 All right, well good morning. This is probably, we might have one in May if we need to follow up with things but I know May gets to be pretty busy. So this might be our last, I think it was our last one scheduled and I moved the date till this morning, hoping that that might work for a few more people. But we will just kind of work through some of this today is for you and some of it is for us to get some information too. So Steph, are you on a time crunch? I want to ask you first. Yeah, a little bit. Do you want to go ahead and cover? I have till 10, 15. So why don't you go ahead with your motivation Monday? We'll see if we can get a few more people on. Okay, so my motivation Monday, I just made that up. But what motivated you to step up and become an educational leader? This was asked to us at, doesn't mean you had to become a principal or something. We were at a meeting and I thought that was a really, just a good reflection statement because sometimes what motivated us to do this at the beginning is not why we do it now. But does anybody want to share what motivated you to step up and become an educational leader? Hey, this code, am I the only principal on here? McKayla Ryder is too, yep. McKayla's here too, okay. I'll just say what motivated me a little bit. My first, so when I was hired, I was hired in Lexington after middle school and our first principal that we had, he's now superintendent at Loop City, Dean tickles his name, but I don't know. I just, the way he interacted and relationships he had with his other teachers and whatnot kind of motivated me to do that. He kind of approached me as well and after a couple of years and encouraged me to go that direction a little bit. So I don't know if that's a great answer or not, but. Yeah, anyone else want to share? You are all educational leaders. So in your own form. I guess mine was just to make sure that we have quality education in all classrooms here. And so that's why I went back to, couldn't do as a classroom teacher. I couldn't affect all the classrooms as a classroom teacher. And I knew being a principal, I could affect every single classroom here and every student that walked through there to make sure that they had a quality education. Like I'm similar to that I'm very curious about systems. And I saw areas where I felt like the system needed to grow, but I knew I couldn't help fix a system if I didn't really fully understand the system. And if you need to understand the system you have to get into it by getting into leadership. So similar to Mikayla, fixing the system by understanding the system and that requires leadership. You know, I think I thought I taught in a classroom for a while, you know, I was ready for a new challenge too. And to grow, and I think it is so gratifying working in so many different schools with different people at different levels. So principals, but teachers, parents, hopefully substitutes this year. So it's fun to affect all those different groups and work with them, learn from each other. And I would build off of kind of what Cody said, I was put into leadership because I've been really fortunate to always be under great administrators. And so that was kind of the direction I went and yeah, excited to help schools. I think school has always been an interest to me and so any involvement at any level is always getting to help and get involved. So it's good to be part of this group. I'll be honest, I started my, actually my administrative degree early on. It was, I was a single mom and it was to move up the pay scale. However, leadership has always been something that I would say I fell into probably because it was just something that I was interested in and did a lot of. And so when I started mine, I knew that I had several years in the classroom yet before I was ready to take on and something like that. But I think that it's our nature, we just do a lot of things that lend us to being really good leaders. So thank you all for sharing that. Steph, do you want to share about your stuff? Cause I don't want to run you out of time. So we'll jump. Steph has a couple of things she wants to share then she's got to jump off. Yeah, so the first thing is I'm out of school today. Sorry guys. So I'm just jumping on for a moment in between during a letters break. But, you know, the idea started to come to us about having a sub training day, kind of like we have a para training day each summer. And, you know, we had secretaries in school secretaries and it came up that at one of the biggest school shootings it was a sub on duty who had a door open, door propped open kind of situation. And I thought, do our subs, have they ever had standard response protocol? And have they learned some of those procedures that we are standardized throughout schools? So in this day, we're going to have that standard response protocol. And I think about our subs, maybe they are retired, maybe some things have changed, but also some of our subs are those local subs who might not have a teaching degree, who might not have come by some of the school safety information. The day is not all about school safety though. I was really thinking about those local subs and how we need to help equip them with some of the skills to help them feel successful. We need them now more than ever with our sub shortages. And so we're going to work on things like classroom management. JVC is going to come help us with some digital citizenship things about when you're working with kids, your online presence