##VIDEO ID:Mn_vKW_C4jQ## e [Music] good evening it is Thursday January 2nd 2025 at 6 PM we are at the district service center in Cottage Grove of Minnesota we would like to acknowledge that the land on which We Gather is the land of the mawakan Dakota people mawakan means dweller of Spirit Lake our first item on the agenda is roll call Dana Ryan Clark here Sharon vanir here Eric Tesmer here Pat Driscoll is absent Melinda dols is absent simy pnic here Katie Schwarz here uh 2.0 Allegiance please stand Al to the flag of the United States of America and to the repic for it stands one nation under God indivisible withy and justice for all okay 3.0 is approval of the agenda can I get a motion to approve no move second move by Sharon seconded by Eric any comments all those in favor any opposed motion passes 4.0 election of officers at this time we will elect Schoolboard officers for 2025 starting with nominations for chair Vice chair Clerk and Treasurer I would like to make a motion for a slate of officers as follows Katie Schwarz as chair Simi pnik as Vice chair Melinda does as Clerk and myself as Treasurer is there a second second seconded by simy any discussion hearing none all those in favor I I any opposed motion passes on to 5.0 and this is our organizational items for 2025 these are similar to our um consent item thank you Julie consent items um so we will just approve all these by a single motion and I have not heard from anybody that they would like to discuss any of these so can I get a motion to approve our organizational items don't move second motion by Shar or Shar yeah Sharon seconded by Simmy um all those in favor I any opposed passes okay that is it for our business meeting we do will now adjourn the business meeting and we will start our Workshop meeting um a mediately after so 7.0 is adjournment okay so it is still Thursday January 2nd at 2025 it is now 6:04 p.m. we are still at the district service center in Cottage Grove and we'll now start our Workshop meeting we do have to again do roll call Pledge of Allegiance and approval of agenda so we will repeat all of those things so 1.0 approval of agenda or roll call Dana Ryan Clark here Sharon Van here Eric Tesmer here patris Melinda does are absent Sim Patak here Katie Schwarz here okay 2.0 please stand again for the pledge aledge Al to the United States of America to the for it stands Nation indivisible and justice for all okay 3.0 approval of the agenda can I get a motion to approve Mo second motion by Sharon seconded by Simmy um all those in favor I any opposed motion passes and now we'll move on to 4.0 our Workshop items 4.1 is teaching and learning report for Math and it will be introduced by Kelly Kelly Jansen assistant superintendent I've been called worse Katie uh good evening and happy New Year uh I'm here to introduce tonight's math report provided by members of our teaching and learning services or TLS Department as you recall in December you heard about our progress toward the goal set forth and our comprehensive achievement in Civic Readiness and AI achievement and integration plans and tonight we are here to provide additional details on the strategies and supports employed in K12 mathematics while we could probably make a case this aligns to each of the five strategic directions I think you'll notice particular alignment tonight to student experience Mastery of learning and expectations and student Pathways and systemic supports and with that I will turn it over to the department knowing they are going to introduce themselves all right good evening I'm Arthur Williams I the director of teaching and learning for elementary schools it's nice to um be here to report on K12 math for tonight's teaching and learning report uh when you look at the screen you see we're going to talk about data we're going to look at elementary and secondary teaching and learning we are going to look at our Circ process or that is our standards and instruction review cycle and then we'll uh talk a little bit about elementary secondary and then we will provide an opportunity for you to ask any questions that you have good evening everybody uh my name is Mark mcwell director of secondary teaching and learning uh thank you for your time this evening we are going to jump right in and start talking about some data and we're going to Anchor our conversations in some performance measures uh we know that our teachers uh are collecting data on student performance every single day in instruction uh and it extends Beyond these four uh basic measurements but we also know that this is a really important accountability uh piece for our district so we'd like to take a look at each one of these and what they mean uh first of all I'd like to focus on uh the definitions of criteria referenced and adaptive there are different types of Assessments uh that uh help us measure growth or help us me measure uh progress towards standards so here's what adaptive means adaptive really means that if a student is taking an assessment and they get an incorrect answer uh that next that next question really becomes a bit easier uh and it's adjusted and that the test has the ability to do that if they get a correct answer that next question becomes more rigorous until there's a steady level of performance um found and a rhythm and a Cadence within that assessment a Criterion reference assessment is really measured against a standards pre-established criteria so as we look at the four that we're going to talk about tonight we have the MCA uh it would be a criteria reference assessment we have our map or our nwea is what it's usually referred to as well uh our prea it's a CRA and then our American college uh testing our Act at the 11th grade level uh so those are the four different assessments that we're going to look at as in terms of performance measurements and we're going to take you through K12 so we begin our data Journey with MCAS or the Minnesota comprehensive assessment and on this screen you can see our overall districtwide proficiency 53.7% it also shows the proficiency by level so elementary middle school and high school and below that you will see grades 3 4 5 6 7 8 and 11 um often times we are asked how we compare to other districts other districts that we um like to include are Elk River they're at 62.1% Lakeville 58.3% oio 43.8% and rodchester 41.8% this next slide shows you our participation rate starting in the year 2019 if you remember in 2020 there were no MCAS given due to the um pandemic and in 2021 that's when we as a district were in our hybrid year um as you can see for elementary our levels have um sustained back up to the 998th and 99th percentiles for participation rates as well as the high 90s for middle school so I'm sure you see a dip in participation at the high school level and I just wanted to address that and I can only lean into my own um experience as a high school principal but I believe that was a at the time when you see this dip here it's very consistent with what other school districts around the state were experiencing um just a couple of things remember like uh my colleague Arthur said here we were in hybrid learning in 2021 um there was an increased awareness and probably a very good thing increased awareness of uh students and families uh knowing the opt out process better communication around that around the same time um to be upfront with you student perception data in terms of students we have data um where we uh we found that students wonder about the relevancy and do they see the connection to it when they know that requirement um and then test fatigue is often talked about in terms of the numbers of standardized tests that students have experienced by this point in their educational career and if you think about the other timing of act and sat um and AP college uh testing it's uh it's a lot and so um by by no means are those excuses but there may be some influences as to why we see lower numbers at at the high school level and as we take a look at our elementary data for grades 3 four and five you can see as grades 3 four and five they were just under 61% proficiency but when you take a look at the individual grade levels we can see that there is a little dip with the fifth grade math standards and as math scores excuse me and as we look at our standards that's when the math standards become complex and the rigor of the state standards change uh so students can be prepared for middle school and it's something that we in elementary TLs are really working with our fifth grade teachers on by looking at the scope and sequence uh the planning and um our resource and as you can see the proficiency rates at the secondary level uh are lower than than that of Elementary um in my understanding not having been in this District at the time but 2018 we we adopted a core resources of resource of bridges uh which was um um a rush to uh put in a core resource that really supported students in teaching and learning differently and we're going to use and you'll see this through my colleague Ian Bronson here momentarily the the adoption of the 2022 math standards as a catalyst for adopting a core resource at the secondary level that we would fully expect to see um a