Next we do the pledge of allegiance. AndTim, if you would please lead us. >> Thank you.Next is the consideration of the agenda. Are there any changes that need to bemade to the agenda tonight? Hearing none, we'll move on to the consentagenda. Uh the consent agenda contains routine matters that typically do notrequire board discussion. Individual board members may remove an item fromthe consent agenda for discussion and or separate action. Tonight, those itemsare as follows. Approve the minutes from the regular board meeting held onOctober 13, 2025. Approve personnel recommendations. Accept donationstotaling $10,000 $10,9618. Approve the treasurer's report forAugust 2025. Approve the wire transfer report from August 2025. Approvevouchers and payments including the bill vouchers, the EP register items, the EFTvoucher, and the Capital One items. Do I have a motion to approve?>> So moved. Do I have a second? >> Second.>> All those in favor say I. >> I.>> Any opposed? Any obstaining? Wonderful. Next up is the superintendent's reporton excellence. Dr. Flesher. >> Thank you, Madam Chair. Um, but first wehave a staff award that I'd like to tell everyone about. Congratulations to GraceSnoner, Orno High School student life coordinator and English teacher. Gracehas been honored with the Earl Rome award for her outstanding contributionsto student leadership. As a regional honore in the United States, she is nowa candidate for the national award. So Grace is recognized for her commitmentto encouraging, inspiring, and supporting student leaders, studentactivities both in our schools and across the state and nation.Congratulations, Grace. She will be formally recognized at the NationalConference on Student Activities in December. We're just incredibly proud ofGrace and her dedication to helping students thrive at Orno High School.There's a lot of activities updates as we wrap up the winter or the fall seasonand start winter. Congratulations to the Orno football team that beat West Tanka50-6 on Saturday. um to advance to the section six and then 4 A's 6A a AAAchampionship. The Spartans will host Zimmerman at Pestin Stadium this Fridayat 7 p.m. with a trip to the state tournament on the line.So, good luck Spartans. In girls tennis, the doubles team of CC Sorenson andMolly Hollerman earned an opening round win at the state tournament beforefalling in the second round in three sets. Congratulations to um the entiretennis team, but to the girls on a memorable season and we're very proud ofthem. And boys and girls cross country, both teams actually are headed to state.Um the state meet is at Lee Bolstead last Bolstead golf course on November1st and we're excited about these uh team achievements. The boys qualifiedfor state by taking first taking first place at the section 6A championshipmeet. Gabe Howland earned individual medalist honors. The girls teamqualified with an outstanding second place finish at sections. Best of luckto both teams this Saturday. Go Spartans.Girls volleyball fell to Academy of Holy Angels in the section quarterfinal gameto end their season. Shout out to the team of girls on a great seasons of ofteamwork and spirit. Congratulations to girls swim and divefor capturing their third consecutive true team state championship which isamazing. The Spartans entered as the reigning two-time class A champions andonce again delivered a masterful all-around performance to defend theirtitle. Section competition begins November 6th at Wilmer High School withthe state tournament beginning November 13th. Uh best wishes to our girls asthey continue another incredible season. Our fall [snorts] athletics collegesigning day is Wednesday, November 12th at 3 p.m. in the high school gym. willbe se celebrating senior student athletes who have committed so far um toplay their sport at the collegiate level next year. Winter sports informationmeetings will continue through November 4th. The meeting dates and times are onthe activities and athletics website. The winter season is already underwayfor a number of teams. Dance started last Monday. Girls hockey begins thisafternoon. Good luck and best wishes to our winter athletes.In the area of performing arts, tickets are now on sale for the Orno High Schoolfall musical, Tuck Everlasting. Everyone needs to come. The play opens November14th with wonderful seats still available. We're looking forward to afamilyfriendly performance. Um, community is also invited to attend thean annual Veterans Day program on Tuesday, November 11th, featuring ourOno High School chamber choir. The program begins at 8:45 in the morning.The color guard is from Paul Stinson, American Legion Post 514.Our guest speaker is Army veteran and Orno schoolboard vice chair Todd Madson.Um, this is an important day where we honor our veterans and those who havesacrificed a lot for our country. Please come out to Orno High School. Um,National School Psychology Week. We have our correction to our published schoolcalendar. Next week, November 3rd through 7th is National SchoolPsychology Week. We encourage everyone to take this opportunity to thank ourschool psychologists on our staff, Dan and Broncen, Adair Camaran, and EricaRonnings. They work tirelessly to help our students, families, and staff. Theirexpertise is shared broadly with our district staff as we work to support theneeds of all of our learners. Just a reminder, professional day is November7th. Um, it is no school from preschool to grades 12. Our staff will becollaborating and focusing on their continuous improvement goals. And thatincludes concludes my report for tonight. Thank you.