Hello board colleagues. It is November24th, 2025 still. Um and the time now is 4:10. Um welcome to this work sessionand a happy Thanksgiving coming up or fall break for those that um that arecelebrating. Um, let's start with introductions. Starting to my right,Sheila Prior, >> Dan Janestra,>> Baris Bindi, >> Valentine,>> Sarah Johansson, >> Chase Anderson,>> and I am Heidi Kedar. We have three items on the agenda today. Um, we'llstart with finance and operations report um with an auditor's report. I'll handit over to Trevor Peterson. >> Yes. Thank you, acting chair Kedar,members of the board, Dr. Anderson. Tonight we have the privilege to uhwelcome to the table I'll turn it over here to uh Jackie Hegel as well as ourdirector of finance Jack Sterns to uh present the annual comprehensive uhfinancial report from the fiscal year ended June 30th 2025. Um so we also havea lot of the other finance department team here today. So um before we getinto that I I want to make sure that we acknowledge the the great work thatthose individuals do each and every day. And um that will be um summarized Ithink in grand fashion with this presentation both in the procedures aswell as the finances itself. So I just wanted to say kudos to um those membersof the team. Um so with that I'll turn it over Jack and Jackie. Feel free to[snorts] go to the table and wow them. [laughter] >> Good afternoon school board. Dr.Anderson. Um before I hand it off to Jackie, I was just going to mention wewill be coming back at the December regular meeting for the approval of thefinances. Um today truly is just Jackie presenting the um results of the audit.Um so after this meeting, we will hand out all the uh finances and you'll havea few weeks to review them and ask questions. Um I'll be available anytimeto answer questions and then in uh December, we'll come back for approval.So thank you. >> All right. Well, good evening and um myname is Jackie Heagle. I am the partner uh in charge of the audit from LBCarlson and here to present the audit results for the year ended June 30th,2025. Um you'll see as we walk through it wasall very positive audit results um for the current year. A little bit about my role as anauditor. As an auditor, I'm here to issue an opinion on the financialstatements over that district audit, noting that they are fairly stated. Um,your district does receive more than 750,000 in federal funding. So, there'sa separate single audit. It's called a separate audit of just the federalawards. As you are looking through the reports this year, you're going to seethat those audit opinions are not currently included in that report. Andthat is because uh the federal compliance supplement has not beenissued by the federal government yet. So, all the federal audits are delayed.So, it is outside of your control. There's no federal audits that can beissued at this time. Um, and the MDE has issued extensions through March becausewe're unsure of when this uh compliance supplement will be issued. Um, but atsome point when that is issued, there will be a follow-up some uh additionalaudit opinions that note the uh the opinions over the federal audit as wellas that schedule of expenditures of federal awards. So as part of our auditthen we also review the internal controls and the compliance over thatfinancial statement audit as well as with the Minnesota state laws andregulations. So each year the office of the state auditor releases what's knownas that Minnesota legal compliance manual and as auditors retest thespecific statutes that are noted in that manual each year [snorts] for the audit results over thatdistrict financial audit. um you're seeing an unmodified or clean opinion onthat basic financial statement. That is the opinions you're looking for. Ifyou're reading through that report, you are going to see there is a new Gazsbystandard that was required to be implemented in the 2025 audit year. Thatwas Gazsby statement number 101 for compensated absences. Um so this hadprovided new guidance on how local governments now account for compensatedabsences, which would be your vacation and your sick leave liabilities. Um,you're no longer reporting just the liability for anyone that wouldpotentially retire from the district. You're now reporting an estimatedliability of what your employees would use over their service life. So, overtheir active employment, you're booking an estimated liability. Um, you're goingto see that this does have a significant impact on your financial statements. AndI do have a slide later I'll talk through in more detail. Um, but thisliability went up about 20 million based on these estimated valuations. Um, andthat does get booked into your internal service fund in those early retirementbenefit accounts as a change in accounting principle. And like I said, Ihave a slide later that'll show it in more detail. Uh, for the audit opinionsover the internal control and compliance over that financial audit, I had nomaterial weaknesses or instances of non-compliance to report.And for the audit results over that Minnesota legal compliance opinion, nofindings to report there as well. So all clean audit opinions for the 2025 audityear. Moving on then to some of the financialposition. This graph here shows a trend analysis of that general fund financialposition showing the cash and investment balance as well as the unrestricted fundbalance in the general fund for the past 5 years. Uh the cash and investmentbalance at year end was about 86.3 million which was an increase of about10 million from the prior year. The overall general fund fund balance endedthe year at about 63.5 million which was an increase of about 10 million from theprior year and that was compared to a decrease that was projected in thebudget of about 2.3 million. This next slide then breaks down thosevarious components of fund balance in the general fund for the past fiveyears. It shows it by those different buckets of fund balance, thenon-spendable dollars, the dollars that are restricted for certain purposes, aswell as dollars that are assigned and unassigned.Um, at year end, I said the total general fund fund balance was about that63.5 million. Of that, about 2.4 million is in non-spendable fund balance. So,those are items that you've prepaid at year end that are already non-spendablefor the 2026 year. The restricted fund balance at year end was about 24.6million. Some of the larger areas that are included in that restricted fundbalance is some of your capital projects levy is set aside of about six million.You have some operating capital dollars of about 4.5 million and then about 11.9million that is restricted for long-term facility maintenance projects.The assigned fund balance at year end is about just under 11.3 million. Umthere's various areas uh that those dollars are assigned for. Uh some of theareas are dollars aside for some reemployment insurance. You have aboutfour million set aside for some future postemployment obligations,some dollars set aside for uh future enrollment of the district, as well asabout 3 million set aside for some future classroom and administrationfurniture and equipment. And then that leaves about 25.1 million in thatunassigned fund balance at year end. Uh which is about 11.4% of the expendituresin the general fund. And that does meet the it's in line with the district fundbalance policy for the 2025 year. So [snorts] graph summarizing the ADMand the pupil units served by the district for the past 10 years. Um forthe 2025 year, you close out the year with with an estimated ADM as thosearen't finalized with the Department of Education until about January orFebruary. um that estimated ADM was about 12,909which is an increase of about 409 students or about 3.3% from the prioryear. Next couple of slides I have focusedspecifically on the general fund showing the general fund current year resultscompared to prior year as well as comparing it to your budget. Overall,the general fund revenues ended the year at about 228 million. That's an increaseof about 13 million from the prior year. If you're looking at those variancescurrent year to prior year, you're seeing your state sources go up. Most ofthat was due to the increased enrollment in the district as well as improvementsin that general education and the special education funding formulaallowances. You also saw your property taxes goingup about 2.6 million most just as approved with the increase in the levy.And then your other local sources are up about a million. Most of that is ininvestment earnings as well as earn uh fees and donations that you'recollecting throughout the year. When you're comparing current year to prioryear, you're seeing your general fund revenues were about 7.5 million morethan what was projected in the budget. Uh you saw that other revenue categoryover budget. Most of that again is an investment earnings and also justbudgeting conservatively for the donations and fees which can bedifficult to budget from year year to year with the unknown. Um, you also sawyour state sources were about 3.2 million over budget. Most of that was inthe general education and the special education areas.