There were no community members questions and comments tonight. No one signed up. So, we will call this meeting to order. Um, next is the pledge of allegiance. And Wendy, would you mind leading us, please? Thank you so much. Next is the consideration of the agenda. Is there any ch are there any changes? Okay. Next is the consent agenda. Um the consent agenda, it contains routine matters that typically do not require board discussion. Individual board members may remove an item from the consent agenda for discovery or separate action. Tonight, our consent agenda items are as follows. Approve the minutes from the regular board meeting held on January 26, 2026. Approve personnel recommendations. Approve wage adjustment for substitute cooks for 2025 2026. Approveou for hold harmless provision for section 11.2 for para educators. Accept donations totaling $5,378.99 and approve vouchers and payments including bill vouchers, EP register items, EFT vouchers, and Capital One items. And this all of our votes tonight will be roll call since we have one member who is not physically present but is attending virtually. Do I have a motion to approve? >> So moved. >> Do I have a second? Second. Okay. Any discussion? All right, Tim. I'm going to start all roll call votes with you. How do you vote? >> I. >> Gavin, >> I >> I >> I >> I >> terrific. Thank you everyone. Next up, super superintendent's report on excellence. >> Thank you, Madam Chair. I'm going to start with um the Scholastic Awards and um I think we're going to pull up just like we did last year a video of those. Um and so that that will just run as we're here. Um but Scholastic Awards um the longest running most prestigious art recognition programs for creative high school students um just occurred. So worker works are judged blindly with no knowledge of the artists themselves on originality or craftsmanship. So we're delighted that five works were recognized this year and you're going to get to see them here tonight just like last year. So congratulations to gold key um was Ava Doll with Good Morning New York. I should have timed it better here um so that you can see it. Um, Silver Key was uh also Ava Doll for um there's the Good Morning New York um for Fruity Diabetes. Ava Doll also had a silver silver key um award winner for Take Me Back. And then Lydia Richardson, also a silver key for I Was Supposed to Be There Too. And then last um honorable mention, Jordan Flesher, Peace and Beauty. Um, and just wanted to say that we're really proud of their work and talents and celebrate their recognition tonight. So, um, >> yeah. Okay. Um, it's fun to be a proud mom. Um, in January, I reported that the Orno High School had once again earned the platinum level distinction at the AP school honor role. And we learned from Brandy Randall this week that Orno High School is the only public non-charter Minnesota school that earned that platum platinum level distinction. So, um, this honor recognizes our efforts to open doors for students and to take AP courses and excel on those AP exams, which we know means what means for both admissions as well as for college credit for students. So congratulations to all staff who support our students uh prek through grade 12s to see themselves as highly capable learners. So really proud of that work. Um this Saturday in speech the team competed at the Apple Valley or competed at the Apple Valley tournament alongside 23 schools from multiple states facing a very very high level of competition with more than 800 competitors. Our speakers had an outstanding showing earning first place in the small school division and the first the team's first ever team apple. So Oliver Berg earned an Apple award for third place finish in varsity creative expression and Alexa Huttery earned her apple with a first place finish in the novice discussion. Several students also advanced to semif finals and earned top five finishes. Congratulations to all competitors on an exceptional performance. And then in other activities, um, boys hockey regular season is winding down. The boys are now 911 and three following their win against Chaza this weekend. The next regular season game here is here at home tomorrow against St. Louis Park. Just wanted uh take a moment to congratulate Jackson Knight on achieving an incredible milestone with his six goal performance in the win against Chesca. He became the all-time leading scorer for Orno schools with 91 career goals. So, congratulations to Jackson. We're really proud of you. Um, girls hockey season has come to an end. Um, unfortunately over the weekend with a section semiinal loss on Saturday against West Tanka. Congratulations to all of the girls um on their 13 and 13 season. We honor your hard work and spirit this year. Great job to all as well as um head coach Paul Antonenko. So, thank you. Danny Kinszer qualified for Alpine Ski State Championship after placing second at the section championship meet. Danny will be skiing tomorrow at Giants Rib and Giants Ridge in Boic. Congratulations to our other section racer racers, Ethan Tolki, uh, Bergen, Deni, Monty Bulgar, Vincent Monaco, Parker Stevens, Brooke and Ava Tolki, Belle Bowman, Sophie Divec, Oliver, Olive Gladney, and Molly Hollerman. And also congratulations to boys Nordic Ski on qualifying for the MSHSL state meet with a second place team finish at sections. The team will compete at state this week at Giants Ridge Ski Resort, also in Boabic. Um, this marks the first time in school history that um, boys have qualified as a team for the state meet. So, um, a well-earned accomplishment for our Spartans. Good luck, boys. I