Okay. Um, tonight we start with community members questions and comments. Nobody signed up again, so we will continue to call this meeting to order. Next is uh the pledge of allegiance. Laura, would you mind leading us, please? Thank you. Next is the consideration of the agenda. Is there any are there any changes people would like to have made? Okay. Next is the consent agenda. The consent agenda contains routine matters that typically do not require board discussion. Individual board members may remove an item for from the consent agenda for discussion or separate action. Tonight, the consent agenda items are as follows. Approve minutes from the regular board meeting held on March 9th, 2026. Approve personnel recommendations. Accept donations totaling $11,76752. Approve treasurer's report for February 2026. Approve electronic fund transfers for February 2026. Approve voucher and payment registers as presented. Bill vouchers, EP register, EFT voucher registers, and Capital One transaction register. Do I have a motion to approve the consent agenda? >> So moved. Do I have a second? >> Second. Uh any discussion? All those in favor say I. >> I. >> Any opposed? Okay. Terrific. Next superintendent's report on excellence. Dr. Flesher. >> Thank you, Madam Chair. Since our last meeting on March 9th, our students and staff have been focused on deep learning and engagement. So, we'll start with academics. Our kindergarten students recently visited the Western Henipin Pioneer Museum, as a culminating experience for their arts and letters learning module, America Then and Now. And throughout this unit, students explored the essential question, how has innovation changed life in America over time. That's [clears throat] kindergarten. >> Yes. They studied artifacts, literature, and visual art that showed how daily life has evolved over generations. And during their museum visit, students viewed historical objects up close and made meaningful connections to the past. Special thanks to Mr. Bob Gash and Mr. Kelly Shaughnessy and all the other museum volunteers who help students engage in the hands-on discovery. One kindergartener shared, "There's so much to see. We could have stayed all day." The seventh [clears throat] grade um state history day competition is this Sunday, April 19th in Minneapolis. 22 students will be presenting nine projects. We have Reagan Liord for Hindenburg, Tommy Manazi and Nathan Radcliffe for how Chernobyl revolutionized nuclear safety. Lissy Toppen for Munich Massacre. Payton Healey and Violet Woolly for Simon Dabio Ovier. Everett Anderson and Libby Lindell for the great religious schism. Harold Campbell for Muhammad Ali civil rights. Emma Barlage and Eve Hall for the match girl strike. Quinn Rogers and Evelyn Verplank for Donna De Verona and Mavan Condada for Edward Jenner and the invasion uh invention of vaccination. Really impressive projects for seventh graders. Um and we recently learned that two students were selected in the paper category and there's remarkable honors. Only 12 students statewide were selected and two were from Orno. So, congratulations to Freya Blessing for Alice Paul and her revolutionary fight for for equal rights and Nathan Bar for the Harlem Hell Fighters. Um, really well done and congratulations and best of luck to our state compet um competitors this weekend. In their area of arts, band and solo competition was last Friday, April 10th. Two students uh played solos this year. We had senior Elise Meyer on flute, senior Kaia Ericson on clarinet, and both students earned superior or the highest ratings, and Kaia earned a perfect score. So, congratulations to our outstanding musicians. In the area of activities, um Oro's robotics team, the Spartans, had a great season demonstrating teamwork, professionalism, and character. As you remember in March, we had the as um chair um board member Lensgard described that that the Northern Lights Regional Competition, they earned a gracious professionalism award for helping another team repair and code their robot so they could compete. This last weekend they made their mark at the Granite City Regional Competition and after quick making quick fix fixes to repair damage and adjust wiring and programming, the team finished 18th out of 51 teams. They were then selected by an Alliance captain to compete in the elimination rounds due to their performance and potential. And the competition culminated with Orno proudly earning the Granite City Regional Safety Award, recognizing the team's leadership, consistency, and commitment to safety. And congratulations um on a job well done and an amazing season for our Spart team. Last weekend, the Orno speech team traveled to Jordan for the last chance tournament to wrap up the regular season and the team took first place in large team division. The spring so showcases on Thursday at 6 p.m. at Orno High School auditorium and the section tournament will begin Saturday. Good luck to our speech team. In athletics, senior Adrien Lersie was awarded one of 15 National Football Foundation honorable mention senior athlete awards. The award honors Minnesota's high school football players for their outstanding athletic, academic, and community service accomplishments. Adrienne will be attending the University of Wisconsin Madison next year. Congratulations, Adrien. We're also thrilled to announce that Maya Moore is our 2026 Athena Award recipient. Maya is an outstanding basketball player and had a record-breaking season. The Athena Award recogniz recognizes one senior female athlete at Orno High School who has distinguished herself an exceptional athletic achievement and Maya will be honored at the Athena Awards lunchon in May. Congratulations to Maya on this very special recognition. And spring athletic season is well underway. We have 449 athletes involved in just the spring season alone. And we invite the public to come out uh and support our Spartans. Here's what we've going on this week. Girls go golf competed today at Pebble Creek Golf Club. Um, boys tennis traveled also today to Monamidi. Baseball has a varsity game tomorrow at Minneapolis Edison at 600 p.m. Girls lacrosse is home tomorrow versus Weisetta at 700 p.m. Softball is also home tomorrow versus Waconia at 4:30 p.m. Boys golf competes Wednesday at 11:00 a.m. at Bluff Creek. Um, boys volleyball is home versus Lakeville South on Wednesday at 7. Boys and girls track and field invitational is at Pestin Stadium Thursday beginning at 4 PM and boys lacrosse at Delano Thursday at 6:30. Paul, you are a very busy man. Um, and just for other upcoming events, um, some exciting spring events that are coming soon for our community, performances of the Orno High School spring play, The BL Spirit will be April 23rd to 25th at Fenhold Auditorium. This is a null coward comedy that promises to be a fun experience. So, please come out, get your tickets soon. The Community Wellness Expo is April 30th from 5:00 to 7:00 in the activity center. This is a free event and we invite the entire public. Um, there will be more than 50 community organizations on hand to provide helpful information for all of our families. Visitors can engage in hands-on service or activities, donate blood, attend family yoga demonstration, and visit with a Highland cow. Um, and the Coded and Love charity is also requesting donations of gently used or adult youth coats and winter boots. The details are on the Wellness Expo website. So, please come out and join us. And last, the Orno Foundation for Education Spartan Suare is May 1st at the Weisetta Country Club. More than half of the tickets are already sold. The online silent auction begins Monday, April 27th. This is the foundation's biggest fundraising event of the year. Proceeds support all of Orno students. I can't begin to share how grateful we are for the funding that supported new curriculum materials in this last year, the character program, all of the staff professional development, and so much more. So, please get your tickets today or consider bidding on a silent auction item. Thank you again to the Orno Foundation. And that concludes my report for tonight. Thank you. Fantastic. Next up are board members questions and comments. Uh we start with the Finance and Facilities Committee report. Um which one of you Perfect. Go ahead, Todd. >> Let me just pull up my notes if that's all right. All right. So, yeah, we did meet uh last week for the facilities and finance. There were two topics really that uh we dove into. One is the plan for uh lease purchase to build outdoor uh what's the word I'm looking for? Tennis. Tennis courts. [laughter] >> Good representation. >> Tennis courts. Uh planning of 777,000. Um the cost would be spread over about 10 years through a dedicated tax levy creating long-term community benefits while managing the fiscal impact responsibly. Uh the other was the revised 2526 budget which incorporates updated information on staffing costs and operational needs as they're better understood. Uh the highlights from that is uh we have a very uh balanced general fund with 46.7 million in revenue and 46.5 million in expenditures. We project an unassigned fund balance of 6.53%. So we are going in the right direction making our improvements as we have been trying to and enrollment is expected to grow at 1% which is what we try to aim for. So a a good revised report. That concludes mine. >> Thank you. Um, I'll do the policy uh committee report. We did meet um back at the end of March. Um, and the policies that we discussed are in your packet tonight. Um, I will now ask to go around if you have any other board updates, Tim. >> Yes. Uh, uh, several. We we did our our day at the Hill and and met with some of our elected representatives and I followed up with some of them last week and and so far what we're hearing is that there is support and it's a double negative of the to repeal the repeal of funding. So essentially meaning uh not cutting special education by a quarter of a billion dollars is or that that's what that means. We keep having to think about that. Uh so that's encouraging. Obviously it's not a thing yet. it's not real but that it's good to hear that there is some support for that um among individuals the collective remains of course to be seen. Uh and then I represented Wendy at the AMSD meeting and they went over their legislative update. I I would say the