[clears throat] Similar graph here then just showing thegeneral fund expenditures by the various categories. Um, overall your generalfund expenditures went up about 16 million from the prior year. Most ofthat is in salaries and benefits with the contractual increases and theenrollment growth in the current year. Um, you also saw your transportationcosts increasing some. That's in that purchase service category as well assupplies and materials were up just due to the enrollment growth in 2025.Overall expenditures in the general fund though came in about 3.5 million underthe final budget and most of that is in purchase services with the timing ofprojects from one year to the next. This graph summarizes the othergovernmental funds of the district, specifically the food service specialrevenue funds as well as the community service special revenue funds. As youcan see in the graph, both these funds had very positive operations in 2025.The food service [clears throat] fund ended the year with a fund balance ofabout 2.8 million, increase of about 415,000from the prior year. Um, overall you saw your revenues coming in over budget. Um,expenditures were also coming in over budget in that food service fund, butended the year very positive with about 2.8 million in the fund balance.The community service fund ended the year with a fund balance of about 5.6million. You saw an increase there of about 1.1 million from the prior year.Uh, your revenues came in over budget about 270,000.Most of that was just more participation than anticipated in that budget. Andthen the expenditures were under budget about 650,000 mainly within salaries andbenefits and some purchase service costs. This next slide then summarizes theinternal service funds of the district. Um, you have a few internal servicefunds that account for the district liabilities for those self-insuredbenefits, specifically the medical and the dental benefitsas [clears throat] well as a internal service fund for the early retirementbenefits. Um, so if you're looking at this graph here, this table, you'reseeing that that year-end net position has a deficit of 22.3 million. Um, thisis where I was commenting earlier with that significant change with theimplementation of Gazsby 101 and having to book that full compensated absenceliability, the new accounting for that. Um, which shows that change inaccounting principle towards the bottom of the table at about 20.8 million. Um,if you do split this graph in your financials, you can see it in moredetail. um your self-insured accounts, which are your self-insured medical anddental accounts, that does have a positive net position of 4 million. Umand then those early retirement accounts that now shows this compensated absencebalance has that deficit of 26 million. Then the last graph I have here, thelast table summarizes those district-wide statement of net position.So, as a local government, you report all your fund financial statements, andthey all roll up into what's considered the district-wide financials. Um, itshows all the it's the full acrual financials, which shows all the capitalasset activity of the district, as well as all the long-term liabilities, anybonds, pensions, OPED plans the district has, and gives a snapshot in thatstatement of net position. Um so at year end 2025 you can see that the changefrom the prior year you saw an increase in that net position of about 13.7million. Um if you look in the top portion of that table shows the fundbalances the governmental funds with those various adjustments to get to thatbottom portion the components of those net position.>> [clears throat] >> Um, so at the bottom, if you're lookingthe net investment in capital assets, you're seeing an increase there. That'sall directly related with the capital asset activity of the district. And asthe district continues to pay down the debt that was used to construct thoseassets, you're going to continue to see that go up. If you look at the bottomline, that unrestricted um you saw go down about 4 million. Most of that isdue to that implementation of the Gazsby 101, that compensated absence liabilitythat's put on these books now. and then offset by the improved uh general fundfinancial position in the 2025 year. So with that I can open it up if there'sany questions board colleagues let's start with onequestion each we'll go around the table >> um the internal service funds rightthat's that new regulation which show now we have to show the early retirementincentives etc. It doesn't change the overall balance sheet. Correct. It'sjust how you categorize the funds. Is that accurate or >> It would change the balance sheet andthe internal service funds, but it wouldn't change how you your generalfund. Correct. It's all booked in just that internal service fund showing thatliability. >> Okay. All right. Thanks.And to add on to that, I would just say it doesn't like Jackie was mentioning,it doesn't mess with your the overall fund balance increase for thatunassigned. Um the new regulation which we worked with our actuary HD on it'sassuming that every employee last year and this year will take all of theirpersonal time, all their vacation time, all their sick time throughout the year.So I don't want to use the word fictitious, but it's kind of afictitious liability that needs to be on the books. So, you've got to book it asis, you know, the new rule with MDE. Um, the assumption is that I mean, there'snot I think it's less than 1% chance that that, [laughter]you know, everyone would use all of their time during a year. So, it'sreally just affecting the balance sheet, which then goes on the revenue expense.So, yeah. Thanks. >> Any other go any other questions?Sheila, can we go back to the um slide where it showed the revenue um fromproperty taxes? Um maybe I misheard you. I was you weretalking about um the actual property taxes and thatfrom the previous year like I it was my understanding that the technology levydidn't really increase taxes, it held them the same. So, is the increase we'reseeing just from property values going up? Do you know the property tax here would include theoverall levy, not just one portion of it. It would be the overall levy withthe valuations combined. Okay. >> I think to add to that, what what Jackieis referring to is yes, the technology is a portion of that. That's about $12million of this $73 million. And there's all the other categorical funding suchas safe schools, LTFM. I mean, the list is lengthy and um we will dive into thata little bit on the the next meeting um when we present the truth and taxationtoo. So um but yeah, it's it's it's a factor of many things. One of them beingproperty values, the another one being um the continued enrollment growth. umbecause a lot of those funding sources are based on a per pupil um calculation.So um it it I'd say for the most part it's a combination of those two things.>> Okay. Thank you. I just wanted to clarify because>> my understanding was that we hadn't added any new taxes and so to yeah Ijust want to make sure that's absolutely clear because we are going to the voterssoon to do that and I don't want them to be like you're always adding them. Butthis is this was from a a levy that we had already approved and we were justrenewing it. >> Maybe hold that question for 14 days,three and a half hours and >> Okay,>> we'll go from there. >> Thanks. >> So, first of all, kudos to finance team.Um, again, not getting any major findings in the audit. Um that's reallycommendable and obviously we had leadership changes but again uh Trevortalked about how team has done really well behind the scenes. So again thankyou finance team for doing such a great job. Um my question is to you uh interms of for similar similar size school districts, how would you rate comment umon YZA based on the general fund unassigned balance um just the overallfinancial situation if you will. How would you compare you know neighboringstates or the top districts of our size? Any comments on that?Well, I would say overall anytime you have an audit with no findings is verypositive. Um, when you look at your general fund financial position, youknow, you had an increase of about 10 million. Um, when you compare yourselfto other districts, you are one of the first early districts being presented.We don't present many audits in November. So, it's hard to trulycompare. There is, if you look in your management report, when you do get that,there is a couple um pages of statewide information. So, there is one page inthere where you're going to see um where your district lands compared to thestatewide unrestricted operating fund balance. But for 2025, that informationis not available yet. The uh state won't have that until, you know, in the springof 2026. >> Could you go back to the um slide thatmentioned purchased services? Purchases. Yes. Um well, first off, I'mvery grateful for these slides and how well they tell the story of our audit.Um they're very easy to understand and that's um greatly appreciated. Just asI'm looking at the differences between budget and actual, I noticed there was ayou know a little um greater difference in purchase services, budget versusactual, I do just want to um touch base on that quickly.Yeah, when you're looking at this graph with the purchase services, um yourlong-term facility maintenance, a lot of that runs through your general fund andit's the timing of various projects. So, you're budgeting for projects and it'sthe timing at year end, you know, with June 30th being your year end. Um someof those can carry over into, you know, July