level of achievement increase on MCAS in the years to come so we're excited at that opportunity and challenge at the same time all right now we are going to move into our map our nwaa data um where it says proficiency that should really say percentage Norms because when we look at our next next slide um we have grades three four and five um percentage percentage Norms but when you look at this graph on the left hand side um you that is the percentage of students and our map scores are in four Cate five categories excuse me we have our high our high average our average our low average and our low um our high average and high average and high category are those 61% and above average 41 41 to 60% but when you take a look at 2024 if you add 26.6 and 27 you can see that 53.6% of our students are scoring in the high and high average category and when we look at our um MCA data that aligns well um with our MCA data the students that score in the high and high average um typically do well on our MCAS then we take a look specifically at grades three four and five on the next slide um you can see the same thing for 2024 when you add them up we have 23 excuse me 53.6 um percent of our third fourth and fifth graders are in the high and high average uh category on the next slides slide we have our third fourth and fifth grade fall to fall projected growth so what this means if in 2023 I was a third grade student and I scored a 212 let's say that's the 99th percentile for my RIT score and I had a projected growth of 12 as a fourth grader at the beginning of this year I take the um map and I score a 209 although that's still in the 99th or excuse me 95th percentile it's still high I did not meet my growth so I would fall into the does not meet and we see that some with our students that score really high um so we want to make sure they're continuing to grow but I don't want you to be misled by that number of like oh 42.7% of our kids aren't meeting growth it's because of the projected growth from the year before so we have some kids that score so high they don't keep that so even if they score in the 998th percentile the next year it still counts them as does not uh meet growth okay Arthur did a nice job of explaining what each one of these tests uh uh are or explaining uh the RIT score Etc our goal is to increase the percentage of students that are in the high ey average uh and we're trending in the right direction here if you add up the high and high average in 2022 we were 49.8% in 2023 we're at 52% and in 2024 uh the math adds up to 53 . 7% um as we move forward and look at the projected growth for 6 seven and 8 uh we're trending in the right direction 2024 being the highest percentage of students meeting their growth Target over the past three years and then we'd like to take a look at the prea so going on to the next slide so these are this is an assessment performance assessment for our 10th grade students uh our 10th grade students take this uh just before me okay and we don't really have solid comparison data for other districts because not every District um requires this or offers this to their students so it's a little bit more difficult to compare it to other districts but you can see that we're trending in the right direction uh in this past year with a 9% increase over 23 24 scores of students that are meeting their benchmarks moving ahead to uh act uh this is a little bit lengthier uh explanation here um first of all I would point out that some would argue that the math portion of the ACT is the most rigorous portion of the act in terms of benchmarks um 22 is The Benchmark score um when we're talking about the rigor uh we're really talking about freshman college level mathematics so we're talking about stem uh Majors Premed it is rigorous um so we're slightly above State average uh over the past three years years like we reported on the prea in 2022 we were 41% 2023 we were 40% and in 2024 uh 42% we can't draw a direct line between the cohort that took the preac as 10th graders and this 42% you're seeing here because it also involves some TW 12th grade scores but the bulk of those 11th grade students would have been in that 10th grade uh cohort that uh achieved at 32% meeting the benchmarks so while we can't say that that whole cohort was the same group of students we can say that there is a high volume of those students that showed and demonstrated growth from 32 to 42 uh per. and you may be wondering similar to what Arthur said is how do we compare to other uh school districts um we uh Lakeville uh in comparison to the class of 2024 uh they were for 43% met that Benchmark Elk River their students 42% uh sashko we were 42% uh Anoka was 31% and oio was 27% if you include all of the eight districts that we've been uh referred to in terms of our size uh the last two years we've been third of eight districts just to give you sort of a a broader comparison now we are going to to take a look into elementary math or what elementary math looks like into our CL at in our classrooms and to do that it is my honor to uh welcome and introduce Laura lson she is our K5 TLS supervisor um and prior to this role she served as instructional coach and teacher at Valley Crossing so Laura thank you uh good evening I'm going to paint a picture for you of what elementary math looks like um in a synopsis and then we've got some uh nice video clips for you to kind of see uh students in action so really with our elementary math as it was referred to earlier we did have a a core resource adoption of bridges and that was in the 1819 school year for our K2 students and teachers and then we know what happened with 35 in 1920 the world sort of fell apart so our third through fifth grade teachers and students really had um a disjointed implementation of this resource and so what we've done with that first bullet point we just really wanted to highlight that in teaching and learning we've really been grounding ourselves in reorienting what the resource does and how it aligns to our standards as well as everything that it offers all of our students so we've been working really hard to make sure coming out of the pandemic that our teachers really feel equipped to use this resource uh with our um standards uh the next part about our resource Bridges uh that's wonderful for our elementary students is there are three components we have number Corner which focuses on uh the daily calendar it allows students to um have uh collaboration um interpret patterns and uh track skills across the year it's a spiraled approach uh so they'll often come back to some of those mathematical Concepts throughout the year um and then we have our problems and investigations where students are this would be what you'd probably consider the traditional lesson or the mathematical concept that is being taught for the day uh very interactive students are able to collaborate with one another um Pro solve real world problems come together to collaborate and and solve and then our third component is workplaces that leads us into the next bullet point that is uh games activities anything to reinforce the mathematical Concepts that were presented in those problems and investigations are there for students to play in a gamified way we also have a supplemental resource called DreamBox it is a digital-based resource that is used in conjunction with our core resource that really provides a personalized path it really adapts to the student and so wherever they are at it um kind of gears up or gears down uh it is in uh does not depend the grade level it moves to where the student is so it's a beautiful thing for both intervention but also enrichment for our students um and then the final point for elementary math is we are back into looking very heavily at data and we've got a lot of things we can look at um our map data for grades two through five is super helpful for us to set some goals at the beginning of the year to help guide um the our instruction and ultimate um performance on those MCAS and then our resource does have embedded assessments with pre- and post assessments and um several or other sources of data but there's a nice snapshot I'll think I'll let Arthur take over here of what this looks like in action so Laura did a beautiful job of explaining what elementary math looks like she talked about the grounding the strong unit planning the solid core instruction and we have a two-minute video clip um in this short video you are going to get a snippet or glance into recent math lessons in a second grade classroom at newas ronas and fifth grade at Liberty Ridge it showcases senora bradner and Mr hanslick and their students in small and whole group instruction and student engagement um the first part opens in Spanish and there's a question I have it translated here so you can um know what these students are answering for their teacher okay [Music] so so these are all on we don't [Music] fore visualize eight basketballs in the center of a court go with me split them in half split the half in half that's a quarter of the eight basketball so sometimes just visualizing that inside your mind can simplify things because I'm not going or I don't want to go higher I want to go lower so this