is now going to be just a little bit different. You have to be a little bit more careful in what kinds of things can you share or not share. We're going to work on some positive behavior supports that come from PBIS, but can be implemented in any system. I think about some of those local subs who may be experienced behavior management in a different way than we do now. It was more authoritative. It was not as positive as we would like to see in our schools today. So we hope that you can get some of your subs on board. The thing is that we need you to help register those subs. We're going to have schools actually send us in the registration information. So on this flyer, there's a link at the bottom. I've also emailed it to you. And you will just go ahead and register your subs. There is a $20 fee that kind of covers some of our supplies and lunch and that will be billed to schools. But if you can supply us with sub names and email addresses and things like that so we can be in touch with them for reminders for the day. We're looking forward to it. We have NDE book to come in and help us with some of that safety information. And then our staff will be providing the rest of the day. So we hope you can get some people registered to come with us. And the next one is also on a safety matter. I was in touch with Scott Stemper who's actually coming out to do that training. And he said that the Public Policy Center has a grant right now to provide like a half day training for safety teams. Each of your schools has the safety team that's been identified. And they would give scenarios like possibly a tornado or he said even a tornado during a track meet. And it immediately took me back to May 12th of last year when that dust storm hit right at the end of the school day. And it sent some of us kind of scrambling of what do we do with our kids? It could be an active shooter. They have several different scenarios that they will help your teams work through. So we thought that was an excellent opportunity for your training teams. We wanna hear from you. Would you send a safety team for that? And they had first proposed early August and I said, no, do not do that to our schools. It's too busy. So we're asking you would late August or early September be more agreeable on that? So I'd like to hear from some of you principals what you think about either day, the sub day, the safety training day. Hey, this Cody, the sub day, I think it's a good idea. It makes sense to me to do that early August late July instead of right after school. And that gives us a chance to contact our subs and stuff a little ahead of time. And as that school year's coming up, we usually last couple of years we've went through in the summer and I guess we contact all of our subs and see what kind of days they want as far as the year goes and stuff. So it makes sense to me to do that that late July early August for the sub day, safety training day, either one, probably early September would be good. Either one though, probably we can make work. Ben or McKaylee, you guys have thoughts on what works for you then? Or if you're interested. I'll talk with Ron about it. And I think they both look pretty decent, but I do know a lot of our assistants in the office have already gone to the safety. Yeah, this would be a little bit different where your whole team would work on some scenarios like if it's a tornado during a track meet or. It's a good idea. Just to talk through your plan. We have our principals. Okay. Morning, Patty. Sorry I got a new computer and didn't realize that I didn't put Zoom on it. So I scrambled in to try and find a way to get in. Patty, we're talking about that sub day, that sub support day that I sent out some information on a couple of times and just the need to get some needed information, especially those who are maybe local subs who don't have teaching degrees. We also have a safety component for any sub. And then also a safety training. There's a grant to fund this and they would work through scenarios of, say there's a tornado at a track meet or an active shooter in your building and they have several different scenarios that you could work through in a half day with a safety team. Okay. We're proposing late August or early September for that. Okay. How would either of those sound or both? Don't care, we just need to get something in place. Okay. So are you saying your safety team needs some PD? Cause I have some other safety things here I wanna talk about. Yeah. Okay. Okay. Anything else, Steph? I mean, Steph, you're welcome to say but anything about letters? Yeah, just a reminder about letters we're now enrolling for next year. We would love to have your staff included. It's a misconception to think that volume one is enough. Really the full component is volume one and volume two. So I know Elkhorn Valley, you're signed up, you're coming, a bunch of teachers are jumping on for volume one and volume two. Makayla's team is coming, the whole team has gone through volume one and they're gonna go through volume two with me next year and we're really excited about that. So reach out if you have any letters, questions, Nealey Oakdale's graduating, right Ben? Yeah. New teachers that are coming on, she's got something you don't have to do your whole staff, it would just, they would come for, if you've got a new teacher that you need to send through or something too. Yeah, those mixed groups. And then also we're continuing on our parent training series. So that will be, I