I'd like to call to order the school board regular business meeting for Monday, April 27th, 2026. Tiffany, could you please do the role? >> Sed >> here. >> Bel >> here. >> Here. >> Peterson. >> Aldridge >> here. >> Johnson >> here. >> Smith >> here. Brian >> here. >> Please join me in the pledge of allegiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible with liberty and justice for all. We typically launch into our saber pride which is a highlight of our meeting. Unfortunately, we have uh another matter to address. I'm going to read uh some comments um and then we'll have a moment of silence for um the late Ryan. It is with great sadness that we share the passing of Brian Eer as reported by the Minnesota State Patrol on the evening of Sunday, April 26th. Mr. Eer joined to the district of 2021 as a health and physical education teacher at the high school. In March of 2025, he became an assistant coach for the boys sprint team with Shockby track and field. He assisted in creating training plans for over 80 student athletes to improve performance in the 100 meter, 200 meter, and 400 meter dashes as well as relays. In addition to his work at Chaki, Mr. Ether was an active member of the Army National Guard for over 10 years. He was a graduate of both University of St. Thomas in the University of Minnesota and previously served as an educator in South Washington County schools and Stillwater Area Public Schools prior to his time. Chaki support staff and members of the district crisis and safety committee were on site for the high school today and will continue to be there throughout the week uh as needed. His family released a statement to the media this afternoon stating the following. Ryan made a meaning made meaningful connections with all of those in his life. He had a way of making everyone feel that they belonged. He was a dedicated teacher and coach. Teaching was his passion and his joy in life. His students meant the world to him. Ryan was a kind man and a true friend to me. Most importantly, he loved his family unconditionally. Ryan left an impact on so many lives and will be remiss by all. And in reading some of the comments made online by students in response to this announcement, here's a an excerpt uh that highlights the impact Mr. Eer had on students. And this is a quote from a student. Mr. Eer had to be my favorite teacher ever. He greeted me every day with a warm smile. It was a person who actually understood me as a student and as a person as well. He was someone I felt extremely comfortable going to when I had something troubling me. He would listen the entire time I talked. Thank you, Mr. Eer, for your service to our country and our school community. Please join the Shaka school board in a moment of silence in honor of M. Thank you. Now we get to lightning mood a bit and move into saber pride and we will start with national volunteer appreciation month. Tiffany, I believe you're going to be joined uh by Melissa uh Sinsky, the director uh the volunteer coordinator. I >> think a good segue that we can say for this part of Saver Pride because obviously uh some pretty deep things that we have going on in our community is today's Saber Pride is focused on community. So, there's wonderful folks in here um who support our community in various ways. The community service component, we're very gracious to honor you here. There's many familiar faces. Um we should almost have a punch card for some of you folks because you're just constantly putting in so many hours. This should just annually probably be on your calendar because we appreciate you so much. Um I'm going to introduce Melissa Sabinsky because it's tough for her to share all the great things she does herself. So, I get to do that here, but uh you do coordinate, as you know, Melissa coordinates all of our um volunteer activities both from a safety standpoint, but also just a need standpoint across the district. We're very appreciative of that. Going to get the support to our teachers and our students if we didn't have someone that was able to devote their time to do that. Uh and then Melissa's going to share some some great stats that are represented by a few folks in here. Uh, and then we're gonna honor them and have some photos and some other things to remember this time. >> All right. Thanks for having us. Um, it is really exciting this time of year to honor our volunteers. We have approximately 2,237 approved volunteers right now. That's the most that we've ever had in our district at one given time. and together they've served more than 6,000 hours just from September till today. Um they contribute to the classrooms through support uh booster clubsmies at the high school um business partners mentors PTO's student groups and clubs and of course they're in their our buildings. So together they help to make every day a um a great day to be a saber. All right. So we're going to call you up by your school. If you see your name, you can start walking up and we'll give you your um certificate and have you wait right here to get a picture. All right. So we're going to start with Eagle Creek. These guys are known for being in involved in the PTO in classrooms, showing up weekly to work one-on-one with students and other things. Um, students are excited to see them showing up. So, we have Sharon Anderson. >> Uh, Christina Xander, >> Janelle Nelson, Um, Elliot Anderson and Jackie Sains. >> Okay, perfect. All right. Next, we have Jackson Elementary. Um, Jackson, the people, you guys can start walking up if you're here. These guys are big on the PTO as well as helping in classrooms. Um I'm pretty sure there's a PTO meeting tonight which is why they're not all here. >> You moved it so you could be here. All right. Um so we have Marina Nazareno, Diane Bowen, Sonia Kelton, Kimberly Zitic, and Laura Gray. Um only two could be here tonight, but um there are volunteering. All right. And then we have a special volunteer that we would like to um talk about. Karen Keller has been a longtime volunteer at Jackson Elementary. She comes in with a smile and is always eager to help with anything that needs to be done. Sadly, Karen passed away in December of 2025. We would like to honor her as a an amazing volunteer um postumously. would like to take a moment to observe in silence her passing and I believe her daughter-in-law is here to accept your award. Becky, are you okay didn't make it? Okay, no worries. Okay, our Red Oak volunteer is Judy Nick. Um, she couldn't be here tonight. Judy is amazing. She comes in and helps with whatever needs have to be done. And she, uh, shows up at at least three buildings to hand out the every meal, every meal deliveries once a week. And that is a huge populations of students. And she just boop boop boop from one school to another to get those handed out. So that would be Judy. All right. SunPath volunteers. We have Melissa Montabio. Melissa is amazing in coming in weekly or a couple times a week to help in classrooms and in the workroom and anything else that needs to be done. Sweeney Elementary. Um, we have a bigger group this year. We have, um, everyone coming in through the workroom, through classrooms, working one-on-one with students or small groups on phonics and reading, getting our PTO, uh, 501c status. These guys are showing up routinely. So, we have um Nick Hudson and Marus Hudson. Janet Johnson. >> Thank you. >> Jessica Schmidz is not here tonight. Erica Johnson is not here tonight, but Angela Reini is. There we go. All right. Thank you. >> And then we have East Middle School. We have John Mir. Um, John has created an afterchool weightlifting program for East Middle School on a volunteer basis and he's put in a lot of time, a lot of hours getting it set up, getting the rules in place, being there for the students and um just done a tremendous job. Thank you. >> All right. And then we have West Middle School, Tiara Taco. I apologize if I said that incorrectly. >> I always Jeff Catherine Maya, you know, and Laurel Dorne and these guys have taken the time to start the very first PTO at West Middle School. So getting all the guidelines, the financial stuff, everything that needed to happen is all set up and they are up and running to support to give one more round of applause for these fantastic. >> You are more than welcome to stay as long as you like. I know our director of finance is always excited to be with anyone in the crowd. >> Your choice. >> Can I grab your Marina? I don't need And we've got another Saber Pride item on our agenda, poetry, uh, and our TLC student spotlight. Um, so I'm looking forward to this. I got a little preview at the TLC graduation. Uh, but here to present is Tiffany. >> Yes. So, I certainly did not want to be the one sitting up here in front of you, but there was a great story behind this. So, I consider