10/20/2025 School Board Meeting

001All right, meeting is called to order. Let's rise and say the pledge. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. Good evening everyone. If you're wondering why some folks have apples and some don't, I was here earlier in the day and was distributing apples back then. So, they are from our yard. They're very good apples. Enjoy. Happy fall. Um, roll call. Lisa >> here. >> Lori here. Chuck. >> Linda's here. >> Tom here. Tanya is ill tonight. Jeremiah had a death of a very close friend and so he went home to um be with the family there. Um I so I need a motion to accept. Are there any changes to

002the agenda, Mr.? >> Yes. Um for the consent add revision of policy 413 to designate human rights officer as superintendent. >> Okay. >> Um >> this one. >> Yeah. >> Cuz um the when it was last reviewed that was not designated. So that's that's the only change in it. >> Okay. >> Um then under new business addendum to the secondary handbook. Sure. We had that in the um principal reports where they sent out the I packet >> and just under not as an addition but during the board report talking about who will all attend the um MSBA conference in January. Mr. Rude, are you going to speak to us about the earbuds? >> Yeah, I can. Yeah, whenever you want. >> Yeah, good. >> We'll do it later. Like >> Okay. So, then I need

003to a motion to approve the agenda and adopt the agenda. >> Second. >> Um, are there any discussion? Any discussion? All those in favor say I. >> I opposed. Same sign. Motion carries the consent agenda and we talked about there's that one revision of policy 413. Is there I need a motion to approve. >> So move. >> Tom, >> I'll second. >> Lori, is there any discussion on consent agenda approval? I just have one question on D4. Um, what uh what's going on with food service, all the hires there and exactly what is a kitchen sub? >> Uh, kitchen sub is uh just kind of like how we have a sub for a parah or a teacher. Um, there is somebody that is designated that can fill in. Um, we do have to do background

004and check. So, that's where that's from. Um, we did have somebody that came on board and then there was a miscommunication regarding some of the like how give me a second. I have to think about how I say it so I say it correctly. there was a miscommunication about when the first paycheck would be issued and that caused a little bit of an issue and so um there was a little bit of changeover from somebody that we thought was going to be starting and then they they changed their mind. >> Are are we are we fully staffed down there now? Um, we are still looking for a head cook, though. Hopefully that will be filled soon. Hopefully. >> Thank you. Any other questions? Okay, we have a motion and we have a second, I believe.

005Any discussion? >> Any discussion? Any discussion? All those in favor say I. I. >> All those opposed say I. Motion carries. Reports and correspondence. Um Kelsey will not be here. She is also dealing with a death of a very close family person. So any questions that maybe Brad can answer that you have? Looks like she's doing some fun things with girls basketball and boys basketball, teaming up and doing that. >> Who's play Do you know who's playing donkey basketball? Like where are the teams going to be yet? >> I do not. >> You don't? They have several people like nominated to play. >> Okay. >> So, she's just in the process of trying to make sure that they >> Okay. I didn't know if it was like students and staff, community members. >> I think

006it'll be all >> good. Anything else for Kelsey? >> All right. I did skip you guys. I just wanted to see about Kelsey. All right, you guys are up. We're here to talk about homecoming week. So, I am the vice president of student council and I'm the president of student council. Um, basically it was a really fun week overall. Um, the juniors won the spirit award and senior girls beat the sophomores in the finals for powderpuff. There was a dance after the game that everyone enjoyed that was there. Um, yeah, there's high participation for all the activities and dress ups this year. We definitely noticed that, too. some improvement definitely for the afternoon activities. We had more participation from students this year. And then we will also be hosting a Veterans Day program at 9:00

007a.m. November 11th in the secondary gym. And there will be another program at the elementary later that day. >> Any questions? So last year, didn't the dance get cancelled or had low participation? >> I don't think they even had a dance last year. >> Um, it was a fall formal like during fall more later month. I think there was a it was in November. >> Yeah. Like Thanksgiving time. >> What do you think made the difference for getting some excitement? I think this year it was more of a casual thing and not like a dress up like Eldred had said just go how you came to the football game cuz it was right after the football game and that helped make people not so like needing to dress up like needing to find a dress

008and all this other >> and I think a lot of people wanted to have a dance cuz other years we didn't have a homecoming dance That's usually a big thing. So, >> are you going to have a fall dance? >> We were talking about it. We might discuss that at our next meeting. So, >> I know some kids were all excited. We had dresses bought. >> Yeah, I know. There's miscommunication there, but >> that's what happens. >> All right. Sounds good. Thank you. >> You guys are doing good. Thank you. Come again. >> Bring the secretary with you next time. All right. Mitchell. >> Mitchell represents baseball group. >> Yeah, I uh I'm vice president of our Long Prairie Baseball Association and I'm just here to talk to you tonight about just a couple items

009um that we're looking at doing for projects um for the baseball association um kind of coupled with softball. So, the first one is um the batting cage down at the varsity field. Um we this is when we kind of first started. We did some upgrading um we uh put in turf um inside of it. And right now um at that time we just didn't have a lot of funding um ourselves just kind of doing manh hours as we could. Um now we have a chance to make it um usable and a little bit more functionable. One of the things I noticed this year, um, was the net is in bad shape. Um, and luckily for us, uh, one thing that we did do, uh, probably two years ago now, we purchased an indoor batting cage,

010uh, that's at the varsity or excuse me, at the, uh, high school, uh, for baseball and softball. Well, that net is no longer the the old one is not being used. Um, so what we're looking at doing is transferring the old one that was in good shape. Um it was just um tough to install in the indoor setting. Um we're going to put in uh we'd like to put in new poles, new design out here um at no cost to the high school or to the school at all. Um it'll be uh uh volunteer hours uh from the baseball association and uh just just get something in there that's uh safer for the kids. Um one of the things is has too many poles. if they hit the ball and it hits one of the

011poles that are close, you know, it can ring back at them. There's also poles in that cage so a ball can come out. Um, and this summer, um, there was little league going on or not little league, but uh, toss ball going on down there and our kids were taking batting practice just with timing and it was just not a very friendly environment, um, for everybody. So, um, we just want to make that upgrade. And again, like I said, there's no no cost. So, >> does he need permission from anybody to >> do something with school equipment? >> Well, I can give it if there's consensus for me to give it. >> So, yeah, we'll keep it um pretty minimal. Obviously, we're not going to be doing it during school hours because we all, you

012know, work and have jobs. It'll be after school. Um there's not a lot of movement down there uh you know, in the fall time. So, um, just something we'll be looking at doing. >> Anybody have an issue with them going ahead and making those improvements >> if the netting is there in storage? >> For sure. >> We're going to take advantage of if we can. If we find that the net isn't usable, but I'm pretty sure when we put it away, it was um if we find that it's not, we'll purchase a new net on our own and um and put it in there. So, um, and no expense again to the school. We're looking to do this solely by ourselves. So, >> that way it's either out of it should be out of storage

013one way or the other. Correct. It is best for the net to be >> Yep. So, >> and it's a safety thing for the other kids around. >> Absolutely, it is. Yes. >> Okay. >> All right. >> Anything else? >> Um Yeah. So, I'll go to the next item. The next item is uh the the softball fence. Um we're approached um by our our coach uh uh Joe Gaida on potentially moving in the softball um softball fence on the outfield. So, a typical outfield fence is 200 and that's pretty much uh the consent everywhere you go. It's a 200 ft fence. Ours for some reason when it was put in um was quite a bit deeper than that. Um and he asked if it would be possible for us us to do. Um I got

014a hold of fencing company. The fencing company is called Oberg Fencing. Um they gave me an estimate of $4,276 to do. Um I talked to our treasurer um and said, "Hey, is this something we could we could do or afford to pay for?" Um and he said, "Yeah, I think we can come up with a funding one way or the other." Um so again, this would be no expense to school. There was um expressed some concern from um the the high school janitorial staff on on the sprinkler system. Um though there is a few things we can try and find the lines, right? Uh I talked to this over fencing. One of the things that he can do is we can't reuse the posts that go into the ground, but we can reuse the fencing,

015move that in, those type of things. Um and then with with the sprinkler system, we can try and find the lines the best we can. Um you know, there can happen, right? Uh but to that extent, it's you're you're driving a 2-in round item into the ground. good chance if it hits it, but it's going to push off to the side or or move off to the side. If something does happen, we'll have to address it um at that time. Uh but uh you know, we feel the the improvement is something that should be done. Um and we can we have fixed the sprinkler system down at the baseball field our own before when something has happened. So, we probably can assist in um doing those type of things and making repairs if if needed.