can't wait to hear how you do. And boys swim and dive finish their regular season with a 5-1 dual record as conference runners up. They will complete compete in the section meet on February 19th and 21st at St. Kate's University. So, good luck to our swimmers and divers. And in dance, Spartans are sending both jazz and kick teams to state after each capture captured yet another section championship on Saturday. I think it was Saturday or Sunday. Um, this weekend, an incredible comp accomplishment for all the dancers and the coach coaches. Congratulations, girls. The state tournament will be held at Target Center on Friday, February 13th for jazz and on Saturday, February 14th for kick. So, way to go Spartans. Can't wait to hear how um they do, but have fun at the state. Um girls basketball is now 7 and0 on the season following their 7737 win over Bloomington Jefferson last week. Their next matchup is away against New Prague tomorrow. They beat New Prague 80 to 44 earlier this year. So, we're rooting for another victory tomorrow. Um, good luck girls. Um, boys basketball four and four on the season following a win against Bloomington Jefferson and the boys team also competing against Newra tomorrow at 7 p.m. here at home. So, good luck. Good luck boys. We wish you another solid win. Um, and then wrestling finished the regular season with 12 wins, which is the second most wins in school history. Um, wrestlers will compete in the team section tournament beginning February 12th with the individual section tournament on February 20th and 21st. So, really winding up all of our winter sports here. So, a final note is that spring sports and activities. Registration is now open in my payments plus um for all parents and students. The spring sports info night is March 2nd already at 700 p.m. in the Orno High School gym. And that concludes my report for tonight. >> Thank you so much. Um, next up are board members questions and comments. The first we highlight our facilities and finance committee meeting update. Tim, would you like to do that update? Is that possible? >> Uh, yes, I can I can speak briefly. So, so we did meet on February 2nd and we reviewed the enrollment update in terms of a general fund mid-year budget review. Uh we also discussed some of the uh the next rounds of or I should say I'm I'm timeline is is clear. We're we're still reviewing the next round of of bids for windows and doors uh as well as discussing the tennis court finance timeline update and more of those things will be coming before the full board in the coming weeks and months uh as they become clear and and ready to come forward. >> Perfect. Thank you. Tim, do you have any other updates you wish to share? Uh other than and it was an uneventful flight to Washington Reagan and we arrived early. No. >> Excellent. Thank we're glad you can make the meeting. Gavin, do you have any updates? >> Uh no. No, please. >> Okay, Wendy. Um yeah, so Christy, Laura, and I um went to AMSD's uh legislative preview uh last week and our uh Senate, local Senate representative, um and Johnson Stewart, pardon me, um joined us and we got to hear about the AMSD legislative platform. Um, additionally, we heard from several legislators um about their priorities. Um, we all heard that there's no money and there are big budget cuts to come. Um, this is a policy year, so I think that will be the focus on most of our legislators. And, um, it was just a really nice gathering. It was packed full of legislators and superintendents and board members. Um, so it was a it was great. And that concludes my report. >> Perfect. Thank you, Laura. Nothing to report. >> Um, the only thing I want to just share and um, we here know this is that we were just lucky enough to meet with the student some members of the student senate and we do that annually. Um, and it is very rewarding. They did a fantastic job of surveying high school students. They had 155 people respond. Um it was and they did a really nice analysis of what those answers meant. And um boy did they feature exactly what our major uh uh goals are as well. It was just a really they're just fantastic kids and um we learn a lot from them and we appreciate their time. That's my only my my only update. Um next up is old business um the policy review the second reading. Um, thank you, Madam Chair. There were not any further additions or recommendations um to the policies. So, we have to go back in here. Nine policies coming forward. Um, and I can read these as policy 522, title 9, sex non discrimination policy 524, internet technology and cell phone acceptable use policy. Policy 525, violence prevention policy. Um, then 526, hazing prohibition. Policy 527, student use and parking of motor vehicles. Policy 528, student parental, family, marital n discrimination. Policy 529, notification to staff of violent behavior by students. Policy 530, immunization requirements. And policy 531, pledge of allegiance. And these are ready for board action tonight. >> Thank you. Um, hearing that there were no changes, do I have a motion to approve? >> So moved. Do I have a second? Second. Okay, we'll do the roll call again. Tim, would you like to go first? Oh, I'm sorry. Any discussion? I apologize. >> Okay, Tim, >> I >> I >> I >> I wonderful. It passes. Thank you. Um, is there any other old business? Okay, hearing none, on to new business. First up, creating conditions for success, strengthening MTSS through the science of the positive. >> Thank you, Madam Chair. Um, I am very excited to welcome Miss Ally Charley to the board table for presentation and um, regarding the work of the Orno Coalition and the