[0:10] Good evening everybody. I'm going to call the meeting to order. We do have a quorum. This is the uh January 28th, [0:17] 2019 regular meeting of the Dina School Board and we start with our review of [0:22] the agenda. So tonight you will approve uh minutes from four uh previous meetings. uh some [0:30] general approvals on consent. Uh in discussion, um uh Marggo Bach will [0:36] present capital budget requests and then for action tonight, you'll be approving of purchases purchases of network [0:41] equipment. Um some middle school new course proposals uh which you heard in the work session previous to the [0:47] meeting. Uh you have uh the approvement of agreement with the pair of professionals in the district. Margot [0:53] will present the budget development plan and then um some other capital building [0:59] work related to windows at South View and the solar program at Cornelia [1:04] Elementary and then uh Amir has some policies to present and then for there's [1:10] some information around enrollment staff recognition appendex for policy 618 and upcoming [1:16] schoolboard meetings. So that's what's on your agenda. Thank you very much. So, can I get a motion to approve the minutes of the [1:22] December 17th regular meeting, January 7th organizational meeting, January 7th work session, and the January 17th [1:29] special and closed meeting? Second. Are there any changes to the minutes? [1:34] All right. All those in favor of approving the minutes from the December 17th regular meeting, January 7th organizational meeting, January 7th work [1:41] session, and January 17th special and close meeting, say, "I." I. Any opposed? Motion carried. Uh, next [1:48] we have recognition of Katrina Stern. Randy, [1:58] I'd like to invite Katrina to come up. [2:05] So, we are recognizing Katrina because she uh she accomplished this amazing [2:11] thing and it's called National Board Certification. And when you look across the country, um there are few nationally [2:18] uh certified board certified teachers because it's such a rigorous adventure [2:24] to demonstrate your competencies, your skills at such a high level. I'm just going to read off to you some of the [2:30] other teachers that we do have in Adina. 18 18 uh nationally board certified [2:36] teachers. Kim Caster, Gary Davidson, Geneva Fitz Simmons, Jessica Freighic, [2:42] Erica Eric Groundberg, Elizabeth Hilstrom, we have John Haniman, Clarice [2:48] Hansen, Lorie Holland, Tim Clolobashar, Carmen Nisham, Libby Sanvic, Steve [2:54] Sanger, Amanda Schutz, Bianca Suglia, Sarah Swenson, and Charlie Whis. [3:02] And now Katrina Stern. [3:11] So the program started back in 1987. Teachers across the country organized to [3:18] uh create a group that would identify high quality teaching teaching where [3:23] best practices are put in place every day. So Katrina, this was a very rigorous experience. Why did you do it? [3:30] What what made you interested in wanting to do this? Um well it uh it asks you to reflect a [3:37] lot on your practice. So you can't do national board certification till you've taught several years. And so you know [3:43] having gotten several years under my belt of building curriculum it just gave me an opportunity to um you know look at [3:50] what I was doing and look at my strengths and like think critically about what I was doing, gather data [3:55] about my students and that was a valuable process. So, you have a constant drive to get [4:01] better is what I heard. And so, can you explain a little bit about like what the process is about and what you had to do [4:08] and what what what you have to demonstrate? Um, so there's four different um kind of [4:14] portfolio components you have to do. Um, three of them relate to [4:20] uh kind of developing a portfolio. So, one of them you like write a whole I [4:26] mean you write unit plans when you teach, but you analyze an entire unit plan in terms of your lessons and you pick focal students to look at as you [4:33] like kind of document their learning through that process. Um, one of them involves taking two videos of your [4:39] teaching and writing about what you like did in the planning to engage the students then analyzing how the students [4:46] actually did engage. Um, one of the portfolio pieces is about your professional growth and then there's [4:51] also an exam that you take at a testing center that demonstrates your content knowledge as well. So, I had to take a [4:58] rigorous biology test as well as part of that. You're making me exhausted from this [5:05] level of work to try to demonstrate those skills. Now, I haven't shared this with you, but I actually talked to some [5:11] of your students and I asked them about what is it like being in the class? And you know what they said? [5:19] They said, "I can tell she has really thought about what she's doing in this class before she comes into this space." [5:26] I just thought that was such a huge compliment to you, your effort, your planning, your thinking, all of your [5:32] hard work to demonstrate such uh rigorous and high level skills. And how about a great uh round of applause for [5:38] Katrina Stern? And we're going to ask uh um Lenny [5:46] Wallen Freeman to uh um deliver an award and then to uh take a photo with you. [6:04] Thank you again, Katrina. [6:15] All right. Well, that's pretty exciting. Um, we do have some other staff recognitions that are not quite at that [6:21] level, but we have individuals that have written in to commend a number of our staff members. I'm going to go through [6:27] those. There's a commendation of Erin Zimmerman, who is a long-term substitute teacher at Cornelia. The parent that [6:33] wrote in says, "She has taken time to get know my get to know my child and how they best learn. She described specific [6:40] situations where our child was struggling and how a different approach made the difference. Our child has [6:45] really enjoyed their time with Mrs. Zimmerman. Then there's a commendation of Shandra Powell who's a music teacher [6:50] at Countryside Elementary. The parent said that Shandra is an outstanding mentor. She's an amazing educator and [6:57] musician who provides a quality music education to Countryside students every day. Her lessons are engaging and her [7:04] use of technology is ex is outstanding. She's a dedicated professional who [7:10] constantly reflects on her teaching and challenges herself to improve. And then our third commendation is of Gina Felton [7:16] who is a gifted ed teacher at Cornelia Elementary. The parent who wrote in said, "I just wanted to thank you for [7:22] all of your support for my child in your GT math classes. My child was so prepared for algebra this year. Algebra [7:29] has daily homework and is very challenging, but my child is really enjoying it and is comfortable with the [7:34] workload because you helped instill such good homework and study habits. [7:39] And again, thank you to all of our staff. Next on the agenda is hearing from [7:45] members of the audience. Uh we do have a couple basic rules. Uh we limit comments from the audience to three minutes [7:52] during this segment. Um, people should feel free to make whatever comments they want so long as they don't make comments [7:58] about individual people. If you have a comment about an individual person, that should be brought to the superintendent's attention. [8:05] Uh, we typically do not have board discussion of comments, but someone will get back to you in terms of what you [8:11] present to the board. And with that, we are going to start with Beth Zullie. [8:20] Welcome. Thank you. [8:26] Okay, good evening. Thank you. Um, okay. [8:35] I am speaking on behalf of Edina parents concerning the increase of drug use at Edina High School and its impact on the [8:42] health and safety of the students and staff. Drugs have become very easy for our kids to access and use on the high [8:49] school grounds. Let me give you some examples of the unsafe environment that has been created by this situation. We [8:56] have firsthand knowledge that within the last few years, there has been a scavenger hunt game where a stash of [9:01] drugs is placed on school grounds and a group of kids use clues to find the drugs. We also have direct knowledge of [9:08] kids who are afraid to use the bathrooms at the school due to the extensive use of drugs and the peer pressure to use. [9:16] We would like to propose the following ideas to eliminate the presence and use of drugs on school grounds and to help [9:22] educate both parents and students on the effects of drug use and where they may [9:27] find resources in which to help them when the drug issue becomes personal to their family. One, the presence of our [9:35] Edina police dogs on school grounds to help sniff out drugs on school property. [9:40] We communicated with police liaison from nine schools in the western and southern metro and found that all but one use [9:47] dogs for drug detection. They have found it to be very effective in eliminating the presence and usage of drugs on their [9:54] campuses. Cultural differences can be addressed so that the dogs would have no interaction [10:00] with the students. We believe the presence of the police and their dogs will send a clear message and be a [10:06] deterrent to drugs at our school. Two, improve communication of existing [10:11] resources to help educate both parents and kids on the effects of drugs and on ways to help drug dependency. Both kids [10:18] and parents need a confidential resource to access when they need help with chemical dependency. A phone number and [10:25] a person that they can connect with that will not affect other aspects of their high school lives. [10:31] Three, an educational program such as Life of an Athlete should be presented each year to both kids and parents. John [10:38] Underwood gives a very informational talk on the mental and physical effects of drugs on kids. His talk was extremely [10:45] effective to the kids and parents that came to hear him speak in 2016 at Edina High School. If the kids had the [10:52] opportunity to hear him speak each year, we think this may have a very positive effect on helping to deter drug use for [10:58] the students. Four, reinstate the sober squad. Give them more of a presence and [11:04] support throughout the high school. The sober squad gave kids positive role models in which to look up to and mirror [11:10] their activities. In conclusion, we ask you to seriously consider our proposals above to address [11:16] the increasing impact of drug use on the safety and welfare of our students and staff. You have already taken a strong [11:25] first step in hiring a chemical dependency counselor to directly address the needs of individual students who are [11:31] dealing with chemical dependency. We are now asking you to expand these efforts in order to address the growing impact [11:37] on all our students, staff, and our school environment. Thank you. [11:42] Thank you. Next is Chris Bonvino. [11:48] I'm not sure if I mentioned this and the prior speaker did stay within it, but we do have a threeminut limit. [11:53] That's hard for me. I'll cut you off. I'm first of all, thank all of you [11:59] individually for what you do. I mean know you all have lives. You all have families and kids and your civic duty is [12:06] greatly appreciated all of you. So thank you. Um my name is Chris Bonvino. I'm an Adina High School graduate. I'm a [12:13] resident of Edina. I'm a business owner at Edina for the past 25 years. In fact, [12:18] even employee Edina High School students in the summer. In addition, we're involved and we have been since the [12:24] inception since uh for the u mterm project. Well, the reason I'm here is [12:29] I'm concerned about the declining enrollment in the schools. Not blaming anything, but I'm I'm concerned about [12:35] numbers. I'm a lifelong resident. A lot of my friends, I'm involved in the sports community. And I'm talking to a [12:41] number of people who are telling me they're not going to send their kids to Adina. Now, there are rules. I mean, there are are exceptions that uh you [12:48] know, kids are private school kids to begin with, but these are kids I didn't think would be. And I was so concerned I [12:54] I didn't know him at the time, but uh Superintendent Schultz took a meeting with me and I expressed last year my [13:00] concerns to him. It was a good meeting. I think we had a you know, good discussion, but you know, this is concerning to me as a you know, as a as [13:06] an alum, a proud alum, but um there were two instances subsequent to that meeting [13:12] this summer where I had uh a couple of stories I want to just, you know, mention. Um, and I'm I'm not trying to [13:18] be hyperbolic here or make make anything up, but I'm concerned about this. Um, one of which is a friend of mine is a [13:25] um, admissions officer at the Our Lady of Grace School, and he told me that, [13:30] you know, typically they have a six to 10 child weight list for their kindergarten program. This year in June [13:36] or July, that number was close to 60 kids is what he told me. And I'm I said, "Where are these kids coming from?" and [13:42] he said, "Well, many of them or a lot of them are coming from, you know, they would be scheduled to go to two specific [13:48] grade schools." And I I was I was shocked to hear that. Anyways, uh the other one that was that was more [13:54] personal to me is a friends of mine, their son, who was a an student athlete at Edina, uh a leader of a very bright [14:02] kid, very good athlete. He was such a good athlete, in fact, that he was offered a full athletic scholarship from [14:07] a major university. Well, to the shock of his parents, he said he didn't want to return to Edina this year. Um, I know [14:15] this young man. He's a a quality quality kid. When they pressed him, he said, [14:20] well, it wasn't because of the, you know, he was he was risking, as the high school league rules, a year of eligibility for his athletics and then [14:27] very possibly his athletic scholarship. Um, I'm going to run over, I know it, but let me just, uh, cut to the chase. [14:33] Um, these are, you know, concerns I have. I mean, you know, I did some poking around and my again this is all [14:38] internet based so it might not be right but my numbers I I was looking at [14:44] indicated we lost roughly 90 students and there there and I talked with with [14:50] John before this there there are some other you know mitigating factors and various reasons but it seems like a lot [14:57] and if you know the number that we get state aid uh federal aid if it's 8,000 a [15:03] kid that's a three4 of a million shortfall and as in addition to being a proud eina alum. I'm also concerned as [15:09] as a taxpayer where that shortfall will be made up. I'm not an ACAM addition, I'm certainly not an administrator. I [15:16] know how I I can't imagine how difficult this is faced with a lot of problems. Um I'm a simple businessman. If I have a [15:22] problem and I have a a significant portion or a portion of my clientele that's unhappy, I try to, you know, [15:29] discern what that problem is and then fix the problem. Unfortunately, I'm not coming to you with a solution. And I just hope you take what I'm saying to [15:35] heart because um you know it's not a cliche. It is a cliche but it's it's not. A community is as strong as its [15:41] schools and we all want the same thing. I'm sorry if I I've got one more thing really quick if I have a second. Um John [15:47] and I spoke about or Superintendent Schultz and I spoke about this and um as members of the business community, I [15:54] have a an idea. I'd like to at a a future board meeting uh suggest uh I I [15:59] presented it uh you know briefly uh to doc to Dr. um Schultz and uh he seemed [16:06] uh uh receptive. Um so I I'll table it now. Thank you uh again. Appreciate your your efforts. [16:12] Right. Thank you very much. Next is Wayne Winganger. [16:18] Mr. Winganger, we haven't seen you for a month. For a month. [16:24] Welcome. Thank you. And I'm following up on my meeting last time because I was talking [16:29] about the kids that dropped out of Edina schools that should have been here this year, about a hundred. Um, I was made [16:37] aware of a Morris Letterman survey that was done for the schools, 250 parents. [16:43] It was August 28th to September 18th of this year. So, this is brand new stuff. [16:50] 12% of the parents said they were considering taking their kids out of the school. And if this is good percentages [16:58] as it's supposed to be, that's 12% of our students leaving or close to [17:04] leaving. The number one reason was 28% said that didn't meet the child's needs, [17:11] whatever that means. I don't think you can act on that, but that's a concern. [17:16] 17% they want said they wanted smaller class sizes and we see that in a lot of surveys. 