is the thing that Mr Rooney and I been talking about all the time if we multiply a number by one the number stays the same if we multiply by something over one it gets bigger if you multiply by something smaller than one it gets and that's really what we're dealing with sometimes if you're given a problem like this some kids find it easier to think in fractions some kids don't so it's okay either way is okay school is about understanding your own mind and what works for you right so going forward so so as you can see that was just a very short snippet of what happens or things that can take place in the elementary classro and what's nice about our resource and what we know about good math instruction is it's a good balance of both whole group discussion uh working with small groups and then individualized instructions so it's a really nice balance throughout the day of what it looks like and all of our Elementary classrooms have math 60 to 80 minutes a day so if you were to able to watch the entire video of say let's Mr hanset class the kids were up moving uh later on as the lesson went on but wanted to provide you with just a snapshot of some of the things that take place so now we're going to get a chance to look at secondary math uh it's my pleasure to introduce our secondary TLS supervisor Ian Bronson uh who oversees their Circ process with our teams uh Ian you may or may not know uh was a teacher instructional coach principal and he brings those skills into his work with our teachers so um thank you Ian for taking us through secondary math all right thanks Mark and uh thanks for Jo having us come in and talk to you about math we're really at an exciting place in secondary math you saw Elementary is a little ahead they have a core resource um and secondary is at that spot where as Mark alluded to we just are adopting now in Minnesota the 2022 math standards and so 're we're really looking at really three aspects to think about here uh one we have incredibly great work going on in a lot of our math classrooms throughout our district um and that's teachers are using a variety of approaches they're differentiating for their students they're trying to meet their students where they're at uh we also recognize that it's since 2007 that's about a 15 or 18e Gap since we've had an opportunity to re-engage in what the math standards are in Minnesota for perspective most of our seniors were babies right and so if you think about it's their entire lifetime since we've had an opportunity to do that so that's really uh interesting third point to bring up is we have a lot of teachers that are already jumping in and looking at the 2022 math standards and we've seen that in our classrooms where they're approaching the new math standards uh already even though we're still testing on the MCAS on the 2007 standards they're engaged in that new work of what are the new math standards saying and we're seeing that as we go through Mark mentioned the Circ process which is the standards and instructional review cycle and so we're really working with our teachers in that process right now we'll jump to that next one so the minat math standards um just as a refresher right it's it's really a long process it's a couple years for the Minnesota Department of Education to develop those with experts in the field they passed the Baton off to us which is where we're at right now and we say hey what do the new standards say how do we want to engage in instructional practices uh and that takes uh it gives us an opportunity for a couple years to figure out how are we going to implement those standards and that's where we're at right now with with our teachers preparing for great math instruction with our students uh one of the key focuses that is explicitly called out in these 2022 math standards are is this idea of mathematical rigor uh we know that we're um still recovering and we're amping up rigor and what's nice to see in these standards it's really called out with an equal intensity of those three legs on the stool so mathematical mathematical rigor is really made up of real world application conceptual understanding and procedural skills influency and we've done a really great job with procedural skills and fluency with memorization uh with rot memorization and we're really uh beefing up that conceptual understanding which is really just a strong grasp of a concept and the ability to transfer it across different areas within mathematics and so um it's a key uh Point Within These new standards that with our Circ team we've been focusing heavily this year on on what does it look like to ask um deep questions and think uh with rigor just understanding the shifts and Laura alluded to this a little bit you saw that in the video with students up at whiteboards working uh the idea is we're moving from acquiring math knowledge it's more of a memorization for example what is the slope line intercept form it's y equals MX or MX plus b right and then and we're actually moving towards mathematical understanding which gives us a chance to look at more real life programs right real life problems for example the number of spokes on a bicycle how can we graph that to know how many spokes on the next spoke so that we understand the rotations of the pedals to rotations of the wheel that's actually a slop line intercept form but allows students to think of mathematical practices or excuse me mathematical thinking that then they can transfer knowledge to other systems part of what the new standards do is they develop math practices and benchmarks context and that all those are the lenses at which we look at the new standards and we'll talk a little bit about those as we move forward and some other shifts we've been looking at with our leadership team this year is just the idea that our strand structure has changed pretty dramatically from four strands down to three so uh number and operation and algebra is sort of snuck into that patterns and relationship strand you can find a lot of those ideas and concept conceptual understanding within that strand um you'll see that geometry and measurement is not called out explicitly anymore it's more within spatial reasoning so we're doing very similar math isn't changed it's just um phrased differently grouped differently to be integrated more easily into uh how students think and work uh one key point is that data and probability strand uh was not found in our kindergarten through second grade standards in the the last iteration it now goes all the way down to kindergarten which is really exciting we know that our society in general is just moving in a data Rich Society so we are really looking at equipping kids from early on in understanding how to use data how to collect data and how to read it um another key Point are those seven in standards that come out in the 2022 standards uh the last time around they were grade dependent um this time around they're k12 and then the number of benchmarks I'll let you see that but Elementary we've got our work cut out for us because we have a lot more with that addition of data and probability so our teachers are busily learning all those uh new additions that are going to help guide us all right so the next three slides what we're really looking at is just an Exemplar of the different strands and so this is the data probability Strand and we just have an examplar of of what that might look like so our teachers look at that and then use this as they begin to look at what are the specific learning targets what are the I can statements for our students you'll notice uh when we look at the benchmarks which is really where teachers go for what they need to teach in the classroom you'll see it called out that MP3 which is a mathematical practice 3 um and that mathematical practice 3 is going to be the uh excuse me let me look down here uh construct construct variable arguments um and then also you'll see symbols there and those call out specific benchmark context Minnesota tribal Nations context uh financial literacy context computer science um and real world real world context is that little star or sun picture there so we'll just jump through the next couple slides the next one just looks at spatial reasoning again there there's you know several hundred 300 and so standards excuse me benchmarks and so those these are just a couple examples of what we're talking about when we talk about the standards and benchmarks and then the next anchor next anchor standard or strand is going to be patterns and relationships those just a couple examplars so we can look at what we're talking about there and finally this is looking at the implementation timeline so Elementary has a a jump ahead of us they're already looking at their core resource uh we look at if if uh you looked at Mark and Arthur's slid they were talking about the MCA 3s the MCA 4S are coming which is what we want to prepare for so we backwards map when we need to implement new uh core resources and standards in our school and so we're right at that 2425 where we're going through that standards and instruction review cycle so we'll be ready to implement beginning next year and Elementary is in the same spot we're also working on