>> Thank you. >> Next are [clears throat] board membersquestions and comments. And Tim, we'll start with you.>> Uh giving the update on behalf of ORO action, but we held our annual fallelected representative kind of coffee and snacks. We've been doing this, Ibelieve, our third year. Uh and it was well attended. This year we opened it upuh to mayors and county commissioners. Previously we had only been inviting uhstate house and state senate. Uh I think everybody had a good time, a goodconversation. We had some good uh presentation by Dr. Flesher as well asother staff members in the room that spoke to the things that we're doing.And we of course plan this not as having a platform but more of just positiveengagement. and uh every time they ask us for more content around platform. Uhso we might want to think about that for next year, but we'll we'll stillprobably keep the general tone the same. That's all I have.>> Thank you so much and thank you for doing that, Wendy.Um, and to to add, I think, um, what they appreciate is that they're invitedto learn about us, that we aren't asking them to speak, you know, that they canjust come to listen and engage. Um, so that's that's always been reallypositive feedback we've gotten. Um, all I have is that I um there was a hole inour um legisla our schoolboard legislativeum district for a delegate um and the delegates through Minnesota schoolboardassociation um basically decide what the platform is going to be through anassembly with um people from all over school board members from all over thestate and that is what guides the governing ing um rel the governorrelation um team from MSBA to meet with legislators at the capital and um I wasasked if I would do it and I agreed so I was appointed a delegate so um sothat'll be fun um so Christy and I will talk um before the assembly about um howcan I represent Oro um through the resolutions and I will update inDecember. >> Fabulous and congratulations. Wellddeserved. Thank you for doing that. >> Gavin,>> I have nothing to add. >> Neither do I. So, we'll move on. Um, onto uh any other Oops, I'm sorry. On to old business. I'm going to pass it backto you again, Dr. Flesher. >> Thank you, Madam Chair. Um, there aresix policies um for old business. Uh, there were not further additions orrecommendations to the six policies, but they are ready for action tonight, andI'll just review them. Policy 501 on weapons. 502, search for search ofstudent lockers, desks, personal possessions, and students person. Policy503, student attendance. Policy 504, student dress and appearance. Policy505, distribution of non-sponsored school materials on school premises bystudents or employees and employees. And then policy 507, corporal punishment andprone restraint. And these are ready for action.>> Thank you. Do I have a motion to approve?>> So moved. >> Do I have a second?>> Second. >> Uh, all those in favor say I. I.>> I. Any opposed? Any abstains? Okay, great. Um, any other old business?Okay, moving on to new business. Um, I'm going to pass it back to you again, Dr.Flusher. Thank you. >> Thank you, Madam Chair. Um I'm veryexcited here to we're excited to share more of our summer professional learningand work as a result of the Orno foundations foundation and we heard fromour technology department earlier this fall regarding the ISTY conference andtonight we are going to hear from our second secondary educators from OrnoMiddle Schooler. So, I welcome to the board table for presentation principles,Miss Kim Van Isle and Sarah Hunter and three of our esteemed sixth gradeteaching team. Our math teachers, Miss Lori Jensen, Paige Roth, and scienceteacher, Miss Diane Bacon. Our middle school's team will present on theirsummer learning and best on best practices and character, behavior, andconnectedness. And while they get seated, just want to make a few remarksabout the Orno Foundation and the the Fund for Excellence. First, as the boardis aware, but I'll just mention to our community again that the excellence fundwas created as a result of incredible generosity to the Orno school community.The $1 million pledge was made to the school district and is dedicated to Dr.Orchid and expanding the resources and innovation and excellence throughprofessional staff development. We're thrilled to build opportunities for ourstudents through investing in our incredible Orno faculty like those yousee before us. Our middle school team has received an received an excellenceinnovation grant to attend summer training and learning about charactereducation and supporting student behavior and connections um with oursixth graders. And we just want to thank again the foundation and our donors fortheir incredible generosity. And we're excited to hear about the work at themiddle school. So I turn it over to our team and thank you.