believe that's August 1st. It's on the calendar. And I'll be, I sent that out once already but I'll send out a reminder. We love having your parents there. They are the most grateful people to receive a training day. They feel honored that you invest in them. And our theme this year is gardening and growing those kids in our gardens for the year. So planting that seed for success. If you have any topics you think would be really important for subs or for, sorry, Paris to cover or subs for that matter too, shoot them my way. All right, great. Thanks Steph. Everybody. Enjoy your day at letters. Yeah, I will. Your life of letters. Life of letters. Yeah. All right, thanks. We'll jump back up to the top. I know Katrina's in another meeting too. So she's jumped out and she's welcome to stay the whole time too. But if you wanna go back to, I just put it as tier one needs assessment questions for in Katrina, you can explain why we're doing this and everything so. Yeah, if you wanna open that document. So NDE, we're working on collecting information to best help our school districts really streamline their adoption processes and connect them to MTSS tier one best practices and support. And so we are just gonna use this document. I'm gonna take some notes in this note to catcher but Molly, when we send this out I did make this view only. So if we have other school districts that wanna complete this maybe they can just make a copy of this document. And just since you are sending this out as a recording you'll just go up to file, make a copy and then they can just share that back with me. So anyway, I just wanted to take a few minutes and just kind of gather some information from those of you who are present today to give us some feedback on sort of your practice for adoption and implementation for high quality materials. We know a lot of schools got new materials with Esther's funds, et cetera in the last few years. And so we're kind of wanting to update that and use that to inform how we move forward in our support of you as you are implementing those materials. So the three of you, is it still? Yep, three of you, four of you, sorry. If you could look at that question one there's four options there. Would you be able to tell me kind of where you are in your approach to the role of materials in the classroom? And what I will do is I'll just put your district name under each one of those as you respond. So A, consistent foundation for grade level teaching and learning you expect all teachers to use those as their primary source for instruction in the classroom. B, you encourage them to use it as a starting point but you do not have an expectation that they are a primary resource in their planning and instruction and implementation. C, you really trust that your teachers know best and you encourage them but you also encourage them to create teacher-created materials or D, if you don't see something there and you have something else that you'd like to share. And there's no right or wrong but this will help us when we go in a couple of weeks we're doing a training and so they wanted to kind of see where schools were before we went so. And as I work through districts and help them with their lesson planning and their curriculum and instructional design this just kind of gives me an idea of where their starting point is and where they want to go. Hey, this is Cody Westphal. We did new ELA and new Math this year B is kind of where I started this year, I would say. Encouraged them to use it and kind of feel it out. I did, however, have a conversation. Our English teachers are probably more A. Did have a conversation with our Math teachers though. We had one teacher kind of at A, couple teachers kind of at B to C, had a conversation with Math teachers. I wanted to move everybody to A next year. So that's kind of where we were at anyway with the new ones. Okay. We're A. Okay. And then we go with A because if not, they would just go back to using the same stuff that they felt comfortable with forever. So. Okay. You said A between an A and a B. And okay, Micaela. Okay, Micaela, can you share between an A and B? Can you share just a little bit more of what you mean by that? We also just adopted math and reading. So we're going to be doing more curriculum mapping, some more planning on exactly at what point you should be here using what material. And so we will be a strong A hopefully in the next year or two. But in the past, they've been able to use whatever. And it's kind of, it's an implementation process, right? Yeah, there's every once in a while. Oh no, you can't, you're not using that. You're using this. Sure. And other schools when you said A, is that across all content areas that you expect that or in core, just core areas? Ours is in reading, math, science. Or no, reading, math and social studies. We will be adopting a new science program here next year. And so it will be in science also. Okay. And then our intervention and enrichment is a hard A. That's, there's no supplementing there. You said that was your enrichment. Mm-hmm. Okay. Enrichment and interventions are all district, school, purchased, assigned. There's no supplementing whatsoever. Okay. All right. Anything else you'd like to add to that? If not, if you look down quick at question two, strengths and challenges in your adoption process. So as you have adopted, what are some things that maybe you feel have gone really well in this process and in some areas of challenge that you've been facing? Some