I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, member clerk, will you please take a roll call of attendance? >> Sure. Member Christensen >> here. Member Rebeline >> here. >> Member Corkran >> here. >> Member Castle >> here. >> Member Antonson is here and member Tyson >> here. >> Everybody's here. >> All right. We have a quorum. I would entertain a motion to approve the meeting agenda. So moved. >> Second. >> A motion is second. Is there any discussion? >> Seeing none, all those in favor signify by saying I. >> I. Those opposed. All right. That motion carries. Brings us to scheduled and unscheduled visitors. Oh, I do see a green card. I'll read that quick while she re retrieves that. While the board is not legally required to offer public comment, we believe it's an important part of community interaction [clears throat] and have included it on tonight's agenda. We ask that speakers keep their comments relevant to the indicated agenda item. Be respectful, avoid personal comments about board members, and refrain from sharing private or sensitive information. This process is non-interactive. Uh speaker will have three minutes. The clerk will give notification to speakers as their time is expiring and the chair will strike the gravel once the time is expired. And we have Claire L on this evening. Good evening, Dr. Massie and members of the board. Um, thank you for the opportunity to speak tonight. Um, I'm here to talk about agenda item 7.5, which is the recommendation to approve an ethnic studies course. Um, as you all know, an ethnic studies course isn't or an elective anyway isn't an option. Um, if a school district is to remain in compliance with state statute by the 2627 school year, Minnesota's public schools are required to offer an ethnic studies elective. I'm here because over the last year, members of this board have made comments that are not responsive to our secondary school students needs or reflective of our world's reality, as well as suggestions have been made that perhaps complying with state statute is negotiable. So, I'm here to go on record as a community member, whether it's minority voice or not, uh, in support of the course and legal compliance, and I hope that you all as well will as well. In an era where our students hear slurs, misogynistic names, and stereotypes used casually, nationally, as well as very locally in this very boardroom, it is now more more important than ever for them to understand the diverse world around them. They sit next to classmates whose histories, cultures, and struggles have been underrepresented and distorted for generations. Ethnic studies teaches critical thinking, historical accuracy, and civic responsibility. It asks students to look at facts, systems, and consequences, not myths designed to keep some people comfortable and others invisible. An established body of research from institutions like Stanford, the University of Michigan, the University of Wisconsin Madison, Yale, and the University of Massachusetts, and others affirm what e educators have known intuitively for a really long time that interdisciplinary ethnic studies help students become more academically engaged, develop a stronger sense of self-efficacy and personal empowerment, perform better academically, and graduate at higher rates. The question before this board is not whether ethnic studies has academic value. It demonstrabably does. The question is whether this board is committed to an education that reflects scholarly consensus int intellectual rigor and the realities that are of the world that our students inhabit. I believe that Minnesota is the best state in the country and I believe that students deserve not to just have an understanding of the historical, social, and cultural factors that have shaped it, but also to have the tools to make our world a better place for everyone. Approving ethnic studies affirms a commitment to the educational excellence, historical accuracy, and the preparation of students for thoughtful participation in civic life. Thank you. >> Thank you. Thank you. [snorts] >> All right, that's all I have for green cards this evening, which will bring us to committee reports. Uh, first is workshop and conferences. Does anybody have anything for workshops and conferences? [clears throat] >> Do you want to talk about delegate assembly? >> Tessa and I and Julie was there for part of it. Attended the 2025 delegate assembly at the downtown Minneapolis at the Rison. Um, we had a really wonderful speaker Friday night and my takeaway from his talk was and I have it on my phone. I Everybody was talking about this graph he had because it talked it went from 2010 to 2025 and all the mandates we've had over the years. And so I think in 2010 there were five >> and then the graph went up and up and up to 2025 where now we have 70 >> public school men. >> Did you just say 70? 70. >> Wow. >> 70. >> So, that was pretty impressive. Um, we had a lot of fun um talking with other school districts and other delegates that were there. We had 126 delegates um attend and the actual assembly took a little bit longer than usual because there was really robust discussion on the different resolutions um and amendments that they want repealed, some of the mandates that they want repealed. So Tessa, if you have anything to add to that um go ahead. >> Well, I'll just say thank you again for nominating me and giving me the experience. I mean, it was pretty interesting for sure and I look forward to doing more of this work with you over the coming months and learning more about it. So, >> yeah, and we had a different process this year. So, everybody that was um elected, they had to go through an election and a voting process. They're on the assembly for two years now versus trying to um rally and have delegates each year. We're doing it two years. So, [clears throat] we need to come next year. Yeah. I was gonna I was just impressed by the amount of years a lot of them had been on delegate like 10 12 years and I think that's quite the commitment and only on your board that you're >> and they said they just enjoy learning and meeting the other people from other areas and I mean it was I mean I met really great people that had really um interesting things to learn from. So I really enjoyed it. I wish I could have stayed longer but um family emergency but I did enjoy the time I was there. Thanks, Gail, for including me. >> Yeah, you're welcome. Thank you for joining. >> All right. Thank you, Member Tyson. I know we we had uh one thing that we were going to represent there. Can you talk about that a little bit and maybe let us know if it was adopted? >> Well, the our transportation was put on hold because it went through yesterday last year's process. So, it still is holds as the same resolution. nothing changed in it and it's still part of the platform. This isn't a budget year so there isn't anything rising to the top with getting our particular resolution enhanced but it still is in the platform with M and on hold. So >> okay were there any resolutions that did rise to the top that are >> Yeah, a lot of talk around um amending ES >> ESST. >> Thanks Steve. >> Oh >> and um >> and what does that stand for? Um, second save time. >> Second save time, which a lot of districts are going to be put in a deficit trying to pay that as the funding runs out, >> which usually happens with mandates. >> Um, can you think of some of the other ones that were the discussion around? >> I think there was a lot. I mean, I'm trying to think exactly. One thing that people really wanted to debate was whether there should be kind of a statemandated no phone cell phone use and that kind of got debated and debated and just decided that that it's something that needs to be left to the individuals to decide. Um, so it was a lot of fun, robust discussion and um, I didn't bring my book, so I apologize, but I think like 70% of them passed and 30 of them didn't. Well, speaking about the speaker for Friday night, he was talking about elections and he was more of a political person that had been involved in elections over the years and he had some really interesting things. I felt like he really had an insight on how things are the election and how how the process works and how people get elected and it was it was very interesting. He opened up my mind in a different way. So that was really good. >> Yeah, he was very good. He was new this year and I thought he really had his pulse on the things that public schools are going through in terms of all the mandates and all these fulfilling all these obligations and worrying about your