016Um, again, it's not like, right, you're going to hit every single line that comes up and and maybe one if if it gets hit. Mind you, the posts are roughly 10 ft apart, too. So, they're not, you know, every 6 in you're you're hammering a hole into the ground. So, um, with that, that's what we're looking to do there. Um, obviously a little bit different of a subject, but we'd like to, uh, like to pursue it if if at all possible. So, >> you want to turn this into a home run field or what? >> No, we just what what we'd like to do is get consistent with everybody else that's around. Um, for softball fields in general, 200 ft is just that's the consistency of it. Um, it doesn't really matter where you go

017you go to. I'll take any of the towns around. That's what they are. Um I would say out of the whole even the state 99% of them are going to be 200 foot softball fields for for high school girls softball. Um so um that's that's what you know what uh is possible to do and it's again we're we're paying for this out of our expense. We're not trying to put any cost any more costs in the school than we can. >> Is that distance arbitrary? Can you set it whatever you want or is the high school league or something? Um the high school league does not set they'll set it at a minimum distance but we can set it for the distance that um is it's just it's a very common distance if that makes

018sense um as far as the uh what what it's set at. Now high school fields as far as baseball fields you know they can be a little bit more forgiving that way because they understand that they're only dealing with so large of area as well. Right. So >> have any other coaches noticed that ours is farther back? Yeah, we've had comments that it is it is quite a quite a bit further and then you know it's it's always um um it's a catch22 thing like why why is it so deep and you know you just answered well that's that's what they did you know and and maybe at the time that they did it that's maybe it was just something they did there wasn't really um I don't want to say any thought put to

019it because I'm sure there was but uh just the thought process has been refined so >> so what is it at right now It's like at 230 ft. 225 in the corners. That's what it's at. So, it's that far. I remember we had this discussion. So, >> and we we kind of found that it wasn't as far out as we thought. >> So, they originally moved it in once. It was actually like 235 and they moved it to 225 in the corners and 230 in in the dead center if you want to call it that. So, >> and was there some something that we wouldn't be able to use the the wind? Um, >> the wind screen will be a little bit longer, but we it's going to be it may wrap um it may

020wrap around the the corners, but it may not too. It just depends on where where it comes out at. Um, they can also be modified. The windscreens can um if we have to tuck them back or do something like that, we certainly can. So, Is there anything else from the school that to give them permission to do this? >> Because this will be and again this will be done by a contractor. We won't be um because they're going to come in with a air hammer to basically pound the post and this will be nothing of our of our doing. And u from indications of the uh of the contractor, they can do this in one day. So they'll be in and out. Pull the post, pull the old post, be in and out. kind of

021you're hoping to do this by next spring? >> Um, we would like to get on his uh on his radar for this fall, but fall projects are a little bit tough. So, if we wouldn't do it this fall, it would be after the season in the summer. Um, so that's that's our our hope and our process. >> My understanding from Russell was that like pulling it in like it basically be putting it in between two sprinklers and that's how the You figured it out with Russell. Is that >> Yeah. So I did not meet with with Russell. Um Jesse Schwarz Truer, our treasurer did. Um he's the one that's kind of been heading up. He's just didn't want to come tonight for some reason. So he had talked to Russell about it and um got

022his blessing on it. And we and we talked through it again. You know, we'll help out and do what we can if we have problems, those type of things. So, and it this is something too if we if we do right my guess is right now we're getting going to get a little late because it's been I think I talked to you about this maybe a week ago, maybe two weeks ago. If he has >> Yeah. If he's had projects like jump in front of us, um there's a good chance that we'll end up doing it next summer which then will give us a little bit more time to iron out some details if necessary. >> Again, what how does that go about? Does any need board approval or >> consensus is enough for me

023to talk to Mitch? >> I just want to make sure there's consensus um it's the baseball association's money. I know that uh school has been asked but the school um like with our own money has had other priorities and so that's why >> and and we understand that that you know this isn't priority stuff for the school. um this is just an opportunity for our type of organization to step in and help out on some of these things. Um obviously some things are over our head that we just can't financially afford. Um but you know we just do the best we can with what we got. So you're looking for anybody that wants to join something. We we're always taking them. That's for sure. >> We greatly appreciate you guys thinking of us. We really

024do. >> No problem. Thank you. >> Anybody else have a >> you haven't chosen a contract or anything yet? This is just enough. >> Uh for for the fencing, uh we'd be going through Ober Fencing. Okay. >> Um they're based out of >> and I'm going to say this wrong. I think they're based out of Brainard is where they're based out of these companies. They're not a lot of local contractors. If there was a local contractor, we would certainly use that contractor. Um but there's not uh a lot of people that do this type of activity. Um in my other job that I do, obviously work for Todd County. Um, fencing people are this is one of the contractors that we've used in the past and it's usually I only get maybe two bids if

025I'm lucky. So, >> obviously they're insured and bonded and >> Yes, correct. That is correct. >> All right. Do we have consensus for that part? >> I think so. I think we've done major improvements for other sports improvement to allow them to do it. I think it's a good idea. >> Got that? >> Okay. So, we're good to go on both parts. >> All right. Thank you very much. Appreciate your time. >> Thank you for >> wait. We'll let Kurt go first. >> You don't want to sit through. I'll probably stay here till the end anyway appropriate to do. But okay. Um, what I'm going to talk about tonight is talking about some opportunity costs and uh, you know, what does the FFA provide for the school district and how can we um, fix a

026few things, but I'm just going to talk about this, talk about I'm going to have a little speech here and have some numbers to throw at you. So, and I'll ask I'll answer any questions you have at the end. The FA is a national organization of school-based agriculture students reaching from the state of Alaska to the Virgin Islands and from the state of Maine to Hawaii. Our mission statement FFA makes a positive difference in the lives of students by developing their potential for career leadership, personal growth, and career success through an agriculture education program. This is accomplished through individual experiences, chapter activities, and community service. FFA is an integral part of our agriculture program approval with the Minnesota Department of Education. Without our program activities, the LPG would not qualify for career and teched levy

027funding from the state and access to Carl D. Perkins funding request to enhance program improvement within the high school. Because of this tie, in the last 15 years that I've been here, LPG has gained access to funding dollars to purchase over $80,000 worth of equipment to improve our CTE classes here. There are three vocationally certified staff members in our district, Mr. Bothan, Miss Hansen, and myself. Through the CTE levy, 35% of the total costs of our programs are reimbursed to the district annually. LPG has received donations from many groups and businesses of of equipment and supplies to lessen the burden of operating budgets. I've spent many days in summer workshops learning new information and getting access to new engines to new tooling and new supplies. The FFA chapter today is competing against chapters with multiple

028egg teachers, multiple FFA adviserss from larger schools, with more students and larger budgets, larger supporters, and better trained student competitors and succeed at regional events. This is what our chapter's up against. What are the costs of FFA annually? A quick look at our 2024 budget revealed these annual expenditures. Busing sat at about $3,328.60. Our state national dues at $91,983. Our state convention registration at $1355. Our FFA uniforms around $700 through the 50/50 lease program where the student and parent pays half now and in five years when they graduate, they either pay the other half and keep it or they give us back the jacket and the tie. uh FFA chapter t-shirts annually runs about $1,500. So our total expenses for a year for 2024 was $7,8522. Our income annually FFA fruit sales generates close to

0296,000. Last year it was $6,365.97. Um we usually work the Grey Eagle Lions Club tractor pole. That's $1,000. We used to usually use that to pay for our membership. So, our total annual income is around $7,365.95. And if you looked at our income over expenses, you'll find out that we're negative spending $486.25 a year. And we haven't purchased any study supplies. No on no online training memberships, paid for any chapter activities, or sent anyone to summer camps like state greenand leadership camp or state leadership camp for chapter leaders, or repair either the vending machines that used to be unplugged by former ads, coaches, and parents during athletic events, nor built any funds for attending national convention. I do not see a bill for hotel rooms for the state convention. So, believe me when I say

030it's a huge thankful to the district. Thank you to the district for that. But you can see the pickle that the FFA is in every year. Less than six years ago, we kept things in the green within our chapter finances. When I first came here, we had chapter banquetss. We sent kids to leadership camps, so on and so forth. Now, over 88% of our income is spent on yearly expenses. We didn't go to every FA every FFA event regionally, but we were but we're not where we were back then. The rules of financing the FFA in the district have changed and somehow I wasn't informed when this occurred. Before 2023, it had been 15 years since the FFA took a chapter trip to national convention. I know this because myself, I went with Sonia Staru

031and Eagle Valley rode with them that year. So, I know it's been a long time. And when I selected students to go with, I evaluated spots based on fundraising that they brought in. Time spent at events in the last year as a criteria. I'm leaving students at home that I have that have contributed to fundraising and hours, but I just couldn't afford to take them. And that doesn't sit well with me. And I've spent countless hours reflecting on that situation this last week. The national convention is a great event to experience as an FFA member. I know one FFA member that attended this as a sophomore in 1988 and again in 1990 who saw the potential benefits of the FFA organization and he used his experience to gain knowledge in selecting his career in agriculture.