>> Thank you so much Dr. Flesher, Madame Chair, and members of the board. Um andthank you so much the Orno Foundation. Um, this learning means so very much tous and you'll hear about it tonight. Um, we are extremely excited about thepresentation that we have for you tonight. It's a testament to thededication and professional growth of our amazing teachers and Oro'sunwavering commitment to whole child education.As you know, forwarding this slide, um, whole child education model isn't just atrend in the Orno schools. It has always been central to our mission in Oroschools. As you can see up there, our strategic goals of character,connectedness, and scholarship is whole child education.We know that when we focus on a student's well-being, sense ofbelonging, and behavior management skills, it promotes success academicallyand future growth. This year, we have been intensely focused on implementingMTSS tier one universal practices, the bottom of the triangle. the experiencesthat all kids in orno middle school will have in the areas of character andconnectedness practices that are proven to optimize every single student'ssuccess in the classroom. We know when we set expectations, teach behavior, andengage in universal practices that support relationships, our studentsthrive. Tonight, we are thrilled to recognize and introduce a team of ourteacher leaders. They not only secured an innovation grant to attend theNational Character Strong Conference, but they have since successfullyintegrated this framework into the sixth grade experience. Their leadershipextends well beyond that as they have been instrumental in championing thiswork and building excitement across our entire middle school. They are here toshare how this vital initiative is coming to life for our students. I'm I'm Lori Jensen, math teacher.We are so excited to be here. Um, this was one of the most amazing conferencesthat I have been to and I've been around for a few years. So, it was very veryempowering. Um, I want to back up and and share with you how we came aboutthis. Um, last winter we were able to go to, it was staff development day and weheard from our kindergarten teachers about some needs from their studentsthat weren't being met. And as we listen to them, we thought, you know, that thatis very powerful because we have sixth graders who sometimes I think we don'treally focus on all of their needs. They're going to a new school. They'renavigating um a busy schedule with all these different classes. They're takingtests and getting grades for really the first time they're being um academicscholars. And more importantly, the relationships during those middle schoolyears are so um so important. So thanks to them, we three along with um ourcolleague Kate Campbell who is um sadly not here because she is a member of acommunity band and they had a concert tonight. So she she wishes she couldhave been here, but yeah, she is on the picture. But um right away we threestarted looking into this and we noticed thathey this looks really good. This could be something I mean our school is greatand we've got great colleagues here um but what can we do better? What can wedo to meet all the needs of our students? And so we came across, oh,there's this national conference and um we started filling out the grant and umwe went to Tacoma this past July and like I said it was amazing the powerfulthe whole child. We got to hear from Dr. Clay Cook, the co-founders of CharacterStrong, um John Norland and Houston Craft and it just different otherprofessionals who talked about um leadership of children um embedding howto embedding character into our academics um and even just kind of someof the same language that that we're now using in in our school. But it was justsupporting all beh all all students and the behaviors. Um, and I think thebiggest thing for me is that it's researchbased and I I I like thatthere's there's um that research that supports this is what's good for kids.And um I just can't say enough about what we're doing. In fact, um when wecame back and talked to our middle school, we were supposed to implementthis year or pilot it, everybody's on board. Everyone is like, "Yep, we'regoing to do this." And um it just again yeah it just really took off and is verypowerful which um that's what we brought back the core belief an unmet need willshow up in behavior and performance and so how can we get our students tosupport them so that we can meet all of their needs. So I turn it over to um uh before I talk about this I willmention that picture that you just saw of the four of us was a little um kindof Instagram staged picture and it looks like we're talking to each other but wewere we went to this conference and never stopped talking about it. Wetalked about it on the plane ride all the way home. We talked about itsometimes even while we were in some of the breakout sessions um in between thebreakout sessions and we haven't since uh stopped talking about it because it'sreally exciting and we've found many different ways that we can embed it intothings that we were already doing. So one of the questions that we were askingourselves is why do this in the first place? Why teach behavior andrelationship skills? Um we need to support our kids. We need to