finances at the same time can really be impactful. So >> exactly. Yeah, it was really great. >> Yeah, I will just add that um I think what I found really interesting even though I can't remember exactly what the issues with the items were that we were discussing right now, but just the different points of view and perspectives that were spoken about on all these different legislative items was very insightful. >> Yeah. And there's a whole process to learn about the parliamentarian process and there is a parliamentarian that oversees it >> and just how the resolutions are read and when you address the microphone you need to state your name, your district, your area like I have area 14 and 15 um in district 6. So >> when Tessa would go to the microphone to use it, you have to use certain procedures and so >> um it's really quite something to go through. And I would recommend anybody try to be on delegate assembly just for the process. It's it's fun and exciting. >> It's well worth the time. It >> is. >> All right. Thank you. Is there anything else for workshops and conferences? >> Not that I know of. >> All right. Seeing none, we'll move to 9:16. I don't have much to add there. Um being that I wasn't at 9:16 this month. I was here in this boardroom running a board meeting last week. Um, so just briefly I'll I'll pivot to that being that I was here due to uh the appointment process here and just mention that uh we are still working through that process. We do have a couple of finalists that were considering applicants and we're going to readress that next month. Um we're we're still kind of working behind the scenes to determine exactly when that will be back on the agenda, but uh we want to give all board members an opportunity to meet the three individuals that are still under consideration uh before we make any choices. So, um, if people are out in the public kind of wondering what happened to that this month, that or this week, that's what happened to it this week. So, um, more to come soon and we'll move to buildings and grounds. Ricker, [clears throat] >> can I just add to that a little? >> Yes. So, yeah, and I just wanted, um, the applicants to know, yeah, I think we're encouraging everyone to kind of meet with them, get to know them a little better, address any concerns, any questions they may have, more of individual questions instead of more than a board. um information like that. I think it's just more personal and you can actually, you know, have a one-on-one conversation. I think it's a lot more in-depth. Um and I just want to tell everyone that we're working through a timeline. We don't want people to not think we're working through it because we know that it's our role from our attorney says, you know, the word must because we've we've clearly defined um from our attorney that we should we have to continually keep looking um and working through the process. and just want people to know to be patient and please just stick with us and we're going to uh keep working in a positive way to um work through the process and try to come to a common goal together as a six member board and um talk through all the possibilities. So I really appreciate your patience and um people that are listening and and the applicants thank you for like I said staying with us and look forward to getting to know you all a little bit better and I encourage all my board members to do the same. >> Right. Yeah. Thank you. So is are we making any decisions at the organizational meeting or are we backing that backing off of that? >> We we're still in discussion. I believe it I believe it should be on every month's or every means agenda to at least update inform till next steps. I think we need that's we owe it to the candidates and the public to know what our steps are. We're still working through the steps but I believe it should be on every agenda every time until we get to the final stage. So >> that's a good idea. >> Yeah. Yeah. Just have it kind of be a talking point at each meeting. For sure. >> Okay. >> Thank you. >> All right. Thank you, Member Corker. Um, bring us to build Yep. build buildings and grounds. Director Ren. >> Yeah. So, tonight we talked about the wrap-up of the high school phase 2 project. So, we still have some doors coming in for that and the commissioning of our HVAC system there. Um, education center also completed this summer and we're down to commissioning for that building. Wyoming Elementary is our next summer project. You approved the permission to bid for that um probably two two months ago now. We did have a change in the timeline with the architects and engineers taking a little bit longer on their drawings um before they got them over to our construction manager. So the newspaper ad ran uh December 4th and December 11th and then bid day will be January 13th for the Wyoming project. The construction projects then we talked about for the future we will be doing the maintenance building roof and then we'll move on to forest view after that and then we have to meet with everybody and figure out what the next project is. So that's been on our uh radar for a long time finishing up with Forest View but then what's the next one because we do have a lot of work to be done. We did do maintenance items. Then we talked about the Lynwood power outage um that the students had and again um talked about the great work by the principal Gretchen Matson and also our buildings and grounds um people up there to make sure that the students were comfortable all day in that power outage. And then the shoeer fence. So we're getting a new fence for Shoeacher Field. And as part of that process, it was identified that the trees behind that uh had a beetle within them that was killing the trees. And so we did take down all of those trees um between shoe marker and the houses. And then we will uh we did go door to door to the families and let them know that that was happening. And then the new fence should be completed hopefully even still this winter. So >> that is the update from buildings and grounds. >> Thank you. And I just add really quickly that we are going to plant more trees in the spring. >> Yes. >> So anybody who's worrying about the uh the absence of trees, it's temporary >> and it was necessary. Um, member Anderson, anything to add? >> No, I don't. But thank you. >> All right. >> Very thorough meetings always be a lot going on. >> Any questions? Member Tyson, >> I just have a quick question for you. What What is um going to be updated at Forest View then? >> Yeah, Forest View is a bigger project. So, Wyoming is more just HVAC and a couple roofs. So, that will also be done at Forest View. Um, but in addition to that, flooring and windows are going to be the big thing there. So yeah, we definitely need to work through that whole building on the window side. >> Okay. Cuz we did have new windows if I remember in the 2018 bond, right? >> They were not done at Forest View. So yeah, >> not all of them got >> done Lake. >> That Yes. >> Okay. I had that confused. Thank you for clarifying that. >> Yep. >> All right. Any other questions? All right. Seeing none, we'll pivot to finance. >> Perfect. So, in finance tonight, we did our budget status update. So, again, we're within range for that monthly report. Then, we'd spent most of our time in the meeting reviewing our self- insurance fund balance. So, we know that we looked at data from FY18 all the way up to FY25. Uh we saw our fund balance go from around $3 million down to negative uh $2.7 million in our medical fund. We saw that increase um go up to only negative 365,000 with the FY25 audit. So that means we'll be positive next year. But we spent a lot of time talking about why we we need the fund balance and looking at revenue and expenditures and how quickly that medical can change within a year to two years. And then that's why you need the fund balances in order to be able to accommodate for those changes. And also the setting of premiums. So we know that we set the premiums before we fully know the extent of those claims for the year and that's also a difficult being behind the ball on that. So spent a lot of time in that area talking about the importance also to our staff to keep those premiums as stable as we can um and work through that um with those increases we've been seeing. And then we went on and did the same uh update on construction projects that I just talked about in the buildings and grounds committee. >> All right. Thank you. Okay. Does anybody have any questions for that? >> And she also said about student enrollment. >> Yep. Enrollment a little bit. >> Yep. >> So, we