17% said bullying [17:25] which was a real shock to me because I hadn't heard that in other stuff but [17:31] that's only 62% of the people got tied to things. It [17:37] wasn't a public school private school issue. It seemed to be about equally balanced. [17:43] Some of the issues raised the most serious issue, the largest one was large [17:48] class sizes. Well, that checks out. Liberal political agenda, that was number two. [17:55] Number three was de declining quality of the school was the third issue. And that [18:01] was about 7%. It was 17, 13, and then 7% [18:07] to give you an idea. You're going to have to be making some decisions. I still don't think you have [18:13] enough information to identify what meeting child's needs are. Trying to figure out what the [18:19] remaining uh 38% that was too small a mix there to get [18:26] at. I would recommend as I did last time is you get somebody to call all of the [18:34] students, the families of the students that left, ask them why they left. You've got a [18:40] list from the Morris Letterman survey some of the categories and listen to what they say and that will maybe better [18:47] define what bullying is, what the liberal political agenda is, what meet [18:53] child's needs is. I think you kind of know what smaller class sizes. [19:00] Thank you very much. Thank you, [19:07] sir. Was there anybody else? So that concludes hearing from members of the audience. Again, remind people we [19:13] do have um an opportunity at 6:30 for questions and answers if you wanted to [19:19] have more of a dialogue with the district. Uh with that, we are on to the [19:24] consent agenda. Is there anything to be removed from the consent agenda? If not, can I get a motion to approve [19:30] the consent agenda? So moved. Second. All those in favor of approving the [19:35] consent agenda say I. I. Any opposed? Motion carried. We are on to discussion. [19:42] Capital budget requests. Marggo. [20:01] Good evening, Chair Wallen Freeman, Superintendent Schultz School Board. Um this is part of our annual budget [20:08] process uh as to take a look at our capital projects earlier than the other [20:15] um uh budgeting overall budgeting because uh we start a process in the [20:22] fall where we ask principles and um custodians [20:27] um department heads what are the needs within the B building from a facility standpoint. Um, they submit requests [20:34] that are due by December. We review them uh with a variety of criteria. Uh, what [20:40] are possible funding sources? Does it fit in our long-term facility maintenance plan? Is it a health and [20:47] safety requirement? Uh, is it supported by another fund, for example, food service? Uh, just a [20:53] variety of um, uh, funding areas. and then also looking at critical safety [20:59] needs, the age of equipment, uh energy efficiency and uh sources of funding. We do all this and bring it [21:06] forward to you for discussion uh in February [21:12] or January and uh approval in February so that if there's any quotes and uh [21:17] bids that need to take place usually capital has a longer lead time and for [21:22] purchases andor bu building improvements and that just helps us uh get a jump ahead and then any of of the results of [21:30] this will be incorporated in the overall budget. The operating capital uh is a [21:37] subset I would call it of the general fund. It's required to be reserved within the general fund from the state. [21:44] We typically get just a little over $2 million in capital revenue and the areas that we spend those dollars are on uh [21:52] transportation for our um replacement of buses uh for our aging fleet textbook [21:58] adoptions. Uh the sites and departments each get uh individual allocation for [22:04] capital. Um buildings and grounds allocation for emergency purposes and [22:10] some of the requests. That's what the request process really is for. We do have some capital um copier leases and [22:17] then some small assessments. So those are the areas that we use our capital budget on. And the next slide gives you [22:24] just last year where we allocated the dollars and this year where we're recommending allocating the dollars. Not [22:32] significant amount of changes in these areas. We do keep a contingency in capital again for those needs. Um we [22:39] can't predict everything that will happen in our buildings and sometimes um occasionally there's a roof leak or [22:46] something with the plumbing that we just need uh some dollars set aside for to be able to fix. Um when I first started [22:54] here in 2010, the capital requests were very very large and um they were all [23:01] critical need and and they're all all the ones that are being requested are are certainly um high need. Um but [23:10] because we have implemented the 10-year facility maintenance plan, we are addressing um some of these higher level [23:17] very expensive needs uh through the long-term facility maintenance plan. And [23:22] so the individual requests coming through this process um are are smaller [23:29] things that maybe um don't qualify for long-term facility maintenance or [23:34] they're further down the road in long-term facility maintenance. and the principles or department heads might [23:40] might want them done sooner. So, um what we're requesting is um I think maybe the [23:47] next slide has it. Um approval that will requested at the next meeting, but [23:53] approval to uh approve 400,000 in capital building projects for equipment replacement. this would and um the [24:02] contingency and then projects moving forward and also our transportation and our vehicles and our textbooks so we can [24:08] get started on those purchasing processes. Again, this will all be incorporated into the overall um budget [24:17] that you approve in June and the funding is required to be kept separate from the [24:23] um overall general fund as state required. And we did talk this over at [24:29] the finance and facilities committee meeting last week. Do you have any questions? [24:36] I don't have a question. I just have one comment. Um when we were in the special education meeting the other day, there [24:42] was um a question about um the fact that there's an increased need for climate [24:47] controlled school bus for some of our um special education students that require [24:52] the temperature to be controlled. And I just wanted to put that bug in your ear and um whoever else is um purchasing [25:00] buses and the fleet of buses to um if not for this year in the coming years [25:05] that that's an increased need for some of our students to actually um be in a climate controlled environment [25:11] especially on some of the hot and humid days toward at the beginning of the year and towards the end of the year. So I just wanted to mention that. [25:16] Yeah, that's helpful. We did um when we built the transportation facility um [25:22] while it's not on the bus, we do have specific because of specific student [25:27] needs. The he the special education buses are in a heated facility. [25:34] Thank you. Great. Thank you, Margot. Thank you. [25:42] Now we move on to action