overall uh tone there isn't particularly optimistic. Uh and they they did however uh finalize their legislative priorities and have published those for those who want to look them up. And I think on a related and unrelated note, I finished reading the Lord of the Rings trilogy to the kids. Uh many many themes in there about letting go of power that I think many of us uh could do well to remember sometimes. So >> good reminder, Laura. >> Uh last Friday I went to the community education advisory council. Uh we actually had as guest speaker Leslie who is the parent educator over at the discovery center. So, it was um interesting to talk to her and and learn what she's doing over there. They are examining a new curriculum potentially. They've been with the creative curriculum for a very long time and are finding a lot of embedded uh costs that are coming up with this, especially staying on on with their online resources. So, they're looking at something that's called Frog Street, which is um in many of the other school districts that are neighboring us. and it looks like it's actually going to potentially be better aligned with um with their letters training and what they're trying to do going forward. So, better alignment, lower cost. Sounds like that's probably a great win for them, but we'll hear more about that. Uh summer enrollments are already happening. Uh they were at 6,50 as of last Friday. Uh you may remember there were 7,600 the entirety of summer last year. So they are definitely on track to exceed that again this year. Uh they already have as as an aside 101 kindergarteners enrolled for their ready set kindergarten class which is fantastic. They're getting a very large percentage which I think really helps our kindergarten teachers when they start the year. And um employment they have the open activity center position the coordinator. They already have over 50 applicants for that position. So, I think they're going to be able to make an excellent choice and and be a little selective about what they do. So, more to come on that as well. Uh Wendy and I did you want to do the the curriculum meeting later? You you talk about that? I I'll leave that one for you. And um not that it wasn't fascinating, but I also was just at the Minnotonka Beach City Council meeting this evening. They invited me to come. They're doing their kind of state of the city address, and they're actually working on connectedness as well. So, it's very much aligned with what we are doing. They're connecting with other leaders. Uh, in addition to me being there, the Three Rivers Park Commissioner, Marge Beard, was there. She would like to connect with us as well. So, maybe more to come on that in the future. Uh, but they had some questions about curriculum and about budgeting. Very thoughtful. Uh, we have 61 students that come to us from Minnitanka Beach. So, it's not a huge number, but it's a significant number. And, uh, it was great to talk to them. That concludes my report. >> Wonderful. Thank you, Todd. No further updates. >> Thank you, Wendy. Um, so this gosh, see it's a month ago, I was um attended the parent advisory council at uh the discovery center and they are really um doing an awesome job over there considering it was like pulling teeth for several years to get parents to join. And they have a really robust group now. Um the Junior Spartan closet is up and running. Um they just did their big seasonal turnover. So, anybody who has donations, please um reach out to them. Um they're going to be talking about marketing and getting the word out to build it. But um but so far it's been great. They're also incorporating a lot of um families into getting them involved for connectedness events like backyard cleanup, getting everybody out, kids can play. um they were planning their teacher appreciation appreciation week getting the kids and parents involved in that and their end of already talking about their end of year parties. So that pardon me a lot going on um the discovery center which was really exciting. So as Laura said she and I attended the curriculum committee um council and we um we learned about the changes in the path for science potentially coming up. Um more will be um addressed on that but just um one talking point you know um or one area of feedback. Um we also talked about social studies curriculum review because those standards um just changed and are going to be implemented in the fall. So talking about that um I think what I most appreciate about um the thoughtfulness in thinking about the coursework and curriculum I'd say two things. um the first opening doors for our kids um creating pathways for them so that not every student follows the same trajectory. And so how can we meet the needs of all of our kids um and offer flexibility? And the second is when dealing with these curricular changes or changes in grade level when things are going to be taught. Um talking to the experts, the teachers who are actually teaching these courses and saying is this doable at this level or what needs to be changed or we need you know to integrate new standards. How can we do that? most effectively and efficiently um for our students. And so bringing in those science teachers, those social studies teachers um is is really great. So we can feel confident that those who know best are making the decisions um for our kids. And finally, did I get everything? >> Absolutely. It was fascinating actually. We saw the textbooks, the different kinds, and how many different ways you can present the same material and it looks so radically different. So yes, kudos to our teacher experts who can make those decisions because it's not easy. >> Yeah, thank you for that. Um I attended to the OMSPA meeting last week. Um also really um involved in activities for the kids, teacher appreciation week, uh principal day, admin day. So really celebrating the um staff over there. Um they had uh the first year of their film festival unfortunately didn't take off. Um it is on the 17th of April um at 6 PM in the Orno High School auditorium. Um they had five kids sign up which is great. So they're going to host it for those five. Um but hopefully this is just the first year and you know kids will get it up and running. So that is it for and final report is um I was at AMSD and MASA day at the capitol today. So, I was there for the morning um hearing from legislators and um all of the work happening. I would say the big things that um I think are important for our community to know are the budget. Um there's even though it's not a funding year, it's policy year. Um doesn't seem like a whole lot happening in policy, but there's a lot of cuts happening in finance. Um so Tim talked about the special education potential $300 million 250 has gone up to 300 million. Um that bipartisan has no support um which [clears throat] is great. Um the other thing is um a lot of discussion about um one-time comp compensation for school safety initiatives potentially happening. Um, and a lot of discussion about the um, uh, comp a one-time compensatory, which I know is not a huge pocket for us, but it's still money. Um, so a one-time hold harmless because the compensatory task force, their report's not due till October. So saying let's get that give us another year of funding and let them make the report about um they need to change the um formula for how districts um receive compensatory. And the last is uh well two things literacy incentive aid. The governor changed it from MCA proficiency and growth to poverty. Um but that does not seem to have traction right now at the capital. Um they're saying now is not the time for that shift. So hopefully that will not hopefully they'll leave it at least for this year the way it is. And the last is oh well two more things. The insurance there's discussion about statewide mandatory insurance. Um and the cost is pretty high for school districts. Um so that is going to be something that is probably not going to happen this year. We were told repeatedly today it most likely will not happen for this coming year. but possibly the year after they're going to be collecting data. So, the district will be receiving surveys from the legislative um business office about what impacts that will have. So, take a look for those surveys and then um that will probably be something that we want to discuss with our legislators um moving forward. Um in addition, that is packaged with another bill of um teacher pay minimum. So that would take negotiation of minimum out. So those are packaged together. Um and of course no funding for that. So and then the final that you're going to be hearing about from me a lot coming up is there's a a potential constitutional amendment um that will be on the ballot about um the use of Minnesota school trust lands. I won't go into that now um because it has to pass first and it's pretty detailed. MSBA is going to be coming out with um a video kind of explaining it when that happens. I'll make sure to get it to all of you and we can talk about this, but there's no sense talking about it if it doesn't pass. It does have traction the capital and we think it will, but um this is not something that the governor says yes or no. It goes to the voters. So, we'll talk about that in the future. That concludes my report. >> Thank you. really appreciate your analysis of what's going on at the capital. Gavin, >> no thanks. >> There you go. Um I just have one uh item to add and that is uh that after the finance meeting was over um I had extra time um and so Christy and I went on a tour um of the Schuman is area and the there's definitely still work happening with from the the water main burst but boy the changes that are made that already have been made are really great. Um, so I have like two photos on my phone if you want to see them there. Um, but that's after the meeting. So, thank you for the tour. Um, okay. On to old business. Is there any other old business? Okay, hearing none, we'll move into new business. First up, activities and athletics update. Dr. Flesher. >> Thank you, Madam Chair. I welcome Mr. Dr. Paul Bruner, Oro School's activi activities director to the board table for presentation regarding all things activities and athletic um from the 202526 school year. It's been another amazing school year for um activities and building upon the success of the last several