myself a storyteller of this. Um, we're looking at things to highlight. Obviously, there's all sorts of great things. Joe, it's there's statistic and math month in April. You're trying to figure out how to make that work. There was some other good ones. Um, >> as many of you know, when it comes to our TLC graduations, usually there's a poetry reading of some sort that was part of that student's journey that's very impactful. And right away when we heard the word poetry, we thought of Takata and how can we use this month in this meeting to showcase some of the great poems uh that are shared there in addition throughout the district. Um, so what you see on the screen here is two fantastic students that will be graduating uh in June. Here you can see we have Claire Marcella and Mrs. Mavitz who fun fact not only did her daughter help support who's a graduate of Shaki interned with us um helped create some of the video that you will see here u but uh Mrs. Mayitz actually worked on this project with these students to create their own poem to outline their journey at Takata. Um, so and Mrs. Mavens has also been voted by her peers as the 2026 TLC teacher of the year. So I'm going to give her a little shout out for that along with all those of the other schools. But um, we Claire and Marcel were really excited to be here and then at the end they said board is scary. we don't know if we want to do it in front of them. And they had the idea of we want to give some other students um the opportunity to also showcase when they don't do poetry, they can also do artwork and there's different forms of expression. So, Mrs. Mavis, Claire, and Marcela in addition to our graduates, Mrs. M's daughter Lily created a quick little reading that we're going to have here of their poem. The poem is also included on the slide here if you like to read along with them, but pretend they're here in front of you. This makes them feel the most comfortable that they completely pulled this together uh and wanted to read it in front of the board in this manner for you. Claire will graduate from the Learning Center in June of 2026. She is the daughter of Amy and Mark Gent. After graduation, she will continue her studies at Italier Academy. In her free time, she likes to bake, color, and hang with her friends. Marcela will graduate from Takata Learning Center in June of 2026. She is the daughter of Megan Hollstrom and Mona. After graduation, she will continue her studies at aier Academy of Beauty. In her free time, she likes to relax outside and hang with her friends. >> Growing up together, we never thought we would come this far. >> From struggles of school, home, and finding ourselves, we became each other's support system. With starting a new chapter at Takata, we found our way of learning, moving at our own pace, hitting milestones we did not know we could, and building relationships we never thought we would. Together, courage, loyalty, grow, and drive. Now onto our new chapter. As we journey towards graduation, we get to do it together as best friends >> always. That was good. >> Thank you, Tiffany. Uh, next is the consideration of the agenda as presented. Motion second. Got a motion by second by Smith. Comment. All those in favor say I. >> I. >> Opposed. Motion carries. Next on the agenda is public comment. This is a time where members of the public can participate in the meeting without being part of the meeting agenda. A member of the public may address the board on an agenda topic or another topic pertaining to schoolboard business. We allocate a total of 15 minutes for public comment at this meeting. Each individual speaker may speak up to two and a half minutes. The sign up for public comment has been conducted online and in person prior to this evening's meeting. No one has signed up for public comment prior to this evening's meeting. We will move on to the next agenda item. That next item would be the consent items. We've got a number of personnel items, uh, schoolboard meeting minutes. Uh, there's a field trip approval, uh, I believe we had on a previous agenda. I did want to make note, uh, there was in the list of retirees, uh, Denise Body, who goes way back to when my oldest was in kindergarten. She's certainly been an icon in the district and great things with literacy as among all of our staff. So, congratulations to those who are retiring. Uh, but wanted to make that note. Uh, with that, I'd entertain a motion. Make a motion. A motion by Smith. Second. Second by Aldridge. Any discussion? Seeing none, all those who approve say I. I. Close quote. Eyes have it. Next on the agenda are donations. Uh this is a resolution vote. I do want to uh make note uh we've got incredible community partners uh and those who contribute to our district. But I want to make note of Boardwalk and our partners over at Hart who have made significant contributions uh specifically for our end of year staff uh recognition and celebration. Wanted to call that out specifically with that. I'd entertain a motion. >> Make a motion by second by Tiffany. Is this is a resolution? Can you please >> Z? >> Yes. >> Yes. >> Broy, >> yes. >> Peterson, >> yes. >> Johnson, >> yes. >> Smith, >> yes. >> Motion passes. Next on the agenda is the highly anticipated monthly budget update. I would invite our director of finance and operations, David. Would you please join us? Good evening. Just going to bring you as of March 31st the finance summary of the general fund. Um our state revenues are at 59.8 million which is 59.95% of the annual general income budget. Federal revenue is coming at $440,000 which is 16.63 63 slightly lower than previous fiscal aggers activities, but this is all dependent on when we make those draws. I know I was talking to our individuals that draw those. Those start coming up this week and so we'll see a nice flip in those in the April time frame. Uh property taxes are at 21 million, which is 77.02% of the general fund budget. Uh I'm waiting on the last few payments in May and June, but also form 51 from Scott County to make that um reconciliation to true up those funds since they are sitting deferred. And then we will look receivables receivables for what we have not received yet. Um local fees interest ect that is at 2.8 8 million 63.39% as I told the board in previous conversations at the year end we'll make a journal entry for English learner it is something has required us starting in FY25 the journal entry is journal entry revenues which is a credit and debit expenditures it's to show off the negative bud balance that we are generating in learner and that's how the state requires it at this moment so for a total revenue bud uh for total fiscal year revenue is $84.1 million uh which is 62.68% which is just slightly below previous fiscal years. That's also due because of that English learner journal entry and also trueing up those reconciliation of state um property tax sorry property taxes. As we move on to expenditures, salary and wages are at 15.7 million which is right in line with previous fiscal years which is for this year 64.56 which is what I want to see at this time frame of the school year. Um employee benefits are at 16.3 million which is 64.71% which is slightly higher but there is u a journal entry at the end there that we need to make for a draw of our oped trust for the retirees that stay on our plan which is a little slightly more cost costly. We draw those funds over which reduces the 220 object codes which is our our health insurance. Um purchase services is 11.6 6 million which is 65.12% which is just slightly above previous fiscal years but where we are at this time point I'm not too concerned about beating the budget I think it'll align with where we're sitting um supplies and materials at 3.3 million which is 78.11% like I said slightly on the other one previous slightly higher than previous fiscal years but where we're sitting I think we'll align with the budget I don't think we'll go over the budget what we have equipment is at 7.4 million almost 7.5 at 84.55% which is just slightly below where we were in previous fiscal years. Other expenditures, this is the other one that's the offset of that EL journal entry. Um we're at $42,000 which is 18.77% once that journal entry is made at the end of the year available. So uh for a total of expenditures of $89.9 million and 65.66% 66%. So in line with previous fiscal years in a total questions from the board that sounds like you get off easy. >> All right. Thank you. >> Next on our agenda is an action or some action items I should say. Uh starting with the uh grade six through eight social studies curriculum. Here to present is Sarah. >> Good evening members of the board. Thank you for having me. Really excited to update you on middle school curriculum adoption process. So earlier this fall, we