents, what we're hearing from our principals, and those of us just being out in buildings. We're excited for the two areas of focus this year. The first one is executive functioning, and what does that mean? We're trying to tailor that and make it digestible to families. What does that mean in the home environment? And so that's our focus area one, growing independence through executive functioning. There has been significant new research in the area of executive functioning and the sustained attention students have for learning when walking into our buildings. We, as educators, need to know and understand that research, as do parents, so we can level set our expectations with who's walking through our door each and every day. And then focus area two, managing technology in a connected world. Amanda Fay and the team talked about that, and Kim will go into that a little bit more as we keep going. The executive functioning speaker is Kristin Jacobsen from Cognitive Connections. She's a national speaker. We've actually had her in our district several times over the last several years working with teachers. And so she will bridge the age gap, earliest learners all the way through our high school age students as well. In early childhood, we're helping families focus on self-regulation, attendance, following simple routines at home, brushing teeth, cleaning up your room, putting things away. And then moving on to elementary school. How are we organizing? What's that task management and following multi-step directions? But what does that mean in the home environment? And then in middle school, we shift to that autonomy. Students have to become more independent in managing their own executive functioning. So we're focusing on planning, prioritizing, self-advocating, helping parents understand what that looks like both at school and at home, and really how can they set their home environment up for success. What does the kitchen table look like for work from 6:00 to 8:00? What does their bedroom look like? Do they have a workable environment to do their homework in, distraction-free? And then in high school, really, really focusing on that autonomy, those advanced executive functioning skills, and then future readiness. Okay, and I'm going to be talking about healthy digital habits, and so this has been a great effort with Amanda Fay, Molly Bonneman, and our speaker that's going to be here is Erin Walsh. And we also have had her in our district a couple years ago as a speaker and also working with our teachers, so she's going to be fabulous. So again, early childhood, we're going to be focusing on building healthy foundations, predictable routines, prioritizing play. We know that's how children learn is through play, so that's our focus there. Elementary schools, we're talking about developing digital habits, media literacy, and then balancing that online and offline experiences for them. And then as we progress, middle schools, we're talking about connected guidance, navigating, identifying development, that online behavior-- I'm sorry, identity development. And then in high school, again, autonomy, digital independence, critical thinking, and responsible decision-making. So those are going to be the focuses coming up. And as Christine said, here is our speaker lineup. Yeah. So to the school board, to the community, we want to invite you to come to these. Sign up for them. You can sign up on the Parenting with Purpose website. Our community should have received the first kind of email blast announcing the 24th date with Kristen Jacobson. We already have a number of people who have signed up. It's both an in-person and virtual event, so if you can't make it in person because you're home with your kids but still want to listen and learn, there will be a virtual option as well. She'll be in the Van Mo Forum building on August 24th. And for families who don't yet know, does my child have an executive functioning need? Do I have an executive functioning need that I might need tips and tricks on? She's going to be back on January 4th. We're pairing her parent speaker series with standing in front of our staff. So she's going to be working with all elementary and middle school staff on August 24th and high school staff on January 4th. And then we're pairing that adult parenting series in January as well. And I'll just quickly mention with Erin Welsh, she's going to be coming for two sessions, November 2026. I guess I neglected to put the date, but there's two sessions. One is going to be birth to grade three, and then she's going to switch to fourth grade and above. So that'll be session one and two, and then coming back in March for sessions three and four in the same concept, birth to grade three, fourth grade and above. So we're looking forward to having her here, and I think, Amanda, you're meeting with her tomorrow to have further discussions around what that's going to look like. I think this is just a highlight of the Parenting with Purpose flyer that families would have received. So check your email inbox. It will also be coming again from principals as principals begin sending their welcome back letters. So we hope you can join us in the Foundation Forum at Vantage Momentum Building on August 24th. And then, of course, we measure impact, so we're excited to look at post-event surveys, looking at direct observations, and then monitoring our digital