continue to be uh well above our budgeted number. So, in February, our auditor uh Jackie will come in and she will go ahead and do our revenue and so we'll look to see what our new budgeted number will be after that. [clears throat] >> Yeah. Very productive meeting. Thank you so very much. Thank you. >> We'll move to Director McKinnon on communications. >> Thank you. Tonight at our communications committee meeting, we talked about um the importance of communications and customer service. We often times think about customer service as a a business model and we know that uh [clears throat] how our community interacts in our buildings whether they come in from the outside as prospective families or community ed participants or our families who are are already enrolled in our system. Um how important it is to have uh a means by which we have those touch points be personalized and professional and um consistent. And so we talked about what our building tours look like and actually generated some ideas that we're going to bring back to our administrative team to talk about how we can further systematize that and personalize that experience for our our prospective families. And then we also reviewed um community ed went through a process about five years ago where we developed customer service standards knowing that we have a lot of participants that are choosing to sign up for our classes, paying for our classes and how we want all of those touch points whether they're calling, emailing, they have any questions, they want to get rolled in a course or maybe they have a concern that we we can meet the needs of of whatever that is in a way that um resolves it as best we are able to but also So, um, leaves folks wanting to come back and wanting to continue to engage with our programs in a positive way. >> All right. Thank you, Director McKinnon. I I have a quick question here. Um, elementary school boundaries adjustments are coming up soon. Uh, can you speak a little bit to the plan on how we're communicating with families there and and what they might expect over the next couple months? >> Yeah. And actually, Dr. Massie, I think if you want to take that one, you've been a little bit more involved than I >> on my my update here. Well, then we'll we'll kick the can. >> Yeah, you you get the assist. >> I'll pass the puck. >> You get the assess. [laughter] >> Yeah. [clears throat] >> All right. Member Tyson. >> Yeah. I just want to add that it was a really good meeting and kind of interesting listening to the two principles talk about, you know, how do we conduct conduct our tours? you know, what do we do in terms of like capturing them with the excitement of being an a ranger and what swag do we hand out and do the option of, you know, do they want to come and and do a in-class um stay for a couple of hours and having that be an option? And I think it was just such great ideas. And I think, you know, on some some levels, other schools maybe do that better than we do or we could enhance that and figure out how can we really rope them in and get them excited about being part of our district and going to that school. And Corey, you made a great point, too. I just wanted to add this quick that, you know, with customer service, everybody has their strong suit, you said, which, you know, they're comfortable with certain things that they're not. the inperson, the phone calls, the emails, and and I just like how you did that book study about around who's your glattus and and I I hope that you could do that with other, you know, like our office assistants and different groups to just bring them into that fold with that book study. It was just such a powerful book. Yeah, that's I mean that's the premise of all of it is that we [clears throat] we think of customer service, we think of our clerical folks and they do a great job um in each of our buildings, but we all have our strengths and we all have areas that we can continue to grow in, but really it's it's our whole system whether it's a a principal in a building or a custodian or a teacher or a clerical or a director. um to be to be as consistent as possible and know that we we have these rallying points around that this is who we are because we all know that when folks leave our system or or they walk out of that building that day that's going to be the reflection they have of us and we want that to be held in the highest most positive regard possible. >> Okay. Any other questions? >> All right. Seeing none, we'll move to curriculum, instruction, and equity. Director Jacobson. >> Thank you, members of the board. Dr. Massie. Uh, tonight we to tackled uh two big talk topics at our uh CI committee meeting. The first is uh we talked about the work of our anti-bullying task force that Dr. Massie has talked about over the last couple of meetings that's been underway since October. Uh we started by uh addressing uh oruh talking about in the past we've had an oveas program with our in our district. We've moved on from that into something that's far more comprehensive and has many moving parts under the [clears throat] broad concept of relationships matter in our school district. I uh any community member who's watching tonight or any parent at home can go to our website and learn about the many parts of that. Um, I shared some information about each part beginning in early childhood through elementary school, the learning, the programs, the events, the activities, all proactive measures. Um, not just aimed at anti-bullying. Our responsibilities go far far broader than just bullying, but just even acts of kindness and teaching people on how to treat each other professionally, respectfully, kindly in our school systems. Doing that creates healthy kids. Healthy kids uh are better, more effective learners. Um I presented the group with a one-page front and back document that outlines both our proactive and then our responsive measures as a school district. And we spent some time uh kind of talking through some of the initial feedback that we've gotten through our anti-bullying task force. Though that really is the focus of that group's meeting tomorrow. um and then gathering some feedback from that particular group. Um member Tyson was part of that both groups and and helped contribute to that conversation. Thank you, Member Tyson. Um and we're going to continue with that with that group uh tomorrow. Um and then we transitioned uh took a huge left turn and we continued the conversation that we had during uh our uh November CIA committee uh on achievement integration. We gave a broad report in November. Uh tonight we went over our timeline for wrapping up our current three-year plan and then building uh goals toward our potential next three-year plan. Um we we passed out copies of our current goals and had a little bit of time for discussion, not enough uh with a plan that it to again revisit for the third month in a row in January to have some more conversation around what those goals might be. Uh we align uh goals with our current activities that have underway and spend a little time talking through [clears throat] from a program and from a position standpoint where we're using those new dollars that are brought into the district as it as it pertains to our ANI plan. >> And that was our meeting. >> Thanks. >> Do we have anything to add or any questions? >> Member Tyson. Well, I I think you know we talked about the achievement integration which is written in statute and the goals are in statute and just the importance of getting those goals. We we talked also about how we actually wrote that a year early so that some of those benchmarks might look a little bit different right now. So it was just great feedback and the big takeaway is if anybody hasn't seen this yet I think this is JP you said this came right from the work of the group right kind of assimilating this hole on the one document so >> did you get to see it >> I took yeah I haven't looked it over yet >> well I have one >> Oh yeah it's it's fantastic because I think all those proactive components are there and parents can see I think it's just great thing to communicate out to everybody Yeah, the document they're holding has not is is a draft form. Uh and so uh and it was created with a parent audience in mind though the intent is to use it tomorrow with that uh task force to for to look at it to recall all the different things that we talked about at our last meeting and then with an eye on could something like this uh allow us one more way partner with our families around families knowing what it is that we do at school >> so that they can then continue that around the dinner table or in the car at home. That's what we really want to do. So, we'll we'll look at that tomorrow and naturally we'll gain gather some feedback on that. Um, if any member of the board uh would like one, I know you're not part of the committee, but if you if you'd like to grab one, I have extra copies in my office. You could stop by and pick one up on your way out tonight. Um, and we're open we're open to making uh that and our overall parent partnership improved. Y >> that's great. This is just fantastic. and maybe possibly adding some part of peaceful bus to this sample. [clears throat] >> Great. >> All right. >> Anything else to questions, comments? >> All right. >> Thank you. >> Move to Director Freeman with policy. >> Good evening. All right. So tonight in our pol policy advisory committee we talked about our policy 435 which is one one of our drug and alcohol policies not drug and alcohol pol you get the idea. Um so uh um specifically there are some statutory recommend uh statutory changes [snorts] that are recommended to be added to the policy that talk about how we don't take action as a system against system participants who are um involved in various levels of treatment types of programs. >> We talked also in in a similar vein about the student medications policy. on that one. There are some statutory changes that uh specifically address uh it it changes epinephrine delivery uh injector to epo epinephrine delivery system. So just a couple of of formulaic changes that are not of high degree of substance that is something that we do do and that all school districts do. So just a little bit of terminology change there. And then we also um prepared our conversation on a prospect of 1206 to come to the board for consideration [clears throat] having to do with public participation at school board meetings. So the policy had some the committee had some recommendations for the board to think about. Um and ultimately it'll be for the board to decide whether you want such a policy, whether you don't, uh what what you want to do with that. So, okay. So, we've did not make a whole bunch of changes. We did uh uh add some some definition around what a personal attack might be. Um I can't claim any brilliance on the part of anybody in the committee. We took it out of of the encyclopedia or the the the Britannica company. Um Mhm. >> Why make it up when you can look at look at a source, you know. Um and also uh um yeah, that was that was pretty much the the biggest difference that we we made with that. Couple of tweaks here and there. Not not big though. >> Okay. >> Yeah. If I recall correctly, 1206 was largely an MSBA template that >> mostly >> you've had in your hand for several months. So, it's nice that you guys finally made it to it, right? >> We'll get there eventually. >> Lots of things in work. >> Okay. Anything questions, comments, advertisements question. >> So, Donna, for 2006, are you doing any comparisons with districts that already have policies in place with this? >> I have not. Um, most of them, I would say probably. I'm guessing probably do a straight >> template >> template from MSA. >> Yeah. >> Okay. >> And the differences um are not huge, I would say, with the the differences that you'll see. We'll mark the differences. >> Okay. >> Great. Thank you. >> Yeah. Member Tyson, I I would add to that. Uh when when I did that work last spring, [clears throat] >> I looked at a number of districts, neighboring districts, area districts, and they were all pretty much straight template. >> Good. >> Um which is why when I provided that to the policy committee, oh gosh, probably back in April at this point, uh >> it was MSBA template. >> Okay, good to know. >> Thank you. >> All right, [clears throat] that will bring us to staff welfare. Dr. Jesse, >> we talked about a number of topics. The first, we spent some time talking about enrollment and doing updates around enrollment. Uh, director Renberg Idi spoke to enrollment in her report. I would add to her information that we are currently about 120 students over our budgeted number. That's tracking slightly higher than the enrollment trend that we saw this time last year. So last year, you'll recall, we reported really positive enrollment and we're tracking even slightly better than that this year. So that's really good from an enrollment standpoint and a budget standpoint. We then kind of shifted into some conversation around budget development. We're entering that phase now of the school year that is directly tied to enrollment. the question earlier around what are we doing to help our elementary families [snorts] with the boundary changes. There's been quite a bit of communication to especially immersion families because as you know we're moving immersion from Lina Lakes to Forest View Elementary. So we have had a number of communications with those families. We've had open an open house session at Forest View where we invited families in to tour Forest View. They've done additional tours with families who couldn't make that or wanted more information and we're asking those families to give us an indication of their intent to move to Forest View. We know that there will be some families, we're not sure the number yet, but some families who will elect to stay at Lo Lakes and drop the immersion program from their kids experience. So, we're we're tracking that. That'll be helpful for enrollment. Additionally, we shifted boundaries at almost all of our schools are impacted by boundary changes. We're communicating with those families. We are asking families who decide to stay in their current school even though their boundary shifted them to a new school to in to complete the boundary or the um in district transfer form. so that we have kind of the paper trail of those families who are electing to stay at their their current school because by making that choice are also acknowledging that they would not have transportation to stay at let's say they're shifting from Columbus to Wyoming. >> Mhm. >> We're certainly going to allow that to take place, but they may not have transportation and likely will not have transportation. We want families to know that. So, we need to get a a real strong handle on the number of families who are truly going to move to their new school because that'll be instrumental in developing our staffing program for the next year. So, a lot of activity going on behind the scenes as we prepare for budget development. We talked about achievement and and integration. Director Jacobson gave an update on that, so I won't repeat that information. And then lastly, we talked about um the the current state of numbers in girls hockey and the the potential that that our girls hockey program will need to cooperate or create a a collaborative relationship, a cooperative with another another district just to create viability in numbers over time. So, we're in the early stages of that conversation, and I don't want to give too much specifics at this time because we're still in the early stages of those conversations, but I we hope if there's going to be a change for the next season that we'd bring that to the board after the current hockey season sometime in the spring. >> Thank you. Any questions or comments on uh staff over All right, seeing none, that'll bring us to the consent agenda. Does any member have any item uh 6.1 through 6.4 that you would like pulled from consent? >> All right, I see none. So, entertain a motion to approve. >> So moved. Second. >> A motion and a second. All those in favor signify by saying I. >> I. Those opposed. All right, that motion carries. Bringing us to action item 7.1, mandated reporting of child neglect or physical or sexual [clears throat] abuse policy 414A, which was previously 522. Dr. Massie, >> the purpose of this policy is to make clear the statutory requirements of school personnel to report suspected child neglect or physical or sexual abuse. Um, we're bringing this to you for approval tonight with the changes reflected on page five, which are essentially updating statutory references and language updates related to statutory updates. And with those recommendations, administration recommends your approval. >> All right, I'd entertain a motion. >> Move to approve. >> Second. >> Second. >> Okay, we have a motion and a second. Is there any discussion? Is this policy reviewed every year? >> Uh, >> it looks like it's kind of every other. >> It is an annual review. >> It is an annual review. Okay. >> All right. Any other questions, discussion? >> All right. All those in