years. Uh we are very proud of our student athletes, our student musicians and our thespians who continually shine. Belonging to a team or any type of an activity group is a major point of connectedness in Orno schools. And tonight, Mr. Bruner will provide an overview of our program, our philosophy for education based activities, a recap on the school year, as well as several points of pride. Um we're very also I just want to say we're very grateful to Mr. Bruner for his leadership in Orno schools and I see his positive impact for our students across the campus on a daily basis. So I turn it over to Mr. Bruner. All right. Um, it's great to be here, Dr. Flesher, um, chair borchers, and members of the board. Thank you for having me. Um, it's exciting to be here to share all of the exciting things happening in the athletics and activities department. Um, and you'll see on the screen in front of you some of the points that I'm going to get into. Um, and so I'll get started. arrows, right? Arrows. >> Oh. >> Oh. Okay. Try this. All right. So to begin, I just I wanted to express some gratitude to not only people in this room, but to everyone um who's involved uh in some capacity um and plays a role in helping us provide meaningful and positive experiences for our students. Um as you hear uh in these meetings from Dr. Flesher, the reports, um there's a lot going on and even more that she doesn't share. And so, um, it it's a blast for me to be a part of all of those things, but I also recognize, um, it's not just me. Um, it's department staff, it's it's coaches, adviserss, um, students, families, and everybody. It it takes all of us. And, um, when we are working together and we're aligned and we're consistent, um, that that that shows up in the experiences that our kids have. Um, and so I'm just grateful to be a part of this community. um my third year um has flown by sort of also feels like it it's been almost I don't know 30 years at times it's it's so so many things going on so u I just want to express that gratitude um the next thing I wanted to share is this um the M&Aa that's essentially an organization that provides professional development to all activity administrators in the state and the high school league um they encourage all of us and our coaches to essentially come up with our own mission statements or purpose statements. And this is something that when I started here three years ago, I um right away asked our coaches to do. I I said, "What what is your purpose statement? Why do you coach? Why do you lead? Um why do you do what you do?" Um and later in my presentation, I'll I'll share some of those. Um but for myself, I thought I'm asking others to do it. I better do it myself. And so on the screen in front of you um is is my purpose statement um in this role. And um the cool thing about that is um those are things that I'm passionate about in providing to our to our students um and those are things that the district is passionate about. And so uh to to see the alignment in that has has really helped. And so um once again it it's it's how I stay grounded in what I'm doing every day. It's how I um the filter and the lens I use to make decisions. Um and so I just thought I would share that with you. All right. Um what I want to share and remind everyone is that what we do in our department athletics and activities um we exist to complement and enhance what the district is doing and what our teachers are doing in the classroom. Um we aren't simply some separate entity that just exists and we just uh throw out the the balls and the bats and the uniforms and just tell them to play. uh we have a we have a purpose and we are aligned in that. And so on the screen in front of you, you'll see the district's strategic goals and values. And as I looked at that, I just thought, wow, these are the things that we are trying to do with our offerings. I mean, I I think about athletics and activities and that environment that we provide for our kids and our goal of developing character. No better place to develop character than on on a team. No better place to experience connectedness with your classmates and peers and others than in an activity. And in the values of excellence and resilience and relationships, when those play out in our activities and in our teams, um excellence happens. And so, um, I'm proud of the work that we do to enhance the goals of the district. All right. Um, when the bell rings at 2:40 in the high school and later on for the middle school, um, the school day is done, but the learning continues. That's what I tell our coaches. And, um, I had someone ask me this recently. They said, "How many of your coaches or adviserss are are teachers or educators in the district and how many aren't?" And a majority um do not teach or work in the school. That's not a surprise. And that's not unique um just to Orino. But what I what I told that person was regardless of what our coaches and adviserss do um to earn a living um our expectations don't change for how we view their role. And so I I talk to all of our coaches and our adviserss. We view them as educators and we view what we're doing as curriculum and the environment that they're in. We view that as a classroom. And so if I could narrow it down to one goal that we're trying to accomplish throughout our programs, we're trying to develop better humans. And in return, if we can do that, um, for the athletics and activities side of like what about results and what about outcomes? Yes, we care about those, but I know for a fact and data proves if we develop better humans, we're going to get better outcomes and results. So, so we're going to focus on developing better people and the results will come. >> [snorts] >> You'll notice on my slides I have lots of pictures. Uh many I uh take myself on my phone. Um and many I use from um other sources. Um with this slide in particular, what I want to emphasize and highlight um and and one thing I just want to say um my um eight-year-old son is actually in one of those pictures. um the first ones standing um next to um yeah Nolan Groves who was a yeah great athlete here and great student and leader um and just to remind everybody the board and the public and anyone that listens to this um that it's much bigger than the just the activity itself and so you'll see on the screen it's it's not just an activity it's school pride it's the community coming together it's leadership and it's relationships and so just some Some of those pictures demonstrate that um it's not just an event. It's much bigger than that. So the next couple slides will provide an overview of um the things that our department provides um to students. Um and um on the screen now it's it starts with state high school league athletics. Um, and I didn't start with this because they're more important than anything. They're not. Um, we view all opportunities for kids as equal because the same outcomes um are available to everyone of belonging and connectedness and relationships. But the reality is the things on the screen take up a majority of my time. Um, high school league sponsored athletics are obviously governed by the state high school league. Um, there are rules or bylaws, etc. that's no surprise to you. Um, but essentially each season in the fall and the winter and the spring we have between eight to 10 offerings and then I'll get into more details later. Each offering has different different levels of participation, right? A varsity team, a JV, etc. So on the screen is high school league athletics. Um, next the the kind of two other categories. Um, and they're I sort of call them all activities. I kind of group clubs in there as well and and I'll explain that. Um, so kind of the two different categories of activities that we oversee. One has some connection to the state high school league and you'll see that up there. Debate, one act play, robotics, and speech. Um, and then the other ones on the screen listed um are other activities andor clubs that are offered to students. Um, some of those I have um more involvement with and some I have um little involvement with, especially if they're a club that's led by a teacher. Um, Dr. Steiner and Miss Head lead a lot of those. Um, but I think the point I want to get across with with this is just um the broad range of offerings that we provide to our students. And of course, the goal with all of these is that we provide something for everybody. We want every single student to be involved in something because we believe that if they do it will transform their experience. So some of the numbers with programs and offerings um and as I shared um this is high school league to start um 80% or more of high school students participate in athletics on a team. And so we have 28 programs, but as I mentioned with the different levels, it's more than 85, right? Some program like a boys basketball team as a varsity, a JV, a B squad, and two ninth grade teams and so on. Um and so um overall throughout the year, it's about 1,200 participations with about 750 unduplicated participants. So obviously, what does that show us? Um, we have many students doing more than one thing, which is great, and some doing um more than two, and some doing athletics and arts and all sorts of things. Um, I uh I'll get into this in a second. I stopped by girls flag football practice last week, which is awesome. Actually, it was cold and raining, but they were out there. And it's funny, I like the girls that showed up, they I just came from our basketball banquet. I just came from a softball game and I saw them at the softball game and I just came from track practice and I like it's just amaz I just came from a concert. It's just um they're doing so many things and it it's great to see as I shared um we want something for everybody and so um the number that we share with involvement with athletics or arts or activities or clubs um is a 95% participation rate and we're really proud of that. The other part of this slide um simply mostly shows the new offerings that we've added um in the last year or two for sure since the last time I presented here because I got snowed out last year. So in the last two years um most of those things on the screen are brand new. um debate, robotics, boys volleyball, girls wrestling, girls flag football, mock trial, another level for a girls lacrosse team, and