032You can come and look in his office and see where the FFA has taken him in his career. Two years ago, I made us made sure another potential egg teacher had the opportunity to experience the national FFA convention. I made sure she and other students made contacts with potential colleges to further their education past the secondary level. I worked with our local alumni to see that she could attend her state cross country meet on the same weekend. So at 4:30 a.m. I dressed in a full suit and tie, brand new, so I could go have my award that later on that day. I got her to the airport in an Uber. I saw her to the gate. When my cell phone wouldn't work on the Uber app, she scheduled me another Uber from her seat

033in the airplane. So where there's a will, there's a way. Something needs to change financially at the FASA to continue to provide the results that are intended. This is only this is the only district I've worked at that operates this way. Every other district I've worked at has paid for travel and lodging out of some other account. I don't know how other teams or activities work that's above my pay grade. I say that this is an important activity, but one that asks a lot of a teacher to do for the benefit of the students. Every time we do anything, I'm worried that this is going to cost us too much and we can't afford to do this. And when I stayed at school and work the event and I'm cleaning up at 8:45 the in

034at the evening after a game, I've asked myself, why am I doing this? And I have to answer, it's for the kids. What I'm doing will benefit them. I'm not sure others have to deal with all these items that I deal with dayto-day. Everything we do has an opportunity cost attached to it, and we hope that the returns are enough to keep us moving forward. FTA is just one part of a palette of colors that we the school district use to paint pictures of the world that we too enjoy and a well-rounded student is our goal in education because these students will compete well in the workforce of tomorrow. This isn't intended to be a black eye event for you. The school board and superintendent principles just a look into what I see from where

035I'm sitting as a culture instructor here at LPG. Thank you for your time and I'll answer any questions if you got them. How is the ice cream doing? Has that been going over very well or? >> Well, we took a chance. I took a chance last fall and bought a used ice cream machine from a guy up in Baiji. I drove up there, picked it up. Um, we had 30 days to check it out, make sure it was good, kind of a warranty. >> It took us about 45 days to get it actually wired in so we could try it. And it turned out to be bunk. It was a water cooled machine which ended up being way more than we wanted. Um, but it would have worked. But at one time when it was

036stored, it must have froze because refrigeration was junk. So that cost us about 800 bucks. But I did call the guy and he felt really bad about it. He gave us back 3,000 of the $3,800 that we paid him. >> Okay. >> That's about as best as I, you know, he didn't have to give us back anything, >> right? Um, and we did work with the company down in Taylor and Inoka and found another machine for about $10,000. So, we still owe some money on that. We owe about 3,000. >> Okay. >> Which I intend this year we should get that all paid off. >> As far as the events, um, we haven't even had the machine for a year, so I couldn't tell you the what it's going to generate annually. I know that

037volleyball in the fall doesn't isn't doesn't generate as much as basketball or wrestling does in mid-season. So those were better numbers when we first had the machine. We got a we generate a lot better numbers. >> So it's I'm in the matter of adjusting things to see, you know, how big a how big a serving size versus what kind of flavors, what kind of options, how much we run it, how long we run it, and all the consumables that are involved. So it's it's a learning process, but this is the first time you've done it. I mean, I've been running vending machines for close to 30 years, so you know, you learn as you go, but you do make mistakes. Um, and yeah, >> so there is potential there. >> There is potential there. Yep.

038But we got to pay it off first. That's going to take a little bit. >> Any questions? >> Thank you for your time. >> Thank you, Kurt. Thank you for what you do for the kids. for sure. Thank you for your time. >> Bye, girls. >> Bye. Million dollar question. Is it long enough? >> Yes. >> Find out. >> Yep. >> Well, good evening. Tonight is our annual um data presentation for the assessments. Um I know that will uh tie into the CACR. Do I have that acronym right? >> Yes. >> Congrats. >> Um so, uh that is also in that that document as well. But this is kind of our our our district assessment um results from last year. Um so I decided this year that we wanted just since we have some new

039members and just as a refresher, what are the big assessments that our district does? Um so we do three four three and a half um uh very big assessments. The fastbridge screener assessment is something that is given to students now um K12. Uh last year we kind of launched the K12. This year we are required to launch the K12. Um up until then it has been K8. Uh but that ties in with um the readact and that screener is given three times a year. fall, winter, and spring. Um, and that is just a short little assessment in the areas of reading and math. Um, just to kind of see where students are and then show the growth from fall to spring. Did I do that pretty well? We've got our our guru back here. So,

040um, the other bit the one test that we don't have on here is the ACT that is offered to >> juniors and seniors and we do that usually in March, >> February or March. Yep. And that is something we usually get 30 to 35 students that >> I think last year we had 38. >> Yeah. So, so that's um, so that's a smaller test, but that is also one we um do. The two very very big tests are the access test which that is the student um that the all of the students that are identified as English learners. Um that is the test that they take usually in February. Our phenomenal ELELLL department is the one that administers that. There are four domains to that test. It is reading, uh listening, speaking, and writing. um

041it is a big test and they really um lean into that and and test a lot of kids with that. Um and then the Minnesota Comprehensive Assessment or the MCAs as we affectionately call them. Um that is the state Minnesota test that is uh based on the standards. They are given in grades three through 11. Three through eight and then 10 is a reading test and 11 is a math test. Um I I have that in order. So grades nine are not tested and grades 12 is not tested. Um they are given one time a year usually in the month of April like end of March, beginning of or through April is what we end up doing that and the areas are I said that reading, math and science. So the results from last year

042are as follows. >> So these are our math results. We do have third, fourth, fifth, sixth, seventh, eighth, and 11th >> and that is percentages. Sorry. >> Yeah, that was one we were going to remember to say that. >> So again, the green is the state proficiency and the blue is the LPG proficiency. And this is reading Is that each graph like the total number or the number the 20 like the grade three 24 and 46? >> So that's percentage of that met proficiency. There are four um levels. There's um does not meet um partially meets meets >> and then exceeds. Thank you. um that is slowly shifting over. Um last year, as you'll see in the next one, the science test is new. It is the MCA4 instead of the MCA 3. So, they

043still have four bands, but it um it's beginning a little bit easier to understand. So, beginning all the way up to advanced. Um this year, the uh Minnesota reading standards are implemented fully this year. So, the MCA for reading will be new this year. We get a year off and then the math one will be the following year. >> Yes. >> Why does it drop off so much when they go into middle school? >> That's a real loaded question. >> Um, >> that you don't have answers for, huh? >> I do have some theories. So, um, some of it is motivation. Um, there's just a it's it's hard and complex. So, >> yeah. Yeah, it is. So, >> do we do report this data to the Minnesota Department of Education? >> They report it to

044us. So, this is like we get the results like and at the like the end of August is when it becomes public. So, we always kind of present usually in October. Um, so this is all public information and then they give us the results >> and then parents will get the >> Go ahead. I was just going to say then parents will get the report at parent teacher conferences. >> Oh, they're individual. >> Is the MCA optional? >> Nope. >> They have to take it. >> Students can opt out of it. Um if a parent signs uh that they cannot opt out of it, but um that but if they don't if a parent doesn't give us a form, then yeah, they are required to take it. So um so here's our science. Yep. So

045again, we have fifth grade, 8th, and and we just put high school on there because is it >> it's after you've t after you've taken is it biology? >> Biology. Yeah. Yeah. >> So this is phenomenal news for us. Um the whole state took a hit in science because it was a new test, but our high school actually exceeded the state. So that was very um that was a fun number to to to pull. >> Can you say something a little bit to our kids can read and do math? >> Yes. Just because that test doesn't show it. >> Tell us a little bit >> why you think. >> So this test is at grade level. It is a standardized test. Um our kids I we like to look at our numbers in growth. >>

