So, part of the reason for doing this is that we have a lot of changes in 2025 2026. Um, we have the academic calendar, changes to daily start and end times, moving towards foam free schools, which is a major change in our policy, literacy implementation, which you'll hear more about tonight, as well as our elementary science model.

What we are trying to gauge is community atmospherics. Okay this is just okay what's what's the feel right now? Okay. So, I mean, from looking at the data, okay, students seem to like it or don't care. Okay. Parents seem to not like it or don't care from those who who filled the survey out and teachers similar to what the parents had to say as these guys already stated. But again, if you're looking at your in the number of people who actually filled this thing out, the the vast majority of the people don't have an opinion.

But to me it's just something that is so important for our kids. Um and what I you know in having again Angoli having kids that experience both schedules I also then realize that every single kid in this district will have the benefit of the additional sleep and and and time that they have uh by the adjustment to the schedule. And so although it may be more difficult maybe for elementary families which you know we you know we experienced um but it's something that we know they're all going to benefit from and it's just something that I think is too important for us to um you know put aside uh based on the evidence that's there.

So what we [snorts] saw at both middle schools was about a 60% exiting and 40% exiting in sixth grade. This is in one semester. That's crazy. It's crazy numbers, right?

The number of high schoolers who actually said why did never no one ever tell me this like right and you're looking at exit rates of 48%. because it just clicks. Um they're like, 'Oh, so when it says ology, that just means it's the study of and so I really just need to know that first part.' And we're like, 'Mhm.' They're like, 'What? No one's ever told me this.' And we're like, 'Right, we're also learning alongside you.'

So a good way of looking this at this and maybe I've said this before to the board, others have heard me say it. It's the concept of defined autonomy. All right. One of the challenges we have is if you know if we have a lot of change in systems, people just kind of do their own thing and they have a lot of autonomy. They well we're going to go do whatever. Um so what we're doing is we're providing the sandbox. All right, here's where we want you to operate. And it's really the art of teaching. Okay, the science is here's here's the curriculum. Here's what needs to happen. Um, how you get there that you that's your the art that's the skills you bring as a as a as a teacher.

The only change between our policy and MSBA to C. Scroll up a little bit to the top Joan if you can. There you go. Is we have added school sponsored celebratory or recognition trips. Okay. So basically I'll read it to you. School sponsored celebratory or recognition trips may be approved as supplementary or extracurricular activities when participation is voluntary. The activity serves a legitimate student or student activity purpose. Equitable access is provided and the trip does not materially interfere with required instruction. Celebratory trips shall not be represented as instructional trips solely because they occur during the school day.

The next item on the agenda is a closed session pursuant to Minnesota statute 13D05, subdivision 3C3, which allows the board to go into close session to develop or consider an offer to purchase or sell real property.