just if you add up the opportunities provided in those, it's over a hundred new opportunities for kids and it's great to see. Um couple other points of pride that are up there. Um we do two different college signing days that we host in the gym. And just collectively over the last two years in the fall and spring we've had 49 senior student athletes sign to play their sport in college. Um and uh you may or may not know um data shows about 5% of students go on to play their sport in college. And at least recently here uh we're well over 10% of our seniors that are continuing to play their sport in college. and that's a testament to them and their families and our coaches and so it's it's really cool to see. And then um also mentioned um I don't have enough time to sit here and just list off all the accomplishments of our teams um and um u in athletics and activities and our band and our choir and everything. Dr. Flesher does a great job providing updates. So so thank you for that. Um the reality is our our teams um and our students in arts and activities are doing a great job and receiving significant recognition. Um and I just tell them um I'm a glorified cheerleader and I'm happy to be along for the ride. So it's it's fun for me to be be able to see them. Um I think I skipped this. I'm just going to touch on it briefly. Um the pictures on the screen actually are our state champions from the last two years. So it's girls swim and dive from um last year. Um it's girls golf um our individual champion from last spring. Um it's our football team. You can sort of see through there um from this fall. And um quick note on on football. I'm not sure if uh any board members had a chance to go to the the championship game. I mean to see that lower bowl essentially half full with our community was was pretty special. Um and then also from the last spring u we had boys double state champions. Um so far this year 11 state tournament appearances. Um my guess is we'll get close to 20 but not quite. Um but just regardless um you know success for us is not just an outcome but when I stop and take a look at that and others ask me about it like that's a lot and I say yes it is like what's what's the secret? Uh there's not a secret. Great kids, great families, great coaches, but I do think it ties back into the focus on connection and belonging and character. I do. Um there's more to it right than that. I'm not naive to to believe that's the only thing. But when you start with that, um I believe this is what happens. Um I'm not going to read these word for word, but as I shared earlier, some of these thoughts on the screen have um are from some of our adviserss and leaders and coaches as a reminder of why we do what we do. And um also on the screen is just a bit of a glimpse of things that um I try to be intentional with that I share with our leaders that are leading our students on um not only our purpose um but some reminders of what's important to us. And so the goal of course is c can can we execute these things in any program in the arts and activities and can our students feel these things? Um and these are questions that we ask our kids following their seasons. Um but it's just a good reminder and for me leading the department to see our adviserss and coaches saying these things um is incredible and then to see them actually live it out with their programs is extra cool. All right. Um, I wanted to take a minute or two to to share something else. Um, a lot of my job and not just mine. I have people that help me um like uh Mr. O'Connor and and Miss Heinen in our department. Um, but a lot of what we do with I call event planning. Um, and on the screen, I don't know if you can see it. Well, on the screen is an example of offerings that we have in one day. It's like two weeks from tomorrow, April 28th. Uh, we have 20 different events going on after school and some of them are at home. Um, some of them are on the road. And so, um, just to give you a glimpse of the things that we're doing. So, for all of our events, um, if they're home, of course, we need officials, um, we need event workers, uh, we need facilities, um, and we we really take pride in, hopefully you've felt this if you've been to a game or an event, in providing a great experience to our spectators, our visitors, our officials. Um, it's something that we believe in. We want to provide a great experience. Um, of course if you're on the road, you need transportation, communication with families, all sorts of things. Um, and then of course in the spring you add in the weather, right? Like right now and um I I just share last week we had to move a baseball game last minute and I looked back and I had had sent and received over 40 emails to move one baseball game with officials, event workers, the other school and families. And so um it's it's a lot but it it's worth it because our students are experiencing great things when they participate in these. So um not every day looks like that but of course as you see um we are a part of over 1500 events uh each school year. So, I'm sort of wrapping up here and I just wanted to um share um a little bit about storytelling and sharing the experience that our students are having. And one way that I try to be intentional, and by no means am I an expert, um with social media, um I I I try hard. There's work to be done to promote and highlight more groups Um, so we'll work on that. Um, but just it's it's um cool to see the interest that people have in what we have going on at our school. Um, and so when I tell you that um monthly on average um most months of the school year, we have over half a million views on our social media accounts of things we post about our kids. So, of course, do the math over the over the course of a school year. Five to 10 million views on social media on what our kids are doing. Um, I love seeing the comments on Facebook from grandparents. Um, students of course more so into sharing on Instagram. Um, but overall it's just fun to highlight our students and all the things that they're doing. So, if you don't follow on social media, please do. And then to close, just a reminder of what we're trying to accomplish. Um, we are connecting leaders to students to provide a great experience. And it takes all of us and it's a lot of work. Um, and at times it can be hard and messy. Um, but when when we believe in the mission and we have great people, um, it's worth it. And so, um, just two things as a reflect, um, that I know from being here for three years. One, we have great people in our community. By far, we have great people. Um, and two, in our department, we still have a lot of work to do, a lot of room for growth and improvement, and that's something that we embrace and um that we look forward to um just getting better and um serving our students um in a better way. So, that concludes my report and um I am happy to answer any questions you might have. I'm gonna make a prediction that Todd has some. >> Does anybody have any? >> Well, first of all, I would say I show me an athletic department anywhere that is functioning perfectly and I'll show you a pretend school like that's not real. So, uh, tremendous work on what you're doing. Uh, but following that, what can we do to support you in in the kind of changes that you would like to see and what would those potentially be? Um, yeah, it's a good question. I I would say at at this time I feel from the top down, starting with Dr. Flesher and the board, I feel supported. Um, I am proud that I have a great relationship with Dr. Flesher and some other people sitting in this room and especially um, Dr. Steiner and Miss Head. We work closely on things. Um, I think it's just always good to, um, remember why we do what we do and what our what our goals are. And so, um, something that I deal with a lot is just managing expectations with everybody and that's totally fine and necessary. But I think, um, when I can be here and and share and I share the same thing in our like fall and winter and spring sport meetings in front of families and kids um, remind people what success looks like, how we measure that, um, and and how we need to be aligned in what we're doing to serve our students. And so I I feel that. So I want to say thank you. Um, and if I can think of more things, I'll certainly let you know. >> Yeah. >> Am I hearing you say we could amplify messages around the outcomes being connection and belonging? That that might uh help some people that might have other >> outcomes in mind. >> Certainly. Okay. >> Wait till your kids are in high school. [laughter] >> I'm just much like when we started Character Counts, right? It it takes a while for that shift to happen. And so the alignment that you have that you've talked about so well with the overall district's goals and and um hopes and dreams. Um you're only in year three and you know um it will take time for the parents and the families to catch up to seeing all of them seeing that that success can mean something other than the score or the a prize. Um but from what I've heard having a high schooler um there is a there has been a culture change. there is an appreciation for the experiences and the the the chances as opposed to the score or the prize. So, um just as a parent, you should know that and my kid is not involved with that many things and so that I'm hearing it from the parents that I know um um and my own kid is a testament to the work that you're doing. >> Thank you. >> Uh awesome. I mean truly it's it's amazing what you do. Um my my question for you is a is a two-parter. Um you get your kind of finger on the pulse. What would you say the students are looking for? And then similarly, what do you think the parents are looking for that we're not providing? >> Um our students give great feedback um when we ask them on their about their experience. Um how did it go? How can we improve? I I didn't have a slide on here that talks about it, but last year, Todd, um over 90% of students on our surveys that we share with them said they had a positive experience, they developed connections with with their peers, they felt supported, and they grew as a person. So, it it tells me they're they're getting it. Um but but I just think um the reminder of what we're trying to accomplish, education-based activities, there's nothing like it, right? It's not a summer team, it's