items. Can I get a motion to approve the purchase of wireless networking equipment from CDW? [25:53] Nathaniel, you want to walk walk us through this or is it self-explanatory? [25:58] Um, it should be pretty clear. Basically, uh, as a continuing upgrading all our [26:05] systems incrementally, that's the next step in the process is to upgrade the wireless access points. So, we got um an [26:13] RFP put out and some bids and went with the moderate bid to replace some of the [26:19] aging access points in the school buildings. Any questions? [26:27] One question here is um in the table under cost we have 55 in parentheses and [26:33] proposed solution 15. Are these the breakout percentages that the waiting percentages? [26:39] That's correct. Okay. Any other questions? All those in favor of [26:45] approving the purchase of the wireless networking equipment from CDW say I. I. Any opposed? Motion carried. Next, can I [26:52] get a motion to approve the purchase of 80 switches from CDW? [26:59] Have another quick overview for us? It's a similar story of replacing [27:06] partial networking equipment in closets and schools to keep the upgrade path [27:11] moving along rather than waiting till everything is out of date. Any questions? [27:16] I've got a couple questions. Um did a little research on these and they're getting close to their end of life. Um [27:24] is so it's it's um fiscally responsible to do that. That's great. [27:29] um a little concerned about them breaking down. Are you going to buy some replacements to have on hand in case [27:35] there's some malfunction? What happens if there's a malfunction? Which which items are you referring to? [27:41] The uh switches, the current ones that we're replacing or the new ones that we're buying, the new ones. [27:48] The 2960X is a model we currently use in the closets right now. So it matches all other infrastructure and I think the [27:55] expected lifespan of that will match what we need to do in a replacement cycle. Okay. Um [28:00] we usually purchase a spares hot spares also. Oh dear. So that would be available. Yeah. [28:06] Okay. Just kind of wondering. Thank you. Yep. All right. Any other questions? All those in favor of approving the purchase [28:13] of 80 switches from CDW say I. I. Any opposed? Motion carried. [28:19] Next is middle school new course proposals. Can I get a motion to approve the new course proposals and changes as [28:25] recommended by administration? [28:36] I was wondering if we could pull some of these out so that we approve the courses separately, the pathways separately. [28:46] So, do you have a a different motion then? Yes. [28:55] So I'm proposing to approve um introduc in introduction to [29:02] engineering with the condition that um [29:10] uh the statement that's on our background that with the with the condition that [29:16] uh this course will be offered as an elective along with [29:22] uh variety of other electives, not just the fine arts electives. [29:32] I'm not sure I understand your motion. I'd mo I'm I'm I'm It's a motion to [29:37] approve introduction to engineering. Got it. Asking for just a description language [29:43] change in background with it. No, with the understanding that we're approving it on the condition that [29:49] it will not be offered only as an with [29:54] the only that it it will be one of many electives offered and not just the only [30:03] other elective to band, choir, orchestra, and arts and words. [30:08] So that there will not just be a conflict. so that students wouldn't have to choose between [30:14] their fine arts and this class. And it was understood in the discussion earlier [30:20] that there were going to be there are many electives. And so I'm just making sure that that's what we're voting on is [30:27] that that it is it will be part of many electives. Would [30:33] this be a way to restate your amendment that it not become not be in competition [30:40] with electives such as music? Is that [30:47] I might Yeah, I might suggest that we bring a motion to approve the [30:52] engineering course and maybe Randy can answer the question and then if people don't want to approve it as he's [30:59] articulated, we would not approve it. we could bring a second motion rather than trying to figure out what this other one might look like. [31:06] Okay. So, I would just ask for a motion to approve the introduction to engineering [31:11] course. Second. [31:17] Backing out of the first motion. Yes. [31:22] Thank you. So, there's one motion on the table at [31:27] the moment, which is to approve the engineering course. So, [31:32] If you could articulate the concern you have, maybe Randy could answer it because I think the materials are [31:37] relatively self-explanatory. [31:43] Right. My concern is it it appears that uh students would have to make a choice [31:48] between either taking their band, orchestra, and choir and taking this [31:54] course. And I'm just wanting to make sure that that's not the situation that [31:59] they will be able to take both band and orchestra and choir and [32:05] you know one of those and take this course. So we could set it up that on the [32:12] registration sheet that an option they would they would still be able to preserve a music option. it would extend [32:18] then into world language as one of the choices that they would or would not have. [32:25] So something has to come out if they're going to choose this, but instead of just limiting it to a music option that [32:31] has to come out or a performance option, it could be widened out to include world [32:36] language. I share your support of the fine arts. I'm a little concerned about being too [32:42] prescriptive for families about their extracurriculars. And I think if we [32:47] clearly articulate to families the number of extracurricular classes that [32:53] middle school students can take and give them a list of extracurricular classes [32:59] that students can sign up for, it's incumbent upon parents to sign up for the extracurricular classes they want [33:05] their students to take. And I don't actually think that it's okay to prefill [33:12] that students should take a music class. Even I all of my kids have taken music. [33:18] They're all going to be in band. And I absolutely support fine arts. I don't think we can put our own value judgment [33:25] on the extracurriculars we're asking students to take. And I I I don't [33:31] disagree with you, Ellen, but I I'm getting a little concerned that we're [33:37] putting too much of emphasis on we have to have kids take band, orchestra, and [33:42] choir when actually there's foreign language options, there's these STEM options, there's all sorts of options [33:49] for students to take, and they should be able to take what they want to take that fulfills what they want to do. [33:55] I I think the the the what where what it really comes down to is the sheet that [34:01] the parent and student will fill out and the only boxes currently to check are [34:06] the the section where there's the three musics and the art class and then the next section which is the foreign [34:13] language choices. Everything else is prescribed. So to get to where I think [34:18] you're both coming to would be you can pick two choices in this litany of [34:26] lists, but then that would mean we'd be opening them up to they want to take band and choir. They want to take Latin [34:34] and Spanish one. They So there may need to be prescribing. You can pick up to [34:41] two. One from this category, one from this category, one from this category. But somehow we have to open it up to [34:47] parents so that they understand the cho where their choices are left because the other things like world music art or [34:54] regular art all of the other things are at the top of the form and they're just prescribed. I've looked at both Valley [35:00] Views and South Views tonight to look at how they're presenting it. So I think it's just a matter of desri describing [35:06] so that it is not eliminating