and August over those summermonths. >> Thank you so much, >> Sarah. Go ahead. Yeah, I just want tosay thank you as we have our whole finance team here and Jackie, you'rehere. Um, when we look at this audit and we think about our year and and all ofthe things that happened in our year with staffing changes, um, as well asjust the enrollment growth that we weren't really sure what it was going tolook like or not. Um, it does tell a story of how our finance team worksreally well together to budget conservatively, which allows us to sithere today to receive good news. Um it also shows us that we have a system thatthat stays steady um even if there are um really smart people coming in but atthe end or you know really smart people leaving and in the middle or things umand then the fact that we have no findings and and as a board I think wewould anticipate that that's what we should have right and that's a no nevermind but it's it's really important because you talked about a couple of theGazsby statements that are really complex and you know no findings means anumber of things and so as we look forward forward to the next year and wego to our voters. Um this really does underscore um the high level ofconfidence that we're asking our voters to give to us um as we as we look forthat. So thank you Jackie for being our partner in this for yearover-year andseeing that and just again thank you to the finance team for all layers ofinvolvement that you had in this because it does um this is an example of theexcellence that is Visetta and so we appreciate that.Well, I don't think I could have said it any better. Thank you, Sarah. Um, thankyou, Jack. Thank you, Jackie, for being with us this afternoon. And we'll bemoving on to the next item. >> Before she leaves the table, I also wantto say that Jackie continues to be a good partner as well. She doesn't showup on August and September. And just that's the only time we see her. Um, wetruly know that there's a partnership that allows us to call her at any timeduring the year. Um, and also to call out that no findings is not a a financevictory. It's a school district victory because um, all of the staff, theteachers, administrators, they all need to follow these rules that we basicallycommunicate out to them. Um, which is sometimes frustrating, sometimesannoying. There's a lot of red tape, but um, this is why we do it. um becausethere is a ripple effect to this that um I don't think people understand howimportant it is to um be a district without any audit findings that goes along ways for a lot of different reasons. So um I it it probably doesn'tget celebrated as much as it should. Um so I just wanted to say thank you toJackie for that too because it's it certainly is a team effort. >> Thank you so much. Great news.>> Thank you. Moving to our next agenda item is ateaching and learning report. I'll hand it over to Dana Miller. [laughter] Well, thank you for joining us eventhough you have a piece of candy in your mouth that won't go away. [laughter]Thank you. We have Dana Miller and Stacy Lagner with us. Thank you for joining usthis evening. Thank you, Director Kedar, members of the board, SuperintendentAnderson. Thank you for having us. This is our second part of our um annualreport. This is the student experience component of the CACRCACER report. Um, formerly known as World's Best Workforce tonight. Um, andwe're just going to start kind of with a very similar kickoff that we did thefirst one is reminding ourselves that this really is the annual report of ourrealization or our attempt to realize our strategic direction. So, you set asa board um along with Dr. Anderson, those strategic directions for us andthen one of our roles is to ensure that we have a plan in actualizing thosedirections. Again, this is one you saw the last timewe were with you, but just restating that that we take those strategicdirections and equity commitment and then working with Dr. Anderson, um,school leadership and all of our departments and teachers, we work tooperationalize that. And so the report tonight is really the collective workthat is in response to state legislation in areas like KCER, our literacy plan,ANI, Access, uh CIS. Do we have enough acronyms there to please don't ask mewhat each and every one of those mean? But um that is really where this reportcomes out of tonight and is part of then that district operational plan. We willalso talk quite a few times tonight about building site growth plans,department plans, PLC goals, teacher goals. Those are all the things thatwork around that to make sure that we're realizing the strategic direction andthe equity commitment. So, while we're not specifically reporting out on those,those feed in that's the work that feeds into the report that we're doing tonightfor you. And so, with that, I will turn it overto Dr. Lackner and she will go into some more specifics.>> Great. Thanks, Dana. So as Dana mentioned last month we were here toreport on strategic direction two which was student achievement and tonightwe're going to report on strategic direction one around ensuring that ahigh quality daily daily experience for each and every one of our students. So,we are reporting in the areas of um kindergarten readiness, um all studentsbeing college and career ready, all students being prepared to be lifelonglearners, decreasing disproportionality of enrollment by race and interventionand enrichment programs, and then also increasing staff self- assessment of howwell they feel they're providing culturally responsive learningexperiences in their classrooms. One thing. Okay, next slide. Oh, we'redoing that. Okay, great. All right, so tonight I'm very excitedto share with you data that is not test scores. Um, we are talking about studentexperience and we're so achievement outcomes tell us how our students areperforming. So like I'd mentioned test scores, high school graduation rates andall of those pieces. Tonight we're going to talk about student experience. So theconditions, relationships, and the perceptions students have of their dailylives in our school. So course enrollment, participation in programsand staff and student surveys um specifically around student umexperience of the strategic direction one. Sorry. So today we're lookingbeyond the test scores and listening to the voices and experiences of thestudents we serve. So the first piece is kindergartenreadiness. As you know, Minnesota is moving awayfrom students being ready for kindergarten to systems being ready forkindergarten in the successful learner equation. So, what we wanted to focus onin our smart goal around this area um because we know that according to umstate statute in Minnesota, all students are ready for kindergarten when they're5 years old by September 1st. We wanted to check to see are students coming tous in kindergarten when they're 5 years old or are they delaying a year um andcoming to us when they're six-year-olds? That we wanted to take a look at how weare ready for for them in our programming in kindergarten. So this wassomething we were interested in tracking um to see how we're we're doing. So umour goal was to go from 9.3% last se September to 8.3% this September.So when we looked at our data this past year, we had 8.6% of our students delaykindergarten. So they were 6 years old before September 1st. The total countwas 75. So we're not talking about a lot of students, but we are talking about um75 students. When we look at our data disagregated by um groups by race,ethnicity, 62 out of the 75 students are white.In the data that I'm showing, I grouped all of the students from other um racialethnic groups together because um individual groups had fewer than 20students in the group. So, I wasn't able to share that publicly. But you can seethat um the majority the the large majority of students who delayedkindergarten are white students. Looking at it by gender, 48 of the 75 studentsare male. And then when we look at the data by special education services, 10out of the 75 students have an IEP. >> And so as we go through this data, oneof my roles in this is to talk about how is our system responding to that or howare we thinking responsive to this one. And this one um is a little bitcomplicated. So if you'll bear with me a moment, I'm a parent of a child that hada May 26th birthday. And I think when I knew my due date, I decided that, oh,this would be a child that I would hold back because that's like a summerbirthday. Um, and then as she grew into an actual human being with a personalityand skill set, I realized that, oh, maybe that's not what I want to do. Andit was a very difficult decision for me to make. So, we want to recognize thatthat decision certainly rests with our parents and they know their child best,right? And I don't know, my daughter and I would agree. Sometimes I wonder ifwe'd have hit different stages at life more smoothly had we given that extrayear or maybe it was just going to be bumpy for her. Hopefully she won't watchthis cuz she got a little too much of her mama in her and it was just going tobe a little bit more bumpy for her and I. But that being said, wholeheartedlywe believe is a system that is a parent's choice. What we're curiousabout is we talked about this today in our um seat team which is our student umexperience achievement team. Um we talked about this data today and