not juniors, it's not club, it's not AAOU, it's completely different. And so that reminder um is important. At the same time, I'll just add um coaching and leading a program is a really hard job. Really hard. Um can be messy, can be tricky. Um, and so I think like the challenge with that is re reminding everybody um, in a in a competitive setting whether it's the arts or activities or athletics and you have to make tough decisions um, with playing time and roles and those sort of things. um that we can still provide a great experience and it can be meaningful to every kid that goes out at every level, not just the the five or seven or 10 that see the court or the ice or you know get the spotlight. Um but but we exist to serve everybody. Um and and it it looks different um but we we can do it. And so just reminding people of that um is important. Any other questions? >> Thank you. I'm really glad you weren't snowed out or hailed out or tornadoed out. I thought it might be. Yeah. Yeah. Yeah. >> I would have felt really bad about that that mother nature would have not let us have this. So, thank you very much for the presentation. >> Thank you. >> Thank you. >> Um, next up, ATPPS. There's a really >> Oh, sorry. >> From the robotics parents. Thank you. >> Oh, yeah. >> They're thrilled every time there's a post. are like they're, you know, we're because it's new. >> Yeah. >> So, it's really it's >> Well, they're the parents are thrilled with the publicity, but thank you. >> Or comp. >> I was going to say yes. Well, I was going to say all the that slide with all of the new things >> for kids um is really impressive. >> Okay. On to QC comp. Yes. Thank you, Madam Chair. Um I welcome Dr. Aaron Ruland, executive director of learning accountability, Mr. Kelly Leapreed. Miss Jessica Havlin and Mr. Ryan Fisky, our ATP, sorry, ATPPS QC compare evaluators and really teacher leaders. Um, to the board table for discussion and remarks regarding the district's QC comp plan. Once again, I just want to take a minute to thank the outstanding professionals who are sitting here before you tonight. They are critical leaders in our organization, not just in teacher evaluation and instructional coaching, but really in mentoring, in induction, in supporting staff um on a daily basis [clears throat] of what it means to be an educator, what it means to be a professional um and and how to have um a positive impact on our kids. Um you know, several reminders to the board as we begin. Um first of all we continue to again align our Q comp and continue improvement practices together to be um a well-aligned um experience for our staff um as well as bringing as they have helped with our instructional leadership teams. Um and second um this is an action item tonight um as QMP is a formal program an agreement between the Orno Education Association and the school district. So Q comp provides integral resources for professional development and growth in the area of teaching and learning. We use these resource resources to provide s support for our teachers every single day. And during all of the implementation, we talk about curriculum changes. We talk about all the things that happen um in our buildings. Um these these three people are doing that work every single day. Um and the OEA um will vote on this matter as well. um they have been tremendously supportive over the um number of years, but we wanted to bring it to the board table tonight. So, with that, I turn it over to our amazing teaching and learning team and express my gratitude for their continued exemplary work. Thank you. >> Thank you, Dr. Flesher, Chair Borchers, and members of the board. I I'm going to pile on gratitude as well. Um I am so grateful for this team. I had the opportunity this year to evaluate them. They're all in their summitive process and and so I was able to observe them working with teachers and um the work they're doing is profound. Um they engage in cognitive coaching and a rigorous rubric that um defines high expectations for teaching and learning and their work um creates reflective practitioners. I saw it in the people they were working with so I know they're making a difference um every day in that way. Um, we do not have substantial changes planned for the UCOM program for next year. So, so you'll be voting essentially on continuing with the program with some tweaks to process that the team will talk about tonight. So, with that, I will turn it over to them. How do I switch? Oh, there it is. Never mind. >> Okay. Um as we start with uh the the mission the inspiring and empowering every student to achieve their highest potential through exceptional experiences. Our team has the benefit of trying to do the same thing for our staff. And we know that from experience and from our time in these roles that when the when staff members feel and know that they are supported deeply and in a profound way that the acceleration of their students increases as well. So this mission we are an organization driven by this and firmly believe in these processes and in this mission statement. So when this was changed in the strategic plan a year and a half or two ago, whenever that was, um I really I I'm fortunate enough to have a little experience in this role where I could just say empowering every teacher to achieve or empowering everybody in education in our district to achieve that because not everyone is a teacher um in a classroom. But um I really appreciate this mission because it allows us to anchor ourselves in what we do on a daily basis. So just as a reminder to the board and to members of the community, these are the core elements of QC comp. Um it involves three primary elements. We we do building goal setting aligned with our continuous improvement process. Uh there's job embedded professional development which we do through our professional learning community teams that teachers meet in weekly. Um and then evaluations that the peer evaluators and principles and instructional supervisors do as well. So those three things combine into um a performance pay model. So Q comp is a model that where teachers are able to uh attain additional pay if they meet um high expectations for performance in those three areas. So, what you see on the screen is um a a really fancy way of thinking about what we do. >> Um and it's a little bit twisted because so many of these elements happen on a daily basis that you're going from one to the next to the next to the next. But it on the far right where it says foundations and support. So last year when we came to report to you, uh we were in the midst of wrapping up a pilot project that talked about all the different frameworks that we had been looking at and analyzing and we came to a a consensus with the staff in aggregate and with a committee that finalized the approval of the Danielson framework but with different look fors that included various elements of Pellsby and um the 5D method. ologies that came from the University of Washington. So that's where we landed on for this year and we've we are still in the uh tweaking stage of that. So this year we knew we were going to look at it. We were going to embed it and yet understand that there's going to need to be some modifications that um come from that. the cognitive coaching element that you see on the far right. I'm fortunate enough to have had a lot of training in that and offer the training through uh Mano State and um it's a way of listening and responding to people that allows them well I I kind of cutely say the widest pasture to dance in >> so that they don't feel uh trapped in a conversation. We're not trying to get the I gota moments. we're trying to expand their thinking instead of detract on their thinking. And um that that basis for how we speak to the people we work with has been uh what Dr. Roland just referred to as that growth model instead of um models that people feel like they got to check the box. So we're we've been purposely moving in that direction for lots of different reasons. So, a typical a typical educator will go through a pre-observation um where we talk about what the expectations are. And this is on your the bottom of the the slide where we talk about expectations. What do they expect uh from a lesson? What do they expect from um an IEP meeting? What do they expect from interactions with a mentor program? And so we go through that so that the uh the educators and ourselves have an idea of what they want to really hone in on and improve on. So when we get through the observation, we have uh some tracks. I think Ryan's going to mention in a little bit uh how we capture that information and then um afterward we we do some comparison work. How did it go as compared to what you envisioned? And in that in that prog the the progression from pre-conference to observation to postconference that involves the the intellect of the people that we work with and they aren't it's it's not a it's not a trap they understand from beginning to end what the expectations are in alignment with Danielson and um that that's really a a really nice symbiotic relationship uh between what they expect of themselves and we hold them uh we hold those examples up that they um they do during those observations and then uh talk about ways back to some of the things that they may not have lived up to their own expectations. So it's it's a really powerful way to increase trust and involve them in the process. And then in the far upper left every three years uh they go through a process just like we did this year with Dr. Rulan being our evaluator. So um the two of them eval have evaluated me this year harshly >> and um and then we've had conversations about my work and then Dr. Ruan was able to follow up with me on on some things that he has seen and some video that we captured so that he could really understand what the scope of this process looked like. Um, and every staff member goes through that in the same process in a three-year cycle. So, it's a it's a it's a very robust program that involves them. It involves uh a framework with which to operate from and we have the tools with which to elevate their thinking. So, another part of our process or our procedures each year are we get to work with staff in some embedded um staff development and that looks like either a work product or an instructional round and um just like in