started our articulation team which is six different middle school social studies teachers and we came together. We created our criteria. We were vendors. We ran a pilot. We filled out our evaluation rubric. We filled it out again and here we are with our conclusions from that process. So, um, way back in January, we started exploring options for sixth grade. There was one option that we explored and that's Northern Lights curriculum. And the reason that there's only one is that Minnesota's standard for sixth grade social studies is all about Minnesota studies. And there's only one publisher that has released any kind of standards aligned curriculum. how we are currently using them and they are updating their resources. So, it was a good time for us to dig into their new offerings. For seventh and eighth grade social studies, we delved into four different curricula options. TCI, McGraill, SAS, and National Geographic. So, we used a rubric. It's a very similar rubric to our high school social studies process where the team had created all these categories and all the criteria. When we completed the blueprint, there was one front runner for the curriculum. It was a pretty easy decision for us and that was National Geographic. Now, what we love about this curriculum is that there's online translation and accommodation features. We are really loving the online features for samples of differentiation. There are vivid and compelling images and multimedia resources that are great at getting students curious asking questions um wanting to to wonder more about the world and about relationships between different concepts. Um it is written from an inquiry based lens and it has a ton of additional project ideas. So, similar to the high school curriculum, we wouldn't expect teachers to use this as a script, rather as a a catalog of resources and options that they're going to curate to create the best learning experience for students. And then we're proposing to continue with Northern Lights for sixth grade. What we love about this is it's a familiar product. It's designed to align to Minnesota standards. It's a trusted resource and it has many of the same media features that National. So, that is my very very short presentation and pitch for our curricular resources but I'm welcome to >> I just have this question are so are we currently using northern lights right now for the sixth grade >> and we are we doing anything different would you say from previous years or >> that's yeah that's a great question so part of the reason why we are looking at a curriculum is because Minnesota has new standards okay >> and so the sixth grade standards are mostly similar there are some differences. Um, seventh grade standards have changed the most. Um, eighth grade standards have have also changed some. And so, in a revamp of our standards, we always look at the resources. Uh, our current resources are pretty outdated and old. And so, um, having new curriculum to go with our standards will equip our teachers for our curriculum writing session, which is next. So, next, we take our resources and that's where we really flush out our curriculum maps for sixth through 8th grade to make sure that our our guaranteed viable curriculum comes up to snow and it's a community service. So that's going to happen in June. >> Um for those of us who are older who went to school back in the 1900s, you not I knew you'd like that. You always do. All the online stuff is just it it just brings such a it just brings it alive. And I remember seventh and eighth grade social studies and it was what it was. And I think just having these the multimedia resources is just incredible. These kids just these kids these kids these days um just don't understand how lucky they are to be able to learn this way because again the the the old century that I had education in is uh is just it's just so much better now. Unfortunately, they'll never know because they never had to experience it. Is >> that where you went to members and stuff? >> Yeah, pretty much. Yes. My dad was a social studies teacher and kind of and in history and everything, it's like kind of want to go that way, but it's like no, numbers are just they don't lie. >> I think what I what I'm really appreciative about our middle school teachers is they've got a a keen sentence. It's about balance, right? Like we want to use these rich engaging multidia resources because creates access and it creates curiosity and engagement in a way that if you're only working from the textbook, that's not what >> I think it is the curiosity thing because it's like what's this and oh, I can look this up and it just it can just make you go from one one source to another and just the knowledge that you can pick up just instead of just reading it off the book. It's like I have to go look here and it's a lot slower back back in the day. >> That's awesome. Well, and to echo what my colleague said, so and sorry you do the job. It's it's a resource, not necessarily a script. So, you know, you can kind of pick and choose out of the cart style, I guess, is how I'm framing it. Uh, I was s I guess maybe I shouldn't be surprised. National Geographic wouldn't have been like, oh, a front runner. Uh, have they been in this space for some time? Because I see McGraill and that's all the books I remember growing up with. um are they new to this space or is their approach to social studies curriculum something uh new in that construct? >> That's a that's a great question. I'm not exactly sure how long they've been a national publisher. I know they actually what our eighth grade teachers have been using and they're just releasing a new updated version. Um that's part of why the team really enjoyed it. I think they had a little bit of a different publishers who've been in the game for a long time sometimes have a hard time being new and adjusting to um pedagogical best practices or or latest research because it's it's hard to rewrite an entire textbook. It's a lot easier to make small adjustments to that textbook whereas if you're coming up with a new product >> an opportunity to be innovative. So we we did appreciate a lot of what NIO has to offer. Yeah, that's great. And we we do want to use the text and I think that's what our our teachers are excited about is that balance between the multimedia resources but still teaches students how to how to read for a readformational text and engage them in the textbooks in a way that is purposeful and not a better way. Any questions? >> Great job. Thank you. This is an action item. So I would entertain a motion and giving it to Chad. >> Yeah. >> Al all those in favor say I. >> I opposed. >> I have it. >> Thank you. Next on our agenda is a health insurance update resources. >> Good evening. Um our insurance our health insurance is um recommendations around it are come from an insurance committee representing members from each of our parking units and uh some of the other groups that are not a union but are also represented like I'm unaffiliated. we um kind of do some different things to explore uh how our health insurance plan is doing, making various adjustments to try to get better utilization through time. So this year our uh sort of the second year in a row where we've had a really low increase. We're proud of some of the things that we've done. So this year the increase is going to be between 4.6 six and five depending on which plan you've chosen. Um and you can kind of see the different plans there uh that exist and they're higher deduct higher deductible and they have different networks and you can ask ex passport is the one that's wide open has the largest access and then the others that are mentioned there have a narrower network same great service but just a narrow narrower network before you is this 4.6 to 5% increase. Any questions do you have? Just a comment. My my corporate employer went up 12% this year. So this I mean this still you know over time I mean this doesn't sound like nothing but it's certainly better than than a lot of others. It's It's good to be I mean we're beating trend by quite a bit two years in a row. We haven't always been that lucky, but I think we've done some things that are paying off. >> Yeah. >> Quick question here, Mr. Uh so the one thing that on this chart that kind of confused me and maybe I'm just misunderstanding this, but you know that the group benefits the idea behind that is this the law large numbers and you're spreading the risk amongst many people. The single cost the single plus one to just essentially double that is more than double the cost for the single individual. And I'm just curious how that works if that's how all the plans looked or what. I mean to me I would think it truly if you're just doubling the individuals at a minimum you just be doubling the cost