what wewere wondering is do our parents have the information that they need to makean informed decision. One and two our system should never be telling a familythat we're not ready for their child. Okay. So a family I might have decidedfor my daughter that we should wait and I might be making that on a host ofreasons but we want to make sure our parents are informed not just naturallylike I was going to do it's a summer birthday so you just hold right there'smore to it than that and we should never ever have a child come into our systemand us to say you know what we think it would be better if you wait if they are5 years old by that date it is our obligation to be ready for thosestudents and so that is the um data that we're going to continue to look at. Thatwas the data that with um Jenny Nyas and Jenny Eert and Michelle Bador that we'rehaving meetings on to decide making sure with our welcome center that we'reworking on making sure parents are making that informed decision. Okay. So the next area is college andcareer readiness. So looking at how are we preparing students for their collegeand career. So with that, this year we set a goal to increase the number ofhigh school uh seniors who graduate having learn earned at least one creditin an advanced course any time during their high school career starting withthe class of 2025 um as our baseline. So for advanced courses, we are areincluding advanced placement or AP classes, concurrent enrollment classes,other college credit bearing courses, and then advanced career and technicaleducation courses. So our CTE courses. So those were the ones that weidentified as advanced courses um toward college and career readiness.In our data, we find that found that 82% of our students in class of 2025 hadearned a credit in one of those advanced courses.Looking at the data by race, ethnicity, we did find substantial racial ethnicgaps in the percent of students who earned a c a credit in one of thosecourses. And then when we look at special populations, um the percent ofstudents earning a credit um by in those populations was 29 to 57%. And so our systems of response to that.First of all, I want to thank Tyler Shepard who helped us with this part ofthe presentation um in giving us information for this kind of lastminute. So I'll do my best to represent that. Um but as you know, we usuallybring the high school forward as well to talk about some of their workspecifically at the high school around those areas. So going deeper in that umwe would want to have um Mr. Gingler and and Tyler and his team here. So I'll domy best to represent that and some of the work that I know that they'reworking on. But it's really an interc interconnected work if we're talkingabout kids college and career ready. So some of the things that they're doing atthe high school is obviously continuing to do that data review andidentification. So looking at um both formal or MAP assessments if you will aswell as classroom indicators to see are there any students in that that um wewant to take a second look at or that we're seeing a potential who haven'tself- selected and advanced course. Um student outreach um support teamoutreach is like achievement specialists, counselors, deans. who aresome of those students that we might just want to tap on the shoulder becausewe're seeing that potential in them and we want to make sure um that we're we'retrending pushing them if you will towards those types of courses. Alsobeing aware of our gap. So this data that we're presenting is not somethingthat the high school is unaware of. They're very well aware of that and arecontinuing to examine their patterns in their enrollment and to see whatbarriers might we have. Those student experience surveys are really importantto them because at the end of each term they ask those and that helps them todetermine are there some barriers that we need to get better at so that we havebetter um representation in those advanced courses. Also work a lot withteacher recommendation. Teachers are critical in identifying probably themost important factor in identifying our students who may not have self- selectedor who had not otherwise experienced an advanced placement course. Um so they'rereally looking for those students who might be demonstrating curiosity orpersistence um readiness and then giving them the support and guidance that theyneed and helping them plan for success in that area.The high school is working on targeted communication with students andfamilies. So again reaching out to families and students to shareinformation about AP. It may be a first generational or it may be somethingwhere parents are just completely unaware that these opportunities exist.And as we know sometimes um those can also relieve a financial burden when itcomes to moving on to post-secary success. So um reaching out to tofamilies and letting them know those supports are in place, thinking abouttheir on-ramps to academic support. So um providing different pathways andsupports such as preparatory courses. So, if you think about um algebra 2 umextended writing explore, career labs, those type of things are all areas whereour students can get that extra on-ramp and academic support both during and asthey're preparing for those classes. And then, um looking at their enrollmenttrends, uh a lot of the data that I'm going to show you here in a second isdata that's collected at the high school level. So they're always constantly umif you know Tyler, you know he likes a good spreadsheet and he's got all kindsof places where they've tracked this data and um are always looking tomonitor, reflect and adjust on that. Thank you. Um so specifically to look attheir CTE related accomplishments that we're really proud of. As you know, CTEis going through a current review. Um and really this is an area that wecontinue to expand and grow on. And um I strongly believe as in teaching andlearning that this is the direction that we want to continue to go to have kidsmost college and career ready. And so in 2425 we had 1,344concurrent enrollment credits earned in a variety of courses in our high school.Um 77 students successfully passed the knowledge and skills testing um in ournew uh certified nursing aid our nursing program there and many of those arealready employed. And then 12 students completed the OSHA certification inadvanced construction with 18 students certified in PC servicing andtroubleshooting which is a computer repair. So those are um very excitingnumbers for us. And if you remember last spring we had Tyler and the team herereporting on some of that CTE work. And then also this is the data that umthe high school again high school data that they have collected on our a um onour AP participation. And so if you will notice what's kind of exciting I thinkabout this is that you'll notice that our numbers have almost doubled in allof these areas. So looking at two 2017 um the number of students whoparticipate in AP testing to last year and our enrollment while growing has notdoubled. So our percentage of students who are participating in that iscertainly um going up. And then it's also exciting to see that we are at theback at the precoid levels um of the percentage of students who are earning athree plus um at least on one AP exam during the year. So we're having greatsuccess in that area as well. And we stayed really consistent by the percentof students who earned that 3 plus from 2017 to 2025 with some just minor kindof hills and valleys. >> Okay. So now I'm sorry. Now we're goingto talk about our data on um student experience. So preparing our students tobe lifelong learners. Um as Dana had mentioned, the high school has a studentexperience survey that they use to listen to students and what they're umexperiencing in their classroom and and listening to their voices on what'sworking and um how they're being supported. So around this smart goal,we're looking specifically at that student experience survey that the highschool's been doing. All of their questions are related to the sevencharacteristics of the portrait of a Wise graduate. And so we're looking forstudents to how many students are responding strongly agree or somewhatagree to all of the questions on that survey.And just to remind you, the uh portrait of a wise graduate has sevencharacteristics, believes in their ability to succeed, communicateseffectively, values diversity and inclusion, thinks critically andcreatively, embraces collaboration, demonstrate learning agility andresistance, and focuses on personal growth. Each one of the questions in thesurvey is related to one of those characteristics. And then there also isone additional question about wind time and how um it's been helpful for thestudent. Every student in grades 9 through 12 takes that survey at the endof term two and term four. This is just a list of the questions foreach one of the characteristics and you can see that they are all oriented towhat the teacher is doing to support the students um development of thatcharacteristics. So for example in the first one during this class I'm providedopportunities to take responsibility for my learning the results of my learningand the choices I make. Another question within that characteristic is my teachersupports me in learning from my mistakes and taking ownership of my work. Andthen the final one for that area is the amount of work in this class is fair andmanageable. So the next few slides I just have listed all of the differentareas or all of the different characteristics and um the questionsrelated to them. This next slide shows the results of the2425 survey and we found that of the students who all of the students whoanswered each question for each of the semesters about 87 to 94% of themreported that they strongly agreed or somewhat agreed with the statement inthat question. So, the high school has embraced the results from this survey intheir um school growth plan this school year and they're going to be focusing onthree different questions. One question within believes in their ability tosucceed. Another one in demonstrates learning agility and resistance and thenthe final question about win time. >> Resilience.