other years and and we'll kind of dig into what the difference is between those and what we get to work with teachers um in doing those two um options. But uh about half of our staff chooses a work product and about the other half chooses an instructional round. So it's really based on what it is that they're working on. And oftent times as Kelly just talked about in those post observations as we get to those post observations, we get the opportunity to say that would be a really great work product or that's a great professional goal. Next year you might think about XYZ. So, we're I'm excited to share with you tonight some of the things that we see teachers doing. And just as a reminder, a work product is something that is student- centered, developed over time, and rep represents a substantial body of work. Um, and so we want it to be something that the teachers or the staff members are working on, digging into, and really learning about as they experience it. Um, right now we are actually in the time of the year where we're working with the teachers on their reflection meetings and so we're getting to be in classrooms or in in meetings or working with staff right now and we're getting to see the great work that they're completing at the end of the year. Um, and so we just wanted to highlight a couple of things that we have seen. And one um, one thing I want to highlight is in the work of technology. I know our team has greatly benefited from working with the technology team um just just like other teachers and staff members are. And so right now I've seen a middle school teacher who is working with AI and partnering um with teachers at other schools to develop curriculum. Um, we have teachers who, oh, we have teachers who are working on arts and letters and developing end of unit projects. And in a minute, um, Ryan is going to show off a little bit of that in in pictures up here for you to see. Another one that I want to highlight is a middle school arts uh band teacher who has spent a lot of time in a professional development and is creating units that bridge some of the the skills that she's teaching her her band students with even some multid-disciplinary um subjects. And so she's bringing in other areas of learning. And so they're just these great substantial pieces of work and we're excited to celebrate those with them. Do you want to show off the middle? >> You know, looking at that too, the student centered is is very important and I think that people who choose to do this really have their students in mind. So that's a beautiful thing to to watch a teacher think about those things like what's going to make the most impact on my students. So um arts and letters was a big lift this year for people. Um it's been going really really well. Um, third grade is doing or has done and continues to do some end of the module capstone projects. And you may have seen these if you were in the building. There was a big glow-in-the-dark thing right down by the gymnasium and and all sorts of stuff going on um that the third grade team kind of brought in and said, "How do we celebrate these kids really hard work at the end of this module? They're digging into these books. They're finding evidence and then they can kind of prove their their knowledge with these things." And so there's some different examples up there. Um, and like I said, the third grade team really kind of uh spearheaded this and some fourth and fifth grade teachers have now jumped in and said, "This is really, really cool. We want to do something like this." And also, it's bringing community members in and parents in to see all the great work their kids are doing. Um, fifth grade had a a wax museum where you got to kind of walk around and and the kids were still and they they made some really good cool presentations. Um, >> sort of sort of still >> sort of still [laughter] sort of not laughing. Um but yeah, it it takes an extraordinary amount of work uh for the teachers and um you know, this is a a prime example of what a work product can do for students and and for a team. So um we're really proud of the third grade team for putting this together and and the work they they did with that. >> The other option that teachers have is the instructional round. And this started this is our third year. Um, this came out of the changes that were made a couple of years ago and this has overwhelmingly been an opportunity that teachers have jumped on and been so excited about. Um, they get to go into each other's rooms and be a part of each other's learning and we I always say when I meet with teachers, it's you get to be a part of the magic happening in different spaces and it just builds a mutual respect as well. So, it's been fun to see um just how the staff has been rejuvenated from this. So, just as a reminder, uh the the staff identify a growth area or something that they would like to work on. Um sometimes that means we're coming in and kind of processing with them and helping them think through goals that they have and how that might look outside of their classroom. Then they go in and observe another staff member. After that, they take those observations back and have time to reflect and process and think about how might that look in my classroom or what can I glean from that and try and um modify for my space. And then we come back and we get to talk about that, how that looked and just hear the excitement. Uh we have lots of examples of how this has really benefited teachers over the last three years. Um, and I'll share. I think we each have a couple or ones that we can share. Um, just recently I was in a sec second grade classroom and I the teacher went and observed in two other rooms the same lesson she was teaching that day in arts and letters and she came back and just overjoyed said, "I just didn't think I was going to get to see something so different than the way I was going to do it." She said, "Same lesson plan, same exact sequence, but the way they said it and the way they they they implemented it with their kids was just enough different that I learned something from both of my teammates on a day where I thought I kind of just really had it." And so that was really really exciting. [clears throat] And then um another one that has been I've been had the opportunity to work with some high school teachers and at the high school they're implementing catalyst training and that is just it's a management system where they're taking time at the beginning of the class to implement the the first five minutes where kids are getting settled and the last five minutes where they're reflecting or reviewing what happened in class that day to just solidify the learning and teachers are going to each other's classrooms and seeing how that looks and it might be an English teacher in a science classroom or you know they're going to different disciplines and so it's really been fun to hear the reflection and the growth and thinking about how they can transfer that to their home. >> Did you have one? >> No. >> Um I just had a couple to talk about. Um sometimes when a a staff member doesn't really have um an aligned um teammate, they go outward into other districts. So I had two people go um to different spots this year. They found the time and they did the like work to to plan it. And the reflections I got were incredible. And so sometimes, you know, we get so busy with what we're doing here. Um it's nice to get out and some somewhere completely different and how they run things and bring those ideas back um and try to incorporate some of those within here. I'll say another thing with this too is um a lot of people throughout this sometimes will get inspired by a staff member or vice versa with the work product and they'll say I want to switch. Can I switch? And absolutely let's switch it. Let's let you, you know, do what you're motivated to do. So sometimes in the middle of the year they'll say I have a really good work product now and I want to start putting this together. So we're flexible in that way that they can they can grow in the in the ways that they're wanting to. Um, so implementation with uh the new model and the rubric refinement. I was not around for all the wonderful work that the tech team and and these guys put in to the rubrics, but I'm able to see the effect of it, which is nice. Um, so a big thanks to Paul Ivers, especially in the tech team putting together this new comp website. And so teachers have responded well to this. It's kind of a one-stop shop where um they're feeling more at ease with where to find stuff. The rubric is readily available for them to check out. Um the added look fors I think have been super helpful in kind of pinpointing what is this particular domain asking for what can I do to incorporate some of these things to make it where I want to land on that rubric. Um so the rubric refinement has gotten a lot of positive feedback and the respect. for example, if it's a nurse or it's a therapeutic specialist, they're very very thankful that it is more aligned with the language to their actual role. Um, so I I find that they are finding it more meaningful and they're able to kind of grow professionally better with that that kind of nailed down language. Um, and then the last thing that has been super helpful on my part when I took this role, I would admire these guys if they're typing when they're watching these observations. Um, and so we we've embedded a microphone. It's just a small microphone and we talk to the people beforehand and make sure they're comfortable with it. Nobody they don't have to listen to themselves. One lady's like, "I don't want to listen to myself." You don't have to. Um, so it is scripted and we can plug it in and it segments it out nicely for that teacher. It aligns with the domains um through AI and they can kind of see in a in a condensed form because otherwise it gets very very long um the most important things that they were saying and that students were saying. So, some of the big things that I can think about is when it was someone in the back of the room typing, they weren't able to u listen into those those conversations between a student and a teacher helping them with an essay or a math problem. And so, it captures that for them. Um, but it also allows us to be more involved in the lesson visually to see those interactions with kids