of our strengths at EV is that the staff pretty much knows when it's time to revamp things. And for the most part, they're all pretty good about it. We all, we order samples. They take a look at it, decide which of those is going to get best with our needs, with the standards, those kinds of things. And then of course your challenges, there's always that one that says what we're doing is just fine. They've been doing the same thing for 20 years. It's not fine. So a little bit of resistance, but in general, your teachers. Yeah, for the most part, they're very good about, they know the process. And if you don't have any interest in helping, then you don't have a say. This is what we're going with and you will be expected to use it. So they just never want that to happen. Okay. The process I've used for the last couple of years is we look at our data to determine whether we're making gains or not. And then we have a curriculum rotation. And so then whatever one we're on, if we're not meeting or still making gains, I require the staff to go look at different curriculums online or wherever, compile a list of curriculums that they would like to see. Then we order samples. Once they get the samples, they look to see personally which ones, which, what are their top three? We compile those. And then I have a rubric that they have to go through goes by whether it's meets ed reports and material matters. And there's a list of them. They have to go through and check all of them. They have to go check, make sure they meet our Nebraska standards. If there's any components missing, I'm not for sure what else is on there anymore. And then we rate each program that we do. And then they have to pilot the top two programs for at least a week. Some of them too, if we can't decide like science right now, we're having a hard time picking. And so they're gonna pilot each one for another week to see if it's the curriculum, see if it's teacher familiar, familiar error. Can't say that word. You're already here. Hopefully we'll get one next year in the next couple of weeks. All right, thank you. Hi, Will. We are just looking at this document that's in the agenda for today on looking at your adoption and implementation process. Okay. Ben or Cody, do you wanna, do you have anything you'd like to add to that one? Yeah, we're pretty much the same as Elkhorn Valley and Wheeler Central. We, I kind of let the teachers lead a little bit as far as which curriculums they wanna take a look at. We check out reports, get samples in. We meet a couple, two, three times, let the teachers play with it a little bit in their rooms, see which one they think fits for them. So, pretty much the same. We'll have to send them on visits just to make sure they went to Neely. I know in elementary, they went to Neely to look at, so it's an old letter one CK, CLA. And then they went to David City and then I think they went to Hampton to look at how things were done as well. Okay. Mr. Dempsey, do you have anything you'd like to add? We had all of our elementary involved and our high school English, but we had a committee selected from that group with Ron and I and those. And pretty much the committees are the ones that really dug through and found out the information that it was most beneficial. And listen to the pros and cons and ended up with CKLA and ELA Amplify. That was a very, it was a long process, but it was very successful. Good, good, okay. Awesome. Mr. Eggies, is there something you'd like to add? I know you were just able to kind of see where we are, but if you wanna add something, be happy to put you down here. I mean, curriculum-wise, looking for math, our whole math department has kind of got together, browsing through the different curriculum types I've contacted, then the companies to get samples sent in. We spent a day looking at the curriculums. Teachers have kind of played with what they liked and liked and then we're gonna go look at schools that have the current curriculum right now. We've talked with West Holton Cody to go look at into math and into AGA, but I think math has kind of been the tough ones so far because everyone's at the crossroads of needing to find a new one and there's not a whole lot of places to go out and check out who's used it or who's even had a lot of time to go through it. With West Holton having it for this last year, it's great, but if we had found another school that has used it for a couple of years just to know all the nuts and bolts would be great, sure, yeah. Okay, we'll just skip down to the one below and I'll try to summarize, especially if a lot of you kind of have the similarities. So in terms of when you do adopt and this goes back to that first question, most of you said you have an expectation that teachers will use their adopted materials as their primary source or you're planning on moving toward that in the next few years. So what do you do to ensure that the teachers are actually using those as their primary resources? Do you have anything specific or is it just, you trust them to be professionals and expect that that's what they're doing? Just do a lot of walkthroughs and I'm in their classrooms a lot when they use them. I will tell you I had to go as far as with one teacher because she just refused to use the new stuff. We adopted a 678 program where they rotate, it's the Glenco series and then they rotate based upon the needs of the kids because you can no longer do what you did in seventh grade and in eighth grade and in sixth