engagement as we look through how are parents going through and looking at our sites. Yeah, that's a wrap. Did you have any questions? This is such great synergy with what we have going on with instructional technology. It's just the perfect timing. So what a great time for all this. Thank you. Yeah, I would share, too, that what's been great is Amanda's been able to share our-- We're going to be sharing our staff survey. We're going to be sharing our board goals, the parents' concerns that we've heard, so we can really take a look at that digital wellbeing- Yeah ... with that and see what we can come up with for families and for staff. Yeah, it's just such great timing and great idea, so thank you for partnering with the Parenting for the Purpose. I love it. Questions from the board. Karen? Not really a question, just a quick comment. I really appreciate that you are doing this. Very exciting, and I love that there's in-person. I just have to say, there is nothing better than in-person. Yeah, we thought it was important. Getting to- It is important, yeah. Yeah. Great opportunity for parents to meet other parents and just-- Yeah, I'm an in-person person, so appreciate that. Sally? Just a quick comment. I want to give flowers to the parents that originally nurtured and supported Parenting with Purpose. It is probably one of the most frequently asked things that I get from community members of, "Is it coming back? Is anybody doing that anymore?" And so thank you. And I would just add, if anyone has ideas from the community about topics, reach out to school board members, reach out to any of us on the cabinet, superintendent, or your building principal. They will be bringing the ideas to our principals meetings. We meet once a month. So if they're hearing rumblings in the community about a topic that they're wanting to learn more about, they'll bring it to us, and we'll look at that, adding that into next year's series of speakers as well. Great. Thank you so much. We look forward to it. Thank you. Thank you. All right, next up, we have recognition of educators receiving continuing contract status. Superintendent Law. Madam Chair, members of the board, one of the most exciting times for a teacher is when they transition from being a probationary teacher to a continuing contract teacher. This is actually statutory language, and it varies if you come from another district and have been tenured or if you're brand new to the profession. But tonight, for your information only, this requires no action, are the list of all of the employees who when they join us this year, they will be tenured teachers. Congratulations to those teachers. We're certainly proud of them that they've come through the process of being here three years, have been deemed to be meeting the standards of Minnetonka, and will be here with us hopefully for a long time. Congratulations. Next up, we have the approval of sale of 2026 B. Let's see, certificates of precipitation bonds. Superintendent Law. Madam Chair, members of the board, you are used to this. For members of the public who this is their first board meeting, if there's a way to sell bonds in a manner that is taxpayer-friendly, Mr. Bourgeois is on it, monitoring your interest rates, looking into how people are purchasing, the timing of things, who else is buying at this time. And with that background knowledge, Mr. Bourgeois is going to tell you that he has determined that this is the time to sell to maximize benefit for our local taxpayers on two series of bonds. I'll let him talk through what both of those bonds are and the purpose of those bonds and the timing for right now. Mr. Bourgeois Thank you, Superintendent Law. Madam Chair, members of the board, back on May 28th, you authorized the sale of $1.995 million of certificates of participation bonds for the purpose of constructing a parking lot addition to the east parking lot at Minnetonka High School. And the bonds were put together, a deal was put together, to go out to the market. They were sold on July 8th. We actually sold out very quickly. The sale started at 8:30 and was completed by 11:00 a.m. So, many of the coupons also had multiple bidders, so that helped to keep the interest rate a little bit lower. And we end up selling the bonds at about 4.79% interest rate, which is a very good rate in this current interest rate environment. So, it's recommended that you would approve the 2026B certificates of participation sale resolution as prepared by Dorsey & Whitney. So, we are actually working diligently to get this project going. There's a house on the site that will be demolished, and so we've abated, not a lot, but abated any hazardous materials out of it, so it's ready to go, and we're getting soil borings and those types of things. So work is in process. Okay. May I please have a motion for the approval of sale of 2026B COP bonds? So moved. Karen. May I have a second, please? Second. Dan. Any discussions? All those in favor, please say aye. Aye. Any opposed? All right. Approval of sale carries. Thank you. All right. Next up, we have the approval of sale of 2026C COP bonds. Okay. Thank you. Mr. Bourgeois. Thank you, Superintendent Law, Madam Chair, members of the board. Also on May 28th, you authorized the sale of $1.995 million certificate of participation bonds for the purpose of constructing a second student drop-off and pickup driveway at Scenic