046Um you will see really across the state and that's was part of the read act. Like we'll just take reading um because that's kind of the the one that I speak to. across the state, everybody is below where it should be and it's it keeps dropping. Um we have really high hopes with our redact and the training that we've gotten um that those numbers will start to grow. Um we just got trained this year or last year we're implementing this year. So that's kind of what we're hoping. So we like to look at the growth the students they are learning. Um this is hard because it's a one-day test and it is a standardized test. So we have a lot of language learners. Um doesn't matter when they come, everybody takes the test. So >>

047do the language learners take this test and the access test? >> Yes. And they take this test in English. >> Yes. So they take this test in English. Um they take both tests. They are tested hard. So um so yeah. But it is, yeah, it's like I said, we've got work to do. We have some hopes, but yeah, this is the the science one was very encouraging to see. So, um, so this is our trend data. Um, so what you will see is um like each color that follows the grade down. Um, so that way you can kind of see where they were at each grade. So if you take a third grade in 2021, we did not test in 2020. Um in 2021 the in yellow it that is the third grade. Then in

048fourth grade you just go over one year and so you can kind of follow those down so that we are able then to follow that group of kids. And this is for math. Other way. And then this is for reading. And then you can we include science. It's a little bit harder to follow that trend because they take it in fifth, eighth, and then for us it's usually 10th grade. They can't take it in 11th or 12th. Um that's why it's called according to the state it's called the high school test. We have a tendency most of our kids take it in 10th grade because that's when they have biology. So it's a little bit harder to follow the trend because they jump around but it is there. So and again the numbers are very

049low this year. Um the bar is because you cannot really compare the all from 2014 to 2024 that was one test. The 2025 test is a different test. So we will begin to get trended data with that test. So this is our fastbridge um results. This is a little bit more telling for us to say, "Yep, our kids are learning." Um with our new data warehouse, uh some of the reports that I was able to pull with the last one, I'm not able to pull. Um I'm still playing with it. I spent a lot of time playing with it. Um this is what we have for this year. Um I'm hoping next year I'll be able to drill down a little bit more into the grades. Um but for the elementary we have so like

050the hot pink is little to no to little growth. That does not mean I mean we have some kids that do little growth but if you look at the moderate typical growth and aggressive growth um all of that is 20 like 75% or higher. um and with the no growth or little growth. Remember those are also including our kids who um score really well and then their growth each year probably isn't going to be as big. So again, it's a lot of um complex formulas. So do you see a lot like in the spring and then it drops in the fall just because of the summer? I mean, I know because I'm going to say yes because you are the ones that are right in the weeds with it. >> Can I talk? >> Mhm.

051>> Typically, typically a score um in the fall on fast bridge drops to what they had scored in the winter of the year before. >> Okay. I mean, I noticed it cuz we just gotten ours and I noticed, >> you know, it dropped a little bit and I'm like, I wonder if that's typical. >> Yeah. And that is also something new with the Redact that we are sending out those letters and those reports. secondary parents, they're coming. We just put a whole pile in the mail today. Um but um that is something that we'll send out in the fall and then in the spring. So um that's part of that as well. So and that's this is reading. The other one was math and then the access test if you want to talk about that

052kind of the four domains. >> Sure. Yeah. Our four domains are reading, writing, listening and speaking. So again, all students who are identified as English learners or the ELS take the access test. Um so that includes the students who receive ESL services and even those who don't. So anybody who are the parent, I believe it's if the parents say that Spanish or another language is spoken in the home, we'll have to take the access. So then they'll receive a score in each domain and receive a composite score of everything. So here are the progress towards English language prep proficiency results. So again the green is our state then we have our district and then the elementary. So again this year which we're happy about our elementary is much higher than the state and then the

053secondary >> and that has been traditionally I think this is like the third or fourth year that we have seen this um that language proficiency it is really the ability to speak write and listen in the um the English language and do that effectively um talking to the ELLL department I know it looks like there's a big drop off um as kids get older, as we all get older, it gets harder to learn new things. So again, with the secondary, if you have kids who are moving in as a 10th grader as opposed to a kindergarten or first grader, the learning curve is just a lot steeper. So that does definitely play into the secondary as well. >> Are the same ELLL teachers at the high school as the elementary or they're different ones? >>

054Yeah, correct. Correct. So um we've are continuing a history of having a higher percentage of ELEL's meeting passing their learning target in the elementary than the state. That is something so this is each I don't know the formula of this. The ELLL uh department knows these pretty well, but um each student gets kind of like a predicted learning target and then if they meet or pass that learning target, that is what shows up on the access test as well. And again, um we are exceeding this uh the state in that. So this is a breakdown a little bit. So we said they get a composite score. Um in that composite score there is six different levels that goes from entering to all the way up to bridging. Um so this is the data broken down

055um for our elementary. You will notice that when they come into kindergarten we've got a really big entering group, but then you will see how it drops from kindergarten to first grade. Um last year we tested students um which all the other schools in our area uh when we go to our um assessment coordinator meter is like with so many kids we have to test 10 kids this year and we're like aren't you funny. So um so yeah so they will often come to us and say what do we do for you know this all the behind the scenes stuff and we're let us talk to our ELLL department. So they are they are really um a powerhouse team. So um but that is our elementary and then this is our secondary. Um last year

056every year we get more and more. We had 21 students that qualify to exit um here we do a or they we let them graduate from our ESL program. Um and they hold kind of a lunch um at the beginning of the year. They tell them that you know like you graduated. Um, so this is something that is just really exciting and every year it seems we're getting more kids that are graduating from that program. So, and that means they need to have a composite of oh, is it >> four so many numbers? 4.5 >> I think it is. >> I think it's four. >> Yeah, 4.5 or higher. Yeah. So, I think is what it is. So, um Okay. All right. So these are some things that we've been doing at our school so

057far. We we continue to have wind time. So what I need if all elementary grades and reading classes are still continued through grade 8. We've been using the MDE data and reports also using which is a computer program to take a closer look at the Minnesota standards and we're filling trying to fill in any extra holes in our curriculums. Um, all of our staff, like Beth said earlier, has been trained with our the science of reading using letters or the OLAG. Um, we've also started to utilize the math training at the elementary school that aligns with our new Minnesota math standards. Um, we're continuing to adopt the ESL strategies in the general ed classrooms. And also, we have our fastbridge benchmark testing for all grades this year, K12. Sure. Go ahead. >> Since you've been

058talking a lot. >> Go ahead. >> All right. We also um PBIS is fully implemented at both elementary and high school, which is great. We also continue to have our behavior intervention specialist this year, which has been really great. Thanks to Mike Zimmerman is doing that. Um we also have licensed social workers both in elementary and high school. Um, we have our glass team at the elementary school and the SAT team is at the high school. And we're also continuing our Bolt. And again, that's just two two days this year for Bolt. And then I believe first tap, right? >> Yes, we are. >> So, and I believe we keep our numbers keep increasing. So, we're happy about that. >> And I think that's it. >> Oh, I didn't put in a thank you. Questions

059that you guys have. It's a lot of information to throw at you. We can also share this with you if you want to reach out to us. We can share you the share the slideshow with you as well. If you want to take a closer look at the numbers, it is also in the comprehensive >> achievement civic readiness. >> That one. >> Yes. >> Great. >> Help me get a grip on this. You send the raw data to MDE. They correct it and they send you back these graphs. >> So, all of our tests are online. So the students are online, it shoots automatically to there. They send the results to us. Some of the graphs I pull straight from the U Minnesota website. Some of it I put it in so that it is

060more specific to us. So >> any other questions? I just wish people knew that our kids are learning just because these results don't look right. >> This is a this is a hard one to share with the staff every year. Um but they are learning and that's why and we are doing things too to improve it. But we have a we have a very caring staff who cares about relationships but also academics and we have teachers who are contin what can we do to get better. So um so yeah >> and we do a lot they do go above and beyond. You can just see the work as you're walking through the halls or walking into when I walk into classrooms to even you know grab a student to meet with. I mean there's so

061much energy in these classrooms and the teachers are I don't know just fun to see see everything. >> I mentioned that the tests are taken in English. Fun fact that over 50% of our family's primary language at home is not English and both of both the access test and the MCAs are in English. So, so yes. >> Are we getting some diverse kids that are older that can't read or write in their native language? >> Uh, yes, that has been >> that messes all. >> Yes. So, yeah, that's just it. For some of our kids, and I don't know percent, I don't have any numbers or any percentages. For some of our kids, um, even if they were to take the test in their own language, that won't necessarily be Some of our kids do