grade and expect them to meet all the standards. So we adopted one where they rotate based on the length of the units and those kinds of things how long. So they worked out a system on how they rotate those but she just refused to do it. So she had to actually put it in her lesson plans what she was doing and then I had to check on it because she just wasn't doing what she was expected to do. I don't have to go to that length with many people but if needed, I will do that because I know she wasn't using it. Okay, anybody else have anything they would like to add on that? We not only check to make sure they were using it but we're checking for the fidelity amongst all the teachers. That was our main emphasis is that we had to have fidelity. Ben, eight, 12. It was the new program was for K8. One CKLA the other one ELA amplify. And for the most part all of our teachers are they're all using it and pretty much everyone is using it with their fidelity in every one of them. Ben, are you doing those fidelity checks? I'm just curious. I do them and Becky Kirkman does them over here and Becky does them and Ron does them over at East Ward. I mean, West Ward. Yeah. Okay, anybody else wanna add to that? Okay. I mean, we do the walkthroughs as well but then on some of our staff development days have the department meet together to kind of do pacing guide and just see exactly how things are going and sit in those meetings as administration just to see where we're at and how things are going is, is there a little bit of missteps that we maybe didn't calculate? But yeah, otherwise it's like everyone else has said you do your walkthroughs and you trust your teachers. So do you all have a formal walkthrough tool then that's aligned with the standards and the expectations then a formal tool? Yeah. Okay. All right. What do you think the main challenges are that you're finding? I know Patty you had mentioned a few teachers maybe just struggling or resisting using them because it's maybe not comfortable. Do you have any other challenges that you could, you support in with your teachers when they're adopting new materials into the classroom? Okay. Well, we always call if we need help. We call people from the ESU and they come over and do what we need them to do. So that's our point of... I heard some of you though talk about like in their grade level meetings or their I'm in a column PLCs but they in your math department maybe gets together and talks about those things. And that's a good way to support that. Will I think you mentioned that that they'll kind of look and see if they're, you know how their pacing's going or those kinds of things. And that's a great way when they collaborate that way to figure out a new system. Yep. We use plan book too. And next week we get out Fridays at 2.30 and so that's when we meet at least three of the four Fridays we have something going on. And so this next Friday we'll meet together and they'll use the plan book and they'll print off make a list of their standards and then they'll meet with their groups that they, you know, math people will meet the English people and make sure that we're getting all the standards covered. Okay. So I know I've worked with some of you professional development for your teachers and also for you as administrators just to help with that whole implementation science piece. So this year or moving forward do you have any of that scheduled or is there more that you would like? Because we can kind of blend that with the last section here which is areas or services where we can help provide some more support for you to work with teachers individually or as departments. I want you to know we didn't make this because I'm not sure I would ask you what you would want to trade for more support. But we're asking the questions they gave us. Yes. As the curriculum nerd here, my thought is always, you know, you as principals have a lot to manage already and are there areas with the implementation piece where we can offer service to you to take some of that load or work with individual teachers who might be either resistant, hesitant, scared, you know, to really move over to the new materials or feel just very challenged by them. So this is your real person, not your NDE sort of asking just what can we do to better support you and your teachers to help make it more manageable? Katrina, I'm going to sit down. It's on my list. I've created my summer work list. I started on that. I'm going to take their smart goals and there's several of them that need to work with things like differentiated instruction. So we're going to start, those Fridays are nice for that type of thing. So we're going to start doing more of, you know, on this Friday, you're going to work with these three or four teachers. The rest of them can work in their rooms. Gotcha. You know, I have some that need some serious classroom management. So we're going to start doing that. And I'm going to work on that with, I'm going to take care of that over the summer. We meet May 5th and that's the day that we'll work on our smart goals. And then we'll kind of, they're going to come up with a list of professional development that they could do. Okay. Seek that out. So we're going to get more into that. I love that idea of more personalized professional development. You know, some of them have great classroom management. I have about three or four that could, yeah. Yeah. I like that. Well, here's just that reminder that you are always welcome to reach out