favor signify by saying I. >> I. Those opposed. Okay. Motion carries. bring [clears throat] us to 72 mandated reporting of mal treatment of vulnerable adults policy 414B which was previously policy 414. Dr. Massie, >> Mr. Chair, you just identified the only change being recommended in this policy which is a number change. Just to reiterate the purpose of this policy is to make clear the statutory requirements of school personnel to report suspected maltreatment of vulnerable vulnerable adults. Again, it the the change recommended is just a number change. >> Move to approve 72. >> Second. >> All right. Motion and second. Any discussion on that one? >> All right. All those in favor signify by saying I. I. >> Those opposed. >> All right. That motion carries. That brings us to 7.3 recommendation to approve personal finances course taken in 11th or 12th grade. Dr. Jacobson. >> Member chair, members of the board. Dr. Massie, thanks again for having me. Uh as a school district, we aim to prepare students for success success after graduation by offering many experiences as possible that effectively equip them uh for their future. Each year prior to registration in the winter, I present new courses to the board for consideration to add to our already lengthy uh course offerings. These uh new courses, new new course proposals are driven by a mix of changes in state requirements, a rise in new student interests, guidance from our local employers, and our systems need to track uh employment and industry trends. Uh the courses before you for a second reading tonight are our district's uh response to these drivers and the work of many staff in our district and input from our uh regional employers. As I did it during our first meeting in November, I'll work through each course uh uh and u present them and try to answer questions related to each. Uh the first course uh that member chair just mentioned, chair rebel uh the course for personal finance, Minnesota statute requires students now to take a personal finance course beginning uh next year. Um the course is [clears throat] aligned with that statute and is designed to provide students with the foundational skills uh to make informed financial decisions throughout their their lives as adults. It covers essential topics related to earning, spending, saving, investing, borrowing and protecting financial assets. It was uh built uh based on not standards but on some guidance that was given to us by by a financial group that came together and put together uh guidance for school district. And you see the course there in front of you and I would answer any questions. >> All right. Does anybody have any questions on the uh personal finance course? No, I don't have any questions, but I'm just so happy that this is an option. We never had this at all when we were growing up or anything like this. And this is such an important thing for kids to be self-reliant and and have to understand finances. I mean, it's just a basic need. So, it's a it's a long time coming. So, I'm really happy. >> We've offered similar courses in the past, but they were always elective and now the states require >> students to have this experience. It is it's just too important not to not to educate our kids. I mean it's just a well-rounded individual that you know all parts of it. So thank you. >> I would concur with member Corkran and add that the very first finance course I ever took was in my second round of graduate school. So for kids to have this before they graduate from high school. >> Um hopefully that will improve personal finance for everybody going forward. And this is really good. Any other questions for Director Jacobson? Member Tyson. >> So, so definitely sets them up for success >> and in all areas. Um, this came out of the 2023, >> correct? >> And so, did 9th graders get something in the fall of 24? >> The legislation requires that school districts now require it in either 9th, 10th, sorry, 10th, 11th, or 12th grade. >> Okay. Uh we as a school district in order to protect some of our options in ninth and tth grade for next fall it'll be an option in forest lake to take it as a junior or senior. >> Oh okay. >> Yeah. That's something we could entertain as we get into the course and whether we want to open up to sophomores as well. But for for this particular registration guide that would go into the high school uh for next year or the winter for next year would be a junior or senior course. >> Gotcha. So maybe we'll play that by year. >> Yep. Yeah. And again to the me the mentioned earlier by member Reveline this traditionally finance courses have been uh a career in finance. This course uh the one that I just presented will be showing students how to manage their personal finances which we know is an equal equally important >> skill set for [clears throat] adults to have. >> Absolutely. Thank you for that >> clarification. >> All right. Seeing no other questions I'd entertain a motion to approve. >> So moved. Second. >> All right. Motion second. Any discussion? Right. All those in favor signify by saying I. >> I. >> Those opposed. All right. That motion carries. It brings us to the recommendation to approve AP business with personal finance as a course taken in grade 11 or 12. Director Jacobson. >> Yes. Thank you. So, similar to the personal finance course that we just talked about, this course will cover many of the same topics um around spending, saving, earning, investing, borrowing, potentially pro protecting one's own final financial assets, but this is a highly rigorous course. We've talked about advanced placement courses in the past that also layers in uh business principles, uh entrepreneurship, marketing, and finance. So not only managing one's house own household finances but also being able to understand how to help others manage theirs. >> Uh throughout the course students will complete two main or pro main projects. The first will have them applying their learning of business concepts to an entrepreneurial project that will require them to perform tasks parallel to those of business leaders um including product development, customer research, marketing and preparing financial documents. And at the end of the course consider that they would participate in a financial advisor project uh in which they will provide sound financial recommendations to a f fictitional household based on a financial profile. Uh at the conclusion of this course, students can earn college credit and a business credential through uh the college board uh if they score highly enough on the end of course exam and uh they complete both both uh course projects. Um we know that we have a lot of students in our system who have a passion in this area. Um, being able to take a rigorous course like this >> on a pathway into being a financial adviser, we think is a nice add to our [clears throat] our course offerings and the administration would recommend approval. >> All right. Thank you. Would this um would this be taken as an alternative to the course that we just approved or >> Oh, thank you. That's a very good clarifi clarifying question. Yes, we would see students could take this as an alternative to the course that you just approved. Okay, great. Any other questions? >> Okay. >> All right. Seeing none, I entertain a motion to approve. >> It's all moved. >> Second. >> Motion and a second. Any discussion? >> All right. All those in favor signify by saying I. I. >> I. >> Those opposed. All right. Motion carries. Brings us to 7.5. Recommendation to approve Woven Histories Minnesota and the world as an ethnic studies elective. Director Jacobson. >> Yeah. So, Minnesota statute requires school districts uh coming out of the 2023 um legislation legislative session to offer a course in ethnic studies uh beginning in the 20 2026 2027 school year. This course that you see before you is designed to allow students to explore and research how various groups have shaped our world with with a particular focus on Minnesota. We took a Minnesota angle to this course. Um this course will be um heavily steeped in research and discussion. We see value in this course in terms of students uh learning about uh backgrounds maybe that might be different than their own and showing genuine curiosity in those things. We believe I as a system that students who are curious about others are more likely to ask for and listen to other people's point of views. That's what builds neighborhoods. That's what builds connections. Uh, and this is what this course uh would be built on. And you see the course there in front of you and I would entertain