maybe even get a small break there for the extra folks like on the family plan >> pricing pricing health plans is kind of um it's it's less straightforward than typical but those um single plus one plans they're priced partly that way for what the utilization is they tend to be higher than just double for single insurance >> actuarial type information >> and it's all that you know in terms of we the one benefit we're self-insured so we sort of set what we're doing but our you know like our health plan which is Medicica and our brokers which are USI they help us make sure that we get the right kind of pricing in there that's one of the things that we've done through time is we've um there was a point in time where we for letting everybody have the same increase. And that was, as you can imagine, the market's perfect. People were finding the cheapest plan and going on that and they weren't playing paying their way, so to speak. So, we did this concept of decrements. Maybe you've heard about it in your organizations, but it's essentially putting the price at what it's really worth. And we've done that. And I think that's part of why our two um increases have been low because we've got a price the right kind of way. So people are paying for their utilization. So that single plus one logically like you say should oh gez that should just be double but it actually utilization on it is much greater than that. A lot of organizations, I don't know all yours, but a lot of organizations do not do it. They just make you go family or single. This is a first time organization I've been part of that actually have it. But it is kind of a nice thing to have particularly if you're there's just two of you to cover. And Keith, I think you said this, but the large largest call it pool is using either the single or the family, right? Where the single plus one is the least >> the lowest numbers. >> Lowest numbers. >> Yeah. But it's, you know, still sizable, but >> right. But just that kind of explains, as you said, if you put it in its own kind of lane based on that. >> Any other questions? I know we we talked about this item on previous person committee meeting. hearing. Not this is an action item. >> I'll make a motion to approve. >> I'll second by second by Smith. Any comment? All those in favor? >> I. >> Those opposed eyes have it. Thank you. And Table Twin is here to talk about dental insurance. >> Yeah. So similar uh terms we reviewed this last year we offered uh an additional supplemental plan that people could actually purchase. So, I'm the first part, the basic dental plan, the district is typically covering it in most contracts. And the second one is I want to I want to give more than $1,000 cap. So, they're able to move to 1,500 as you guys if you've been unlucky enough to go to the dentist, you know how expensive it is. And then some people are looking for orthodontia and that additional $500 helps cover more of that. That's the only plan that's going up this year. The basic is staying the same, but it went up just a little bit on and last year was the first year we actually offered it. Not unusual that we make an adjustment based on utilization >> and keep in this supplemental option. It's worth the dona or some other you know >> it's just more you >> just more >> yeah it's essentially saying hey I'm going to spend >> spend more but >> it's not you're not paying the additional 500 so it's a deal but yeah get you further. Again, this was an item that was discussed at personnel, but for those that were not private questions. >> I just for clarification, this is for the entire year, correct? Not per month. >> Yeah. >> Yeah. >> Just want to make sure like, wow, that's that's a lot. >> Really good dental work. >> I'm like, I've been getting whatever they're called. >> Just doing the consider. >> Yeah. >> Sorry, I should have said that. I was I was assuming because I was like I know for my work it's like 12th of that so makes sense. >> Yeah. >> All right. This is also an active motion. >> Second motion by Johnson, a second by Aldridge. Any questions? None. All those in favor say I. >> I oppose. >> Thank you. experience. >> Next on our agenda is an information item, Joe's favorite topic, math. Uh we have the year two elementary math implementation. Uh Nika is here and brought some friends and Jeff is it tric got it right. Had a 50-50 chance. Thank you. >> Um good evening. Thank you so much for having us tonight. We are here to give an update on math year two. Um I pulled this part out out of our compelling vision because I think it speaks to what we're really focused on when we talk about our our curriculum implementations which is really that quality core instruction. Um, so here's our goal is to kind of give you um an update on specifically the teacher actions, those critical instructional practices um that we've identified for the teachers in the implementation, kind of talk to you about our goal setting process around those teacher actions and share some celebrations, some growth to date and some potential next steps. So this is just a reminder of where we've been because it's been a little while. Um the 2324 school year was the year we came for board adoption of our illustrative math curriculum. And that curriculum just a reminder we chose because it really hit our core principles that we were looking at with math that productive struggle put my notes here now. Um promoting reasoning facilitating mathematical discourse amongst the students and the teachers um and then promoting that productive struggle. So we want kids to be struggling and wrestling with their learning um and applying it in new and novel ways. Um a second factor was just alignment to standards. So the resource we selected was aligned to our new standards that will be fully implemented by the state um and tested in the 2728 school year I believe. So we're a little ahead of the game there which is a really great place for us to be. Um, year one was last year where we launched. Um, and that focus was really on how to teach it, pacing, kind of the technical pieces of the curriculum. Um, and our teacher leaders who are here tonight kind of identify core instructional practices to focus on for year two. So, that's what we're here to talk about. All right. And so um as part of that implementation um and supporting our teachers instruction um with our articulation team we co-created um a little sheet. This was partly for us to know what were those critical instructional practices as well as a way to help onboard our principles and leadership who did go through all the piloting and part of the program as we went through um all PD and coaching that we did in year one and it was pretty significant coaching that we were able to do at the time. Um, our two coaches met with PLC's at least twice a month um, going over some of these critical instructional practices as well as understanding the resource and how how it grew over time. Again, that checklist wasn't quite enough. So, again, we co-created with our articulation team, which is representatives of a grade level teacher from every building. um is a more detailed implementation reflection tool that one could use for onboarding um new staff that teachers can use to reflect on their own um instruction. Um and then in the spring that um Jill Wimberger and Mera were the coaches at the time in our elementary map. They did walkroughs of 107 classrooms um looking at all of our clinical instructional practices really looking for trends. trends to celebrate and trends as our area areas of growth because just like our kids, it's one snapshot of a day, but we're always looking for those trends that we see over time. So, this is kind of the result of year one implementation. And so, with implementation science, we look at kind of some estimates, right, of where people are going to be. We expect 30 to 40% of staff to be emerging, which means they're still kind of holding on to some of their old ways of teaching. I too from the 1900s. So I can appreciate that comment. I feel older and older every single day. Um 50 to 60% we expect to be progressing which means a little further along in the journey and then implementing our goals that you know it's usually 5 to 10% of our staff over the first year. Um so when we were looking at our analysis that you can see some here we were looking for anything that was below that 50% threshold. Um, so when we look at the warm-up, we also realized two coaches kind of classrooms warm up is at the very beginning and they were like it's very likely they just didn't observe it and it wasn't an area of high concern from what we saw in the classroom. >> Can I say one thing too? When you see that really high 93 91%. So one of the things we have done very strategically at elementary is looked at how do we embed developmental