and working with, you know, cognitive coaching or instructional coaching or just doing some plot partnering with those teachers who need some extra support there. Anything else that you need on that, Katrina? I don't think so. I'll just follow up with you, Patty, on that. And we can touch base on what that can look like for you and anybody else. So that was kind of our homework. We're going to this training in a couple of weeks, first week of May and we had to do that. So you're helping us with our homework, you know. Appreciate that. Well, thank you for your thoughts and please feel free to follow up with me if you have other things you'd like to add or just want to touch base on any other areas where you think that I can help serve you and let me know. Otherwise, I'm going to say goodbye and dive back into my Perkins grants. So. Thanks, Katrina. Thanks, everybody. Thanks for that one, Katrina. Take care. All right, Claire has a couple of things coming up here. Claire, I'll just pull the flyers up if you want to talk. Yep. The first one is New Teacher Academy. This is just a reminder that this is for brand new teachers to the profession. So maybe they're coming right out of college or they've done the program and are becoming teachers later in life, whatever that is. These are our tentative dates. They're very similar to what we had this year and we'll do four days again. Coaching will be involved. You're a contact person for this will be Katrina. And so if you have new staff members, please send their names to Katrina as soon as you can because it is not on the OD on our ESU8 website. So just send the new teacher's name and contact information and Katrina will be in touch with that. So again, this is for new teachers, new to the profession. And then the next thing we have student exploratory day in the past, I believe ESU8 has done this, but it's back. And so we are- It was pre-COVID, pre-COVID we did some days and then we just haven't done anything since for students. So this is back and it's going to be May 31st here at the ESU8. And we're starting to talk about student leaders. And so we are asking principals, I will send this out in an email but we're asking principals to just select two to three students who they think would be a good fit for this and grades fifth through eighth grade. We're going to look at strengths. We're going to look at teamwork on a pre-new year. I can't even say that word mindset, but we just ask that the principals print this flyer out and give it to those two or three students that they select. And then the parent needs to use this QR code to complete the form. Parents responsible for getting the student there this day as well as providing their like a sack lunch. And so again, I will send this out with more details in an email to all principals, but we just ask that you forward on this information to two to three of your students that you think would be a good fit for this. And we'll have outside resources here and then our PD team will also be here helping with this day. And so hopefully we get a good turnout for that. So let me know if you have any questions with that once I send out the email, but be looking for that sometime this week. Great, thanks Claire. One thing I wanted to ask, so we have always done a new to ESU eight orientation. So this is separate from what Claire was talking about, the new teacher academy, but it could be some of those same people, but anybody that's new to ESU eight. And so they've come in and we've talked about the services and the resources that we have available. We have done this where we've had 40 some people and we have done it where we've only, we've had very few in the last couple of years, possibly because of when it's been held and things like that. So I just want your thoughts on it. Do you think that coming to the ESU to get that information is important? We have created a video in the past. I don't know if it got shown to teachers enough. What are your thoughts on that? We would like to, we'll continue it or we'll make it better. We're just need a little input. I think it's great to do just for any new teacher to so we can utilize the ESU. The tough part is as a new teacher, it seems like they go to 10 different days where they're gone, whether it's the new teacher academy or we send them to Marzano trainings, the trainings that we have, it just seems like it's a lot that, but I think the intent behind it is really good. So I don't know if it's easier just to make a video, but then there's no way of having that fidelity that they watched it and know who all of you are. So when they see you, they can once say hello or know who to reach out to. So- Good to remember it. And those that actually come to the new teacher academy, we can get them that information. They're coming in and some of that, but there's other people that aren't brand new teachers that are new to the ESU-8. And so even administrators, but we can sure try the video thing again. I agree with you, Will. I think that it's just, I don't know that there's a better time for it either, but they're just got so much that sometimes I think they're like, we're like, you were at the new teacher or new orientation, but they were just on overload. I like it in person just because, again, Will's right, they're gone for a lot of things, but if they're new to the ESU, those teachers don't necessarily need to go to the new teacher or the new teacher- Academy- Period wouldn't need to come to this day, but I think it's