062really well reading and writing in their own language. Um, the kids that do read and write in their own language have a tendency to pick up English quick, more quickly. Um, but, uh, I don't have any kind of numbers of >> and we can't use that information anyway. >> Correct. So, >> helps us understand anyhow. Yeah. No. So >> if you take the year before I started to now, I think we have probably doubled our MLL population since then cuz uh we used like 175 to estimate our EL number and we're >> might have even we're getting up to 400 >> 46 >> 406 >> as of October. I think the first year we this this fall we brought 57 kids >> since last fall that have the services >> and I think the either

063the first or the second year that we were the DAX we were testing 280 kids and so now it's last year was 357 so it's definitely growing so it's >> probably going to be over 400 this year. So, >> thank you voices. >> All righty. On to the next thing. We are at the community. Any questions for Brad? And under your that Brad, it says achievement and integration plan. >> Yeah. Um so each year you guys have went through this a couple of times but uh achievement and integration um is an interesting grant. Uh we qualify because we are a um isolated district. So if you look at our achievement integration grant we have an interesting thing because we are the isolated district. We have the the kids that speak the MML MLL kids that

064we talked about. um because we have a vast number and you have to have over 30%. We're way past that. Um we are actually what's called the isolated district. So there are districts that can join our group, our consortium is what they call it, um and get money if they're willing to um work with us uh to understand cultures that are around them. So, if you when we go through this, we have um there's now and there I I believe there'll be eight now, but there's seven right now. Um all the way from VBE all the way down to Payneesville, Albany, if you look at that boat over to Oikus. Um that's all just about every um major district along those routes um are one of our partners. So one of the things that we

065have to do each year is we have to um there's a first thing you do is you have to write a plan that's good for three years which we have to write with our consortium which we did and then there's an individual plan that works on the things that we need to work on as goals because it's it used to be just when this was first started um it was just called integration that was working on cultural things not necessarily on achievement. uh about 6 years ago they added the achievement part which means that they are um you're working on achievement also and so money can be used differently as our numbers continue to grow so does the amount of money that we get um this grant is partially funded federally but most of it

066comes from state money um and the money is based on how many e students you have and how many are active e students so we do not get money for the the students that if you have a student that is might say, "Okay, our English is a second language, but I don't want to do anything with EL services." We do not get funding for them for that. So, it's actually for those kids. Um, the grant is about $221,000 this year. Um, and if you ever want to see the whole budget, you could I could do that. It's about 14 pages long, so it's kind of a long thing. Um we spend $168,000 a year on support. Um so basically it goes to um a couple of different places. Uh we have two kid two uh

067teachers up in the high school um two paras that work with kids directly um and they do a really nice job. Uh and they are in the classrooms as a support service and this grant pays for that. It also pays helps pay for our liaison. So, Guad Gualupe Montazi over here and we have a brand new person over here. I always forget her name Valeria >> and um so um helps pay for her their salaries and then there's another thing that it pays for. also helps pay for um uh there's about $7,000 or $23,000 that helps pay for our instructional coach um to work on things with uh that uh help with literacy. And then there's a $7,000 stipen that pays for direct services. So what we can do with that money, that money is

068used for doing things with the staff. Um and this year we have chosen to we are going to offer WEDA courses um so our staff is going to be able to take WEDA courses online um which are free to our school because we're a WEDA district and then that money can be used for stipens if they take it. So if there's four courses or five courses that you want to take, you can take those courses and you'll get reimbursed for them that time you take it. So we've taken that money and put it into professional development which is also part of the grant. So, there's a lot of moving parts with this grant. And then the other part that there's about $4,000 that we spend on the actual integration with other districts. So, um that

069would be the services that we give to the other districts or the the activities we do. So, during the year, we are required to do different activities um throughout the district. So, some of them are in person where we go actually go to a place um and we'll do something with the other schools. Um last year they did a couple of things um that were in person and then they also do um at least once a month, sometimes twice a month, some of our kids, different kids rotate through and they actually do um activities online. So, they're doing stuff with other kids and from other districts and it really is a it's a pretty cool system when you watch it when you watch that happen. So that's where the money is spent. So along with

070that to get the money besides the three-year plan each year you have to evaluate the plan that you have and the major goals that you have within that plan. So that's what we're going to look at tonight. So um this is kind of a summary of that uh rather than give you the whole thing which is probably more than you need to know. Um if you ever want to look at the whole plan you certainly can. Um, so what we have what I'm what I gave you is basically the the front page is just who the contact people is, blah blah blah. So nothing not too much there, but if you start getting into um the second page, it talks about on the bottom it talks about one of our achievement goals. So these goals

071were set by um people that worked on the grant and then we also have similar goals. we have to have similar goals as the schools that are in our consortium. So the first one is just basically if you look at it um that you see up top um it talks about uh it talks about the achievement integration and what it does and there that's kind of the whole thing and if you look at achievement goal the first achievement goal down at the bottom um it's talking about acupplacer stuff um we don't use the ACUPPLACER all the time I know they're going to take it this year um but what we do through Mr. Young I do through Mr. young is our kids um are uh we monitor our kids and then we report that data

072back. How many kids are applying for secondary education? Um that's a big push in the integration. One of the things that uh the goals that you have to have is something to do with postsecary ed and opening up those things. So if you look at that, it shows that um and that's a goal that we are making. Um, if you take a look at it, um, we're trying to get to 40 cent 40% of our kids that are at least interested or applying for education. Doesn't mean they have to go. Um, and this year, if you look at down at the bottom, we actually had 37% of our kids that actually applied or went to a sec postsecary ed. Um, which is uh which for now that's the of those kids that are receiving Y

073services. So that used to be um when I first started doing this we were at like 17%. So you can see our kids are opening the door to different possibilities and things. Um then if you want to look at if you want to look at that so what how they kind of summarize this there's a whole bunch of stuff that goes with it but it says are you on track or not and we are on track. Our goal was to get to 40% by the end of the grant and we are on track to do that. Um so the answer is yes. So if you look at the next one, reading proficiency. This is the only goal we did meet as a district. Um one of the things you have to have is you have

074to have a literacy goal. And our goal um if you look at it, we were trying to uh achieve the goal by getting to if you look at the top it tells you about all the stuff that you want to do. Um and if you flip the page, um we are not on track because we did not make it. Um if you saw the go the MCA scores um and then we take the MCA scores and then there's a conversion rate that we can use um and we also use uh fast bridge scores and our proficiency rate if you look at both of those because we don't have to with integration you don't have to be meeting the standard but you have to be advancing towards it um and it's 39% um which is good

075I mean we definitely went up but we are we were supposed to be at 45%. So we did not make that grow. Um and then if you look at um um the other part baseline data, the second one if you keep going down um it's going up. This is the self-awareness part. Um so one of our one of the things you have to do with achievement is that you have to help kids understand the self-awareness of culture. Um so what we do is we give them a it's a test that talks about what do you what do you know about your culture? How do you feel about your culture? And then um do you have questions? Those kind of things. So through those integration um days and things that we do, we're hoping to move

076that needle. Um and we did make that goal. Um the kids if you look at it um the kids all the kids the kids that took the classes and went through the AA AI process all of them I think except for there was like like out of that there was like six kids that didn't didn't feel like they had moved the needle at all. So we had 76% of our students that actually moved up at least two points which is big because the whole thing is actually like 21 points. So, um did that and then we have to also do a teacher equity goal. Um and it doesn't have to be just teachers, but it has to be staff members. Um what is it that um we are our district is doing to try to

077hire more people that speak the same language as our kids do. Um and we have we've done very well there. Um we are on track to meet that. Um and then the competency of our kids, the people that we have um and that's through cultural stuff. 92% of our pe our our teachers make the state go um of having a cultural competency background when we go through professional development. So that's the overall that's what happened over the last year. It's just kind of a quick down and dirty thing. If you ever want to see the whole grant, you can because each of these each of those goals has subdivisions and things that we're doing within the goal. One of them um that we're doing for instance um to help move that needle in the ACUPPLACER

078is we are doing the career fair um and we already started planning the one for this year. That has made a big difference for the students to be exposed to colleges um careers right in your own school district where they don't have to go somewhere else is a big deal. So, um, that fits underneath that ACUPPLACER goal. So, all these things have different things that we're doing to try to meet those. So, there's one goal we didn't make. Um, what there is some kind of a consequence. We have not had that yet. Um the consequence would be is that they can withhold um up to 20% and make us do um either professional development or some kind of activity that'll move the needle on that. So um it happens to deal with reading um proficiency.