the same timeline of um pulling that team together and we'll be right on track with um secondary we just have the advantage of having a resource that we have been able to use um up until this point all right we'll take you through the elementary cir process and what this actually looks like in in practice um last spring there was an all call for teachers uh who were interested in being a part of this um this team it was open to teachers of any kind administrators of any kind anyone's welcome to join in fact the the more voices and representation is better um so we established that team last spring we started meeting this fall uh we really start at the beginning of these meetings grounding oursel in what are the shifts in the standards what is the state asking us to look at and so that's where we went through that mathematical rigor uh looking at the eight mathematical practices and Benchmark context that the state calls out for us in those new standards um studied the shifts in the and some of our grade level standards and where things have moved around with the emphasis in elementary of that data uh um standard moving down and then that last step um that we've moved through with the last uh meeting that we just worked through was um moving from that Benchmark so those examples we just showed you teachers take those benchmarks and look closely at the language especially uh the verbs um that are called out in that language to what is it really asking us as teachers to be able to bring to our students um and make sure that they understand so those ultimately result in um I can statements that are student friendly so students know what it is that they are learning for that day uh next steps for Elementary we have two more full day meetings this year that we'll be going through uh we will be looking at our prioritized benchmarks so that's looking at those benchmarks that we uh want to make sure show up on progress reports that progress reports excuse me so that families are informed about what it is that we are doing in mathematics uh continuing to look at our data to look at our resources our core resource is one that we will be using as we go through our evaluation rubric um when we are looking at different resources for mathematics and then we will ultimately start start looking at next year and begin planning what does that look like once we've um chosen a resource that fits our best need for these new standards um how can we build that out for teachers uh for easy implementation all right so now we're jumping back over to the secondary side and really this mirrors what elementary does right I mean we're really in the same boat of what's going to be the best instructional opportunity for our students in our classrooms and so we really want to provide that opportunity for teachers to wrestle through what the standard are how do they compare to what we have been teaching and so that's what we're doing here we're looking for what stays the same and what what shifts do we move towards um so that we can best teach our students jump to the next slide um one of the things we have teachers do is really ask like what do you see the hurdles are going to be as we Implement new standards and what are the benefits and then we go back and answer those questions with our colleagues to really provide that opportunity to say how do we l leverage the great things we are already doing in our classrooms and we have a lot of great things that are going on there and then how do we address potential barriers that might exist for either our students or for our teachers as we think about teaching to the new benchmarks um then what we do is so we move from the standards and we start looking at instructional practices and we say uh we develop the um teaching and learning Services rubric which really looks at how do we want to evaluate uh any potential resource that will support what we want to do in the classroom uh we develop priorities for what those interactional practices will be and that's that I in Circ standards and instruction so what I want to do instruction um and then we begin to think about what do we want to do in our classrooms and what resource might be available for th to support that work in the classroom and this is other work that we have done uh we want to include the voices of all of our Math teachers and so we provide a survey for them to Kickback information for our cir team to say hey what do we need to do in our classrooms uh we also follow what Laura was saying in elementary which is uh looking at unpacking the benchmarks and writing those I can statements that are specifically used for what we want to teach students in the classroom and then finally the work that we are going to have uh in the secondary uh because we're cognizant of Subs in the building we do half days instead of full days and so we have a couple half days coming up uh and then that will result at the end of saying what resource we want to put in front of our students uh that will best meet the needs of our students and really we start to look at what are interventions what are extensions there and how can we do that currently right now in our middle schools we're trying a couple things uh we have Math 180 there which you might have heard re 180 it's a similar program that really looks at adapting to where the students are at and so that's part of that process now of saying that's a resource that we use now as an intervention and will that be something that we want to carry forward as we move uh move along and all of this will be put through the lens of our criteria based on a rubric so we're making really informed decisions about what potential curriculum we want to put in front of our students there we go I think we move to questions next thank you very much questions I have a question one of the questions I had when you talked about high school the number of high school students dropping out of testing for the NC do we know who is dropping out like demographically or do they have any characteristics in common yeah so I have not done that that t research to break that number down um sorry that is a curiosity that I have as we look at that number to break that number down I have not done that um that breakdown but I can certainly follow up with because it because I'm curious about it as well know and for the acts um is that just based off of that April test actually it's actually the most recent test yeah yeah that's a good question does everybody understand that piece is it's 11th graders and 12th graders and if you take it um three times it's your most recent that goes into our score yeah okay and do we do we use other like I know in Elementary's that that teachers like Benchmark right do we use do we have anything like that for the high for the sorry for Ma there are other sort of like the math is once a year right or and then the MCA is once a year but is there sort of like these like a unit test yeah or like is that it just the unit test yeah our core resource bridges does include pre tests and post tests and a lot of checkpoints in between and so there's a whole lot of data that elementary teachers are able to collect um along the way do we know and the answer can be know how students um how ready students are or how bench if they're meeting benchmarks according to those how many students are hitting benchmarks according to those types of tests as opposed to the MCAS or theud above grade level when theca said it was closer to 50% so is there something similar for Ma map I would say so we have we we also have Middle School map data um we don't have we don't have map NWA map data for high school but the Middle School map data would be the internal assessment that we've chosen to use as that fall winter spring kind of barometer so I don't know that we test all students in the winter but we test some I think winter at all um and then one question I did have about the m High average or sorry high high average average low average L right is the average then is that [Music] considered how can I contextualize each of of the measur yeah so uh for the high and high average those are one of the things I failed to mention uh when going through this these are how our students do compare nationally to with other students that take the math um map because a 212 is a 212 it doesn't matter when a student earns that score um yeah that does that help it's not a measure against an academic standard that is what I so that is the measure of where we fall within all of those that take the map math so it's not a measure of like the MCA is a measure of the Minnesota standards this is a measure of math standards compared but they're not the Minnesota standards this isde correct yeah right for for one of the grades right and so when this says high high that is the equivalent so you know you can be a second or third gr get follow fourth grer and so that is that is yes so like as a second grader I could get 212 and that might be high but if I'm a sixth grader and I get 212 that would put me maybe in the low average category because as Kelly said that's you know 212 is a 212 and it's comparing against uh everyone in the nation taking the map um and then with the you also