questions. >> All right. Does anybody have any questions? >> Um, D. So, I met with you and I was really pleased at how much work that the team put into it and the decisions that were made around this. I mean, we know it's in statute, right? You can read under B that it says that students must that ethnic studies course must begin in 2627 school year. So the other takeaway for me is when I met with you I really like how there's they're working in groups >> and they're having that time to research but yet come together and learn from each other because I think that's really vital when you're studying something like this. Yeah, I think it's the been the interest of our our district to always have uh when possible courses that bring in multiple perspectives and then students being able to learn about and ex and and exchange their own point of views on those perspectives. Uh the one person uh in the room whose perspect perspective is uh generally silent is that of the instructor. The instructor is a facilitator of the discussion. um but students finding and discussing in groups maybe as a whole class some of the things that they're learning uh and that would be how this course that would be our vision for designing this course. >> Okay, I like that a lot. >> Thank you [clears throat] for the question. So I was looking at the state statutes around this too and it and I do also want to say thank you for the presentation and going over this at an earlier time with us and given all the work that went into putting this together. I know that's probably not an easy thing to do. It's pretty amazing. Um, but when I was reading through the statutes and and on the MD's site, they were talking about um a facilitator or somebody, you know, like kind of encouraging I it read to me like they were encouraging school districts to bring someone in to help facilitate getting this going. um do you don't think that's necessary here right >> you know we have not done that to this point in this course design >> uh I am pretty confident on the teaching and learning staff quite honestly that have been working on this course uh the administration that's been working on this course some teacher representation I think that we have a really good start okay quite honestly currently >> um without the need to do Okay, good. I'm good. I'm glad to hear. And the other thing I I was going to ask too is about when you say the fac or the the instructor or the teacher will be kind of this facilitator of the class, you know, like the the age in which we live has been highly contentious. Um, you know, I'm I'm hopeful that it doesn't get like that in that classroom for students. I mean so that people can feel free to express their views and and not be judged for it or or to ask questions and you know what I'm saying like I just feel like it's >> very important to have that kind of a environment >> for these students >> and there in lies the task of the facilitator >> to create that environment in which students can express their point of views >> but the expectation within the class is that we genuinely listen right >> with curiosity >> to somebody else's. >> Yeah. >> And again as a way to build a life skill uh going into an adult >> adult. No, I appreciate >> I was just going to say that it is an elective. I read and so the people I would hope that would be in the classroom would be the ones that want to grow as people and learn other other ways of thinking and to open up yourself to those learning opportunities. So, I would hope the people that would be in that class would be like more engaging and maybe not be going in there with with that negative kind of p persona going into into the classroom is my question. I mean, you don't you can't control who [clears throat] who signs up for it, but to me it's like it's just to broaden your own personal knowledge. Yep. >> So, I'm hopeful for that as as a positive learning experience. Me, too. >> Yeah. No, that's what I'm saying is I hope that that's what it turns out to be. >> Exactly. I mean >> for people. So I'm glad we have I wish we I mean all these classes are so engaging now and I feel like you know when we were young there wasn't a lot of that. So I love that there's so many great opportunities for our students. >> Yeah, we offer a lot of different courses at the high school and I'm sure that there'll be some students who have an interest and can't can't fit fit into the >> there's too many choices now. I think it's true for this course as it is for many courses that it's not about >> telling students what to think the adage of >> what to think but how to think and that is so true with the course >> like you grow definitely >> yeah it's exciting >> castle >> so I would hope there would be some of the students in there would be the opposite where they're they have a stumbling block for reaching other folks so they join this course so that it can help them along with that. >> That could be too. >> Yeah, that's good. >> That's definitely could happen. Yeah, [snorts] >> it's giving people opportunities. >> Sounds good. Yeah, >> sounds good. >> All right, I'll jump in. I'd like to acknowledge staff for the difficulty of putting this course together. >> Excellent work. statutory requirement here is a challenge >> especially in a a district like ours that I feel is is really open and inclusive to all cultures and doesn't feel a need to really publicize that fact. I mean I feel like Forest Lake is a great welcoming place for everybody. Um I'd also like to acknowledge that the fact that you know any student that signs up for this they need to be really open-minded when they go in there. They're going to hear things that they don't necessarily like to hear and there's going to be some, you know, hot debate in there. And I I think that'll be good. Um because that's what real life is like outside the classroom. And it's a great opportunity to to learn within the classroom. And it's going to require a a strong instructor. And I believe that's what uh I shared with Dr. Massie and Director Jacobson when I first met with them on the details of this class is that uh I see a lot of really strong potential upside to this course, but it's really going to depend a great deal on the instructor, the way they're able to keep the class together and how they're able to facilitate that discussion. And there's going to be some challenge to that. And you know, I do hear from students occasionally about uh u concerns they have with staff members from long-term subs in health that have difficulty with the definition of boy and a girl or even staff members stating openly that uh you know that that concludes the indoctrination for the day and that that would be detrimental to this course. And I know it's going to be a tough one for administration to to monitor, especially in the first couple of years, but uh I trust the system that this is going to work out just fine. And uh I appreciate the work that went into finding a way to tie such a difficult topic back into um you know, history and our state. And >> um so I I see a lot of really good uh potential and potential upside in this course as well. So, but thank you for all the work that you guys did putting into this. >> Christensen, >> could you expand a little bit more on your remarks about hearing from students and what I haven't what >> Yeah, I I have students uh text me on a very regular basis with concerns. I bring those back to administration when it's appropriate. But you're I'm just concerned that at the board table like this at an official meeting that you're >> that I would share concerns that students have. No, [snorts] just the I guess just the way that you mentioned it like that just sort of I mean those are some big um uh I don't know big >> comments or big remarks and we're not able to follow up on that or we don't know who >> our our staff has handled them appropriately in every case. >> I'll add that. Well, I have never been um made aware of any such concerns. >> Member Tyson. >> So, I was going to ask you to expand on something [laughter] else. Um what what are you envisioning when you call you say hot debate? I I'm just not feeling that in this class. I mean, not that it wouldn't happen, but if you could say more about what you're thinking with, you know, this class is going to be a lot of hot debate and um >> Oh, I think I think there's potential for it. Yeah, for sure. I I and I think that's a good thing. It's going to be a benefit. >> Yeah, it's going to be a benefit to students as long as um like I said, it's going to be a tough tough ask for the instructor when you're going to