079So they could say, "Okay, um you have to take 20% and put it towards more science and reading stuff if you're going to receive this goal." But 20%'s a lot because if you think about that, that's $40,000 that we can't use to do the things that we're doing. We're hoping that does not happen. So overall, very successful program. Um the kids that are involved with it do a very good job. Um it's amazing to me how by the end of the year, the kids that in that consortium have really bonded. Um when they went to go, they actually did some stuff down in Melrose last year and it was like they knew each other. Like you know, they were classmates. They were talking to each other. Oh, I know that kid. That's Gary over there.

080And you know that's Oh, that's Jose from Melrose. And it was really cool. So, questions on that. >> How much of this is federal? >> Uh, very little actually. The state state is the the big contributor here. I think it's actually like 20% federal and then 80% state. It's a state. It's a state initiative. you can take. So what they do is they get money and you can actually the state is allowed to determine how they use the money and they take the money that they get and they pour it all into this into this grant and then subsidize what we get also. So >> So you're in the middle of the three years. >> Yes, we are in the middle of the three years. Um but uh the way I understand it because of

081the administration that's um federal administration is wanting us to rewrite this. We This is another grant that um because of difference in political views or something like that, however you want to say it, they may change a little bit how this is done. We're hearing that it could possibly mean that we have to do a complete rewrite this year and change what this grant actually um targets. So, but as of right now, yes, we're in the middle of it. So, any other questions? And I know it's some somewhat confusing, but if you ever have questions, please feel free. I mean, I have all the budgets and all the stuff you guys did. I don't remember this, but back in May, you did uh approve the budget and how we're using that. >> So, thank you.

082>> Did we want to revisit what we started talking about last meeting >> with Brad with the robotics? >> I did put in my report. I so what I did is I went to the teachers and I thought okay we should really talk to the teachers and see what they did and I had and I think they gave me some very very good insight which I probably didn't have. Um first of all when they were asked um about adding back um the number one thing that they said without the bus our programs are going to fail. Um, and that's what I think Nicole, you can vouch for that because we put I think we're averaging 56 kids a night on the bus um that come either from the that come from the elementary and we're

083averaging about and we're talking that come from both and we're averaging about six kids from the high school plus all the sports kids and all that stuff that that directly come from those programs. So that was their number one priority is that that act that activity bus is really important to the success of our afterchool program which I wasn't um necessarily thinking that was going to be the number one thing. Um but at that was almost um unanimous. The teachers said if we don't have that activity bus we're going to see kids that really need those supports not be able to have the supports because they've talked to the parents. The parents cannot get here. they're either shift workers or they just don't have the wherewithal to get here. Um the second thing they said

084is that we're facing a staffing shortage. Um Nicole, you can kind of vouch for that. Um per Vanessa are having lots of trouble finding that extra person for even for the regular nights. Um so to find it for a third night might be difficult. Um but obviously um we would definitely try to do that if we wanted to add the bolt program back. One of the things that a lot of the teachers said is that um they do really like having the extra add-ons which we have and had in the past. We do cooking club. We do um we do uh a whole thing on uh crafts. We do a whole thing on um that we've sponsored. We sponsored the things through University of Minnesota Extension. We've done things through 4. We've done things through

085the county. They actually think that those things are just as important as that third night because it it opens kids' eyes to different ex different different things that they would probably not get if we just had the third night and gave those up. And then um the other thing that they talked about and if you you can see in my report a little bit is they they talked about the importance of um making sure that we keep those going and then allowing us to have those really really unique programs like robotics. um robotics program is an incredible science tool plus it teaches the math and all the the things like that. So teacher said, you know, those programs are just as important as going to bowl each night and giving those kids the opportunities, whether

086it's um you know, we pay for math masters. That's one thing we paid for in the past. We pay for all the busing for that. We pay for middle school knowledge bowl. Um um there's well all of the we supported all the plays, all those things. So if we if they had their brothers teachers said let's keep those programs and see if we can go for a while and readjust and not have that third night. Um but try to encourage kids to go to extra things that are offered because they really feel that that's a big advantage that our kids have that other kids don't. So that's kind of where the everything came out. Um we did we were you know one of the things you guys asked for is us to go and try

087to find donations. We did find $3,000 um which will help a lot towards our robotics program. Um we're expecting the expected um so if you look at the kids that are coming back and moving up in that program we're expecting probably 50 to 60 kids that will be involved with that districtwide. Um the the reason we started the elementary program is to try to grow the high school program and it's working. Um where you know Mr. I just talked to Mr. Nelson. He said I've got 10 kids that come into my room on a weekly basis and ask hey are we going to have robotics? When can we start? Uh which is cool at a at a high school level. So and we also last the last two years we've it's grown in the elementary

088and went from like 27 to 34 and we're expecting probably those numbers again. So, um, going off of that information, you know, if you were going to designate money, I would really I'd really look at the activity bus. Um, keep doing some of those unique programs that we can do, which we're offering, but we're having to offer them with with, uh, money tied to it. We we're trying to offer all that stuff. Um, like robotics and those kind of things. And then the I would say the last thing is that you know those really unique one even oneoffs help the kids. So >> with those like cooking club and all those are they done in time to take the activity bus home for those kids? >> Yeah. All of our all of the anything that

089we have we try to get done by 5:00 so they can get on the bus. 5:00 over here 5:15 over at the high school so they have that option. They just see that as a as such an essential tool for those kids cuz without the bus they won't come. So you know what one teacher made it pretty plain to me. She said, "Brad, two nights of being able to come from one family member rather than no nights of being able to come, even though we're offering it three times does not help. So, we'd love to offer it three times if we could find staff to do it and had the money, but I know that there's got to be a balance there. So, >> and we have funding for the activity bus through December. >>

090Through December. Yep. And I paid we, what we did is we really couldn't f So, we had to you have to do some juggling, you know. Um, so what we did is we paid the school district, we paid for some things that um, helped the school district out and the school district is actually going to pay that, but it's the same money. It's like a swap of money because in order for us to be legal, we had to have that money all accounted for. So it doesn't cost the school district anything. We just paid off some of the other stuff. So to make it legal, so I guess if I had if I was asking for permission, I would ask for this year, I mean, from the school board is to take some of that

091money, offer, you know, try to come up with a way to pay for that activity bus. Um, it's it's appro approximately it's running between $1,800 a month, $18 to 2,000 a month if you think about it that way. Um, and then and then try to offer some of those other programs. If we can subsidize some of that stuff for those programs, I think that would be our best bet. Money's well spent. I think the teachers have some great insight um and kind of understand what's going on with our kids very well. It's not that we wouldn't like that third night, but we also understand that district money doesn't grow on a tree. So, >> I don't know how you want to proceed. >> Is there any more discussion out of the board? >> I can

092answer any question. I I'll try to I >> I wish we weren't where we were at, but we are. So, >> don't we all? >> Yep. Do we have to do anything with the budget if we wanted to make sure there was busing transportation money >> like uh for this year like um our what we're looking at with where the audits uh tracking is that we're going to have a really good fund balance. The question is more so like when we get into next year like sustainability. So, um, and our numbers are up from the beginning of the year and our yellow numbers are up. So, like, you know, I I think we could swing it. Um, I just can't promise that that's like, you know, going into next year that we would revisit the

093decision. However, it's supposedly frozen. So yeah, crystal ball, but I hear the same thing that we don't believe that there'll be attendance at our boat program without some assistance with transportation. >> And I think that's helping meet the achievement the goals from this and from that grant and improve our test scores overall. Well, and the other thing too is it's not just I, you know, you try to think districtwide and we're always trying to promote kids to go out for sports to do all those things. If we take that activity bus away, you're going to see those numbers go down, especially at the junior high level. You probably won't at the high school level, but the junior high level, Kelsey and I had this talk today that they rely on, even though there might be

09420 kids or 25 kids during a season, they rely on that bus to get home and have the chance to actually do those activities without that bus parents are going to pull >> and we don't want those numbers, you know, blown out. >> I think that's where the bus is really important, too. It's not just for the academic part, it's also for the well-rounded part. um which I think our district does a good job of offering a lot of stuff um that some smaller districts don't. So we have to figure out a way but we have a unique situation. Um we were just looking I was looking at numbers. We had 21% of our kids turn over this year again. It's just crazy. We have the same amount of We have more kids, but 21%

095of those kids are different kids because we had the kids leave and come come. And that's what makes it so difficult our testing scores. That's why it's so hard to give those things because you're not testing the same kids all the time. You know, it's like job turnover. If you think about a factory, how in the world are you supposed to get a factory to work when every when each year you're turning 20% of your people over? It's the same thing. So >> any other questions where you want to go from here? >> So if you would are continuing to get money and look for money >> for the robotics. >> Yep. >> District came up with transportation money. I'm asking if I mean if if you're going to put your money where you're if