designs throughout the day? What does that look like? And I think that is showcasing how successful some of those developmental designs practices are. You know, it is about classroom arrangements and managements and students interacting and having those routines for students. So, we're pretty excited to see that actually coming to fruition during that. Um, and so as we went further through our analysis, two things kind of popped up for us. one was questioning while it was at that 55, you know, almost 56%. And then that consolidation of synthesis. So, NIA kind of alluded to that that productive struggle, but one thing we want is kids to have productive struggle but not go into frustration. One way that we do that is through consolidation and synthesis because if after every activity we give them that highlight student work and say this is one takeaway you need for the next you know the next activity that would clarify some of that productive struggle rather than having a s student sit through an entire class right um and not get that instructional feedback which also aligns to our AFL strategy of that timely effective actionable feedback so after your so we did focus on consolidation synthesis and Jeff will touch on what we've done for that. But we wanted to tuck questioning in there. The articulation team felt very strongly that if we had good questioning, um our consolidation synthesis would go better. And it was also a way for us to get a baseline on how it's going this year because as you know in elementary and anything in education, we have fluctuation of our variables and our teachers are no different. We have changes and so we just want to make sure we keep a pulse on that to make sure that we're asking higher level thinking questions. So, as you can see here, I'm not going to read this all for you, but you know, some of our critical instructional practices that Nick also talked about is that idea that this resource does a beautiful job at aligning to um developmental designs and then it also aligns very well to building thinking classrooms, which aligns to AFL. So, it is a really nice way for teachers to not have to think about it in one other way because it's it's really deeply embedded in in the program that we used uh to blame to uh get more clarity on what does our questioning look like and what does our um consolidation synthesis look like. This year, we delineated some information that we did not year one. So, if it's not not observed, it means we were not in the classroom when it was happening which was only synthesis. omitted was another way we differentiated that for for our for our team so that they can say oh they had the opportunity it just they skipped it this time and again nothing for alarm just it's a trend that we're starting to notice um and then with question we just broke it down does it align to the learning target is it asking kids the what and the why a lot of times we say what did you do but like why do you know that works when does it not work so for example skip counting works great when you're working with small numbers does not work great when you're 235 - 67 can't skip. You might be able to, Joe. I don't know. I know you're never, but me, I'm like, uh, >> he looked at me and I'm like, I don't I'm of course my brain starts going and trying to figure it out. >> Trying to figure out. Yeah, I'm back in the 1900s going, you know, kind of um Jeff is going to provide um a little bit more information on how we have scored this year. >> Yeah. So, um, we kind of looked at first of all like really nailing down the definition of what we were going to tell staff synthesis really meant. And one thing as we were kind of talking as a team is that we didn't want synthesis to just be something that happened at the end. We didn't want you to go over what was important in your whole lesson when you got to the end. Because quite frankly with our new curriculum, a lot of times when you get to that end of the lesson, you're trying to rush through and wrap things up because well, you're just getting used to the new curriculum and things like that. So we really kind of talked about it being like a thread that we kind of work through the lesson. So we make sure that the kids know the learning objective at the beginning and then we revisit and say, "Okay, we did this activity. How does it connect back to that?" So, we really wanted to drive that home um with our staff um as we were trying to increase the consistency of them doing that in their class. So, yeah. So, then um we kind of put together some PD and went out to buildings um and Monica and I uh trained uh all staff in each building. Um basically, we went through we talked about getting that definition to them. Then um we talked about like when that could happen and how you could see it throughout your lesson. We actually showed them some recorded videos of teachers synthesizing and had them kind of do some reflecting on where they saw that and how that could be kind of put into their own practices. We showed them some lower elementary stuff and some upper elementary stuff. Um, and just making sure that, you know, our next step was that, uh, Nika and Monica were going to go out and kind of visit classrooms and see if they could see this. And we didn't want them to walk away feeling like, well, I wasn't there at the end of the lesson, so that's why I didn't see it. We wanted to make sure that that was continually happening throughout the lesson. Um, so drill big results here. Um, and questioning, you can see we you know, had some some nice progress there. Um, and then definitely in consolidating and synthesizing, we saw an increase there. Um, I just saw these numbers a few days ago when they sent this presentation to me. I was like, oh man, 50%. But I do think it is a big jump. Um, but I think that also kind of brings in that it will be something that we uh, you know, will continue to focus on. Um, we've still got some room for improvement there for sure. Um, and then next week, >> we have our last math articulation meeting for the year. Um, and we'll sit down with the team, look at all the data that came back in, and kind of formulate that plan for the for year three. Um, but I think we're thinking that we're going to see a lot of the same stuff as far as what we're planning for in the future. Um, if you want to go to the next slide, we're going to try and do a little bit more with maybe principles as well. Um, that could help with getting us some more feedback, some more data that they could collect, but also because like we said earlier that they weren't on the articulation process and picking this and learning how to to implement it. So, I feel like sometimes when they come into to watch a classroom, they don't know exactly what they're they're looking for in that way. So hoping that we can kind of get them on board with us as well. >> Any questions? >> And I'll start, but I certainly the rest of my colleagues. So, and Nick, I remember these conversations how a couple years ago around and like and anytime you implement a new curriculum, regardless of the subject matter, there's going to be some disruption in terms of performance of assessment and are we hitting that mark? Uh, now that we're into it uh and love all this work, are we able to measure, you know, math, you know, relative to what we thought proficiency look like before with the new curriculum? So, we will see. I mean, we have our our testing right now is happening, right? Our state MCA testing and then in May will be our fast bridge year two. Kind of taking a look at that. >> I will say whether, you know, not making excuses, but you do tend to see an implementation dip in student outcome data when you implement a new curriculum. Um, and I think some of those those critical instructional practices that are below that 75th percentile, I mean, those are things we're paying attention to because those are the hardest practices to change. You know, when you see those top two uh developmentally designed aligned um 95% um that's an easy win for us. We should celebrate that. But those are things that are have great teachers. They're already doing those great things. So, we want to really pay attention to the ones that aren't, you know, the struggle. And I'm really happy with that 50% because honestly, going from 17 to 50%, and some of our teachers had just had the training when we went in, so it wasn't like they had a ton of time, it it's going to take some time for them to really think about what that means and then put it into daily practice. So for our first year of MCAs last year, we did not see we did not see the three to seven implementation that we typically expect from student. >> So that's almost like a indication that there's a seamless transition to some group. >> Yeah. When we looked at