good for them to see and meet all of the people and meet the people in their area. Yeah. All right, so when we were talking about this, I don't think I have the right notes up, but we were talking about Claire, JCD, remember what day it was in August? If we were to have this I think it was that first- calendar, full week, Monday. Like the seventh. Right. Yep. So August 7th, what is, I mean, are your teachers even under contract then to come to that? Or would you send them anyway? If they're, it's a new to ESU 8. In the past, we've just made them go. Okay, they're not under contract anyway, so. Okay. Are they doing something that you're building on that day? Probably, but you know, if we know, if we know this ahead of time, we can plan accordingly. Right now, knock on wood, we don't have anybody. Same here. Okay. Well, we'll do it another year and see how it goes. And if it's just not, maybe we'll have to pivot and just do it virtual, even though, or recording, if, and it could be a year that there's not as many people hired to, and why our numbers were lower. But I think it's just more of a timing thing, but that gives, that's good info for us. Thank you. I think just listening, I think it'd be nice to have just a video of everything that the issue offers, just, I mean, for all of my staff, because they're staff that's been here for 30 years and they'll say, oh, I didn't know the issue did that. And I'm like, So here's another, if we made a video and truly try and keep that under, you know, three minutes, but probably closer to five, I would guess, if we're talking about everything we're doing, is that something you would show at your all staff back? And so if you had it by the 1st of August, you could maybe put that in your, even if we have the day, just something to share with your staff. Yeah. I'd probably put it in my beginning of the year staff, like meeting or the issue has, you know, offer. And then I'd probably email it to them so that they could just keep it in their email. And if they ever questioned, hey, what is the issue? You know, can the issue do this? Cause I get this, that question all the time is, if I send this to the issue, can they do this? Or does the issue have something for this? And I always just go to your website or ask JC. Cause yeah. Yeah. Well, and I'm not sure it'll be all encompassing, but we'll see what we could do and we could work on that this summer. And so it'll be more than just professional development. It would be like our media services poster maker, all that kind of stuff. So just, yeah. And even if you had a list or, you know, a document that said, this is what everybody does. Okay. Thank you. That's very helpful. JC, you have a couple of things you wanted to talk about. Sure. Yeah. I'm excited to have two technology training options this summer. So one would be the first ones geared towards your administrative assistance. So we know that sometimes the secretaries are playing such a big role and having some modern or updated tech experience and time to collaborate with their peers in their roles and job specific tech related options. So we'll go through some like Google items like Gmail and as well as like Canva and some of the artificial intelligence, how that's going to play a role in their positions potentially. There's a flyer to come, but I would welcome you to pass the word on to your administrative assistance if we would like to see them that day. And then the second one will be closer to like a back to school timeframe of August 1st. That will be for teachers that are wanting to brush up on tech skills. And that was similar to what we did last year. And so that's an opportunity to, you know, dive into what they, it won't be content specific and it's elementary through high schools, but that time can be exposure to some of the new tech options out there, especially with the artificial intelligence growing in popularity and a lot of different platforms. So we'll look at that. And then they'll have some time to collaborate as well and get some just one-on-one assistance. And if it's somebody that, you know, is super techie, I invite them. And if it's someone that really struggles with tech, we invite them. And that can, as I bop around to school throughout the year that sometimes that first day has been helpful to get to know them. And then I can follow up with them throughout the year with tech as they or you see fit. So fancy pretty flyers to come. And otherwise, yeah, I hope that they can, hope you'll pass that along and invite them to participate. Somebody's knocking at the door. So I'll be right back. Thanks. Thanks, JC. I think I'd like just to have one more thing. So PFA training, I said there was a little bit more on safety training that Steph had talked about. So NDE offers this list right here of some different trainings. And one is the psychological first aid S, they call it for schools. But what I wanna know is they're asking if ESUs would train what they're calling an ESU school team. And you can read what she said here, but basically it's a two day training of PFA with ESU people and then one or two people from all of our member schools. And so then we say, let's say, Battle Creek has an incident and they need some support. We would, they say survey member schools who's available or who's close that could send support outside of the school. So my thought is I know that a lot of our schools already have PFA trained teams. ESU has a PFA trained team. It's not one that's been trained