research and building protective factors in children's lives and our work on um, strengthening our multi-tered systems of support. Uh, there's so much great literature out there and research. So, as a reminder to um our community, after a multi-year process of earning a federal grant or applying for a federal grant, we're able to earn that and to provide funds for chemical health and mental health prevention for our students. And Ally and her team are now in the third year of either we hope it's either a five or we're hoping 10-year grant. Um Alli's work is building on decades of creating the critical protective factors in children's lives and is very researchbased. So she's here to present the latest research combined with sort of an intermingling of the updates on the coalition's work, but also what we're doing in our multiple tiered systems and support and how they really all align well together across the whole organization. So I'd turn it over to Ally Charlie. >> Thank you, Christie. Um yeah, I'm excited to be here to share kind of how our frameworks are coming together and the work of the coalition, but also um the work of a lot of people across the district to create this um cultural transformation. So um yeah, I'm I'll be outlining a little bit about the science of the positive and um a little bit about multi-tered systems of support and how those two really work um nicely together. as we always do, we start spirit first, which is really um aligning our shared purpose for this conversation and why we're having it. Um and also aligning our values and our beliefs around the MTSS and the science of the positive. And so for this purpose of this conversation, our shared purpose is um that whole child education is important. That's the thing that we all agree on. Um, and so that's why this is a perfect combination of the positive, the science of the positive with MTSS. So, just to remind you, this is the framework um and the lens that all of the work of the coalition runs through. Um, this is Dr. Jeff Lincolnbach's life work. Um, the science of the positive is an evidence-based approach to creating transformation in communities and really with the lens of prevention. Um, it's this core assumption that the positive exists, that it's worth highlighting, that it's worth measuring, that it's worth growing. Um, and we believe that here. We believe that the positive already exists here, that it's not a matter of bringing in positive strategies, but it's really kind of mining for the the good and the gold that exists um already in the Ornal schools. And you'll see that um throughout the conversation. So, a lot of the work too of the coalition is creating major transformation. It's not just incremental change. What we're trying to do is really shift the pond, right? That frog in the pond analogy, and I'll come back to that, but the cycle of transformation um also comes out of the Montana Institute. And it's this evidence-based process for creating the culture um that we want here. And so, we we align um with spirit, science, action, and return. And so, I'm going to share a little bit about how that perfectly blends the um kind of unraveling of the MTSS across the community. So, we start spirit first with cultural transformation, starting with our why, our shared purpose. We start there, not with strategies, but we really have to get all on the same page, um, rowing in the same direction, in the same boat, as Dr. Klay Cook likes to say, um, with our with our understanding of who we are as a community. So, culture or spirit, sorry, um, answers the question of who we want to be as a district. what good is already here and what good do we want to grow? Um what do we believe about our students? What do we believe about our staff? And what do we believe about our community? And so the way that we weave in the science of the positive is that it invites us to go from fixing deficits to building conditions of success. So we shift our focus from what's wrong with us to what's strong with us because we know that when we lead from a place of the positive, we get a lot more of the outcomes that we are seeking. And then we move into science and this is what we know works, right? This is all the evidence-based strategies and frameworks that we build together. Um and the science reminds us a few key things about our learners and our brains and our whole child um approaches. First is that brains learn best in safety. So we have to have that psychological safety for our executive functioning to be in full effect and um to get the learning outcomes that we are really seeking. And that's why it's so important to consider the whole um child and the whole environment. Also that belonging is a protective factor not just for students but also for staff. We know that there's a whole science of connectedness um and that doubling down on the protective factor approach really allows for students to be engaged in their learning and it also positively impacts our staff. We have more staff engagement, less staff burnout, right? There's so many different outcomes that are associated with belonging and connectedness. Um, and it's been such a great thing that we've gotten the permission to kind of double down on that protective factor here with our strategic direction. The third kind of piece of science is that co-regulation precedes self-regulation. So when our brains are still developing, our kids really need to borrow from the adults in the community. So when we get into strategies and these daily practices and the action part of what MTSS actually looks like on a daily basis, it really requires a