096you want to put the money in the right spots according to the teachers who I think are the experts I think put your money into those and you continue to offer some of those programs whether you whatever if we have to keep offering them with a with a stipen that goes with it you know if they have to pay so much and then if we could pick up the difference between you know some of that stuff so we can have still have uh junior high knowledge bowl we can still have robotics we can still have book club, we can still have um all the play stuff. Um if we can subsidize that a little this year and hopefully, you know, re-evaluate um what's going on next year. Hopefully, we'll get the grant and this will

097be a foregone conclusion. But until then, if we can subsidize, I'm not talking a lot of money, but enough money so that the kids can have opportunities, I think that would be a wise decision. you need any kind of a motion on last spring >> approval of the activity bus would be good and then uh I suppose we'd have to have continued conversation as far as other programs go but um I think putting the activity bus I mean I don't see that money popping out right now >> that activity bus run two nights a week >> three that Thursday night would just catching kids that are in sports most likely >> Monday, Tuesday, Thursday. Um because we've always done it around our activities um because that was that's how our school was set up. Wednesday

098nights a lot of kids especially see really that activity bus it does serve some high school kids but I think it really serves K through eight >> because they don't drive. So the middle school kids and the elementary kids and a lot of middle school kids have religion stuff on Wednesday nights. So you don't have that. Then Friday nights there's a lot of stuff going on generally. So we try to hit those nights that have the heavy doses of stuff. So >> So you try to do like cooking club would be on a night that the activity bus is we don't we tried not to put anything on unless unless it was something that we couldn't swing because of instructors. We try to put it on those three things. >> Takes a lot of planning

099to do that. Right. Hey folks, >> you want me to proceed? >> I move that we fund the activity bus. >> Motion by Tom the activity bus three nights a week >> and it would only be from January to >> May >> to May. Yeah. >> And it's a short time in May because generally by the middle of May we're done. So Any second? >> I'll second it. Lori has a second. Is there any further discussion on that? Discussion. Just to reiterate, we're going to extend activity bus three nights a week to basically the end of the school year or midmay. Any further discussion? >> Mr. Lixon, you think we have money to do that >> for the year? >> We have just about 50% of our operating revenue in like reserve. So, I mean

100like we have a reserve. It's just that um if if we're not unfroze then we have to make different kinds of decisions. But if we are really just frozen it would definitely get us from one year to the next. >> Well, we'll have to revisit this then next year anyway. >> Yeah. >> We have a motion by Tom, second by Lori to extend the activity bus three days a week to midnight. All in favor say I. I. >> Opposed. Same sign. Motion carries. >> And we go from there. Okay. Okay. Technology. Mr. Mitchell. You have been busy. >> Mhm. >> You're going to be busy with Skywork. Congrats on the grant to do that. Way to go. He borrows some of his money over next teach class. >> Any other comments for Mitch? Thank you,

101Mr. Mitch, for getting that grant. That's super. this office. Period. >> I see you're no more gray hair after the auditors left. >> And we still have a few things hanging out there. We're working on receivables, fixed assets, and a little food service is what's still out there. So, but we should have um our prelim meeting before the uh the uh the next board meeting will be is scheduled for November 5th and then we're scheduled to have hopefully Caroline. That's who usually comes to present at the November meeting. Okay. >> So, we're on track. >> Any questions for Sherry on anything else, not just the audit? Okay, next. You >> check out her little link. You can see what your house may possibly generate through taxes based on this PMA link. So, I just threw

102that up there so you can see because it show. >> So, if you roll up, can you scroll up and show the thing? This was that link I put in the bottom of my report. So, if you put in our district number, you can guesstimate a home value. And then if you put the IST numbers, it'll populate down into the the um graph below. And then it'll you can take a look at what we our people are paying generally on that value of a house compared to districts around us. or you could compare it to Hopkins or Minnetonka, you know, for kicks and giggles. But, um, it was kind of interesting to me. Uh, for years, Briarville was always very low. And then now that they've got their new building project, um, you can see

103what they're paying compared to us. And then Sock Center as well, they are paying quite a bit more. They had a couple years ago put in through that big project. So, but it's kind of fun. >> Interesting. Anything else for Sher? Okay, on to the principles. >> I see there was no report in the board book focus. >> I'm not sure why I did email it to you when I got here tonight. So, There it is. >> Everybody pull it up. I know. We got Veterans Day coming, programs coming, times, [Music] observing teachers. I screen for books. Cool. Mr. rude. I know a couple of kids that graduated from CNA course this summer are productively working and they enjoy it. That's what's even better. They enjoy it. So that's a good thing. >> It's kind

104of interesting you bring that up. I to one of our former students at the gas station all places. He's been he's going to culinary school and that's because of the fax program. So the CT programs, I know I'm not going to double down on what what Kurt had said, but they're very important. They're they're big >> more and more. You're going to see we're going to be doing more and more of that in the future. So >> cool. >> And it says right there, number three, Hog Sales. Don't forget to find a band person. >> Do it tomorrow. >> Yeah. >> Nobody's asked me yet. Fruit sales started last Monday. Boot sales are when >> they started last Monday. So they're Oh, yeah. I got that. Yeah. >> Sales. >> People are having a lot

105of problems with the ad or whatever number was in the paper because I get a lot of calls to order. They say they can get through on the number. >> It was Amazon issue today. >> Is that Well, well, this wasn't just the first but >> Oh. I'll be brief on this. This is a more clarification for students and for staff. Um, as we refine that cell phone policy, this is the next thing. So, this keeps it nice and clean. So, basically, it's an addendum of course and we already put that in the handbook that administration reserves the right to make changes to policy handbook. This is for you to see what this is. Covers all aspects of that. We do have quite a few of our staff utilizing headphones in the classroom, which is

106totally fine. It just covers the ones where you wear earbuds and things like that. listening to 30th special um during the day which I'm sure a lot of kids will want to listen to especially during listen >> sorry that's um no but seriously this just clarifies it puts that out there kids have been overall been pretty good about this and some of the cell phones we're you know you know it was getting it's kind of funny we had uh we have uh we have to um we have situations where there's a uh we're chasing a contraband item. So we have we have our procedures that we go through with the students and that poor student we say okay jump up and down and down falls the they have tucked in his waistband down falls the

107dog and he looks he goes I know I'm not supposed to have it but he get back at the end of the day but so kids have been overall very good with these things but these are just little things just got to tie tighten it up and everything so little bit of growing pains with this but overall the kids have been really good about it So, >> any other questions for the principles? >> I guess I do have a one on this headphone earbud policy. I know for me it drove me nuts when I my wife moved in and learned her studying habits and her kids learned hers. If they didn't have music playing, they couldn't study. >> I don't disagree with you. But it what it comes down to is the regulation on it.

108How do we regulate that? I mean, it's either an all ornone policy. I mean, I don't know. Now, the the big thing is not so much the headphones as much as the earbuds, >> right? But there may be some kids that have trouble retaining information if they don't have that background noise going on during their study hall or whatever when that may be. >> Can't talk. Is that okay? Yeah, >> I will say we do have a lot of students in that boat and so I know I have a lot of students like I have a classroom headphones or they have wired headphones that they plug into their Chromebooks. >> So like when we're typing essays, they'll plug them into their Chromebook. They may pull up background music, study music. I tell myself appropriate music

109always to listen to >> to appease those things. We have lots of kids that have gotten a lot better about advocating for themselves, >> okay? versus trying to >> sneak things or discreetly hide them behind their hair or the random things as well. >> Or whatever way they're when they're whatever side of their head isn't facing you. That's the one that's in that one in here and then Billy, he's got the right one in over this. They're both listening to the same music. That's no good. And Tom, that's why we put in number two there that covers that and and Ashley is one of them that uses them in that class. We have several and that's fine. It's just how do we regulate because I we get jumped then is why is he having and

110he doesn't get in it. It just gets me a big mess. So I try to find a kind of a middle ground here and um you're right. You're absolutely correct. It drive me crazy to have that music playing when I'm studying but not everybody's the same and you're absolutely correct. So trying to find middle ground at all times. So and I'll be honest with you, it's like cell phones. We're going to take them for the day and get them back at the end of the day. I do not want to hold your cell phone because that's the primary cell phones specifically and what not so much headphones. It's cell phone specifically. What's the main communication link for some of those kids and their parents and it's just the way it is now. um say landline