>> Did I say resilience? >> You said resistance.>> Oh my goodness. Sorry about that. No, not resistance. Resilience. we'resupporting resilience. [laughter] Um so the the question about demonstratinglearning agility and resilience um and then also win time. So thank you forcorrecting me. >> That's what I'm here for.>> Okay. [laughter] Yes. We're here to support each other.>> All right. So I think what >> I think what I um is super excitingabout the portrait of Oetta graduate work and all hats to the um hats off tothe high school for that work is there are a lot of places where I've seen thatwork. a portrait, a profile, whatever you call it, is is not necessarilyunique to Weisetta, but I think is super powerful is it's not a poster on thewall, but it's actionable, right? And the high school is is deeply using thatportrait to guide the student work. And even those questions that students areanswering, they're answering those regularly in a classroom. They're beingasked, teachers are teaching to that portrait. And that's really aboutbuilding those skills that students take with them. So, I would tie this verymuch back to that college and career ready. So when you look at thosequestions, if I know how to get support for my learning, um I can do thatwhether I'm at school or when I'm on the job, I know how to ask for help. Thosetype of transferable skills. So um super powerful work going on there with theportrait as Stacy said. Then the um site growth plan is where the high school isreally embracing this. And so these uh five areas are straight from the highschool's uh growth plan in the work they're doing with their PLC and thenthe built process at the high school. So all their PLC's which is true across allof our district are now embracing a collaborative inquiry question which wasrelated back to that survey. So it's the teacher action. So it's not what we askthe students to do but it's what what are we asking um our teachers to do?what am I as a teacher going to do to impact that student's answer? Um, andthen they're looking at their current state of work and understanding theideal state, which is CEL language. And then they're using that 5D rubric thatwe've adopted to get at that. So, you're starting to see the the convergence ofall that work coming together with cell, the portrait, and then the 5D plus,which is also part of the cell work. um looking at how to better use that wintime to address the critical PLC questions three or four which are whatdo we do if a student doesn't know it and what do we do if they already doknow it. So as a teacher when I'm teaching how am I responding to thosethose students in that space. Um and then they're looking at how they willidentify and implement supports for students who need greater supports andthen how they consider using those cultural behaviors um protocols andembedding those into the curriculum. So that's just a natural piece of questionthree and four as well. And I had the opportunity last Thursday to sit in onthe multilingual learner teachers work with us with uh Mary Williams and thenum their peer coach. Peer coaches are highly embedded in this work to sit withthem and help that team process their um collaborative inquiry question andthey're consistently looking back on that data from the student survey andthinking about how they're going to impact it. So super powerful work theretaking place at the high school around that. The next set of data that we're going topresent has to do with enrichment and intervention enrollment. So we have agoal to dis decrease disproportionality in intervention and enrichment.specifically looking at our disproportionality by race, ethnicity.The goal is to have our proportion within each one of those programs to bewithin two percentage points of the proportion in our total districtpopulation. So for literacy support services, we'refocusing on grades K through five for this data. We have the most robust andclearly defined program at the um elementary level. So we're reporting onthat data tonight. total students served last year was 532.The middle column shows you the percentage um by race, ethnicity ofstudents in the total population. And then in the right column, it's thepercentage of um students within reading support. And so you can see that we'renot quite at our goal of being within two percentage points for each one ofthose groups. The next set of data we're going toshare is around enrichment services. So the data that we're h we have here ishow this is reported to the state based on the state guidelines and what theycall gifted and talented which we know in Noisetta we um we use the termenrichment services. So this is our data for grades 2 through five. Each one ofthe levels has a different um program structure um elementary, middle and highschool. So in the elementary level students must meet our district programcriteria to receive enrichment services and u we know last year that was um byby building. So in the middle column again is our total enrollmentpercentages um for grades two through five and on the right it's a percentagefor students who received enrichment services last year. At the middle levelstudents for the seminar class need to meet the program um requirements to beenrolled in that class. However, there is another part of the program wherethey can self- select. They self- select their enrollment in accelerated math andthey can also choose to participate in our advanced academic club. So, all ofthose students who participate either through seminar or the self- selectoptions are included in the table. We had,273students participate in enrichment at at the middle school level. And again, youcan see the proportions in the table. And there we're not quite at the 2% umdiscrepancy between the total enrollment. At the high school level, itis 100% self-enrollment. Um students can self- select into advanced courses andthen also the advanced academic clubs. Um we had 2351 students participate atthe high school level. And again, similar to the other grade levels, theum proportion, the disproportionality is not quite at our goal yet in terms ofdecrease. >> And so then how are we responding tothat data? Um similar to what we were talking about when we talk aboutenrichment is we've already talked about is happening across all of our levels.So how do teachers identify students? How do we connect with families? How arewe looking for strengths in our underrepresented populations and workingto increase that? As you know, at the elementary level, enrichment well acrossthe whole system, but right now focused on enrichment is in review at theelementary level and this is a piece that we are continuing to talk about andhow can we address this and frankly how can we legally address it as well andthere's been some shifts and what we're allowed to do. So, we're also having tonavigate that work um in that space with that as well. Um but really this is theMTSS work, right? When we think about tier one, tier 2, and tier three, weneed to make sure if we're going to get students into a tier three system, whichis our intervention and enrichment support, we need to make sure that ourtier one and tier 2 work is strong because that's how we move students intotier three or how it's it's not in place of, it's in addition to. And so that'sreally the continued work of MTSS. Um, continuing that OLA, which was the coretraining and OG training is huge when we talk about enrichment. Um, again, we'vesaid this a lot, but uh, we've doubled down in Weisetta. So, not only are wedoing the statemandated training, but we're also getting all of our K1 and nowoptional two trained in OG as well. And our teachers are telling what a greatdifference that is making. Um, so continue and all of our intervention inspecial ed has also had that training. So, we'll continue that work. Whoops.Um, and then that PLC question too is really where this work is centeredaround. So our teams have been at the PLC level. Last year we spent a lot oftime identifying those essential standards so that we had alignmentacross the system on what it is we want our students to know and have thatguaranteed and viable curriculum. And then um we've been working on creatingthat success criteria. Uh focus this year then will be continuing thatsuccess criteria and then developing assessments for that. So we have somecommon assessments across the area to again help us identify students. We'redoing a lot with data literacy again and in that moving into that aubreimplementation. So we had the folks um Courtney and Kayla here from um ourAubrey team and and talking about the work that but the more we can get thatinformation quickly into into teachers' hands and building leaders hands thebetter we can help support students. So that will fit together and then I'vealready talked about enrichment being under review.