our MC data for the last three years, we did notice that what the areas we've always been predicted not to do as well as anticipated are the same areas that were not doing as well as anticipated. So it's just an area that we need to pay more attention to. So there's nothing like >> and then a followup question and you kind of alluded to it too. So you're going to have you know transition teachers you know moving buildings or you know new teachers coming in using development design as a methodology to get consistency uh train the trainer. How do you feel that that's working? And then kind of a two-part question is it consistent across the buildings? So are you for these two kind of growth areas uh is that message being uh received that 50% can you is it equal across all buildings or are there opportunities locally >> I think I'm understanding >> yeah like the the questioning piece or the 17% that went to the 50 right across >> the whole course like is it being implemented consistently across the five elementaryaries and then the previous question was how do you bring somebody new into the envirment and and essentially start from ground zero. >> I can touch some of it. You can touch some of it. Um the one thing that we did do like that you can't see in this data is we compiled it as a district trend and then I have it so you can filter it by building. So teachers your your site leadership can see where the strengths are in their buildings and where areas of growth and we can use that to cross for one another. Right. Um in terms of our onboarding for induction we are looking at switching some things up this year. We've always had a great induction here in Y um it's going to be a little bit more on the side of what is intellectual prep, which is a hard thing for new staff, right? Well, even even for old dogs to learn new tricks like Joe and I, too. So, >> yeah, we're going to treat um so yeah, we we do extensive like >> when they hear that first week, right, we're going to talk about the shifts in curriculum, the shifts in instruction. Um year one to help with the developmental design. One thing that we're altering in our coaching for new teachers is I will be going in that first few weeks of school to see how classroom management and DD practices are going. So we catch it early. Um because often when we don't catch it early, we have habits that are really hard to break further down the line. Um, in terms of the content understanding, I I do think that's where teams come into play a lot because that that rubric that we created with our teacher leaders that can be front and center in the PLC work. I know Jeff has opened his door as have other teachers at other sites to let people come in and see it. And it doesn't matter if you teach second grade, you can go into Jeff's room and see those practices and reflect on them. Um, so I think we're we're pretty strategic. I know some of our sites even wrote in peer visits as their site plan goal actions because it's really important to see what it looks like. And I think that was really powerful, the PD that that Jeff and Monica did at each site with the videos to showcase it. And then when teachers can see it, they're more likely to say, "Oh, now I know what it looks like. I can do that in my classroom." So in terms of the collection ple and norming very tightly controlled because it's just the two of us right now. So we would love to that's our goal next year is to broaden that because it's as you can imagine two people visiting 107 rooms is a lot of time. So um we are hoping to do more sitebased data collection next year and we'll use that tool that look for kind of norm on that. >> Yeah. and engaging principles I think is important too, right? So, it's Thank you. >> couple of comments and a question. Uh, questioning is so important because I've said a long time ago that the only stupid question is the one not asked and especially when it comes to math. If you don't get it first in seventh grade, you're going to lose confidence. And it's amazing how much confidence matters with math. Look at me. Um, it it does because there's so many people who are self-defeating. I can't do it. And it just it gets in their head that they can, but if they if you get it early though, maybe they can just because it's just math can be easy because it's one answer. Too many different ways to get there. And that's the uh question I have there. Under 2.3 it says allow for multiple solutions when applicable. What exactly does multiple solutions mean? Um there's I mean you know tons of lessons that are coming to my mind. So a lot of it is that we may teach we may be teaching one concept but we may teach them a couple of different ways that they can get to that arrive that final answer. Um I know our curriculum is heavy and like drawing a diagram. Um, in my class we're like dividing uh whole number or fractions by whole numbers and whole numbers by fractions. And part of that is like, okay, can you solve that, but can you also draw a picture to represent it? Um, can you tell me a story that would represent that problem? So, some kids will get to a point where they don't need that concrete to be able to solve it. They can look at a math problem, just the expression, and they can get the answer. Um, some kids still rely on that concrete to be able to do that, but they're using different tools to get to the same answer. Um, that's where your questioning piece comes in too, like, okay, I' I've arrived at a math board and the kids have drawn a picture to solve it. And then it might be like, okay, can you show me that as an expression and explain that or vice versa, they just write the expression, get their answer like, well, I know that's what it is because I know that I know how to do this. Okay, can you draw a picture to represent that as well? Um, also there are kids that I'll come to and I'll be like, "How did you get that?" And they got the right answer and they have a totally different way of thinking about it. Um, and they I know somebody like >> Yeah. And they they can but then I'm like, "Okay, tell me more about that." And we can totally explain it. So, I mean, it's and those are the ones that especially when we come back to synthesize, I'm going to talk about Yeah. things that I taught, but also like check this kid out over here that did it this way. Can you explain this different way that you thought about it? And kind of almost empowering that where I feel like when I was in school, it was like here's how you solve it. If you don't do it this way, you don't show your work this way, then it's wrong, right? You got to follow these steps. You got to do, you know, I think of long division is a big one for us. Um, you know, it used to be like memorize some little riddle that your teacher taught you and follow these steps to a t do it this way. And it's like there's other ways to get to that. >> Yeah. I for multiple solutions. I thought in my head I I read that I was thinking there was multiple answers. But yeah, multiple there's always multiple ways. And if you can encourage people to find the best way that works for them, like when I was in even in high school word problems, I'd look at it and go, "It's 17." And they're like, "Well, how'd you get it?" And I'm like, "Well, I read the question." >> And they're like, "Well, can you build an equation?" I'm like, "Why do I need to at 17?" >> You might not like that. >> But they did. >> I actually was forced to to get the to get it correct on the test. I had to build the formula >> except I went from the answer into the formula till I learned how to do it the other way. Yeah. >> Because to me it was like but I know the answer isn't that what matters and it's getting there. It's like yeah but is it and you know if you're going to do authentic learning real life stuff >> the answer matters getting there because I was saying in in our finance meeting I have a way that I can square any number under a 100red in less than 20 seconds. I'm not going to do it. Um, but I I but you know I've told that to like a few of my nieces and nephews and they're like they're like amazed by it because it's like it's different ways of thinking to get to the same answer and it's just whatever works the best for the student. That gives them the confidence to get the right answer is the way to go and it doesn't have to be one sizefits-all. >> So I still don't know how the math model works. I can't do that. the math. >> Oh, that's your that's your pre-alggebra. That is your before the variables, right? And so in your math bone, your total goes at the top and you add up or you subtract and you're going down. >> I could not support my >> mathematical forward. >> I was not ever allowed to teach my daughters any math because I would have confused them because their teachers would have been