support ourkids um because they need to develop some key relationship and connectiveskills particularly in middle school, particularly when you're navigating thisnew world as Lori was just talking about. Some of those skills beingcommunication, self-control, cooperation, all of those things helpthem make positive behavior choices and help them be more successful all around.Um when these skills are taught explicitly, students may struggle tomanage some of their emotions or interactions um which can then disruptlearning for them and for others around them. So it's really important that umwe give them these skills so that everyone can feel that success. So, byproactively teaching and reinforcing these skills, um, keeping thoseexpectations consistent and building those relationships, we can really helpthese students build these lifelong habits for success that happens for theclassroom, but then also outside of the classroom um, in the other activitiesand opportunities that they have outside of school.Um, we say character is the plate. Um, we say it because the people at theconference said that often. Um, but I also had the opportunity to go tocharacter counts training many years ago. Um, and I'm an ambassador, proud tosay. I can't find my pin or I'd have it on tonight. Um, and Michael Josephson, Iwas at the very very first one what that like by 20 years ago. And he saidcharacter is the plate and everything else is on top of that. If we don't havethose pieces, the other pieces fall short. So when we combine charactercounts, which we have embedded as a school district for so many years, andthen we add aspects of character strong and also responsive classroom. There'sso many synergies between these three things. They just fit really, reallywell together and help us um really engage kids in the learning ofcharacter. So this is an example of how we've doneit. Um so we have of course our pillars and the different skills that we workon. Um on the left hand side you'll see that's a snippet from our actualplanning calendar. So on Mondays we really focus on character and have umfor years. And so you'll see how we've aligned the character strong lessonswith what we're also doing with character counts and they line up justabsolutely beautifully. So on November 3rd um we will be talking about takingtests and giving kids support and how to handle that particularly as sixthgraders when that's a new thing for them when it relates to like a letter grade.Um and responsibility is our pillar focus that that lesson and then so on. >> Oh, we rearranged.>> Yeah, this was the surprise. >> Prepared. All right. [laughter]So, >> ohthere. >> Great. So, what you see here is howwe're kind of embedding our new character strong into kind of these corethings. So what we're doing is we're building a positive school cult culturefocusing on teaching character and relationship skills through briefintentional activities that build empathy, communication andresponsibility. So what we also do as you can kind of see in that chart iswe're during through through this process we're also identifying studentswho need extra support early and that way we can provide them those supportsthrough things like check-ins, mentoring processes, behavior plans, right? Andanother big thing that we were introduced to is just the thatconsistency is key. So what that means is we're going to start using sharedlanguage across sixth grade. We have shared expectations and that reinforcesroutines modeling. And so with that consistent language, consistent pieces,they're seeing us kind of embody what we expect and hope to start seeing themdevelop as well. Um, another big piece of this is strong relationship skills.So that makes all the difference. We are now starting to do something called fourat the door where we're intentionally greeting students every single day atthe door by name, having different ways to connect with students as individualsso that they feel seen, they feel heard, and it builds those relationships withtheir teachers and with each other. And we're celebrating positive behavior morethis year. And that kind of builds trust and it builds that sense of belongingthat we're hoping to see in sixth grade and in all of middle school. Andfinally, we are spending more time to intentionally collaborate and reflect asa team to make sure we're staying consistent and that we are focusing onseeing that student growth that we hope to see kind of develop and grow. Now we're back. Okay. So, this would bean example of what a Monday lesson would look like. And you'll notice it's brokeninto those five different parts. So typically they always start with a verylow stress activity that helps them build connections with one another. Alot of times it's some sort of engaging game where they'll learn something newabout one another. Um also within that we'll have some community discussions,different opportunities to develop new skills and also this is kind of where wereally see those pillars of character that we've used for years since I was astudent here 20 plus years ago. um and it uses those and we can embedthose pillars into it. So a lot of times what we started think about it is thepillars character counts is the what that is what we