>> Okay. So the last set of data we're presenting is on how we're providingculturally responsive learning experiences for our students in theclassroom. So this goal centers around our annual staff survey around theirassessment of how they're providing um experiences in in their classroomspecifically using our innovation configuration map which has fourdifferent levels and I'll explain that on the next slide.There we go. So we have an annual survey that goes out to all staff. It's relatedto our peer coaching program and our Q comp system. In that survey, what theydo is they assess themselves in three different areas. Um culturallyresponsive protocols and implementation with intention and automaticity. They'realso rating themselves on how they're building community, addressing studentsbasic needs and supporting them and also building interdependence among students.The third area is raising student voice, allowing students for self-reflectionand also self-direction. In the innovation configuration map, teachersrate themselves on four different levels. Discovering, emerging,embracing, and living living, and ideal. I'll explain what those are on the nextslide as well. So, just to give you an example of what this looks like for thefirst area, our goal is to get all staff to self assess under the embracing andliving ideal um part of this rubric. And I'm just going to read through theliving ideal so you know what that means that that we're striving toward. Iregularly implement protocols based on deep understanding of who my studentsare. considering their basic needs and cultural behaviors. I select andimplement protocols considering academic and social outcomes. I make real-timeadjustments and switch between protocols in order to respond to the needs in themoment. I engage in ongoing reflection that ensures use of a wide variety ofprotocols. In the next uh area on community basicneeds and interdependence, the living and the ideal description would be Iteach and embed the basic needs into learning throughout the day which allowsstudents to make decisions based on the needs of the community while havingawareness of their own individual needs. I facilitate learning activities wherethere is both individual accountability and group interdependence. Studentsalways have a way to learn more together. student learning and studentsocial impact are interconnected throughout the day. And the final area,the ideal um would be that I have embedded routines that we can use at anytime to have students reflect on their learning so they can choose the nextbest step for them in working toward our learning goals. I structure activitiesto allow students to transform transitionthrough activities based on these reflections. I facilitate thesestructures so that students are able to support themselves and each other intheir learning community. I plan instruction that maximizes the time whenstudents are take talking to and learning from each other. I askquestions that allow students to elevate their own effectiveness toward thelearning goals and social goals as a way to improve their skills working togetheras a learning community. So, thank you for bearing with me as I read all ofthose. I think it's just really important to know that what our teachersare striving for is is quite involved. And so I wanted to make sure that thatwas an awareness of everybody for this presentation.So looking at our data, um we're excited that more teachers took the survey in2425 than they did the previous year. and looking at their self assessment ofbeing in the embracing and living ideal. About 75% of our staff um self assessthat they're in that level of the rubric. One of the things to note thatas we're developing awareness and um building our peer coaching programaround specifically supporting these three areas, the data did go down alittle bit. But I think sometimes well actually often when we're self assessingand we're getting to know more about what we're working toward and and theideal, we actually may be a little more critical of ourselves in the next fewyears as we're learning more. Um, so it's not unusual to see our data go downbefore it'll go up. >> Yeah. So then how do we make sure thatteachers are continuing to get to that? And one thing about the configurationmap um innovation configuration map to note is that was created here inWeisetta in collaboration with our teachers and collaboration with ourleadership team um to get like what does this look like in the work we're doinghere in Weisetta and then that's really um driving our professional learning andthe work in the buildings as well. So we'll continue that PLC process as yousaw like for example in the high school's questions there that'shappening across the system and so we'll continue to deepen that work otherprofessional learning that we're doing you've seen those con culturallyresponsive protocols coming here when um some of our schools have demonstratedfor you so you've been engaged in some of those as well and it's justcontinuing to experience those and the deeper that teachers are using them themore that becomes automatic um rather than just really robotic in that stage.um and continuing the five needs work and then the 5D plus rubric reallygetting embedded this year has been very exciting um with our buildings[clears throat] as well. And then the peer coach collaboration betweenbuilding leaders and other coaches in the building as well as our teachers hasreally been elevated. So, that ability to take um to to be able to askquestions specifically to what we're doing, not just I like my peer coach orI enjoy the peer coaching program, but specifically this is what I'm working onand where am I at and how did my peer coach help me get there. So, again,being in in that meeting last week with the peer coach, working with ML, it'swhat is she then going to do come in and track for our multilingual teachers tosee that they're doing, giving them that data, and coming back and forth withthat. So that um elevation of our peer coach program and collaboration has beenhuge. As you know um we engaged in our cell coaches academy last year. We'recontinuing that work again this year for new groups so that we have that acrossthe system and balance that in with our principles leadership academy in cell aswell as our um as they refer to it the central office. Um those coachingcollaborations we're deepening our work with that. So folks who went throughcoaches academy last year are continuing to meet with us um in teaching andlearning and equity in inclusion to continue to fine-tune what is it that acoach does in a building and how do we support them um along with our principalleadership and then of course the cell leading for teacher learning labs.That's a new layer this year and that's how we're getting into our build firstgroup of that which was phenomenal. Um we paired buildings up and we went andlooked at for example we were at Plymouth Creek. We looked at um AshleyPaul and that building's um goal site goal and then we did a walk and got intoclassrooms to calibrate that with our coaches. So what are we seeing in thoseum classrooms and what are some things that we could need to support greatlearning for us in teaching and learning because it helps guide then ourprofessional learning to be responsive. So that's really how we're addressingthose. Okay. So that ends our second portion ofthe student experience cell and we're here for questions.>> Board colleagues, I'll open it up for questions.She uh yeah, hi. Thank you. Um I got to see this presentation in teaching andlearning and um we had some good discussion around it. Um I wanted to goback to the um kindergarten data around families who are choosing to, you know,maybe delay until their child is six. Um, and I know um, and I, you know, I Iunderstand like our district, we are being ready for students. Um, and Ithink that's a good change of mindset where we're not expecting students to bekindergarten ready. We're expecting to be able to, you know, handle or to helpall students regardless how they come to us. Um, so with that in mind, um, I'mwondering if we should be rethinking the question on delaying. Um, not that we'retelling parents to do it, but are we providing opportunities to all studentsto be able to have similar benefits as our students who delay until they'resix? Because it can have some, you know, beneficial for, like you said, studentswho maybe turn five right before kindergarten starts. Um, students whomaybe didn't attend preschool or some kids who just develop at differentrates. You know, we got to meet them where they're at. and not everybody candelay the start of kindergarten because of you know child care costs. Um so awonderment I had and I I hope we can you know discuss it further at some point.Um, what would it look like to give parents an option to say like hold theirstudent back if their student is not at grade level by the end of kindergartento say, you know what, you can have another year of we recommend yourstudent has another year of kindergarten. Would you like to do that?Because then