as Alan said just music but it's also not saying it's only limited to music or world [35:12] language. it it would basically be a tweaking of the registration worksheet [35:17] um and showing what the options are and putting parameters around you have to [35:23] choose you can only choose one from this category and one from this category but uh so it wouldn't if we put it just next [35:30] to the music that would limit it but I I don't envision that I think both Valley View and Southview have talked about [35:35] what it would look like and would look similar at each at each school for the registration purposes and it would be [35:41] just like Sarah talked Okay. Okay. Any other questions? All those in [35:46] favor of approving the motion to approve the introduction to engineering class, say I. [35:52] I. Any opposed? Motion carried. Can I get a motion to approve the introduction to [35:57] coding? Second. And we're breaking this down one at a [36:03] time, Sarah. Um, [36:09] so this is looks like a really great class. You've got a relatively detailed explanation. Are there any questions on [36:15] it? And this one's much easier because there's more choices for electives in the eighth grade schedule. [36:21] And it really fits in with what we've been doing. It's just one more option for students. Exactly. Exactly. [36:27] Are there any questions? All those in favor of approving the introduction to coding edition say I. I. Any opposed? [36:36] Motion carried. Uh, can I get a motion to approve the middle school compacted science class? [36:44] So, this is the one that I'd like to make sure that we're just approving the middle school that we're discussing. The [36:51] middle school science class, the accelerated the compacted class. Compacted class. [36:56] Pathway two. Correct. Yes. And the accelerated path. So, we're we're talking about pathway two. [37:05] Is that correct? Correct. Okay. So moved. The concern expressed earlier in the [37:11] evening was that they're listed as pathway one and pathway two, but pathway one is not being altered by creating [37:18] pathway 2, which is what the board is approving tonight. So I've got a motion from Ellen. Is that correct? [37:23] I need a second. Second. All right. So, I think the concern that [37:31] a number of us had was that we're pretty enthusiastic about pathway two and compacting. Um, I think there's just [37:39] some reservations about missing some of the kids with pathway one. And, um, I [37:46] think we don't, some of us are not real excited about losing the enriched eth grade science and I think some of us are [37:54] still interested in seeing that. And you basic would you want to elaborate on [38:00] that a little bit Randy? Sure. What I was saying in the work session was that um approving this [38:06] doesn't preclude that we would have that in eighth grade. It's just that the team has not gone through the full science [38:12] review yet which we're going to we we've started the process in terms of looking at the standards but we're going to need [38:18] to look at the whole sequence of science courses and the way in which we offer courses. Now, it makes sense that that [38:26] the enriched physics would be the next option in 8th grade at this time. But if through this science review process, the [38:33] science teachers as they're working through the standards and how those are laid out, make a a choice or a decision [38:39] that we need to change the sequence of our science classes, then we need to take a look at that. But if we just look [38:44] at what we're offering now, I think that it makes sense. And uh what we are the [38:50] reason that we're proposing this class is because when we did the gift and talented study and we looked at our [38:55] secondary course framework, we went out and studied other school districts and the way that they organized courses. And [39:01] one of the things that they found is there were a few districts that created these accelerated or compacted courses. [39:07] And uh when we looked at the literature, the literature said this is a type of course framework that is underused in [39:14] school districts. And so one of our ideas in talking with the science teachers across the middle schools was [39:21] to test out this type of framework. And it could be that other courses and other content areas could also use a compacted [39:27] or an accelerated framework. So one of the ways of testing this was to look at science which we knew is going to be [39:34] under review and to specifically look at sixth grade. Now, uh it does provide us [39:39] a great opportunity to um start with a group of kids that come in from elementary school and begin to phase in [39:45] a different kind of science experience, but it was really about looking at um a [39:51] way of offering this compacted learning experience in science and testing out that kind of a course framework or [39:57] course design. Again, we're about 70% of the way there. There's a lot of work to [40:03] do yet. The standards haven't been finalized by the state. We haven't even begun to look at materials and resources [40:09] yet. But what we're doing is we're we're proposing a framework where we would test out this idea of compaction. And [40:16] then we will still have to define what does the eighth grade experience look like as we unpack those standards. It [40:23] makes sense that the target we would be looking for would be an enriched physics class. But again, that conversation [40:30] still needs a lot of discussion and dialogue u with the science staff and the middle school admin. [40:39] So, we kind of jumped into questions, but just so people are clear, what you're proposing on the middle school is [40:45] that sixth graders next year would have the option of of taking sort of a traditional pathway or they could take a [40:52] class that in sixth and seventh grade they would then complete sixth, seventh, and eighth grade science, [40:57] right? And so both of those pathways still use the same highle standards. [41:03] It's just instead of making the the standards the variable, we're keeping the standards the constant and we're [41:09] making time the variable. So kids who need less repetition, need less um time [41:15] to master concepts and ideas will have um will have le they won't need as much [41:22] time. So they'll be in a compacted course. They'll be getting the content in two years instead of three. That'll [41:28] leave that third year for that next course in the science sequence. All other students would then be in the um [41:35] in the grade level science course, which is still a great course. Again, neither [41:41] we don't see either one of these courses as like one is better than the other. Uh we see these courses as just simply [41:47] serving different needs of kids that we have. And just to clarify, so you're moving [41:54] along quicker doing three years of standards in two years. And so we had we had a conversation earlier where that [41:59] means that when it's time to move on, a student both needs to have already understood what was mentioned and not [42:06] not be wishing for more time to go in deeper and find the applications and how is this being used now, but to be ready [42:12] to move on. It's time to move on. And so that's why we think this course isn't just an automatic um more advanced. [42:19] Certainly students need to be able to keep up, but they might choose to go the traditional route to spend more time with each standards for other reasons, [42:26] not because they need them to understand. And then also what happens in eighth grade? And that's kind of [42:31] where this conversation started. What happens when this cohort of students is now enrolled in eighth grade and they've [42:36] done uh what's normally three years of standards. And we haven't fully fleshed that out. We've talked about it's likely [42:43] going to be physics, but there was a conversation earlier tonight of what it have to be. And we've talked about this [42:49] is a cohort of people