mentioned in elementary kids are doing 60 to 80 minutes of ma day is that in one session some classrooms have it broken up because as Laura explained the different components of bridges so you have number Corner we have whole group instruction we have workplaces I know there are some like when I was at Middleton for example some of our grade level teams would have number corner be part of morning meeting um so they would that would be about about 15 minutes of the math time and then they would move into during their math time that's when they would have the whole group or small group so teachers do have the flexibility especially with like number corner or workplaces to incorporate that at any part throughout the day okay um and then in terms of um adopting the 2022 I realiz my notes are kind of all over the place sorry uh in terms of adopting the 2022 standards um are there any big items that have shifted from 2007 and you know either being added or being being taken out of the standards so that's a great question and um the simple answer is it's it's very similar right really it's more about the approach that we use to teach Ma so instead of teaching math in isolated facts where I'm going to ask you to memorize a bunch of facts next week we're going to do a test and you're just going to spit those facts back and then we're going to move on to something new right now it's like I want to teach you how to Think Through ma like a mathematical literacy and so that's where those those uh Benchmark contexts come into place that's where the mathematical practice come comes into place so the standards aren't calling out specifically geometry at the anchor standards it'll end up being more in like the benchmarks here and there but it's more of a holistic approach if we want A Narrative Approach to math collaborative approach to math uh instead of just that memorization so that's that's I think the biggest shift that has occurred and that'll be a shift for some of our teachers also in how to approach teaching and then again at the elementary level that focus on data all the way down to kinderart is a b sh to it's not that we haven't looked at data and had kids collect data they've been doing that for years it's just how are we using it within the context of the math classroom to connect to other things that they might be doing in their da science or social studies how does that all connect I wonder s if you're asking it based in I think the last time we had a shift in math it was algebra's moving down to e8th grade type of yeah like is a requirement of graduation moving to a different grade level so the graduation requirements haven't changed we still need to go through Algebra 2 Algebra 1 is still in e8th grade those are still the same okay um yeah um it's your I have to read an article today about grade um algebra in Minnesota uh it popped up in my Facebook I wish I could say was intellectual looked for it but they talked about how students were um Statewide it hasn't led to more students ending up taking calculus versus when the standards were were added right and um one of the things they talked about is that by moving into eth grade we've seen some students get into high school and then struggle mathematically because they were not developmentally ready for um for algebra one in eth grade so what are we doing to um ensure that those kids are part of the they don't they're not left behind or left out as part of these new standards as we're designing our that's a it's a really good question and one of the to be transparent one of the struggles we have is most of the nation doesn't have e or Algebra 1 in e8th grade they have Algebra 1 in ninth grade where a lot of researchers would say students are cognitively more ready for that abstract thinking when they hit nth grade they're just a little too young sometimes in eth grade I think you know there's a lot of good for people saying we need to expose our kids to things early so they adap you know adopt to that adapt um but it is a challenge when we look at curriculum also that supports our learning and so really we are leaning into and really the mtss approach is saying we want to prioritize a specific standard and then ask our PLC teams to look at how do we best address those students who are not meeting that year and so I would say that the structure we have in place right now is going to benefit our Math teachers also so that they have a a structure in their professional learning communities with their fellow colleagues to say how do we figure that out some of the work we're doing in Circ is also some of that we see that the standards this The Benchmark says this we know that some of our students are going to struggle with learning and absorbing that and so how do we build classroom practice that naturally helps those students what I would say between the bells right instead of you have to come in after school but how do we do it right now in the classroom and then there are students who take out six and seventh grade as well how are those is that determined from their math scores orc scores we have a really detailed math placement process for fifth grade that involves um our talent velopment Department there's um data review then there's teacher recommendation and then there's also opportunities for parents to say I think you've misplaced my child can we please take a look at this again so um it's all of those things that happen in that fifth grade process that go into where they go in sixth grade and I think we've also done a good job of saying because you're here in sixth grade you're not going to end up here as a junior you know we've worked on developing those onramps and off-ramps for students for acceleration of math so that if they're one year accelerated or two years accelerated and they're not being successful we have a safety net that can catch them and it's not just you know you're going to get seas and math for the rest of you know your high school career because you're on this path and you got to stay on this path so I think we've worked hard on that in terms of making sure kids are ready and then you know there are very few cases where parents say I I want them there anyway and then we have lots of conversations like okay and here's what you can expect and generally we are pretty right on where on placement and um so I think that that over the last three years has become really important to make that decision based on data versus emotion and but they won't get to a certain place and so just trying to dispel those you know rumors that they can't reach Calculus if they're not in algebra in seventh grade okay um and then I think this is my last question um the secondary so secondary standards for Minnesota will end with algebra 2 correct there's no there's no benchmarks for trade or um calculus or anything like that right so I know that when you get to the high schools there are you know you can take algebra 3 you can take so those classes all exist outside of these math standards so will those classes or how will those classes be affected by the standards in many ways they shouldn't be right because students will still progress through their their math progression at the same rate um and then they will still have that opportunity to take whatever further math class they want to um after they complete Algebra 2 so that that really shouldn't change the dynamic there okay any other questions okay um thank you all I do mly comment is I would have um that was a lot of great information I would have loved to a little bit more like when you talked about number corner and some doing a morning meeting maybe some of the differences in some videos of how it's being taught in different ways so that we can really see what is going on in those classrooms thank you thank you thank you thank you thanks team okay on to 5.0 and that will be information item we do have one no we have two this evening 5.1 is audit for 2023 24 fiscal year that will be introduced by Chris Blackburn director of business so good evening everybody um I always tell people that um to be an accountant you just have to add subtract multiply divide but I'm telling you that after hearing about the math really glad that I do accounting and not just straight math teaching because I don't think I would be very good at it so um with me this evening is Erin neelsen uh please introduce him with our audit firm of mmkr he's a principal there and in charge of our audit every year and he's here to present information relating to the annual audit of the district for our fiscal year ended June 30th of 24 and so again received an unmodified or clean opinion and full sets are out online on the PDFs as well um simy yes you may have a hard copy um if any other board member would like one please let us know um and again we did apply for the certificate certificate of excellence program again um this year award and that will if a um we received our 18th consecutive award last last year so exciting always for us to receive that and then at next board meeting we'll put forth for board acceptance of the auto reports I will also qualify by the way that I apologize for my sound effects this evening I did receive a wonderful holiday