want to see from ourstudents. We want that to be the foundation the anchor kind of the visionof the future. What we're using now as character strong and responsiveclassroom is a lot of times the how. This is how we're going to help thesestudents learn and develop the character pillars that we want them to kind ofgrow and essentially become strong citizens.Right? >> So this is I need>> this is the cheese. >> This is the cheese slide. This is[laughter] this is a example of one of the games umthat Paige was just talking about. It has a low floor, which means it'saccessible to everyone. It's low stress. You don't have to worry about it.Everybody could pick a cheese. And so what you do is, and there's even somechoice for kids to get to this where they get to pick between different gamesand then there's different numbers and they get to pick their number and thenit comes up. So there's a little element of surprise as well. This actually isthe one that was picked today in my classroom and I thought it would be funto share what happened. So they go into the corner that relates to the cheesepicture and they find out who else picked that as their favorite corner andthen they have a conversation with each other as to why they chose that corner.So in this case, why did you choose the corner with that type of cheese? Um, andagain, it's really easy for you to talk about cheese and it gives them somepractice to talk to each other in and explain, hey, this is why I came intothis corner. And then also see other people that they have that in commonwith that they might not have even known that they had anything in common withthat student, but it gives them an easy connectiveness right away. Um then wehave a little discussion where they ex they get to talk to each other but thenthey get to tell the whole class why they chose that corner and theirdifferent reasons. Today there were only two people in the aged cheddar cornerand they were really surprised but also also proud and I was watching them talkabout why they were there and they're like cheddar rules and [laughter]and they were very like happy to explain to everybody why they picked it which isgood because there's other times where there's a little bit higher risk and toget that practice of being able to speak up for what you believe in why you'vepicked that corner or and and explain your and other kids started nodding likeyeah yeah yeah cheddar is pretty good. Umand then they had some funny reasons like the Swiss cheese corner they werelike the holes are cool. I was like great. So, and then of course theParmesan. Parmesan makes everything better. And there was a lot of people inthe string cheese. And they were like, "Hey, it's just fun." And everybodyagreed with everyone like, "Yeah, I can see why you picked that." But then theyall stayed in their corner. And I even gave them a chance. If you want to moveto a different corner now, you can. But they were standing their ground. Andit's just a great easy way to give them a chance to just joke around with eachother a little bit, have fun, but also importantly practice some of thoseskills that we talked about earlier today. Um, last week we had a chance to go tobase camp and [clears throat] I have to say it's um, thanks to our PE teacherswho helped um, make this happen last year and worked with us this year and itwas one of the most amazing um, field trips that we have been on. I mean, youcan just see the smiles on everyone's faces. every kid um [clears throat]got to try something and everyone was cheering them on whether cr climbing arock wall or um you know just doing a team activity that center picture all ofthem sitting together and they're working together that really emulateswhat we've been trying to work on even though it's been a short amount of timebut just bringing that in um that field trip opportunity for us um just um mademy heart sing because those kids were so happy after that and everyone feltsuccessful in some way. Um, so I want to really thank um the Orno Middle SchoolSpartan Parent Association for um providing us with that opportunitybecause it was yeah, it just really set the tone for our year and just kids weretalking about it the next day and they were just so supportive even if youdidn't make it to the top like I didn't. I was so close [laughter] so close butthey were just hey good job, you know, just to everyone. So it was amazing. Soit was a nice way to kind of >> wrap their connectedness together.So, so thank you for having us. Weappreciate the opportunity to um go to these professional developmentopportunities and we just want you to know we really appreciate it. We'reappreciative of the innovation grant um especially for getting us there and wedo put it into action. So when we go out and we learn things, it isn't just forthat moment. we bring it back, we talk about how we're going to put it intoaction and we and we do. So, thank you again for the opportunity.