together. And we already kind of support each other if needed. But I would be curious if you think this would be important to have this model. Two ESUs have done it. And so they're trying to promote it. Do you guys have PFA trained teams already? Psychological first aid? We do, Molly. Yeah. I know I had a list at one time and a lot of our schools do have them already trained. So do you see value in this? Or because I know that right now, in this past year when we've had some incidences, Pierce or Stanton neighboring schools have automatically said, hey, let me know if you need anything. They've sent our psychs from their schools to help or those kind of things. And so I don't know if it's necessary. The two have done it, have done it, are out in panhandle schools. And maybe it makes a difference because schools aren't that close and they don't maybe rely on their neighbors. I don't know. But I will ask superintendents next week to their end. But do you guys have any comments, thoughts on that? Well, like it's a bad idea. We don't have these. Okay. I mean, I guess some of them, but I've not been put in that situation. So I think in that situation, it would be really nice. Right. I guess. And I would just say team, no team. If you're ever in that situation, please reach out to us. We do know who has and we, you know, we will try and find support if we don't have something like this made, but yeah. All right. I will follow up with superintendents and see and then kind of decide whether we're going to go forward with that. And the last two things we're coming on a full hour here are Megan just put two flyers in here that she has things coming up for MTSS. Megan is still on maternity leave, but she's been organizing and getting things ready here for summer. And this one I believe is this one, Claire, you're helping with? Yes, it is. Yep. And so we're just looking at the interventions. We've had a lot of schools reach out saying they need some help with interventions and just aligning them with their curriculum that they are doing. And so we are doing, we've decided to split it up K2 and three for six. And so there will be two separate dates for that. And really that will just kind of be a small group one-on-one time to help teachers build those interventions and what those groups might look like. And then she has a couple here, one with, I haven't really tied hard time. These are both secondary. So I think she's been in touch with those schools that are beginning the secondary MTSS implementation. And so just a reminder to sign up for those through the ESU8 website. Thanks, Claire. Yep. All right. Anything else that anybody would like to talk to or their counterparts this morning? Anything on your mind? Will, you're muted if you're asking something. Yeah, thanks, yeah. Most of you do high school. I'm just curious, what do you guys do for like a step up day or when you bring your sixth graders up to the junior high? Does anyone have the group plan or yeah, something that's just dynamite that we need to add in? Well, we do something. I don't know if it's dynamite or not. On the 18th, we actually have a move-up day. They spend a day in seventh grade. Most of our junior high kids are gone to a track meet. So, and I can tell you that Cary has gone to way more work than I had intended this to be. I had done this at the previous school I was at and we only kind of did it for the morning because all of our junior high core classes are in the morning because most of the stuff they take off for is in the afternoon. So, we moved all core classes in the morning and then that's as long as I kept them while she figured they should be here the whole day. So, she's got this big old schedule planned and has divided them up into groups and way more work than I had intended but she did a good job with it. So, they're just gonna spend a day in seventh grade which isn't anything, whoop whoop, lots of people do that. Okay, thank you. I don't know if this really meets that but I just learned that what Neely Oakdale's doing, Ben, with your dances, you reuse your prom decorations and they have three days of dances but it's like a transition and you can add like a seventh or eighth and the freshman, what I don't know, Ben, you wanna add to that but I thought that was interesting. We did K-6 on Sunday from four to six, 30 and then four to six and then six, 30 or seven to eight, eight, 37, nine, we did seven, excuse me, eight, nine and tonight we have six, seven and they all get to use the prom decorations. But it's those six graders leaving and those seventh graders so they'll kind of meet each other. It's not really about the school and the academics, it's more about the social meeting those kids and I thought that was a cool idea to reuse your prom decorations and to start fostering those relationships. I wish it was my idea but it wasn't. Oh, well, Nealey's idea, I liked it. Great, anything else anybody has? End of the year coming. Let us know how we can support you if you need anything and we're thinking about next year also. I like Moscato Molly. I can support you there. Okay, thanks. Oops, stop, record, edit. All right, well, I won't take up any more of your time. I appreciate you guys coming and I will send this out and we're working on a one spot with all of our summer flyers and stuff. So that'll be coming out to you, hopefully by next week too. So that'll be helpful to share with teachers and you. All right, have a great day. Thanks Molly. Thank you, you too. Yep.