gift of a cold and I think Erin is a little one too but he is not coughing like I am so I do have one more cough drop left um but with that I will turn it over to Aon great well thank you very much I appreciate the opportunity to be here this evening and a good start to the year actually when you see your audit results so it's nice to get to have a presentation like this to start off and I'd love to say they're all going to go this smoothly and uh have the same results but uh that can't always be the case but um we're pleased to report we did complete the auto process as you know it's a very long and rigorous process for um completing that and getting through that uh Chris has mentioned a lot of the details with regard to the ACT for that comprehensive or annual comprehensive financial report and so I put together the PowerPoint so not to surprise anybody but it's just some of the graphs we've taken out of the management report tring to keep us on the same page if there's anything you want to address in the reports I'm happy to try to answer them at the end so with that uh I will start right away with the first uh slide we presented so our audit results for this past year we've issued what is known as an unmodified opinion on the basic Financial State statements or a clean opinion on the basic financial statements um as I'm sure Chris and her staff are getting very accustomed to every year it seems like we're adding a new audit St a change with regard to the requirements so we do have again an emphasis of a matter paragraph on just changes in it was Capital asset accounting this year and groups of similar assets they made together exceed the capitalization threshold but individually would not and now they're saying they would like to see those capitalized as groups of assets groups of similar assets with regard to the internal control and compliance for the financial audits so that's under auditing standards you're required for a couple of reasons uh the federal single audit requires your audit to be under government auditing standards and the state of Minnesota requires our school districts to be under government auditing standards so as you can see have noted there we had no material weaknesses in the internal controls and we had no instances of non-compliance to report for you I think the the button you can see I added is that um stressing that internal controls need to be constantly monitored updated as you know times and things change how you receive payments and how the uh areas shift and where you're collecting resources the last couple of areas that we discussed from the an audit opinion or reporting standpoint is the single audit of your federal Awards we've issued what is known as a clean opinion uh on the ca or the schedule of expenditures of federal Awards uh you can see we noted we had no material weaknesses or instances of non-compliance on the major programs that were tested this past year and then the last component there is the Minnesota legal compliance audit so for the office of the state auditor legal compliance manual there's seven broad categories and inside of each one there's many tests that we have to complete or make sure you're following and we're pleased to report there were no instances of non-compliance so um you know really from an audit standpoint we're looking for instances of compliance and reportable components and we had none to report for you this past year so uh really pleased with the results of the audit and our testing for 2324 uh the rest of my slides that I have here are just to share information out of the financial put together by information of your staff and I'm sure they've got a lot more details than I would have on that to share with you but I'll hit some highlights and we can go from there uh we include the slide here for adjusted ADM or average daily membership as a measure of the on a daily basis to show you the size of the organization the funding really does follow the number of students you're serving you can see this past year the current estimate at the moment was about 19,0 and9 students uh for 202 before that represented an increase of about 239 or 1.3% over the prior year number of students that you served on the next slide we show your size of the well financial position or trends of the organization so we picked some of the key components to look at for uh showing how the organization has changed over the past 10year period uh really what this shows me is a improved financial position you can see uh the size of the organization is also grown so we do uh in that circumstance want to see your cash and fund balance Equity levels increase in a similar proportion over the size of the organization because it'll take more Equity cash balances to operate on a day-to-day basis as the size of the organization changes diving into a little more detail of the general fund so I've got several slides for the general fund as your primary operat fund so the slide I have before you here is the general fund financial position uh for the past 5 years looking at the components of equity nonspendable are resources that are still able to be used by the organization inventory prepaid items but you've basically dedicated how you're going to use those resources for the purpose that was purchased before the end of the year the restricted category really captures the dollars that you're holding at your end that came with specific re requirements on how utilize them uh long-term facilities maintenance operating Capital basic skills dollars and then everything else falls into the one of the categories of unrestricted fund balance so uh committed fund balance is designated by your highest level of governance or in your case the school board sets those dollars uh creates those categories they also have to be selected before the end of the year you can't wait till find out oh we had a good year we want to commit dollars uh that decision has to be made before the end of the fiscal year for an organization assigning dollars uh can be made by the school board but you've also delegated that authority to your superintendent and um other areas to be able to make those assignments and that can be made after the end of the year when you find out where your financial results uh land uh Sometimes some popular ones uh end up being uh if you had a planned project it didn't go because of timing you might assign them in your case you've generally used it and and almost a requirement that's written into the standard when you adopt a budget where your deficit spending for the following year so that's what's making up yours in large part is when you've adopted that budget saying okay you're now operating in the next year and you're actually halfway through it now um we can't consider all of that fund balance available for us because we're operating um with those dollars anticipated to be spent already and then everything else falls into that unassigned category so um really what I want to point out with this slide you'll see some fund balance percentage calculations and we we're calculating them based on total expenditures of the general fund which is how we do it for all of our districts for consistency your fund balance is written as a manner to match the state's calculation of the sod calculation so they use operating expenditure so they'll back off some of the long-term facilities maintenance one time so expenditures operating capital and so with regard to your fund balance policy you had a goal to meet uh 16.6% and that goal was to be met by the end of 2026 fiscal year and we're pleased to report that you hit that goal actually a couple years early with this fiscal Year's audit so um I think you ended I know you ended at 17.2% by that calculation done by the mde so I'm pleased to see you've gotten to that and I I know it's a challenge to you know build that fund balance to get to that point so um it takes a lot of hard work and difficult decisions to be able to do that a couple more slides with the general fund the slide I show you here is for the revenues focusing on the primary sources of the funding that comes to the general fund so you can educate your students of the district um you can see that focus on state sources making up a majority of those resources this past year accounting for 70.6% uh followed by property taxes at 24.2% and then you can see the balance and federal sources um which get a lot of attention because of the single audit requirements of 2% of the general fund and then the other category uh is the fees it includes investment earnings so uh for your District the total revenues of past year amounted at $317.66 one% and was a about 11% increase or 11 12% increase over the prior year so um the increases driven by the number of students you serve this past year some enhancements to funding with regard to the formula allowance of 4% increase uh you also received additional State funding the state made a uh effort to help provide cross subsidy funding to help offset that cross subsidy deficit that existed so um on the favorable side for the budget as I would say coming in better than anticipated I would attribute that largely conservative budging for other sources investment