lot from our adults. And we have a very high functioning wonderful group of staff that we know is capable of this. And so being able to remind everyone and to align in the science part of that that um we all need to support our students and their regulation um in order to learn. And then lastly, that leading with the positive isn't dismissive of the concern. So the science of the positive doesn't ask us to ignore the problem behaviors. It doesn't ask us to try to fix them. It asks us to just remember that they're not the whole story. That there's also positive that exists in every child and that it's worth, you know, addressing both the protective factors and the risk factors. So it's not dismissive of the problem behaviors. Um there's certainly a lot of strategies with the MTSS to approach those. Um but it's leading from a place of strength getting into the action part of it. Um these are our daily practices, our systems that we create um and the adult behaviors. So the action is what guides us. Um culture doesn't change through intensity, it changes through consistency. And that's daily actions, right? It's it's all aligning in the same mission and vision around what we want for our kids and what we want for our community. Um it's not just doing a one-time training and saying we're going to get this culture um you know where we want it and and strengthen the pond. It's these little things that we do every day. It's little adjustments that we make in our classrooms um and in our conversations and in our interactions with all of our students and our staff to really get us to where we want to be. And the MTSS tells us that it's not about creating a culture or it is about creating a culture of belonging and connectedness and we know that in doing that we get all of the outcomes that we are looking for academically as well. So these these two frameworks really u merge perfectly and then our return in the cycle of transformation. This is usually the thing that we skip fast and we get right back into the action or right back into the spirit. Um but these are our outcomes and our sustainability. Our return is what we experience over time uh when we consistently design environments that support belonging, that support regulation, and that support our learning. And so that allows us to build the conditions for success because it becomes embedded into the culture. It's not just a a program or an initiative or a strategy that we implement one time, but it really becomes a part of who we are. And in terms of transformation, um, when it comes to any sort of framework or initiative, the way that we know it's going well is not because parents or administrators say, "Well, that was a great framework or that was a great strategy." It's because people say, "That's who we are." And so when we have adults regulating, co-regulating our kids, and when we have positive environments and we we're getting the outcomes that we're looking for, it's because it becomes a part of who we are and our daily approach rather than just a a box that we checked and a strategy that we implemented one time. So that's the kind of the cycle of of transformation and really what we're what we're trying to get to. It's perfect because as you can see um a reminder with our character strong the MTSS program um that's a an evidence-based multi-tered solution to support whole child success. So that's exactly what we're doing. We're using the science. We're aligning in the spirit of that whole child um with the with the outcome of a better sense of belonging um improved well-being and increased engagement. And that's not just for our students, that's also for our staff, right? It's a win win win-win of all all involved. MTSS also says that connection doesn't happen on accident and it's not a curriculum, but it's a culture. And so that really speaks to why we're not just trying to make little changes. We're trying to create transformation. We're trying to embed all of this into who we are in Orno um not just what we do um in our classrooms. So, how do we do this? How do we how do we create this transformation? How do we foster these conditions for success? Um, it's not about adding strategies. It's about noticing the conditions that we've already created. We already have a lot of good that's going on. And it's about making those small incremental intentional shifts based on what we understand about the research um that change how students experience our classrooms. And so next week in um our professional development day, we're going to talk a lot about our classroom ecologies. And this is really about designing the environments that support this regulation that the research talks about that it supports the belonging and all of the science of connectedness, which ultimately supports our learning and our academic outcomes. So this is our pond, right? We're working with our frogs, our individual students. Um, but it's also strengthening the environments that they learn and grow and navigate um in when they spend time physically with us. So, I will be um speaking to our staff after Dr. Clay Cook kind of sets us up in the morning at our professional development day and we'll be going through a lot of this conversation but then talking about how we can apply the science of the positive to classroom ecologies. And so what I mean by that there are kind of four actually five because connectedness would be the fifth component of classroom ecologies but there are main um the main considerations are our physical environment our relational environment our emotional environment and then the predictability and routine in each