who are picking up on material quicker. So there stands to reason they'd be taking an enriched [42:56] physics first type curriculum, but we haven't landed on that. We haven't committed to that or not that at this [43:02] point. Well, you know, I think uh to error my concern from the uh workshop, it's I'm [43:09] really enthusiastic about the compacted class. I think that's excellent and I think there's a lot of shared enthusiasm [43:16] for that. My concern is with the kid who's advanced in science, who's maybe [43:22] dyslexic and has some struggles with symbol uh comprehension retention and [43:28] may not be very advanced at math at the at a commensurate level. and u might be able to catch up but at that point would [43:35] then forsake the opportunity to say be in enriched science. And so that's my [43:40] concern. And I'm just wondering if we might want to rephrase this uh the the [43:46] motion and um approve science pathway 2 [43:51] and um put off for path. That's what the motion is. Oh [43:56] yeah. Yeah. Okay. Sorry. So then I guess so this discussion the whole motion that [44:02] I made was only pathway two correct is what we're voting on right now. [44:07] Okay. Because that's the new class. Right. Right. And I I apologize. I could have been more clear in the uh board [44:14] resolution around that. the the really the intention of uh the language in [44:19] science pathway one is to give context to the other option or the other course [44:25] that kids really currently have uh in sixth grade and how this science pathway 2 would be different from that [44:32] right and and then we are maintaining the current enriched classes we're not [44:37] recommending any changes yeah we're at this point we're not dropping any courses as a [44:44] result of this proposal So really I just wanted to um quickly [44:49] publicly thank the teachers and the cross functional team that worked on this because I know that you're working [44:54] in a compacted time frame to meet um educational needs and I really [45:00] appreciate that. So thank you all very much and I don't I think all the teachers left so which I don't blame [45:06] them and oh just really fast and I also I share um Owen's concern especially the [45:11] dependency on mathematics which we mentioned in the work session earlier. So um just I think it boils down to it [45:19] and Matt does this all the time to three things to keep our eye on. One is the on and off ramps. Um how do we get students [45:26] off and how do we get students on if they do want to participate in this? Two is really keeping our eye on the um the [45:34] what are we calling it? Pathway one and making sure they're enrichment opportunities for all and advancement opportunities for all. And I forget the [45:41] third one. So I can only come up with two things. I apologize. But one thing I wanted to add is um I would like us to [45:47] keep our eye on the male female ratio in the class because I know that studies [45:53] show that there's a drop off in confidence for girls especially around mathematics and in science and because [46:00] of our dependency on mathematics. I just want to make sure that this isn't appealing to males more than females and [46:06] that we're just keeping our eye on that. And and just to let parents know the dependence on mathematics, do you want [46:12] to maybe just explain that a little bit? Uh Dr. Smazzle, just so that they know [46:17] why we're talking about mathematics yet we're talking about compacted science. Sure. So the it's really about the [46:24] eighth grade option. So if if we look at eighth grade option as a physics course, then there's a mathematical competency [46:31] to being prepared to engage in the physics and understand the physics and do the problems mathematically. So we've [46:38] discussed, you know, is that a double acceleration, is that a single acceleration? Um, and so that that's been part of the [46:46] conversation. When you look at double acceleration, the numbers start getting really quite a bit smaller. Our target [46:52] is that we would have at least two sections at each of the schools, four sections total, one section on each [46:59] team, but we really need to look at the kids and who the kids are and who's interested in this and who signs up for [47:05] it as well. Um, so part of that is yet to be determined as we are working [47:11] through with the families and articulating some of this. And to Erica's question about the the math [47:17] component, do you feel that as you're describing this to incoming uh sixth [47:23] grade parents as they're helping their student make the choice, does the the math path that they're kind of uh that [47:31] they take in sixth grade, will that affect or should that affect the choice [47:36] to jump onto this science path? So because I do think there's some need for [47:42] algebra as you speed through the I don't know if it's the later portion of sixth [47:47] grade getting into seventh grade. So I just wondered if you could just address that quickly. So my last sentence in that description [47:54] is that they would be on pace to complete algebra prior to the to the eighth grade. Now could that happen in [48:01] different ways? Could that happen outside of school? Could it happen in a summer enrichment experience? could [48:08] happen, you know, as part of the school experience. I think there are different pathways where they could get that [48:14] algebra that they need to compete in or to complete the physics. Okay. And and and to be clear, it's just it's [48:20] al it's just algebra one, right? It's not they don't have to complete algebra 2, [48:26] just algebra one. But that would lead me actually to the question of so when if they do the [48:32] compacted and they're actually taking physics in eighth grade, which to me is amazing because I think nth grade's [48:37] tough. Um, for those students though, would they need to be at the at the [48:42] ready to be taking uh algebra 2 either in grade 8th grade or already have taken [48:48] it? And would that eighth grade physics would students be expected to basically [48:53] be at that level of math and using that math in physics? [48:59] I'm not sure I asked that correctly. Sorry. Yeah. I I think um one of the questions [49:05] we talked about is what are other schools doing in that eighth grade year [49:10] that are that kind of fit into this model? And we got some different responses from some different schools. [49:16] So we know part of it is we have to design that. Um so it could be that it's [49:22] um you know the the question was does enriched physics look exactly the same [49:28] way in eighth grade as it does in nth grade or does it need to be designed based on the kids that you have and [49:33] where they're at mathematically. So to get the numbers that we think we [49:38] would need to have to run it, we would look at that single accelerated pathway and then we would need to design the [49:45] course for students to be successful in physics with the math background that they have. So that enriched physics [49:52] might need to look a little bit different than the high school. It it needs to continue to be fleshed out yet. [50:01] Just cl so right now enriched physics means you've completed algebra 2 and to [50:06] the extent that this eighth grade course would look like enriched physics we'd say be saying you're concurrently enrolled in geometry or higher. [50:13] Right. Correct. So it would be it would be [50:18] a more rigorous physics maybe more accelerated physics but also aware of [50:24] the mathematical accomplishments of the students. Right. Right. Exactly. [50:29] All right. Any other questions? I just have another comment. I think [50:34] it's great that you've again come up with the compacted idea and the coding [50:40] and the engineering classes. I just commend super excited. Yep. I the credit would go to the teachers on [50:46] that because they've really been on the ground floor coming up with these ideas, thinking of the new