earnings can be very challenging and really I'm kind of saying the same message I've been giving all season and I got a few more of these to go so um seeing a favorable variance with investment earnings um conservative budgeting was State sources and some moves the district was able to take advantage of with uh dollars and how you utilize your federal funds for tuition billing so um a couple of positive resources there um which will impact my next slide when we look at the expenditures so a similar slide to the revenues looking a budget to actual to Prior year comparison uh this past year total expenditures amounted to $31.15 per and about 11% over the prior year um usually I get nervous when you're over budgeting the expense side I always say favorable on Revenue and then we want to be under budget but it's a little deceiving this year with your your uh revenue or expenditures coming in over budget because the tuition move that was made uh is really the driver and why your purchase Services were over budget which was offset by a favorable variance in your special ed revenues this past year State sources so offset and then I would say the other component of that is capital expenditures that you can see are over budget uh in the MD's reporting of leases when you issue a new lease and guidance for leases we have to report that as upfront other financing sources but in the uforce manual they net is one offsetting the other as an expense code so when we present it on the audit then you're over expenses but you're over budget in other financing sources but offsetting each other so really a net neutral for both of those cases so if you factored both of those you would be under budget in total for your general funds so uh the the other component I'd like to share is as you can see the salaries and employee benefits uh make up a majority of the spending for general fund to educate the students uh this past year for your organization was 75.6% um Not Unusual right in that range we see for school districts and you know not not to make a pun with it but when you're dealing with your budgets it's becomes very personal you know so it falls right in that light range where difficult decisions for that I've got just a couple more slides uh the other governmental funds we're capturing the operating funds here you've got a couple others that I'll mention uh the other operating funds for your District the Food Service special Revenue fund uh seeing an improved financial position this past year uh that fund balance ended the year at 43.9% and the total expenses in that fund is about $12.5 million I'll just share uh the community service fund you can see your uh well not by this slide but the total expenses for the community service fund was about 16.8 million this past year so that's why we we only use one slide showing the uh components of the equity for these two funds compared to the over 300 million you have for your operating fund um really not uncommon what we've seen this past year with the food service operations it was again another change in how it was funded in 2024 the state providing free meals for all districts so seeing an increase in participation favorable operating results so difficult to anticipate how that would impact your organizations so uh you can see that change this past year uh the community service special Revenue fund you can see has been running pretty lean for many years for the district uh this past year ending at $254,000 or about 1.5% and uh the comment I would share with there and I think I've noted it in the management report is you within the community service fund you also have splits of the various buckets of resources for Community Ed funding early childhoods uh School Readiness community service Community Education um so you when you look at overall you have a positive fund balance of 254 but you have certain buckets that are in a deficit position so um I will share your District was one of the first ones where I saw that and was uh actively aware of that uh situation because the importance of getting the students into the classrooms and and the Early Childhood um so I'm not saying it's a bad thing or you know a positive thing but it'll become one of those situations where how are we going to finance that deficit moving forward so um really a planning issue um so you're not keeping spending nose into a deficit position because you'll have to afford it in some manner the general fund or or work with your legislators if there's going to be more funding specifically for that so my next slid is the last slide but I did want to make a couple of comments to you know give you full transparency the reports this past year uh the capital project fund as you were well aware on the board uh you're starting to see the resources come in there you're going to have a lot of activity going on there this this year issuing the bonds or half of the bonds approximately of the bond issue uh you had some facility maintenance Bond activity going on in the construction fund or we know as fund six uh in your debt service fund the district doing some good things with some refunding bonds that are going to allow your District to save some resources to taxpayers with the refunding bonds that were issued this past year and then another area the Chang that you may have noticed is the internal service funds so we've been talking about those for several years and and this year making that change to close the internal service fund and account for those now largely in the general fund and then entity-wide financial statements so with that I'll make one last comment on the entity wide and and we can answer any questions or comments there uh to this point we've been talking about the individual funds on Current financial resources what's available for you to spend in the classrooms and programming so that focus on the modified acral is really looking at dollars that you have available to you uh current spendable resources es so it doesn't capture long-term assets the buildings the infrastructure for the organization or long-term obligations the bonds the um pension obligations of the entity-wide financial statements so uh you can see we talked about a lot of good things on the current Financial Resources um the long-term view we get out of the entity-wide financial statements uh pulling in those Capital assets consolidating all the funds and then also grabbing the long-term oblig ations so we talked on the individual funds most of the funds seeing an increase over the prior year then we look at the net position on a long-term perspective and you can see you also uh are reporting an increase there uh the net investment in capital assets has a lot of that increase so while it's a good thing it's meaning you're paying down your outstanding debt on the obligations the organization at a faster Pace than you're depreciating your buildings which is common the bonds are generally 20ish years uh you're using your buildings for 40 plus years and sometimes well beyond that uh the restricted component you can see an increase this past year I had noted a couple of areas for that was The Debt Service fund we talked about so restricted for Debt Service and then the food service was the other larger component that saw an increase in restricted and then everything else Falls to unrestricted so um one other thing I'll say with the net investment in capital assets it's great to see it in increase but it doesn't mean you have $26 million more to put into programming because it's tied up in the buildings um but seeing the increase and unrestricted uh couple of factors there it's that improved fund balance of the general fund and the other funds we talked about and then the change in the pension obligations and I'll hedge on that one a little bit on the pension obligations because it can go the other way but it doesn't mean you did anything wrong it's just how the market impacted p and TR on a Statewide basis and you've continued to meet your obligations and the required deposits for your pension and have met that so um you can that one gets a little conceiving or deceiving and in presenting that because you could see a decrease when the general fund had a good year sometimes just because of how the market impacted in the timing of when you report that so I do want to thank your staff I know there's always new things to be implementing they're very prepared when we come for the audit which we appreciate and um I know they put a lot of work into it and so um going through that is a big process and involves a lot of departments because we get the federal audit in there now we got people that uh really don't care for accounting as much as they would rather be spending it with students so um with that I appreciate the chance to be here if there's any questions I'd be happy to try to answer them uh just so I know this last the districtde statement of this is like the school district balance sheet yes I would I would agree everything pulled together and so you mention the that chaliz simar simar items in a group or whatever so what would an example of that be drum roll please um tech devices so our capitalization threshold is you know we raiseed to 25,000 per