>> Thank you so much. And I just I I do want to open up for questions if that'sokay. Um I but I also want to piggyback on something you said. You not justbring you don't just bring it back, but you capacity build and you share itamongst everybody and not just within sixth grade but beyond it sounds like.So, um that is it just makes the gift expand so much more. So, thank you fordoing that. Okay. I was also going to say thank you andthank you for the example to kind of bring one one piece of how it looks inthe classroom to life. It kind of it's easy to visualize and hear andunderstand. >> Can I ask a question? Okay. [laughter]Um so you're what are we eight weeks into the school year? Um can you compareand contrast? I know that not all grade levels are the same too, but what do yousee eight weeks later? um as it I'm sorry I didn't tell you I was going toask you this but >> and if you want to defer to like anothertime that's >> yeah that's fine if you want you havemore if you need more information I'm good with that>> I can actually answer this um I mean it's a different group of kids and everyyear it's a different personality um but I also teach science and in nextgeneration science it's a lot of thinking and it's not about knowing theanswer it's about knowing how to think and being able to take what you think Soa lot of the what we were just talking about those skills go beautifully rightinto science. And so for kids that are used to thinking I have to be right.This is harder because it's what do you think? That's what's right. Being ableto share your thinking and then maybe disagree with somebody. What I noticedthis year in just eight weeks of doing this, kids more apt to share theirthinking and not worry so much about if they're right or wrong or what someoneelse in the room is thinking. We also use that four corner strategy a lot toois where we I we might put the four corners but it's now has a content relum relationship to it. So then now they have that practice, you know, like thecheese or something else, but now we're doing it in a natural content area. AndI'm noticing that they are a lot more comfortable talking to each other umthan in years past. I think that's that's for us as teachers just bringingin some of those things into our core classes, which it's not isolated. It'sreally just um yeah, making it come alive and accessible.>> I mean, I would Two of the biggest things I've seen this year is kind ofpiggybacking off of what Diane said is their response to each other hasdefinitely grown and developed where at the beginning of the year, they'remiddle school. So when you say, "What's your favorite part of the school day?"and they say, "Lunch." And at first they'd all laugh and be like, "Yeah,yeah, yeah." And now they build off of each other's thoughts, even if it's thesilliest thought, things like lunch. So for example, today we said, "What do youwish school had? what activities do you wish we could incorporate into theschool day? And someone said go-karts. [laughter] And they spent a solid amountof time trying to brainstorm ways to make go-karts fit into the classroom.They came to the conclusion it was never going to work. But they were able torespond in appropriate ways, which I hadn't seen at the beginning of theyears. They're learning how to have those healthy discussions. No matter howserious, how silly, how do I respond appropriately?example >> from a building perspective. Um so ourour character continuous improvement um goal was a lofty one to decrease ourreferral behavioral referrals and the last we checked I think we were at a 37%reduction. >> Yep.>> Yeah. >> From last year>> time to time. So, we're hoping that that trend continues, but teachers have beenreally great about really explicitly teaching expectations, teachingroutines, um, taking opportunities to directlyteach behavioral expectations and then support kids when they're falling alittle bit short. And we're definitely seeing a difference in the classroom.>> Yeah. >> Sorry, follow-up question to that. Sowhen I think about a 37% reduction, uh, now this is more of a guess is what I'masking, but how much of that would you attribute to teachers feeling moreempowered in the classroom to maybe work through that whatever the phrase wasabout behavior uh, relative to reduction in behavior? And there's no wrong answerbecause I'm asking you to guess or just speak to what you've seen. I think having common language andknowing that we're all doing this does give us that strength. So, it's not justsomething I thought of and I'm doing in a vacuum by myself. We're a team as welland we talk to each other about this all the time which makes us stronger and itdoes empower us >> and being able to say we're doing thistogether >> for the better of the kids and thatmakes it that elevates the importance of it as well. So, and in some ways, yes,we're definitely a lot more empowered because we are we've have these toolsand we have each other. >> Yeah.