of our classrooms. And um it's also this understanding that behavior isn't always something that a student brings with them into the classroom. sometimes it emerges from what they experience in response to what's happening for them in the class. So these are components that we can talk about um and think about and kind of do a a classroom audit of what our students are experiencing when they spend time with us in our in our hour. So just to outline a little bit about each one, our physical environment is about what our room communicates to our students before our teachers even say a word, right? What's on the wall? What does it say? Um, when students walk in, how do they feel? What do they immediately see? Does the room feel calm? Does it feel chaotic? Um, is it neutral? Are the supports um visible or are they hidden? So, some of those physical components um students should see themselves in each space. And so, making sure that we're considering, you know, what those physical um environments are saying. Our relational environments are about if students feel seen and known and safe um in in their classrooms, right? So, how do teachers begin their class? Are they beginning spirit first? Are they just jumping right into the science or the action? Right? What is it? How do we share about ourselves to our students? How are we fostering those connections and making sure that um our students feel seen and understood? Who might go unnoticed until something goes wrong, right? We don't want students falling through the cracks just because they're quiet, right? We want to be able to make sure that they are feeling um connected. So, we know from the research that connection precedes compliance, right? Connection before correction. That's a really important component of MTSS. And so, that fits in perfectly with our relational environments. Our emotional environments are about what our tone of our classrooms communicate, right? How do our nervous systems show up? We all bring our nervous systems with us, right? So, because we talk so much about adult behavior, what is it that our adults are bringing with them into the room? What emotions are are expressed and are safe in the classroom? Do students know how to ask for help? Right? Regulated adults create regulated spaces. So, we're making sure that in some cases we're borrowing that prefrontal cortex, right? You have to be that for for the kids who don't have that um fully developed brain yet. Same for regulation. That's a really important part that psychological safety and that regulated system has to be there in order for the executive functioning to be at its best, right? Which also increases our our learning outcomes. The last part of this is our um or the predictability and routine. So, do our students know what to expect and how to succeed? So, are those expectations taught or are they assumed? Are we making sure that they're communicated clearly? Do transitions feel calm or rushed? how consistent are our responses to common behaviors, right? The predictability um lowers our stress and increases our executive functioning which ultimately increases our memory and our learning which are really important um in this whole conversation. And then lastly is our connectedness ecology. So stu do students feel like they matter? Do their voices matter? Um do they have meaningful roles in their classroom experience? Are there um voices influenced in the classroom? Are there visible signals that they belong? Right? We know from the research of the science of connectiveness that belonging increases engagement and persistence both for students and for staff. So, making sure that we have a really solid understanding of these little incremental changes that we may or may not need to make um in our classrooms to make sure that our ponds are um you know, pristine for our students. The work of the MTSS and the science of the positive, this is not about fixing students or even fixing behavior. That's a common misperception, but it's about strengthening our environments that they grow in and trusting that when we do, when we double down on the protective factors that we're going to get the positive outcomes that we're looking for rather than just chasing the behavior or chasing the risk, right? So, there's your pond, right? That's that's what we can all agree on. Um that this this work matters. What we know um is that there is good here. Um it's worth highlighting. It's worth growing. It's worth investing in. um it's worth making these little changes because we know from the research um and the science that there's a lot to um a lot of positive outcomes um given this approach. So that's the work right now of collective efficacy around a lot of different people coming together to create this change um and it's such a passion project of mine so I'm um elated to be a part of it. >> Do you mind if I say one more thing that I forgot to say as we introduced you? So um Ally talked about Monday and at the professional day and so Dr. Cook will be here and his keynote will be about mindsets and we had done the mindset um survey and so it will be about mindsets sets and beliefs um about student behavior um and student ecology or classroom ecology. So that will be the beginning probably about an hour and I we can send all of you the exact agenda and then there I'm going to look at Aaron there's probably about six or eight or maybe Ally has it off on the top of her head maybe um sessions after that and Dr. Cook will teach two sessions um um at one right after each other and they are about specifically like um everything from functional behavioral assessment