and teachers. Um, an example I can think of is I was in a high school science lab and I was able to walk around and ask the kids what they were doing very carefully because there was some fire involved and things like that, but um it was nice to be able to walk around and know that um the teachers dialogue was being recorded and I could kind of interact with the kids as well. So um those are some some of the the benefits that come along with with that microphone and it's been it's been wellreceived. So those are some of the new things that that have come about. I I think I can speak to the administrative team too is using these tools as well that has made their work much more efficient and effective. This is a great example of a tool that we may have purchased in the past. Um our tech team through our our Google workspace and and AI tools is able to create this and it's a it's a functioning system with within our our walls um to support this process in a more effective and efficient way. Okay. So um we we survey every year um people's experience with peer evaluation. And these were [clears throat] really the four areas that came out of the survey this year. Um that that peer evaluation supports reflective growth. Um that it helps people to feel more confident. They're um they feel affirmed in the process. Um most of that is based on the way that these folks carry out their work. Um they're they focus on cognitive coaching support and it really is this environment of trust and safety. In fact, it was interesting to be invited into that in these very personal conversations about an evaluation experience and people to be comfortable with me in the room who I hadn't been involved in the process at all until that point. So, I think it says a lot about them and and their trust of of this process. So, just to focus on a couple items, um this was like a a 12 question survey and nearly every item was [clears throat] close to 100% agreement. Um the is strongly agree and the red is agree. So this question is about the observer being responsive, flexible and attentive um to individual needs and so people feel personally um impacted by this work. And then just a second quick data point is that trust, confidentiality and non judgment even though at the end of this they do provide an evaluation on this rubric um people feel like it's a reflection and growth model. So again near 100% um agreement with that statement and I think that really speaks to the power of their work. All right. Well, I needed a fancy slide for my mentoring program, just like the earlier one. [laughter] Um, I'm really honored to get to work with our new staff at ORO. Um, it truly is a wonderful part of this job to see the excitement that they bring and and the skills that they bring to our school. And I I also just want to start out by saying thank you to all the mentors. um I'm only one person, but everyone has their own mentor and they do a phenomenal job with their weekly meetings and supporting their teachers and staff members. So, I think um it's important to put that out there. Um, with our district goal of connection, we start each year with those three days bringing in all of the new staff and it is so it is one of the three of the most joyful days getting to come together and many of you come to the lunchon and we leave those three days just really excited about the year and then we get to come on that first Monday and bring everyone down to the stage and they love that. They love coming down. Um, they're always really nervous but it's fun. It's fun to get to um be welcomed and to feel like people are excited to have you here. So that's kind of how we started off, but then throughout the year we have a lot of individualized supports and I think it's important to just share a what the mentors are doing and then a little bit of how I'm supporting the mentors and the new teachers. And so um my goal over the last three years in this role is to really build a personalized program. Our teachers and staff come to us often with robust experience and so they can't all be treated as a first year brand new teacher because that's not where they are and we are so lucky for that. But in learning that about them most every year I'm really trying to make sure that what they're getting is what they need just like we would do for students. So in order to do that some of the things that are built into the program um first is the new teacher we or the new the meetings with their mentor every week then if it's their first year in the program we meet once a month as a whole group and some of the things that we talk about are like close to conference time we talk about what to expect at or know with conferences how to have hard conversations with parents or how to celebrate the things that their students are doing really genuinely. ly because that's really what the parents want to hear about is what their kids are doing. Well, um sometimes it's uh testing. How do we do testing in the spring? So, it's just helping onboard them with all of the expectations in oro. Then individually, I do coaching cycles with every teacher throughout the year. And that's usually based on professional goals that they have. it's um more of an instructional coaching or if they're not in a classroom a professional goal that they have and during that coaching cycle just like an observation we do a premeating then I observe them then we come back and do a reflection meeting so very similarly except I step out of the cognitive coaching role and coach more in an instructional capacity um this year lots of curriculum support specifically at the elementary level um and That's where we also really lean into the mentor because they are the experts. Uh the other piece that I've embedded is just consistent meetings when teachers need help. It might be as simple as an email in the morning saying, I got an email from a parent. Can you help me? Um I just need to talk something out. Can you help me? And so we've embedded that and teachers really welcome that support. And then this year I added midyear and end of the year me individualized meetings where right now we're in those meetings where teachers can reflect and share and give feedback about the program and and needs that they have along with the new teacher uh supports. uh we as a team and we've kind of already covered this but we do a lot of work with teachers to support the different initiatives and um support staff. And so this year some of the the things that we've been supporting or the initiatives are the work with the MTSS um and that has looked a little bit different at each building. I know for myself, I'm working with the Discovery Center and helping build some of their tier one supports because I'm just coming off of working with them in their mentoring program. Um, we as a team have worked a lot with arts and letters and then helping teachers just process curriculum development. Um, Erin, did you want to speak to that second part? Looking ahead? >> Yeah. So, so looking ahead, we know that part of Dr. Flesher's goals includes the development of supports, coaching, and whatever resources we can put in place to support the MTSS work. And this draft logic model, which you've seen, is now in its second iteration. We're working on that with our leadership team. Um, we really envision that the peer evaluators will have a role moving forward in supporting implementation um through feedback and coaching with staff as well as the potential to embed some of the look fors in this in in our rubrics that um are a little bit valuable now because of our technology prowess. So um exciting things to come and just we wanted to include this um as a as a look ahead as well as to see the work coming together across the different initiatives. Ah, so um I I enjoy bringing in a bunch of different readings and resources when I meet with teachers because people are in different places in their lives whether it's career, family, etc. uh professionally and so this poem came this is from Mark Nepo and it's called the be comes and the essence of this in his words are about love and um so I want you to transfer this this poem into how how this can impact the thinking around teaching and I've shared this with several of our colleagues over the of the year and in different ways for different reasons. But uh before we get to the questions, your questions, I kind of wanted to set the stage with with this poem and and how we relate to uh the people we work with. The flower doesn't dream of the bee. It blossoms and the bee comes. At times in my life, I have wanted love so badly that I have reimagined myself, reinvented who I am in an attempt to be more desirable or more deserving, only to discover again and again that it is in the tenning of my own soul that invites the natural process of love to begin. I remember my very first tumble into love. I found such comfort there that like Narcissus, I became lost in how everything other than my pain was reflected in her beauty. All the while I was abdicating my own worth, empowering her as the key to my sense of joy. If I have learned anything throughout the years, it is that though we discover and experience joy with others, our capacity for joy is carried like a pot of nectar in our very own breast. I now believe that our deepest vocation is to root ourselves enough in this life that we can open our hearts to the light of experience and so bloom. For in blooming we attract others. In being so thoroughly who we are and inner fragrance is released that calls others to eat of our nectar and we are loved by friends and partners alike. It seems the very job of being is to ready us for such love. By tending our own inner growth, we uncannily become exactly who we are. And like the tulip whose blossomed petal is the exact shape of the bee, our selfactualization attracts a host of loving others more real than all of our fantasies. In this way, the universe continues through the unexpected coming together of blossomed souls. So if you can give up the want of another and be who you are and more often than not, love will come at the precise moment you are simply loving yourself. That's from Mark Nepo. >> Thank you. >> I open the floor to questions. >> I have none, but I have a statement. Um, how do I put this? Uh, if you come here and said this is Q comp and this is our strategy