saying, "What am I? No, no, no, do it like this." And I'm like, "No, I can't do that." So, >> yeah. >> Yeah. Similar to Joe's point, math as we know builds on itself in all these lessons and we got to pre preview this a couple years ago in the DAC meeting and just the whole concepts and structure of these lessons is quite different than what we've done what we've had done previously and uh you know as you're even this year Mr. you know, having students that have come into this for the second year of having this structure. Next year, time flies, you'll have students coming in for a third year that had a third, fourth grade into the fifth grade. Do you see that that'll correlate into student success a little greater having at least knowing the >> structures of the lesson? Um, I think for one thing, it's just like I feel like kids have a lot different attitude about math. If it, you know, because we come to the boards and they're working at the boards and they're working as a team to solve a problem. So, it's not like if I, if I don't know how to do it, like I'm going to take the marker and I'm going to listen to the other two and and try and soak in what I can and then as soon as I have an idea, I'm handing that off. But it's it's more of a it's not like you're isolated and alone trying to solve this problem or you just watch your teacher up in front of you talking about this problem for 20 minutes and now you got to try and solve it. I think that whole just mantra or whatever you want to call it that they bring to math is a lot different. Um, and I think too we're starting to see like the methods that they're using, they're starting to come with different stuff um, that's supported all the way up through the curriculum. And you know, it was it was very hard when we shifted that first year because we were showing them like I come back to long division again. We're showing them a totally new way to do long division that they hadn't had in previous years to build off of. So that was that was a struggle and it was almost like we got to break this old habit of what you're trying to do and see if we can introduce this other way and um but now it's starting you're seeing it starting to build I think and I think but I think more than anything it's just that attitude towards math um and not feeling so isolated and more like work with a team. >> Yeah. >> And I get to bring some of this stuff home from from my my kids you know seeing these lessons and I'm still kind of like okay explain this to me. I don't exactly, but there are >> the best thing you can do is ask them to explain it to you because that's what I'm doing when I'm going to them. When I go to their board, I don't care what their answer is. Like if they if they just raise their hand and they look at it, I'm like, "Son of like, okay, you guys know the drill. You got to be explaining to me how you got this." So that's that's another thing that I think that should be powerful for parents too is like if you want to interact with your child about what they're doing like ask them to show you how to explain how they did their math problem. Um if things are frustrating at home obviously you know you might need to reach out to the teacher but you can help in just asking hey how did you do this in class? Show me what you were doing. um because they're doing that every day. Like 20 times in one of my math lessons, they're having to explain something that they do. >> Jim, you got a comment? >> Yeah, thank you, Chair Brophy. I want to thank this group um not only for being here, but I think the common mistake in implementation is we we build up that first year so much. We focus on things that first year and then we tell ourselves that we've done it. But in this case, what we've really done is made an effort to gather data, look for areas of growth, and then continue to follow up with teacher training, staff development walkthroughs, continue to gather the data, and we'll continue to to grow upon that. And I think that that makes me highly optimistic that we'll have a successful long-term implementation, and it won't just be, hey, we did this for a year, now we're on to something else. I would anticipate that even when we move into an arts and letters adoption next year, we'll continue to hear about the growth within math because that's what truly breeds success in a in a in a school and in a school district. >> I think too it's important to point out that this was a big lift for for teachers and a big shift in their instructional practices. So, like kudos to them for like taking that on and like really saying like, "Okay, I'm going to leave some of my old tricks behind and and embrace this new way of of kind of doing things." And um, you know, I think they'll continue to come along more and more. >> And teachers report just the joy is back in that class and so they're enjoying it. The kids are enjoying it. So that's that's fun to see that transfer because they're they're confident now that they got your one under their belt. Your one little stressful, but yeah, it's been great. >> Any other questions, comments? >> The only little trick is if you got a little Joe Aldridge in the group, you might have to park him out so that the other kids can answer a question or two. >> You don't ever want anybody to be like >> That's when you say, "Joe, you get the pencil today." Cuz if you have the pen, you can't talk. Thank you. Flashback like exceptional work and again uh you know my colleague Mr. Zig and I got to kind of see this you know before the concrete was even set. So it's just interesting to see how it's evolved and appreciate all your effort. >> Thank you. >> Next on our agenda committee reports and other information. Let's start with Mr. Smith. Uh, I completed the MSBA phase three. I had the second part of that a couple weeks ago. Um, looking forward to phase four which starts this Friday. Um, and then uh got community engagement he had last week uh Pearson early learning center work group tomorrow uh AMSD meeting this Friday. So, I've got a conflict between that and the MSD phase 4. Uh, I'm not sure if I'll be able to do the the MSD. >> Um, so we had community engagement recently and um just spent some time looking at that fantastic that Tiffany created where see all the forward outlook of all the events coming up and sign up and see who else is going. Um, and then we also talked about um having another it's going to be bagels with the board. Um, she probably all saw the email invite or calendar invite a few days ago. Um, just another opportunity like we did at u a couple years ago to be out in public and people talk to us if they want to. Um I also had uh I went to the Bright Works annual meeting on the 15th. Uh Carsten from St. Francis says hello. Um so just get to hear all the stuff that Bright Works does. Uh happens to be their 50th 50 year anniversary of that organization. So we got a history of cohort and geek. Um so yeah so they do if you guys don't know or don't remember they do uh young authors conference they do knowledgeable uh incidentally the photo they had for middle school knowledgeable was shot east middle school my son was in the photo really hard to see but um they do um another big one they reported on is like the the registered teacher apprenticeship program they support that they talked about the help me grow or intervention program that they have. Um and then they talked about uh their there has some new offerings for PAR trainings um certifications and such and um they're getting a lot more uh a lot more people completing these trainings than they were with the older seller. Um so yeah, that was really quick summary of what we talked about there. Last Monday, I went to the district advisory council uh meeting. Great conversation going on there. Uh assessment for learning. We talked about the the social studies uh imple implementation. Sorry, that's a lot of or syllables for account. Um and uh talked a little bit about AI, which is always a very interesting topic. Um um yeah, every Every time I even think about it, I'm just like, well, thank God I'm close to retirement. Um, it uh it was it was just a great discussion and and the things that uh we can do with AI to uh like correct papers and make them unbiased just stuff like that. So make the teachers be less biased when correcting papers. It interesting topic. uh had the finance and facilities committee meeting today with special guest star Bill Manazi making a making a Yeah, it was a it was good to see Bill uh come back. We're talking about some long-term financial or facilities maintenance and uh CFAC getting that back up and running and just a couple other uh topics that uh we covered here. Well, I went to Culture Fest and it was a great experience. Got to see the lovely dances that was amazing and the food spelled