it puts them at the same level in the same situation as a parentwho delayed kindergarten. So they might be then six years old in kindergartenlike the student who delayed. So it's not I don't know I wonder if someparents would have you know would appreciate that and in that if if wouldeven offer that. So again just some food for thought um because I from personalexperience have seen the benefits of delaying kindergarten and I thinkthere's some data to support some students do benefit fromfrom that. Yeah, I think there's um a lot ofquestions in there, a lot of thoughts. So, it'd be great to dig into it more atthe committee of the board. I think um just initially one of the things is wedo need to that was part of our talk at seat today was what would a differentgoal be? Um that would be more helpful to us. Um so, we've talked about do wedo a survey with those parents who delayed to find out why, right? And so,do we need to improve our communication? Do we need to improve our outreach? whatis the what is the why behind that piece of it. Um we do have the ability forparents to ask to um repeat a grade. Um, I would say that still would fall underthe successful student equation that our system needs to be.Um, if we do have students that are maybe struggling with some of thekindergarten benchmarks, then what how are we responding to those needs to beour answer. Um, I think we're very hesitant usually to delay a student in aclass or keep a student a hold back, if you will, because the research is justpretty strong there on how that is not successful long term for our students.And so, um, yeah, we do have some early entry programs. We do I would suggestyou know if parents are wondering about that um to reach out early to our earlylearning folks Michelle Bador Jenny Eert and making sure we're getting into somehigh quality early learning programming which we have across the district notonly within the district but outside of the district so that we're getting thatmore support in our early learning programming um would be the answer to ifI'm worried about if my child's ready. And to your point, Sheila, um there aremany reasons why parents delay and we need to respect that as as well. Um Icertainly was, you know, struggled with that decision as well. So>> it seems kind of like a a opportunity gap to me of the familiesthat are able to do it and those who are not.>> Yeah, we wondered that same thing when we looked at our datas. what what allowsa parent to make that choice and what doesn't and how do we respond to that.So I think that will be the direction we need to go with this data.>> Yeah. Thanks. Any other questions board colleagues? >> I would like clarification about middleschool. Um at middle school level at least I heard that they self select.>> So what does it mean? So self select is um the the po portion of that is thecourses. So accelerated math is a self- select. Um students can enroll in theclass if they would like to take it. Previously they had to meet um testcriteria and now that's changed and so that's that's a self- selection. Theyalso have opportunities to participate in academic clubs. So those are alsoincluded in our enrichment um offerings. So um I like what is it? Math mathmasters um there's continental math league. There are a lot of differentways that students can participate in advanced activities and that's all openenrollment student can can participate if they want to. The only piece that'sreally um really students have to meet the programcriteria is that seminar class. So that's the only one that's not self-select. So students have to meet the criteria to participate in seminar atmiddle school similar to they have to meet the criteria at elementary schoolto participate in seminar. So I think that's that's what um that's what I'mtalking about when I talk about self- selection. It's just into theaccelerated math class and to those advanced academic clubs.>> And again that's to address those gaps. We no longer um put a barrier up tostudents who want to try advanced math. um if students, you know, want to tryadvanced math, we need to provide the support. So, the self- selection is onlyin the enrichment end, in the intervention end. Obviously, that's notthat's something we're tapping students um for and using data to to movestudents into that program. But um similar to the high school umprogramming stu parent parents and students deciding where they want theirchild to go um as far as the pacing of math and so forth that's a student andparent choice making it self- selection. >> But you know what kind of position wereput in a teacher? Um because in this case it feels like the room of a groupof students comes um the level is all over the place. So it is harder toteach. >> I don't think we see students thatbecause again we're guiding students. It's not so for college. No. Okay. Helpme understand. >> Yeah. I think and again I'm speaking forthe high school so we need to get them here. But um [clears throat] thepercentage of students earning a three or above is what we're reporting onhere. meaning that that they've done very well on the AP exam. Whether theyget credit and where they get credit for that depends on the school that theyselect. Does that make sense? So that the data in here isn't reporting onwhether or not they got credit. Um, and I would assume if they got a three pluson this, they got high school credit, but did they get credit on it at thecollege? This data doesn't report on that at all.>> Yep. >> Okay. Thank you for that. Yeah, eachschool just has a different way of of doing that.>> Okay. >> Yes, please. >> First of all, thanks for being heretonight to share. I just wanted to add an input that a week or 10 days ago, Ihad a chance to visit seven universities out west. And at five of those, I had achance to meet with the admissions directors andor um Minnesota reps. And acouple things that came to mind as I was listening, they all spoke about theimportance of these hands-on experiences. And you had referenced theCTE programming and um what we're currently doing and also um some visionsthat we have for the future in regard to expanding that and to giving studentsmore practical applications. And really without prompting them much, theyindicated and spoke about all of the uh relationships they have with the localuh businesses uh manufacturing organizations. And theyspecifically spoke, I think at least in two of the five where I met withadmissions people about the relationship with students in their nursing program,with [snorts] local hospitals and or medical schools. And it made me think ofour CNA program and the 150 kids that we had register for year 1. And um theimportance of those types of programs and they also indicated a side benefitis that they're immediately employable when they become a college studentbecause they can go work at the local hospitals, clinics or what wherever elsethey might be able to be employed. So, as we continue to move forward, I justhope that we always look for those practical applications to complement andsupplement the uh AP courses and the broad range of opportunities that weprovide to our students at the high school and to give some exploratoryoptions at the middle schools and to really develop and build and pour thatstrong foundation for learning at the elementary and pre-K levels to the bestwe can. I just wanted to share that because it was recent and um seemedreally relevant in those moments and that they're looking for students thatbring not only a long list of AP testing which they said still is very valuableand can be valuable to the individual student in the form of reduced time atthe university. um but also to be sure to complement that with these hands-onexperiences like our CNA program and our construction uh programs and all theother uh curriculum areas that we offer. So, just wanted to share that with you.>> Thank you. Yeah, it's exciting to hear that that that is, you know, we'remeeting the needs of what is out there for our students. It was also excitingwhen we moved um those uh high achievement courses to include CT thehigher level CTE courses um because it really is the application of thelearning and that takes it to a to a next level. So um super exciting stuffgoing on over there. >> Can I just can I just add too I alsothink that concurrent enrollment classes right like I think about the youngpeople that I that I hang out with and how they talk about their schedules. thethe latest was the freshman talking about the counselor meetings. that whenwe make our commitment to each and every um I think about the AP courses beingone way to do academics and one way to do that and then the concurrentenrollment and the CTE courses really being another way um to do that and andthe broad base of students um that we are able to to draw into um and thebroad base of of aspirations for career and beyond that we draw into it reallyum that double thank you for that focus on doubling down on that because um itit really helps us to lead to our mission. So thanks >> thank you both for being here with usthis afternoon and for um well this evening. It's dark out now but[laughter] um but for reporting on that second part part of the um CACR.Thanks so much. >> Well, we are moving right along. Um, andwe're we're we're actually like gaining time. This is kind of amazing. So, thethird item on our agenda