Heights Elementary School around the south and west sides of the building. The bonds were sold three weeks later than the prior ones, on July 27th, 2026. And, actually at that time, there was a lot of activity overseas, let's just say. And so the interest rates were kind of a little bit sketchy, but we actually got a 5.04% interest rate, which is a very good rate. And actually, we had some coupons that actually had as many as five banks bidding on trying to get our bonds. So it was really a good bond sale in that regard. Again, that one we start at 9:30 a.m. and then we were sold out by 11:00 a.m. So, we're recommending that you would approve this bond sale. And we are actually working on the design and doing some of the preliminary work and also soil borings and all that stuff for this proposed second driveway at Scenic Heights Elementary School. Okay. May I please have a motion for the approval of a sale of 2026C COP bonds? So moved. Mike. May I have a second, please? Second. Karen. Any discussion? All those in favor, please say aye. Aye. Any opposed? Motion carries. Thank you, Paul. Next up, we have the approval of sale of surplus technology equipment. Mr. Bourgeois. Thank you, Madam Chair and members of the board. Whenever we do a lease purchase transaction to get new iPads and MacBooks and those types of things, to upgrade them and refresh them so that they have the most powerful computing ability to run the latest software programs, because software bloat is a real thing that just continues on into infinity and beyond. So we lease purchase our iPads and MacBooks on a three-year rotating basis. And, what we do then is we're actually able to sell the old ones to other entities who repurpose them. We get some interesting names on some of the bidders, such as Mac of All Trades. I remember one from the past was Second Life Mac, those types of things. But we had a sale of 2,180 iPads and 55 MacBooks that Executive Director, Faye Vasek I got to remember to get the name right, has put together for us. And, so we got 10 bids in, and the high bidder in this regard was Tech Reboot at $276,940. So the proceeds of the sale will be put back into the capital projects fund and used for capital projects and more technology equipment. Thank you. Okay. May I please have a motion for the approval of sale of surplus technology equipment? So moved. Tanya. May I have a second, please? Second. Sally. Any discussion? Okay, we have a motion and a second. All those in favor say aye. Aye. Any opposed? Motion carries. Thank you. Thank you, Mr. Bourgeois. All right. Next up we have the consent agenda. May I please have a motion to approve the consent agenda? So moved. Dan. May I have a second? Second. Mike. All those in favor, please say aye. Aye. Any opposed? Motion carries for the consent agenda. All right. Do we have any board reports this evening? I guess not, because we've had July pretty much off. But Superintendent Law, do you have anything? Madam Chair, a handful of items. First of all, if you were driving around Minnetonka last Saturday and you got stopped by traffic, that's because we had an incredibly successful Tour de Tonka. I want to give a shout-out to our community education department under Executive Director Kim Carlson. Numbers well over 2,000. We always throw a wrinkle into the high school parking lot at the day of that, or it seems like during my time here. Mr. Bourgeois worked to get it as clean as possible. Stanley Cup was in the parking lot in the afternoon. All that to say, it was, in my limited time in Minnetonka, the most beautiful ... ride I can remember, and incredibly well run, so shout out to Community Ed for that and for all of the volunteers. I was a rider, and every time I pass them, and they're everywhere out there, I thank them. We couldn't do it without our community. Next, I'd like to, one, remind the community, earlier tonight at 4:30, we had a groundbreaking for MMW's new facility upgrade that's starting now and will end up in just about two years. So board members were there, along with city officials. We threw a shovel of dirt. On the 20th, we will be at MME for a groundbreaking. We'd love to have you there joining with us, with the board, as we break ground. We've been working on a variety of projects already at MME, but the big work is going to be starting coming up this school year. I'd also like to note, I can't remind people enough, this is a unique school year with a late Labor Day. School starts on a Tuesday, the Tuesday before Labor Day. I wish I could remember that number right now. September 1st is the first day of school. There's no school on Monday, August 31st, but September 1st is the first day of school. That's before Labor Day. I'm hoping no one skips the first week and comes the Tuesday after Labor Day. We've been reminding people. Teachers will be back, new teachers, some starting as soon as next week, and then over the next few weeks, gradually bringing employees back. We're excited for the new school year. Lots of new things coming. School starts on Tuesday, September 1st. And with that, my reports are done. Thank you, Superintendent Law. Do we have any announcements from the board? With that, thank you for being here. May I have a motion to adjourn? So moved. May I have a second? Second. All those in favor, please say aye. Aye. Any opposed? We are adjourned. Thank you so much. Good evening, everybody.