really well. I did not get to try it because it was a long line and I did not want to sit in line. Um, we did have community engagement and we really talked about the next spring school tour chat that um, Chad had mentioned and then community engagement. So, I was able to attend my first city council meeting, which was really eventful. Um, I got to see awards given out to two of our officers and then the Shaki citizen citizenship award. Um, so an individual received that. It was really great to see, you know, just everything and go to a meeting to understand and represent, you know, chocolate school board. >> Mr. Well, I have the lovely opportunity to assistant coach both of my daughters in softball right now. So, that is currently five minutes a week and soon to be Saturdays. So, it doesn't give me quite as much opportunity to hit all the wonderful activities we have going on at the district here. Um, I was able to get out due to a ring out last Thursday to the literacy and beyond night at Jackson. Uh, the PTO who we had here and some of the members of that put on such a great event there. It's truly amazing how many parents and students come out for those things. I mean, the halls and everything's full and it's pretty vibrant. It's a good It's a really good feeling. Um, we had the finance and facilities meeting prior to this and I believe the community uh team is going to do their annual um adopt the highway on this coming Tuesday. So, if I get a rain out there, too, we'll see. That's all I got. Um, I uh attended a uh parent drama meeting uh over the weekend and for those who didn't happen to go to the high school, I think there were 4,000 people there between the dance competition for the space that uh you know we have available uh perspective that that's a coveted place that others want to be and then there happened to be a basketball tournament on the other half of the building. Um, so navigating that crowd was something else. But I think it just speaks to the quality of the facilities that we have here. And then the drama boosters is doing a reboot. U they're going to actually start building their a new drama boosters club. Um, and so that's work in progress. Um, and then uh on the horizon are student schoolboard interviews coming up. Eight candidates as I understand as of as of late. So that's going to be really exciting to be part of that. part of that panel. So, I'm looking forward to that. Ryan, any comments, questions? >> Um, I actually also Oh, >> yeah. >> Um, I got to attend Culture Fest as well. Um, I was actually one of the performers. It was really last minute. Someone dropped out cuz they were a little bit too shy and I stepped in. I mean, I thought I did a pretty good job. Um, as well as coming up is the National Individual Events Tournament of Champions, which is called Night Talk. It's a really big opportunity. It's May 8th through 10th. And if any of you guys have time, I think it's May 9th. Um, I would love to have, I don't know, some members of the board come and watch some performers. If you guys think I speak well, the students there speak way better. Um, it's truly amazing just to see how many students are there and dedicated to their craft. Um, >> is it at the high school? >> Yeah, it's at Shockby High School this year which is um really amazing. But also another speech shout out, Shakp or yeah, last week I got the opportunity to go to the MSHSL doubleA state speech tournament and first time in Shaki history. Shockby has had um a state champion. So that's really fun. >> Um she's one of my close friends as well. So it was really fun celebrating her that day. >> Wonderful. I can resonate with I'm the stunt chair. So getting pulled in at the 11th hour. So >> um I was also or my sister was at the author's conference and she was really excited about this. Um I was also in the community and yesterday night talk so the national tour which is amazing if I had to recommend you guys to come to a specific round I would say the final round for interpretation it's oh it's white that's what the category stands for and it's absolutely amazing and Uh the final round last year was probably one of the most life-changing experiences I've had getting to watch those eight speakers and they're all like little gods and goddesses who are amazing at presenting and their programs are beautiful. So um the last time I talked to our coach I think he said boy final gods are at 7:30 on Saturday. Um so that we can double check the time but that that might be a good time to show up at um I was at the conference this past week. Um I was awarded the scholarship and they all the other 150 kids they all from different parts of my roommate was from Florida. Um, and I met my kids from Hawaii, Alaska, from Texas and was amazing. It was probably the best weekend. Um, uh, last weekend was the national mystery state contest and both national first time ever doing history. Um, so we are preparing to go to see this. Um, graduation college decision. >> I have I committed I I committed to Princeton two weeks ago. >> I didn't want to put you on the spot, but yeah. Cool. I I had heard that. Yeah. That you had decided to go to Princeton. Congrat. >> I got the best financial aid from obviously the programming they have for my so I would go to their school of public and international. So it's called speed up the major and it's one of it's one of the best. Congratulations. >> I'm not going to Princeton. >> I just take a minute to publicly thank the crisis and safety team that worked late into the night to make sure we had the appropriate people in response prepared for the high school this morning. And then I'd like to thank the high school safe crisis and safety team that picked up from there early this morning and made sure that the plan was executed. And um you know a lot of great work went on over there by those teams but also by our teachers to make sure that they were supporting one another and also supporting our students in the process. >> Just a couple things that I have our community conversation and survey is out there. I think we surpassed 400 sometime middle of today as far as participants. If you recall our goal is to break that thousand again if we can. So encourage everyone and it's still open. We're not even done with April. So, we got plenty of time. It goes through May 22nd. Uh and then there's a lot of great celebrations as you would expect at, you know, any day any month in the school district, but we have principal day, a school lunch hero day on the same for Mayday starting on Friday. There's a lot of great things and commend Molly Allison, our supervisor of food services, uh as you know, has invited anyone to to come serve some lunch to our students if you have time for that. And then uh next week it kind of all culminates. There's teacher appreciation week. Great things going on from the volunteers that are here, things we're doing through our community partners. Uh we have our end of year events. And then after that, like we said, we have our student school board members to interview. So we'll just sit down on Friday and take a take a breath and hopefully have uh good things keep coming our way. which is a great segue into upcoming meetings and important dates because it seems like there's something going on just about every moment of every day for the foreseeable future. Um, I thought it was really interesting just to see how April is calling up all these awareness uh topics and spaces uh and certainly continues into May as well. Uh, tomorrow is National School Bus Driver Appreciation Day. I did see that on there as well. So, um hopefully they feel appreciated. Um Chad, you had alluded to it as well. The the master calendar is out there. Uh so your name in if there's any that fits your schedule for the last harrah here as we round out the school year. >> Vice Chair Broy, we did organize there was a good suggestion provided. Uh since there is so much in May, it's organized by date now and then there's some color coding. So if you have interest in a specific school, there's just so much going on. The previous structure, it was a little outdated. Thank you for making that easier to navigate. >> Very good. Um and Tiffany, you remind me too. Uh there is the uh 360 review as well that went out to principal and that's just a public service announcement for board members who may not have yet had the opportunity to complete that. It's important for that. Um I think that's a wrap. Hearing nothing else I would entertain a motion to >> second. I think I had three people make a motion to adjurnn. >> I second it. One of those two. >> I I'll give Mr. Johnson the uh >> any discussion. >> I I do have >> Great job on your first time being. >> Yes. Well done. >> Anything else? >> All in favor say I. I >> those opposed. >> We are observed.