but also what we call the lowhigh toolkit meaning um their high impact strategies that are for staff that make a profound difference in students. So think of the whole day is really what are the supports that we need in tier one classrooms at that low level that's for everyone. um what do teachers need in order to be successful at at tier one. Um that's for everybody so that all kids can be successful and Alli's teaching um one of those second session second session on classroom ecology and what it looks like for um what should classrooms look like um that create belonging and connectedness. So we're really excited. We have a lot of staff who've are who've stepped up and are also going to be teaching um K12 staff and our peer evaluators and um I don't know if there's Aaron there's anything else you would say or Ally about the the February date but we're very excited for the the PD and then the afternoon they'll they'll go back and work in their PLC's on on how to apply this um into their classrooms. They'll have time to work together. >> Thank you. Does anybody have any questions or I don't have a question. I just have a comment that I love the prevention side of this. Um just setting it all up for success at the beginning. Don't wait for them to fail. Don't wait for behaviors to students to melt down, teachers to melt down, all of that to then have to fix it. Um I took a lot of notes just um high level that I I think are really really positive. So, thank you for your work in this area. >> It's obvious that this is a passion of yours and it comes through and it's wonderful. I kept thinking about I was wrote down things for myself because um different than a classroom but home life there's a lot of similarities in terms of expectations regulation and that we we have to be the the people with the preffrontal cortex that's engaged because the kids especially when they're little can't. And then it makes me think of um these lessons just like our character might sprinkle out into the families and their homes and like ECF just knowing this sort of positive uh approach at that young age if uh as a new parent for example um is very empowering because it's not it is it is not waiting for something bad it's how to make it good. Um, so sorry rambling. I'm excited for you. I hope Monday goes great. >> So I know we said this at the beginning, but I think it bears repeating that this is coming from a grant. And it would be certainly something I feel like we would support as a school, but we've talked many times about limited budgets and limited funding. And I just am very pleased that there have been so many people at this school have put this as a priority and tried to find creative ways to fund it. um it's greatly appreciated. And then I had a question and if you don't know, this is kind of a random don't want to put you on the spot question, but do you know of any other school districts who are doing this and what kind of success they're having or do you have do we have some exemplars that we're looking at too along the way? Yeah, actually the state of Minnesota leads the work in um or kind of leads the way in this work and we are a part of a cohort of us a bunch of other school districts in the state of Minnesota who are really leading the way in using the science of the positive as a prevention universal prevention tool. Um so we're really proud of that. The Montana Institute has been a huge part of kind of guiding our our process and our the way that we've chosen to approach the work. Um I certainly know of a lot of different school districts in uh Minnesota and across the nation who have this specific grant. But I will say that here our our school board, our administrators, our leaders have really given us permission to focus on the protective factors and that is that is special. Um it's not always how it is. Um I've worked in other communities where it hasn't been that way. Um I'm I'm think that prevention as a whole is kind of leaning towards that a little bit more and more as more research comes around to support that work. Um but we are definitely unique in Orno in our approach to this work um and the way that we've woven this all together. So this is especially fun to be a part of. We're we're very grateful and it just passes the the common sense approach. I mean, what you're saying, you know, if it was just off the wall, maybe people would be more skeptical, but it it makes complete sense. So, I'm glad that that you're working on that. Thank you. >> Two, it resonates, you know, I mean, it builds upon the what we've been talking about for 25 years since you all were in school. Um, and what's cool is that you are affirming is that you can see the change over time. Um, we'll be bringing back student survey data and you can see the change like when you focus on building protective factors in children's lives, they make better decisions and they um the whole child education really matters. >> Nicely done. Thank you so much for taking the time. Thank you. Sorry, Tim. Oh, oh, I was just going to say thank you, Ellie. It's is really encouraging again to echo others. All of this work and and protective factors uh when I'm uh not sitting in a board chair, I I spend a lot of time developing interventions to to help people that uh maybe didn't experience the preventative efforts that they ought to have. So, it's really encouraging to see us doing this in our district. >> Thank you. >> Great. Next up is approving the construction bid for the 2026 window and door repairs. Thank you, Madam Chair. I welcome Mr. Nick Tainter. >> Oh, um, our business director of business services. Not