need a strong instructor for this course. But it's going to be a good thing because it's going to help keep students open-minded. you know, it we're we're not gonna agree on everything. I mean, especially if we look at the last couple of weeks just at the board table, we're not going to agree on everything. And uh I think it's good to have some of those discussions and I think it'll be beneficial for all students that take this course. >> Okay. But I I concur that I love the Minnesota focus and and I'm just not seeing the hot debate thing. Are you? >> You know, I it's hard to predict. I I I um you know, I don't I don't know. I suppose it'll be dependent a bit on what sort of you know topics that the students choose to bring uh and who are the mix of viewpoints of students that enroll in the course >> students that uh want to learn more and grow and might have some growth in front of you them um in terms of understanding positions that they just have [clears throat] not been able to view before. I I I don't know that. Um, you know, we do have other courses. We have we have debate at the high school. We have >> um my daughter that >> yeah we have civics. We have a number of courses where sometimes those things come up. Uh it's hard to anticipate. But what I do feel fairly confident about um is that I think that our staff at the high school uh is very much up to the task if it were to come up in this course or another and how they manage that. and set the stage for again the the environment and where we um exchange ideas, exchange uh thoughts in a way that again others listen and um at least consider what that person's point of view is. Mhm. >> And I agree we we're saying facilitator but our teachers have so much expertise that I think that any one of them whoever is instructing this class [clears throat] will do a excellent job of you know guarding over those discussions and enhancing them when needed and whatever >> just as we would do in any course. >> Exactly. Thank you. I had one more question. I just remembered it. You said heavily researched based. Are there any um materials, books, any any things that you'll be bringing in for them? >> We have not out of >> identified and adopted text for this book. Uh there might be some text that we purchase, but again I think that part of the course will be allowing students to dive into a particular part or particular group within our Minnesota history and then bring that back to a class discussion. >> Okay. >> Y >> there's within the course description there is some possible concepts around a capstone project again with options for students to go into a particular area or provide understanding in a particular way. Mhm. >> Um I think courses that allow some student autonomy in that regard are good courses. >> Yeah. >> Mhm. >> I think the power of a course like this is to help students get beyond opinion and reach um develop thinking and ideas and thoughts that's that's based on evidence from their research from the materials that they can pull together. So >> getting kids out of maybe an opinion that they have about a a topic or a concept and digging into what does the research say, what does history say, and basing their ideas and their thinking in in text and in context. Um so I think that's the richness of a course like this. >> Yeah. I I think that the analyzing the ways power and language construct the social identities of race, religion, and I think analyzing the power of language is very important right now cuz it I think in many instances has been weaponized and it's uh you know I guess that's the time we live in >> and maybe it's always been that way. I don't know. But anyway, thank you. >> Yep. First item. >> Thank you. >> Glad [clears throat] to do it. >> Do we have any other questions? >> If not, I'd entertain a motion to approve. >> Move to approve. 7.5. Second. >> Third. >> We have a motion in a second. Any additional discussion? [clears throat] No. >> We're good. >> If not, all those in favor signify by saying I. >> I. Those opposed. >> All right, that motion carries. That brings us to 7.6. Um, and I would propose, unless there's an objection, that we um we address 7.6 6 through 7.9 as a single motion. Seeing no opposition to that, uh we'll go right back to Director Jacobson on 7.6 through 7.9. >> Yeah, I think that's a good idea. Um all these courses are batched together. Uh these courses, as we learned last month, were developed in partnership between the high school that the staff there and uh our local 49 operating engineers. We're constantly looking for gaps in our program uh and and can comparing that to industry and and hiring trends. Uh the opportunity to partner with the local 49 to offer some heavy equipment operation uh courses and construction-like courses that are uh new to our system was appealing to the to the school district. Uh these courses provide opportunities opportunities for students to gain entry level skills in operating heavy equipment or maintaining operating heavy equipment and the possibility of earning dual credit through the district and North Henipin uh technical college. Uh there are four courses uh before you. Uh basic construction fundamentals, bas bas basic construction math, basic maintenance of mobile equipment and exploring uh constructions careers. Um, I would also add that uh by taking all four courses and earning a B or better in each course, uh, students can earn 15 credits uh, at the North Henipin Community College and they have the opportunity to participate in field experiences that can they can take with them into joining the local 49 operating union. Um and so uh rec the c the district has reviewed these courses and would recommend um approval. >> Just for clarification, Director Jacobson, are our students going to be able to get their hands on some of this heavy equipment? >> Uh I would like to point out the district doesn't intend to purchase any heavy equipment. Uh >> I asked the same thing. >> That's an important distinction. We'd love to uh but instead what we would see is partnership. uh the local 49 has stated that that would be an opportunity that they would afford us. Uh we will take them up on that offer certainly should this these courses be approved. >> Um I'd also uh like to if approved look for opportunities right within our local area. Um Ziggler is just down the road. Uh we would like to see some of our graduates begin to head that direction potentially for employment. Uh and if [clears throat] we can create a b coal beneficial relationship between our district and Ziggler, uh we should pursue that. We have not gone that route. That would have been a little presumptu if we done that before board approval, but I could see an outreach happening there. >> Yeah, that's terrific. >> That's fantastic. Any other questions? >> Member Tyson, go ahead. >> Okay. Um so these all there's four of them. Yes, >> they'll do they go in a certain order. >> Uh they do. Okay. Um they go with construction fundamentals, basic construction math, uh basic mo maintenance of mobile equipment and construction. I think that they go in order order in the which you see them okay in the packet. So, >> um I should add that um some of the courses can be taken concurrently, though that isn't preferred. So, we can see as we roll these courses out, if we had a number of students in their uh junior or senior year that wanted to jump right into this, uh we would find ways to get them into those courses. Over time, I think our deans in front at the the office at the high school would probably guide students into taking them in a sequential order. So maybe I the cuz I was thinking the construction explorations would be maybe like the first one. So and maybe I didn't read the >> and it's you know perhaps I might have that incorrect. >> Oh >> yeah, I know it's either that one or the basic construction >> and it's fine either way. I just was curious if they kind of all built on each other a little bit and >> but they can take any one of these two, right? Yes. >> Anyone any anytime. You don't you don't you can take one and then say it's not for me. >> Yeah. >> And then and then move on to your other course choices. >> Um or you can continue to take two, three, four of the courses. I I should say with certainty they are built in a sequential order. >> Okay. >> Can they take them out of sequence? >> Uh I anticipate >> Mr. Baldw behind you is shaking his head in the >> no [laughter] if you >> even if they have pre prior knowledge [clears throat] of a course and they're all >> 49ers requires that they take them in sequence. >> Okay. >> They can pair them for upper class like Mr. Jacobs. So the first two [clears throat] take back to back >> okay >> and the last two for upper class. >> And these ones aren't strictly 112. These are >> these would be open to 9th through 12th grade. 