is school board reports and I'll hand it over to Amyguys for the school board handbook. Thank you, acting chair. Um, so highlyanticipated, fresh off the presses draft, newest draft, um, of the Weisettapublic schools schoolboard handbook. Um the superintendent evaluation committeemet back in August. This is one of the items that they tasked me with. We had alot of great ideas. And this is where we're at. 40-page document. We are notgoing to go through it all tonight. Um I did leave some items highlightedbe just sort of seeking the school board's opinion. Again, not tonight. Umbut please just send me your thoughts on the whole document for sure butspecifically um I left schoolboard self-evaluation was not broken down umevaluation of the superintendent further references I just don't know how robustyou wanted your handbook um and parliamentary procedures we all know I'mwellversed on those and I'm not sure how in-depth you want me to go[laughter and gasps] but um please take a look at it I don'tknow if there's any immediate things that you all need to discuss. This isyour document. I'm just assembling it on your behalf. So, I take n no inputpersonally. Um but just trying to make it um what you all wanted. So, I'll turnit back over to you. >> Sounds great. Thank you. So, as chair ofthe superintendent evaluation and um board development committee, I will tellyou the goal of this handbook is we have had a lot of these items that areincluded in the board handbook now available to board colleagues and and tothe public really because they're posted on board book um but as separate items,but the hope was to include them all in one place to make it easy andaccessible. Um, so if you go in and take a look, you'll see a lot of thedocuments we've been sharing for years and years, um, on the board. The goalwith this is it is now in a draft form. Um, the hope is that board colleagues,you'll take a look at it really, you know, comb through it with a fine toothcomb. Send your questions to the superintendent evaluation committee,which is me, Valentina, and Melind. Copy Amy, please, and always Chase. Um andthen what we'll do is we'll go through and we'll make updates to the the um tothe document. Um we would like to present it at the board organizationalwork session that's happening hopefully on the 16th of December and that's whenwe can take a look at also the hope is that it'll be version one at that point.And then what would happen is we would have an annual review uh cycle just likewe do with all of our SOPs and all of that so that we can take a look at allof our practices as a board at that organizational meeting. So if you haveany questions again please send them along to the evaluation committee andwe'll take it from there. Any other Valentina please?>> I need clarification. So do you think that on December 7 16th we are going totake it as is the whole handbook or will we have a chance to take it by partiallyand um discuss it as we go how it's going to look like?>> Well we have what it the bones look like right now and there's most of it isthere in place. There are a few items that need just some updates or somefeedback from all of us as a board. We'll have that all by December 16th sothat we are on version one on December 16th. It'll be presented to the boardformally on that date and then we will have an annual review process. Does thathelp answer the question? Yes, that's why I clarified. But at thetime as a committee, I was thinking we discussed that uh we need to give achance to others to reflect. >> This is the opportunity. This is theopportunity of it as a draft. >> Yeah.>> Okay. Um you think I I have a question for our board colleagues. You think thatit's enough time. Is the question like if we had somemajor changes or input that we wanted to make, could we make that at ourorganizational meeting and then say like I don't know is the assumption that weprobably won't have a lot of input for it or will there be an opportunity tolike >> I would say the opportunity is betweennow and December 16th, right, which is >> to submit your feedback and>> Yeah. Yep. and have some back and forth on what that would look like. Um, andthen just like everything else, sometimes you need to get the firstversion >> and live with it and breathe with it forsome time and then have updates on what you see moving forward.>> So, any conversation will probably be through email between now and thatmeeting >> likely. Yep.>> I'm okay with that. Well, [snorts] I mean, just um you know,really a big thank you to um Amy for putting all these materials together.It's I think really special to have everything uh in one place, but it's alot of information that's really really helpful. Um my recommendation would bejust when you have, you know, seven or more individuals contributing to adocument. There can be a lot of um thoughts, perspectives, and so I wouldjust recommend, you know, assuring that we aortion a lot of time at theorganizational meeting for um talking about this. I want to hear what everyonehas to say. Um, and so yeah, just I think my recommendation will be we um,you know, see to it that we do our due diligence in handling this document. Itwill be accessible to the public. We want it to be our best work andrepresentative of um, our organization, the work we do. So those are mythoughts. >> I appreciate that. And just a aclarification that all of these documents have been available to thepublic in the past. Do you recommend any guard rails oranything sort of more than dos let's say don't for instance>> I'm just making it up right there is uh I think I was browsing through it so theschool visit is already in there right but again it took us some time to get tothat stage so if there are any such topics which need further discussionsmaybe we have to table right so do you have any recommendation any thoughtsaround like what should be the guardrails um because again we're notgoing to have enough time between now and nove you know December 16th anddefinitely we don't want to be 5 hours meeting so I'm assuming any bigger topicwe just want to table it discuss it you know offline and we can always updatethe document >> if you if you see and remember we canalways update things throughout the year >> correct>> however um it's best to wait and just do it at the organizational meeting so thatwe have one spot that we're doing all of this in. Um if you have any I'm not suredo you is there anything on your mind in particular that>> it's not I think my request would be again as we respond to three of you>> um I think either the requesttor or three committee members if you seesomething which warrants more discussions and things like that maybewe take it off of our orc meeting and then go through whatever the rightchannels are either committee work session and so on not put everything inour meeting you know what I mean but again whoever the requesttor and thenthe committee four of us you can decide and we can take it forward but again Iwas just trying to make it a point like we will not be able to discuss everysingle thing if it is something that is manageable within the allocated timelet's roll with it or we may have to table certain items and go through otherchannels before we can come back and update the document it'sOne more clarification when I looked through draft at the beginning it saysthat it's going to be reviewed annually so which means once a year.>> Mhm. So let's say that there is going to be something I mean other board memberbrings up uh how do you think I mean does it mean that we have to waitanother 12 months to before uh changing anything since it's uh reviewed only Imean annually once a year how is it going to be how it will look like so wecan decide that uh together at the organizational meeting um my personalrecommendation is that we can update things all along, right?There's nothing stopping us from updating a a procedure or a process midyyear. There's nothing that's stopping us. Um, but I think having a placeholderto say it's a minimum of once a year, once a year. So, at a minimum, we shouldbe reviewing all of our board policies once a year and that should be happeningat our organizational meeting. This is kind of putting a dot on it and sayingwe have to do this and take a look at our processes and procedures once ayear. So it institutionalizes that and make sure that it gets done. >> Then I'm hoping that uh all boardcolleagues will look through and bring ideas. Yeah.Thank you. >> Yep.>> I just want to note that a lot of what's in here has policy references. So it's areal highle overview of the expectation but it references the policy the policyuh many of which are in the 200s and are up for next year's cycle those linkswould be updated as we update the policy. So there are those guardrails asyou said um Paris that those you know policies as they change the documentwould be changed. This is not a policy. This is just a a hand dieting handbookfor your kind of one-stop shop referencing. So, those will continuouslybe updated on your behalf if that's helpful.>> It is. >> Thank you. Well, seeing that there areno other comments or questions, I think this concludes our meeting. So,it is now 5:36 p.m. and our work session is now concluded. We will um be in theroom next door for our training session which is also a work session.The time is now 5:36 and the meeting is adjourned.