spaces that we have [50:51] and how can we use those? How do we meet all of our learners? So, the teachers have been super creative and super [50:58] innovative in putting these course offerings out there and helping with the planning and design of these. [51:03] And I I just want to piggyback on that. Um they're very excited about the opportunities for kids and about [51:10] thinking about different ways we can continue to innovate and advance at the middle school level. And I know many of [51:15] them are watching tonight and they're excited about where this decision was going to land. So, I publicly want to [51:22] thank them for a lot of hard work that they have put forward. They are awesome teachers. We're pretty appreciative [51:27] and in general just the innovation and the effort. This is this is relevant material and and meeting the needs of [51:32] our students where they're at. This is fantastic. Y great work. So, [51:37] all those in all those in favor Yes, we minor technicality coming up. All those [51:42] in favor of approving the uh middle school compacted science class say I. [51:48] Any opposed? Motion carried. Great. Thank you very much. Thank you very much. Excellent work. [51:58] Next, can I get a motion to approve the master agreement with the Adina Professional Association of Support Staff for the 2018-19 and 201920 [52:07] contract years? So moved. And Gwen, can you give us a quick [52:12] overview of this? Yes, I will. Um, the clerical group is divided into three sections. So, there [52:18] are 12-month employees, 10-month employees, and 9-month employees. And with the salary structure, the um salary [52:27] increases are anywhere from 1% to 2% over the course of the two years. And so [52:33] we were really trying to um create some more evenness um between steps with some [52:41] groups and make some increases that had been slower increases in other years [52:47] trying to catch up. So there are a variety of increases um over the two [52:52] years for those three particular groups. In addition to that, the health insurance um will increase the um [53:00] district's participation in um donation for the health um salary or increases [53:06] will be a 0.5% year two only. So a very small increase. [53:12] And the other thing is that we worked um closely on an evaluation process that [53:18] had not been in place for quite some time with this group. And um they will [53:23] based on the performance that is done over the course of the year, they may get a $400 [53:29] um stipend if they accomplish the goals that are identified. And the uh goals [53:35] that are selected are between the employee and the supervisor of of each [53:40] person with each person. And that will not begin until next school year. So the [53:46] 201920 school year. The total compensation. Well, the other thing is that they are [53:52] also going to participate. They have created a sick leave pool for their members and that will begin in 201920 as [54:00] well. Due to the lateness of us settling the contract because we were working on so many different issues, it took us a [54:06] while. The total compensation is 3.75% increase or $152,390 [54:14] over the course of the 2-year period, which is within the parameters that you set last spring. I welcome any [54:21] questions. Any questions? All right. All those in [54:26] favor of approving the master agreement with the Adina Professional Association of Support Staff for the years 2018-19 [54:32] and 201920 say I. I. Any opposed? Motion carry. [54:38] Thank you Glenn and Marggo. Um next I get a motion to approve the [54:44] 201920 budget parameters. Second, [54:52] Marggo, these we saw these last week. We've seen them in or not last week, last month. Seen them in a couple of [54:58] work sessions. Are there changes since the last time we saw them? No material changes. We just made one [55:05] wording change that was requested at the last meeting. Other than that, they are the same. So, but I'm happy to answer [55:11] any questions that you have. Mar just for uh just for the group there's one note later in the um in the document [55:18] toward the end mentioning a number that's a bit higher than the corridor that we just discussed. So what is the total number that we're working off [55:28] uh 2.2 2 million. Okay. Thank you. [55:36] This is right. That's why I asked that's why I was asked. Um [55:41] it's two point. Any other questions? All those in favor of approving the [55:47] 201920 budget parameters say I. I. Any opposed? Motion carried. Uh, [55:54] next. Can I make a motion to approve the contract uh as per the attached document from W [55:59] for Southview Middle School partial window replacement? [56:04] Remember that. Second. Margot, you're up again. [56:10] This is part of the um long-term facility maintenance projects. The um in [56:15] the 10-year plan. Uh we have many projects uh for this upcoming summer to [56:21] include the south view windows. This is one of the first we've bid uh because there's such a long lead time to order [56:28] and uh get the windows and so um and it was a very competitive bid. So while the [56:35] bid is over slightly over budget, we feel very comfortable that is reflecting [56:40] the market. Um demo demo costs came in higher is our understanding with um why [56:47] the bid is higher than projected. Um we will however um there's there's a [56:52] benefit here. The the bid is awarded on the total cost. We did ask for a per [56:58] unit cost for a couple reasons. One if in the future the shortterm f future um [57:04] we need additional windows or or um we would need we can have a dollar [57:11] amount to add but we also have a dollar amount to subtract from. So, um, in [57:17] terms of get, uh, coming into budget, we will plan, uh, as other bids come forward for long-term facility [57:23] maintenance. Um, hopefully, uh, our, you know, the bids have been coming in well the last several years and and hopefully [57:31] we have some that go the other way this spring because, like I said, we have a variety and we would be able to make up [57:37] this um, uh, overage. And also uh in combination of that to that we would [57:44] also adjust the work based on that per unit cost a window where we would maybe scale back a little bit. Uh we don't [57:50] necessarily want to do that right away because we think we can manage it. But if we aren't able to that's how we'll we [57:57] will resolve it overall. We will make sure we are on budget uh within the [58:02] long-term facility maintenance plan. Eric and I have discussed that and we we will do that. So um but we do need [58:09] approval. So because it there is a lot of lead time with the windows. So any questions that you have? [58:16] What percent of the building are we replacing at Southfield? Because I know some of the building obviously is newer [58:21] than the rest. We did replace some last year. Um I actually I don't know the answer to that [58:27] question. I could have Eric get back to you. Okay. On that. But are we getting to the point where we're close to having almost an entire [58:32] building of new windows of newer I should say? Well, that that's the intent. I'm not [58:38] sure if we're in the middle of it or closer to the end. So, I can have Eric. Thanks. [58:46] Any other questions? All those in favor of approving the contract uh from Perold for the South [58:53] Middle School partial window replacement say I. I. Any opposed? Motion carried. [59:00] And next we have the solar possible program. Can I get a motion to approve Mully as the successful vendor through [59:07] the solar possible program to install solar at Cornelia Elementary? [59:13] Second. So um as was presented in December um [59:20] regarding the solar RFP through the state, a combined um uh request for [59:26] proposal process, very elaborate uh very detailed good process. Um, we brought [59:32] forward the transportation center because there was some timing with the credits that that needed to be approved [59:38] by December 31st. And here