>> I think one of the things that's hard about when you think about tier one, Idon't know if you can pull apart those variables, um, because I do think I Ijust happened to be in the middle school early on and watching the teacher setexpectations with with I'd say clarity, consistency, and then routines on top ofeverything else. I I don't know how you and the explicit teaching you can pullthose things apart. Maybe in research studies you do>> there'd be an interaction term probably between them but I'm sure more thanwe'll get but I'm just curious. >> I just have to say wow and thank you umsuper impressive um and um we're very very grateful. Thank you for applyingfor the grant and for um I can't wait till other people instead of hear thesixth grade team. Um, I just want to say thank you guys. Ihave a sixth grader. So, so I've heard some of this, so I really like this. Um,celebrating the the small wins, I think, is huge. U because there are, like yousaid, there's a lot of new stuff. And so there's a lot of trips and falls uh thathappen. So celebrating when you can, I think, is awesome. The um individualgreeting so that each student is seen like, nope, you didn't sneak by like Isaw you. I really like that. Um surprised I didn't hear about the cheesegame. Uh I I love cheese. Um, but I I really like um as you talked about thatthey were agreeing with things that were said about the different cheeses thatjust because that's your favorite doesn't mean that you have to putsomebody else's down. It's not wrong. It's just that's the one you picked. Um,so trying to how do we help that that just because you have differentagreements or different thoughts on things doesn't mean the other person'slast or wrong. And I really like that. Um, and then I I need to uh learn morefrom you guys of these uh routines and setting expectations of how do I copythat in my house of um putting shoes away and laundry and I thought I'd setexpectations and we try to be consistent but yeah, thank you guys. This isawesome. >> I think this is really great and I am soappreciative um that you have taken this on. I mean, I think, you know, I think Iwas an elementary school teacher and this is kind of what you do. You know, Itaught first grade and it's kind of, you know, and then fifth grade, but I feellike in middle school, you know, you teach science, you teach math. I mean,um, I just think this is incredible that, um, your interest in it and yourimplementation of it for our kids. Um, and I, yeah, thank you very much. Because even sixth graders are likekindergarteners sometimes and they need we all know we're parents. We know thatwe need to go back to some of the the basics.>> So thank you. So I think you've I mean very impressive. Thank you for going outfor the grant. Thank you for bringing back this knowledge. Thank you forsupporting it. Thank you to the Orno Foundation. Thank you for spa. Um I justwant to say as a historical um person who's been around for a longtime and as a student um from character counts what I understand is that whencharacter count accounts was first u implemented there was um there werethings that kids understandably took home and families changed in positiveways. We can't measure all of that. That's outside of our purview. But I amvery curious how this will help in familiesin ways that we don't even understand yet. So, you know, that'll be anecdotalover years. But please bring that back too if you can share that because Ithink that that just again is building those capabilities beyond even ourstudents and staff and teachers. It's building in our communities and beyond.So, thank you. Really nice job. I just heard you were invited back too.So, [laughter] >> oh, love a joke. Okay, good luck. Wow. All right, it's hard to follow up ajoke, but we're going to move on to the resolution to support the application tothe Minnesota State High School League Foundation for a grant form a grant tooffset student activity fees. Dr. Flusher, can I pass it back to you? Yes.Um, thank you, Madam Chair. The resolution for action before you tonightis from the governing board supporting of the MSHSL Foundation, the state highschool league to authorize Orno public schools to apply for funds through theMSHSL Foundation's grant program. As um, Miss Borch just said, it designates um,the superintendent or a design, which would be our athletic director, PaulBruner, to submit any required application materials. The state highschool league foundation provides financial support for members memberschools to promote participation. That's the whole point um in either high schoolathletics or fine arts programs. So each year schools can apply for this kind ofgrant and they're awarded to support student participation by eliminatingbarriers barriers such as activities fees, transportation or equipment costs.So, as part of the process and of application, MSHSL requires thisofficial resolution adopted by a local school board affirming support for thedistrict's commitment to the program's intent and use of funds.>> And can we just say that we are voting on the resolution of the governing boardum as opposed to reading through everything?>> Yes, correct. >> Do I have a motion to support thisresolution? >> So, move.>> Do I have a second? >> Second. Any discussion?Okay. All those in favor say I. >> I.>> I. I didn't hear anybody uh do anything else, so we're just going to go forwardfrom there. Um the next is any other new business as necessary.>> Okay. Hearing none. The next regular meeting will be held on Monday, November10th, 2025 here in the district office at 7 PM. And now I would like to um seeka motion to adjourn to a work session for a report from the teacher peerevaluator team. >> So moved.>> Do I have a second? >> Second.>> All those in favor say I. >> I. Hi.