item 5,000 per item for federal fixed assets so when we buy an iPad right or a teacher laptop right um those individually wouldn't be eligible to be capitalized under the new standard however now we have to group like assets and so we might have purchased you know 1,500 teacher devices and now were we used to not capitalize them now we have to capitalize them and so how is this different from I assasing we lease a lot of our Tech equipment right so how is this different from how we the capitalization of leases or it's not for for the assets you've purchased under lease it isn't since we had to implement the new lease standard because we were required to put an asset on and offset it with the lease liability I actually think that might have been one of the driving factors to tweak that question because districts that would not lease they may not capitalize it so it'd be kind of a different treatment of those assets so for ones that you buy outright you only have the asset on your books no obligation but if you were leasing everything you wouldn't have noticed a change so um and then um earlier you had mentioned you so you talk about cash Investments net of borrowing and the unrestricted fund Bal so is the cash Investments net of borrowing is that like cash on hand on June 30th yes and the net of borrowing is a not really that pertinent to you because the only borrowing you have is kind of the timing of that draw from the trust fund um some districts and it it really goes back because I don't can't remember all 10 years for all my districts when districts had to cash flow borrow using Aid anticipation certificates it became much more important to share that and so that really the N but that's that's looking at your cash and the general fund as of June 30th in in Investments okay so Delta top of yell line is restricted is Cas already committed um the difference a little bit it's a little deceiving from a standpoint of cash and Investments at year end and we're so it's app point in time at June 30th I'm only grabbing your unrestricted so it's not a total fund balance and then the other factor that has a play in that for school districts in Minnesota um your property taxes are paid on were paid on a calendar basis but you've received half of the cash by June 30th but we haven't put it into your fund balance haven't recognized any of that Revenue so there's an offsetting unearned or uh it's a deferred inflow taxes levied for subsequent years so you've collected some of the money for next year that you are anticipating so when do we soty taxes do in May right yeah and then the county gives us the money in June so so we actually Washington County um has a program that they provide advances on our property tax so typically um in late May and early June because they roughly know what collections are at that point that they provide two advances to us and then they have a true up um in J early July that we received kind of the trup calculation for the what we were do for that May 15th collection similarly in the um fall we received so like in November late November early December we received that um kind of the advances and then we receive a true up in January for that fall collection date we recognize the money atog it oh simy we could have lots of conversations about how to reconcile taxes so as we talk when we Levy taxes right that we're always levying and we it's not actually Revenue till that year following so in 25 the taxes levied and that we receive aren't actually Revenue until 26 for us and so we claim them as like a um as Aon was something think almost like a liability like if because if we went out we'd have to pay it back to the county right because we wouldn't have earned it okay no that makes no sense okay maybe one comment I can add with that what makes school districts different than cities governments um were as taxpayers were on the same calendar year basis but when I do my city presentations they will generally have a fund balance policy of 50% because their yearend balance they haven't collected any taxes in advance so they've got to have enough equity to basically operate the first half of the year and before they collect any of their tax payments so that like school pay 25 is for 26 uh City will start their year without any of that revenue from taxes until halfway through so that that's just a difference in that timing and then lastly just you know our federal dollars went down by 50% from two years ago that just like hang absolutely and so um eron and I were actually looking at it and I said probably two well I say 25 now so three years ago I put together some information at that time um and I think out of the all the districts in the state we received like the I think only 32 districts received Less on a per pupil basis than we did and so you know we certainly received still a significant amount but comparatively not a lot for our size um and so that you know again as those ebed and flowed and some came with County money as well and we to spend real fast um I think think one time we had two weeks to spend like SE $3 million I think so um maybe three weeks as fast as I've ever spent money in my life um felt like it was at the store when you're like what else what do we need and you know and it was a really challenging time for our staff so it was helpful to make those choices but we did try to very much be mindful onetime monies and not have tails with those dollars either thank you so much I'm so excited about this thank you thank you any other questions okay seeing none thank you ER we will move on to 5.2 and that is our first first reading of proposed policy changes and that will be presented by Julie nson super good evening and thank you um this evening I bringing forth four policies as part of our regular policy review um as a customary um our board policy committee has reviewed these policies I believe that occurred in early December or maybe later November it feels like a long time ago um so this evening we are bringing uh forward four policies 101 legal status of the school board um just updates the legal um references um 101.1 name of the school district we have just added sashco um we know that when we see a report like erens it says still says District 833 our former communications director might have a word with you but we know that we are number 833 um we are South washing County Schools but we also are referred to as soash Co so we're adding that into the policy um 102 equal opportunity education um additional language is added as per msba um the model policy and statute and 103 complaints students employees parents other persons um there's one update to one of the cross references um as noted in your packet um so with that it is just information tonight so I would just open up if anyone has any questions see none Dana do we have any other no okay then we will bring these forward on our January 16th meeting for a vote fabulous thank you okay on to 6.0 reports and comments uh Julie I don't know about the rest of you but there's some vent up here and I am like chronically Shak um for the viewing public I don't normally sit here in shake it is just so cold my nose is mostly Frozen I was going to ask someone to go get my jacket um just a couple of things as we open the new year um welcome back to all of our staff um it was a great day to come back uh it's a little bit of an ease in um today was a workshop day for um teachers so there was the opportunity I think most of our schools had the opportunity to meet and have a short staff meeting along with time to begin planning and thinking forward to the new school year here uh tomorrow there is our continued professional development around with with literacy across the entire district and then on Monday we welcome students back I'm sure on Monday there will probably be some snowstorm and people will wonder like why isn't she canceling school again um we did run into that a little bit prior to Break um also just to remind um individuals that this is the time of year where we roll things over so we roll over already in our systems the 25 26 school year we begin to look at new kindergarten students who will be en rolling um it's the opportunity for student registration and from now through March We Begin the whole Staffing process so you'll be hearing a lot of conversations um and of course with those conversations of registrations and Staffing we also begin to talk about and set that new budget um that Chris will be presenting um as a first read I think in May and then a final read into June what's that Chris it's all in June it's all in June okay so first read preliminary and then all the way to the final um and so with that we're excited to be back looking forward to Great 2025 please take the kids back thank you Julie any board members have any upcoming events on any of their Poli or committees okay seeing none we'll move on to 7.0 and that is our future meeting dat um January 16th will be a school meeting business meeting at the district service center at 6 p.m. and then February 6th will be our Workshop meeting also here at the district service center at 6 p.m. with that 8.0 and we are aour a little bit Yeah crazy C but definitely a little cold