an easy act to follow there, Nick. >> Um, this is this is a very positive environment. We believe in you. We're excited about what you have to say, too. That's exactly right. >> That's good. Um and um this evening we're going to be Nick, Mr. Tinter will be talking about the bid process and then award for windows and doors and the project and long-term facility maintenance. Um these bid processes are for replacing specifically the windows and doors at the discovery center and then at the main campus during the summer of 2026. I again want to thank Mr. Tainter, Mr. Aishins for all of their support as and leadership um and their work um for the entire process as well as the bid process. Um we're also really grateful to work with um a number of excellent biders. Um so we're very very excited about that. Um and I also would just want to always mention just thanking uh our partners in W Architect for their support um over the entire process. So, um, tonight I'll turn it over to Mr. Tainter. He's got, um, good news, um, regarding, it wasn't as positive or as low as we hoped, but still right in there, but regarding our lowest responsible bidder and ask you to consider and approve the award bid. So, Mr. Ter, >> thank you, Dr. Flesher, board chair, board chairs, and the esteemed board members of Warno. Thank you for having me this evening to uh, discuss about windows and doors and uh, and those kinds of things. Uh, um, so just take you back a little bit. Uh so we did uh LTFM bonds, long-term facility maintenance bonds in June to help uh help uh purchase these or to help with funding these uh these needs. And and so tonight you'll have in front of you windows and doors um like Dr. Flesher had mentioned uh mainly to the Discovery Center and then throughout other priority areas. I know we're hitting the middle school and a few other buildings as well with um improvements to windows and doors that are necessary. Um our our our great partners at W. We do a review every year or actually at least a couple times a year where we go through and prioritize the the needs of of how to with um sustain um our you know well over $2 million of just infrastructure, right? So when we talk about those types of things, we they they'll go down to the nuts and bolts of everything and figure out where where where those necessary um updates need to be made. Um so tonight we're talking about windows and doors. Um a couple uh last month we had uh the board approve the um tuck pointing. So it's all about long-term facility maintenance of our buildings. Um those two projects together um came on budget. We are under budget on the on the actual bids that came in for the tuck pointing. We were a little over budget um on the uh on the windows and doors that you'll see tonight. However, in total, right on budget with the total uh amount that we had um funded ourselves or or had gone out for bonds in in June to uh fund these projects. So, with that said, um I have uh let's see, we've got the recommendation to the board tonight to approve the low base bid um in the amount of 383,850 um to and with two alternates. So, there were two alternates. Alternates are just additional projects that we may want may we we could include or may not to u include for until maybe a future date. But with like I said with the budget wise um we we chose to continue or we're recommending to include these alternates. Um so we have alternate one for 40,900 alternate two for 70,500 to CM construction companies. We had five biders um all great uh bids coming in. Um, CM Construction was the lowest bid with uh with at 300. The base bid was a 383850 along with those alternates. Um, as you may recall, CM Construction was also our our main contractor for the IEQ at the link project which we had a very successful project with them. And so we're looking forward to working with them again on this uh throughout the summer. um project will start um uh anywhere between June and then throughout the summer months to conclude um in the in the in the middle of August. Um let's see I covered that that Yep. Yeah. And again, thank you to Chad Aish, coordinator Billing Grounds. He does a lot of the project management of this, our partners in W and obviously the board and administration and supporting these efforts that we that are necessary. Thank you. Thank you for for the presentation, but also I love the fact that it's going to happen in the summer. That takes forethought and planning. So, thank you. Um because that's less disruptive. So, um does anybody have any questions? >> Okay. So, um all uh do I have a motion to approve the recommendation? >> So, moved. >> Do I have a second? >> Second. >> Any discussion? Okay, Tim, I'll start with you for your vote. >> I >> I >> I >> I >> Terrific. Thank you, everyone. Thank you, Nick. >> All right, next up, uh any other new business? Okay, I'd like to just point out theformational items of February enrollment, which looks very good. The next regular meeting will be uh held on Monday, February 23rd, 2026 at 7 p.m. here in the district office assembly room. We will have coffee and conversation at 6:30 p.m. with a subset of of board members and the public is welcome to come and actually engage and have a discussion with board members that are there. Um and that includes students. We talked about that at the student senate. So um everyone is welcome. Uh all right. So our final is the adjournment. That that is a roll call vote. Um Tim, do you or I who I need a motion. I'm sorry. >> Move to adjourn. >> Move to adjourn. Do I have a second? >> Second. Take his first. >> Okay. Um uh Tim, let's start with you. I I