at the board level and also at finance and facilities [59:44] committee said that we would look at the data to see if there was an additional [59:50] building that we would bring back to you um for approval in January. And after we [59:56] continue to look at the data, the building that makes the most sense uh for a variety of reasons uh is is [1:00:03] Cornelia. And so that's why uh we did visit again about this at finance and facilities committee last week and would [1:00:10] like to move forward with Cornelia for then. So we would have two sites, transportation center and Cornelia. [1:00:17] Um once we have the contract and the agreements, we would work with the vendor, likely work with the vendor to [1:00:25] do a um a small type of educational solar at the high school. Uh I know [1:00:32] there's some students there that have fundraised and but first we've get these contracts and these projects going and [1:00:39] then work with the vendor on what we might be able to do um from an instructional standpoint at at the high [1:00:45] school. the this request is not approval of that. So, [1:00:50] any questions? So, this is great. We're getting solar now at a second district facility. [1:00:57] Yes. All right. All those in favor of approving the motion to install solar at Cornel to motion to approve Mully to [1:01:04] install solar at Cornelia Elementary School, say I. I. I. Any opposed? Motion carried. [1:01:11] Next, can I get a motion to approve policies 217, 301, 302, 303, 304, 305, [1:01:19] 307, and 707. And to resend policy 306, [1:01:30] yeah, the big change is 306 being rescended. It was about management reviews and it referred to uh lenses [1:01:38] essentially that you would look at an event through. You would look at an event through the lens of district policy, district resources, uh, [1:01:45] communication, school culture. And we had a conversation at a previous meeting about which what's an example of an [1:01:50] event this would apply to. And in committee, we talked about it some more and came to the conclusion that this is [1:01:57] Yeah. Right. That was your point. So, thank you. That this was what is it? You know, these this is how maybe a [1:02:02] superintendent and the superintendent's team would respond to something that came up. doesn't have to be a policy and [1:02:09] it may be at one point that u this series this list of of lenses through which to look at an event was more of a [1:02:17] cutting edge paradigm but now it's it's rather common for these professionals and we're resending the policy not [1:02:22] because we don't believe in these lenses but just doesn't quite fit our policy uh needs and I know went to a point you [1:02:28] made earlier why why keep the book filled with things that aren't really meaningful to the district and so 306 is [1:02:35] on the list for being rescended everything House is essentially as it was at the last meeting. I think we we also fixed a sentence issue as far as [1:02:43] grammatical reading, but no substantial change, too. Thank you for those changes. Thank you. [1:02:49] Any questions on any of the policies? Nope. All right. All those in favor of approving policies 217, 301, 302, 303, [1:02:57] 304, 305, 307, and 707, and rescending policy 306 say I. [1:03:04] I. Any opposed? Motion carried. [1:03:10] So, do we have any committee updates? I know for finance that the finance [1:03:15] committee essentially looked at the um solar and the capital budget which was [1:03:22] presented tonight. So, I don't believe the finance went beyond what we've already talked about tonight. [1:03:28] Teaching and learning, anything that we haven't discussed? No, I think we covered a lot of our big [1:03:33] ones this month. Thank you. All right. Are there any other committee updates? No, I just wanted to commend Ellen and [1:03:41] Owen on the legislative action um morning that you hosted and provided. It [1:03:46] was a great job, especially for the first one we've had in a while and a lot of community members there. And thank [1:03:52] you guys for spearheading that. I really appreciate it. And John for your help as well. I don't want to leave you out. So, [1:03:58] thank thank you all three. Uh just note that the original board [1:04:03] book didn't have enrollment a monthly enrollment and that has now been added to board book. [1:04:10] I have a question about that. Sure. So I'm not hang I'm noting that we're down 16 total for the month. It is is [1:04:20] that right? We lost 16 students in one month net [1:04:26] is because I'm seeing the withdrawals are 20. Enrollments are four [1:04:32] in December. In December. So that means net we lost 93 and now we've lost 16. So we're at [1:04:40] 119. Is that kind of what it would be? It would be 109 assuming no [1:04:47] other changes in the other month. 109 but okay so some months go up [1:04:53] so we want to let Marggo answer anything so I I can partially answer something [1:05:00] because Mary does the monthly and day-to-day enrollment piece and um but [1:05:06] this this report and this information I take that monthly and then update the [1:05:12] average daily membership projection and calculation and so and I have eight [1:05:18] worth of history of that monthly count and then the actual average daily [1:05:24] membership that we are funded on from the state for that particular year and there uh that history then sometimes we [1:05:32] may go up or down in December or February or and and because enrollment [1:05:39] does fluctuate. So short answer to your question is I [1:05:44] plugged in this new information and we did not go down 16 ADM. [1:05:50] Part of that can be where did the students leave and come into? Uh we if [1:05:57] we maintained or gained at a greater level at the secondary level than we [1:06:02] historically have then the projections are going to maintain themselves. So, um, we stayed just about even even [1:06:10] though this shows a 16D because I noticed that right away myself and so I quickly calculated it to see if it had a [1:06:16] negative financial impact and it um, right now it we're maintaining. So, [1:06:23] there were two lenses there that you were talking about. One is um, why are we losing the 20, why are we [1:06:29] gaining the four or sort of the stories there and the other was the financial impact. So the financial impact it [1:06:34] sounds like that's that's not negligible negligible and then there's that other point that's kind of states [1:06:40] and again I do check that monthto-month um and I I will update the finance [1:06:47] committee on that as well um so that we know where we're at on a month-to-month basis. [1:06:53] And there does seem just to be a little input error potentially from our November report to the December report. [1:07:00] the November report lines themselves the total K568 total does not match the one input into [1:07:07] the December one follow up to okay yeah they just seem to be there [1:07:12] in air thanks all right any other updates from anybody [1:07:19] we have finished our agenda items just want to make one quick addition [1:07:24] Randy wanted to forward one other uh national board certified teacher [1:07:30] Um, and it's from I said it right. You said it right. Language arts and social studies [1:07:35] teacher. And Miss Girin is in the back of the room. Okay. [1:07:40] [Applause] And And do we have school tomorrow? [1:07:48] What's that? We have school tomorrow. We have school tomorrow. We'll have a a 14-hour long board meeting in this room tomorrow. [1:07:55] With no with no heat. There is no school tomorrow. uh and Wednesday uh due to uh dangerous cold [1:08:00] windshields. And do we have some ninth graders here from the government class [1:08:07] before you leave? [Applause] One back there has made it stayed longer [1:08:15] than the ones here. I was going to say these two stayed longer. Yeah, that's it. All right. [1:08:21] So, we're can go right. Is there any objection to adjourning? Hearing none. We are adjourned. Thank [1:08:27] you everybody.