12 9 through 12. Okay. >> Thank you very much. >> All right. >> So, I just had Did they after they complete all four, is there a certification at all that they can receive taking these or is there some kind of testing to get some certification? I mean, I just was curious >> again with permission for uh principal Caldwell behind me to correct me. I think the the carrots other than high school graduation credits, okay, are uh dual credit through North Henipentech and opportunities to gain hours that they can take into joining a union. I don't think that there is a certification as we have in some other areas. >> Okay. Okay. Thank you. >> That's not what I understand currently. >> Okay. [clears throat] Just curious. >> All right. Member Tyson, you have something? >> Yeah. I just remembered I had a quick question about 77. Um when we toured over about the construction math >> course >> when we toured um our facility at the high school that does the construction trades programming. I can't is his name Kelly? >> Uh yes. >> Yes. And so he talked a lot about when we were visiting how construction math is very different >> and so it's >> it's good that we're offering it. >> Yes. that it's it's different from other math. >> Yep. >> And he said that it's really hard for them. He almost has to back up and he showed us some of his flashcards and the ways that he was teaching construction math. So, this is awesome. When I saw the construction math, I bet he went, "Woo!" >> So, it's great. I mean, I don't know all the all the nebulous detail of construction math, but it's different. He said it's just clearly different. So, >> yeah, kudos. A lot of application in a specific scenario. Yeah. >> Right. >> If I can I don't want to miss the opportunity. We talk a lot about student attendance. We talk a lot about graduation. >> Yeah. >> And it's courses like this and courses across the spectrum >> that tap into a wide spectrum of kids. Mhm. >> Imagine being a high school student where none of the courses have relevance and then we wonder why they struggle getting to school or struggle graduating. This just further expands the opportunities that we have at the high school to tap into that interest base of many more kids and it will have an impact on attendance. These courses have an impact directly on graduation rates and it helps kids create purpose and meaning for coming to school and for what happens after school. These these courses have just immense value >> for kids. >> And if I could add to that, the our school district's responsibility to a community to help students figure out and what they want to do before graduation. Yeah, >> we don't, you know, some students will figure that out when they go into college, but the more that we can do earlier in our system so that they don't start their first days after graduation unsure, unsure of where to go next, um I think the more we can do in that regard, the better we serve our community. And I think courses like this allow for that. We also are tracking that the the boom in hiring skilled workers is really up and perhaps that was about what you were about to say, member Corkran, but I well I just had a question regarding how just the process now I mean even to come up with what to offer I mean I know you probably talked about it a million times but do you like engage by talking to students taking surveys I mean I'm just like how does they process how do you even know that this is something that enough kids would be interested in >> I have to give that's my question is that more of a >> and again I got member Caldwell behind me he he could answer this question better than I could >> just just for the average person like how >> we got advisory councils of course talking to our our students. Yeah, >> I think that's a really good question. Let's speak to that for a second. So, um, >> Principal Caldwell and, um, Molly Bonnet and [clears throat] Mike Miran at the high school and are just a few people who have done a lot of work in fostering, uh, partnerships with local employers, putting together advisory councils, taking a look at our program, talking and giving advice to us on emerging trends, emerging skills that we should be looking at and building into our program. We uh harvest data from uh an online tool that we use at the at the high school called Zello that allows students to take interest in inventories. We use that to say, "Okay, do we offer enough in that area?" We take a look at um uh the media and what they're reporting out in terms of emerging or booming um employment fields. DED is an area of a group that we pay attention to. Um, we listen to students, we listen to parents. Um, in this case, um, the local 49 noticed that our high school already had a fairly robust CTE program. >> Uh, and they thought we would be a really good next candidate. So, they came to us and offered and we thought when we looked at our our Zello data, uh, yeah, there was an opportunity here. Um, so it's not just one way, it's a variety of ways >> uh that we look at. Yeah. Things like this. >> Yeah. And the reason I mean I just think that parents don't always know, right? They don't know why and how why did this come up and how did and how did you come up with this? So I think it's just good to have it out there verbally. So people really know the process that it takes time and a lot of things go into the decision- making. So I appreciate that. Thank you. >> How long ago was it that they approached you? like how how long >> I will have to hand that question. >> Two years ago. >> H >> we've had I think we had four meetings total with us which was Jacobson. >> Yeah, >> it's great. >> Okay. >> Wow. >> Well, thanks again. And I mean again building courses and and doing all that. >> It's very exciting >> that we have so much going on here. For sure. >> And I think we've always been ahead of it. Just lost my badge. You know, I think that I hear from other districts, they're like, "How did you get welding? We don't even have a place to put welding." I mean, I think you do that excellent job of researching and kind of listening and hearing and >> here we go. We just have incredible offerings for our students. >> When you say you though, I just be honest, the broader system >> and Mr. >> and the people behind me, the people not here tonight are the real you. >> It's a team effort. So, thank you. >> Thank them. Thank everyone. Thanks, Jim. >> All right. Do we have any other questions or comments for Director Jacobson? [cough] >> All right. Seeing none, I will move to approve item 7.6 through 7.9. >> Second. >> I have a motion and a second. Any discussion? >> Seeing none, all those in favor signify by saying I. I. >> Those opposed. [clears throat] >> All right. That motion carries. Those work courses are approved. That brings us to new business. I see nothing on the agenda there. So, quickly before entertaining a motion to adjourn, I'll just add that uh with Christmas and New Year's coming up. We have a break of three weeks. Our next meeting is on January 8th. So, I would like to wish everybody a merry Christmas and a happy new year. And with that, I would entertain a motion to adjurnn. >> So, moved. >> Second. >> Motion a second. And adjournment. Is there any discussion? >> I was just going to add that January 8th will be our organizational meeting. >> Correct. >> Yeah, it is. >> And it looks like I'm alone on February 12th for the listening session session. So, >> there's a lot of gaps in the [clears throat] listing session. >> Yeah. >> Yeah, we'll get Joy working on it. >> Yeah, we got to figure this. I know. I'm alone. There's a lot of alone. >> Yeah, we'll we'll figure that out. We don't want to leave it. >> Oh, can I point that? >> So, um I know that we changed our January 15th meeting. It's still showing up as a meeting. Joy the 15th. It It changes the 22nd, I believe. >> Well, I know >> on or like future meetings. It's on the bottom of our agendas all the time. >> Just so you know. And I just like we hadn't really I just keep seeing it. I keep forgetting to mention it. That has to change. >> Okay. Yeah. So, that should be on the 22nd. >> 22nd. Yeah. I just want to make sure that people are aware of that date change. >> Okay. Is there any discussion on the motion to adjurnn? >> No. Second, please. >> All right. All those in favor signify by saying I. I. Those opposed. Okay.