that we wanted to execute on and you laid out all the things that you just did, I would say that is an amazing strategy so well thought out. You'll never execute on that because it's too complicated and there's too much to it and it requires too much effort. And that's the amazing thing about you guys is you crush it and you deliver these exceptional results that everybody gravitates towards. And in any other place, these things would fail because they're too complicated and they require I mean this requires a ton of effort. I can see it in how much I mean obviously I'm not with you guys. I know how much it is just based on what you've put together and how you present it and it creates culture and it demonstrates your leadership and like the fact that you are successful with this is truly staggering. It is so impressive to me that you can actually that you can put something like that and drive it with such great success. Uh my my hat is off to you. It really is impressive. You don't you just you do not see something like that in organizations very often. So school, business, wherever you go. I mean that is impressive. So kudos. >> Thank you. I'll say in in response to that the um the willingness of staff to invest in themselves via these kind of conversations and not worry about judgment bridges br makes makes that attainable. If it weren't for that, it would not be it would be disjointed as you just pointed out because because of their talent and willingness um we have the ability to then they give us the flexibility to screw up a little bit and be okay with it. >> And um there in lies the key there in lies the beauty of it. So all in all it's uh >> that's also the imp like it's extra effort. It's not your core responsibility that you have to come to class and provide your curriculum every day. It is hey on top of that let's do this >> and you and you drive it. I mean truly >> congratulations. >> Thank you for the feedback Todd. I think just to again add on to gratitude I think we owe Paul Hamilton a yeah a debt of gratitude who is the teacher leader in this program. And just as a reminder again to the board and the community, when we did the study two years ago, we shifted the resources that were in that leadership role to coaching and support of new teachers. Um, so this team has taken on some of those responsibilities that that Paul used to have, but um, Paul was an integral part of building a beautiful program that persists. So, so thank you to Paul as well. Well, for me it's encouraging to hear that reflective practice is alive and and to not have a poem, but to paraphrase Victor Frankle, it's the humanness in the doctor that awakens the humanness in the patient and the parallels. It is the humanness in you all and in our teachers that brings us truly to life and I think helps you you meet uh all all this complexity that that we saw on the slides. So, I'll I'll also thank you for that. I I'm thinking back last year um especially with Orno action QC comp was on the chopping block financially like we were you know going and advocating strongly for that. I'm so glad that hypothetical did not happen but what what would you guys have what would we have done? I I just can't even imagine. >> I don't know. Actually I do have a question. Would you like to give a version of this at our legislative coffee this fall to to reiterate to some of our I I'm I'm half joking half serious. We haven't decided that this would be a I think quite a reasonable thing to consider. >> Thank you to Oral Action for all their work. Laura, I appreciate your help. >> It was more than just us. I mean, I think there was some very districts really wanted to keep this, but we particularly focused on this with all of our legislators. Well, I remember I think it was our first year hearing about this program and learning about Danielson and thinking how is this possible? How is this the buy in the just um and it is quite impressive and what I love is I mean 50 well 51 49% but you talk about that trust and that commitment and the openness um the sharing you know that half the staff is saying I want to do this with my peers come watch me give me feedback that's really intimidating and three years in they're still saying >> hey and not to say the others wouldn't as well maybe they just have different >> different priorities >> different priorities >> but um that's really really impressive that just creates that culture of trust >> though thank you action the recommendation is that the board of education approve the Q comp summary and the continuation of the program. >> Do I have a motion? Moved. >> Yeah. And do I have a second? >> Second. >> Is there any further discussion? >> Okay. All those in favor say I. >> I. >> I. Any opposed? >> Excellent. Wonderfully wonderful job, not just tonight, but overall, thank you so much for your amazing work. >> Thank you. >> Wow. I mean, policy is a very cool committee, but that that was this is really hard to follow up. [laughter] So, next is the policy review, >> Dr. Flesher. >> Yes, >> it's true. It's true. I'm so glad we got to hear that we didn't have big changes because then we got to go deep into [clears throat] what you do all the time >> and that was amazing. >> Yep. >> If it really this this man, >> he deserve a ton of the credit on. No, you do. >> Yes, you do. >> Thank you, Erin. Yeah. >> Have a good night, you guys. >> Okay. I welcome back to the table Dr. Ruland. Um because we are here ready to talk about policy. We have um five final policies in the 500 series on personnel and these include policy or I'm sorry students um these include policy 508 school sponsor curriculum and non-curriculum related student groups and activities policy 521 student disability non-discrimination policy 532 use of peace officers and crisis teams to remove students with IEPs from school grounds policy 533 wellness and policy 53 34 school meals. I want to thank our policy committee again for all of the meetings and all of the effort. Um, and this is for a first reading. So, please reach out with any comments. And I turn it over to Dr. Rulan. >> Thank you, Dr. Flesher and and members. Um, we do we do have a good time on the policy committee. So, I I bring you today the good news of these policy revisions. Um so we're going to first talk about policy 508 school sponsored curriculum and non-curriculum related student groups and activities. Uh the board policy committee has reviewed this policy. Um we've also sought the advice of our school district attorney Trevor Helmer's on this policy. Since our last review of the 500 series, we adopted a new policy in the 800 series 801 equal access to school facilities. Um and that that policy essentially describes our legal responsibilities to provide equal access for all student led clubs at Orno High School and it really does a more concise and better job than the existing 508. Um so then procedures and related to that policy are developed by the district and school administration um that define the times, communication channels and supervision for those student levels clubs. So, um, based on advice from council, the reality of that 801 policy existing now, uh, the board policy committee is recommending the removal of policy 508. Um, the next policy up for review is policy 521, student disability non-discrimination. This policy reflects our commitment to protect students with disabilities from discrimination and to provide reasonable accommodations for those students in alignment with section 504 of the Rehabil Rehabilitation Act of 1973. Um the board policy committee is recommending minor language changes. So this is one that's been in place for quite a while. Um policy 532, use of peace officers and crisis teams to remove students with IEPs from school grounds. Um this policy, this happens very rarely and only when there is a concern about harm to themselves or others. Uh policy 532 describes the definitions and conditions for staff who may be involved in the restraint or removal of students on IEPs. So again, a very rare occurrence. Our current practices are aligned with best practice in this area um with guidance and staff are routinely trained in these procedures. Um so we're really on top of this. So the recommended changes to this policy align with some statutory language about the use of restraint by school staff and crisis team members with particular attention to the role of school resource officers. But um just know that we're procedurally in and well well aligned with the expectations here. Um the next policy is 533 wellness. It defines a range of school well-being activities. Everything from child nutrition to guidance on food and beverage availability and marketing on campus to nutrition education and physical activity during the school day. Uh the board policy committee is recommending minor changes to language and grammar in this policy. And then finally, policy 534, school meals. Uh it's aligned to the prior policy, but refers more specifically to meals provided during the day by our child nutrition department. The recommended changes align with recent legislative action and MDE regulations um that provide funding um to for free meals for all students on campus if um the community wasn't aware of that. Uh changes also address uh required communication to this policy to all households at the start of each school year and um this has been going well for us. So that concludes the policies up for review tonight. The final five as Dr. Flesher mentioned of the 500 series. As always, the board policy committee welcomes feedback from board members and they will be reviewed uh in advance for a second reading at the next meeting in April. >> Thank you very much. >> Now on to 9D. Any other new business? Okay, then I would like to just point out that I have the April enroll enrollment if you would like to see it. Um I don't know if it was distributed. I didn't have it, but I have it from the finance meeting. So, if you'd like to come see it, you're welcome to. The next regular meeting will be held on Monday, April 27th, 2026 at 7 p.m. in the district office assembly room. Um, and that is when we have coffee and conversation at 6:30. So, the public is welcome to come and have um some coffee and talk with us. Um, do I have a motion to adjurnn? >> So, moved. >> And do I have a second? >> Second. >> All those in favor say I.