111and give a kid a rotary phone, you'd about uh probably drive them just crazy. They wouldn't even know how to function. So, um we understand that. So, you get back at the end of the day. It's pretty rare if it causes a huge problem, we have to bring it in. So, that's a good thing. >> Anything else from Okay, next on the list is the board. Have you been anywhere, done any kind of exciting things, you know? >> No. Well, I did. I got have the um orders ready for or for you guys to look at maybe, I guess, from Happy Trails and Little Rose. And if you think they're good, I can send them out to the staff to Linda, do you want to catch them? To order, too. Um there's Lil Rose had

112quite a few different ones. There's embroidered ones and then I think the screen printed isn't really screen printed. It's probably the digital printing whatever that thing is now. But there's different options. They can do almost anything. If it's not on here, just ask them and they both said they can find something. And then there's copies of the designs. I'll show you guys over there. the cool designs that they Oh, you guys can't see it back there. Sorry. They kind of came up with Oh, hers is just going up too many that they kind of did for something different than just the big logo. I think this kind of thing fits into our strategic planning where we're trying to get our words out there so more people are wearing this kind of stuff. That's cool. To

113me, these prices don't look out of line at all. >> So, how do we want to do this, Lauria? Are we supposed to order our own? They said it would probably be easiest if you the person whoever wanted to that's why I put the phone numbers on there just contacts them to order and then you can make arrangements. I mean, we could do a group order, but it would be hard for one person, you know, to do it to order, you know, to order it. And then, you know, then if you wanted something else on it or make a substitution like Kate said instead of the student staff community, you could put the arts, she can change anything. If you want a circle around it if you want something off, she would take she could,

114you know, customize it to whatever you wanted. So then we could give this list to the staff over at the high school or here. >> And I would just probably make an email and just send it all and say, "Here's all these. Here's what you said. This is what you are some ideas." >> You know, like Kate said, she could order, you know, backpacks and tote bags and mugs and whatever else. I think you can even order watches or I don't know what she was all me like, I don't need that much. But would that be okay with your principal sending out the kids and stuff? >> Well, just the staff. >> I don't think kids would order something. >> Oh, they might. I suppose they could >> or just the staff. I don't care.

115>> I don't know. Do you think parents would order this? >> I mean, be something different than wear and see what you got. >> Right. Have we done any shirts or anything at school other than like homecoming t-shirts or anything? >> Uh, two years ago we did >> for a number of years. Um, but we haven't for >> we did not last year or this year so far. >> I think these are really reasonable. People might buy a t-shirt or a polo or a sweatshirt or >> we need um size. >> Yeah. And I could get I could have her get that. I'm pretty I know Kate said anything she gets an adult she can get in youth. And then even like the t-shirts, if you'd want a yellow t-shirt with it on, she would

116do you a yellow t-shirt for some. >> No, she will not. >> I mean, she says she would. If you want to be the ray of sunshine. >> Well, that's true. Sorry. I think we just I passed them off. Oh, did you see >> I only made 10? >> Oh, >> they're all over there. The extra. >> I didn't know how many to make and it was kind of killing my eighth printer. >> Calling what? Could she just create a website, send it out to the staff? >> I'm sure they could eas store she can make up with these. >> Yes. >> Y >> are we okay with having Lori take charge of that done? >> She does have an email >> if you want full color option >> for little rows. Anyway, create a

117site. >> Just I'll just have her do an online store and then I'll send you the link and you can post it and >> I don't know if Renee had a few things and she can do stuff too. I don't know if she has a site, but I think she does. >> I'm sure you could email her or something. You know, I can ask her from either one, >> right? >> We'll get that done. >> All right. >> Who can all go to the conference in January? 15th and 17th. Yeah, >> cuz uh registration opens up this week and if you want the reservations made for you. I need to know about it. >> I can probably go and Brian can watch kids come for a half day. >> 15th and 16th you said? >>

118Yep. >> No, 15th. Yep. Okay. convention. >> Convention. >> All right. You're okay. >> My name >> as long as Lori can drive, right? >> I got sport mode. I figured out [Laughter] >> check with the other team members. Yeah. I think we want to be at the Hilton. Yes. No. >> That's why I'm asking if I don't get on it right away because we'll stay somewhere else. >> Police are going to drive me back forth home. >> Okay. Nothing else from the board. We're good. Superintendent, give us a try. >> Any questions on my report? board minute two there. Uh I think I did uh Robert's rules of order. Always a fun one. They do our attendance. I mean, yeah, our enrollment, which is looking solid. Otherwise, I won't reread things yet. >> Questions

119for Mr. Lson? Is the calendar the calendar is further down, correct? >> Yeah. >> Okay. Got any board highlights? People been early to go to workshops, but >> I think the stadium turned out well. >> I think it did too. The ribbon cutting was a nice nice idea. Very good. I'd like to thank um >> Jerry Glee and Strength actually >> Steve Steve >> Steve Petri >> Steve Petri for all the extra help they did while trying to get fully staffed and I'm pretty sure over MEA too. Took us a little while to get our custo staff back up to full speed and Steve's been helping train in the new people and so has Jerry. So good. >> I know you did the walk through on the turf. >> Yes. >> That all go well.

120>> Yeah, we found a few things that they were going to come in and take care of. And have they got in for some of those that are going to get done this fall? I I know that they came on uh this weekend sometime. I think it's Thursday or Friday. Um and they did do some work on some of the cement stuff that we talked about. >> Okay. >> Because I saw that some of them was done. I know that the guy said that they would um for the one that one issue where the was he would have to he wants to bring back a four is what he said. >> Okay. So, and then uh track and field has kind of like two different bills. One is the turf part which um I'm not

121aware of any issues on there. So, unless somebody has reason to object, we need to get that paid off so that cleared on the audit bill. Um then the track and field the dunx has uh standing items. Some of them will have to be finished up in the spring because of Well, one has a year warranty and some of the stuff can be fixed right away and some of it can't I know we have to reede around the discus and see if that takes and then um some of the seed behind a visitor stand due to they they had to re-break that up and relay it. So like the grass didn't come in as well there. So that might need more seating for our example some curve work. I know the August one just paid

122up bill. Do we have to pay it in full? >> The turf one we should because it's um 100% completed and we don't have standing issues. The um the track and field they do recommend holding on to what's it called? >> The retainage tendage. Yeah. And the retainage just make sure you come back and finish it out. >> We want we do want to hold on to the retainage. that was actually recommended that we do, but uh the turf does look good. Um and they they did a good job with that. Um there's a few things done that we want to fix up a little more. I have I have I have one kind of request there. I'd like to have that western boundary defined so I know where it is and exactly where our

123line goes there and possibly even look at a fence sometime in the future or at least get it cleaned up but part that is ours and if it's I mean it's a mess out there. >> Yeah. Where they still had some of that stuff in like black bags and stuff, right? Because I know when we did the punch list, I like I don't know if it's still sitting there, but that was on that list. Still had some stuff on the west end. Yeah, I got visit with the city about where the boundaries are. Garbage out there and there's branches and everything else, an on tap well, other things. I mean, if it's ours, let's get it taken care of. If not, get the get the neighbors to clean it up. Anything else? Okay. Also under

124the superintendent was to discuss the evaluation instrument which you had put on in front of you there. This is what we approved last minute, last meeting. It's just what we have come up with. So, what it's going to look like and this instrument will be all online. So, you're just going to get a link and going to do it on there. Um, all we're asking then is when we evaluate Mr. Leixson, it's going to be only since July 1st, right? So, we can't go backwards because it's not he has started July 1st for us now. So, keep that in mind when you're doing this. Um, we would prefer what the questions are are highly effective, effective, developing, and ineffective. So if you circle or on the computer, if you check off highly effective or you

125check off ineffective, we want a comment on explain to me or all of us as to why. Because when it comes down to what we're going to decide to do in December, we want some concrete facts. We don't want just how you think you should do. We want to we want to see it so that it's an objective evaluation. Okay. So then in so doing, the computer is not going to let you move on. If you have to put a one or a four anywhere, it's not going to let you continue on until you make comment. All right? So you're going to have to make the comment. And that is like on the third page out. It says number eight. If you answered one or four on the above questions, please give us a specific

126example. If you answered two or three, please type NA and that will let you move on. So that's how that's all about. We're um want to be your comments to be um not hearsay. We want you to to know I saw Mr. Leixson get his face full of whipped cream. That proves to me that he's out in the public. That's a concrete fact, right? Not that I think he goes and plays well with the kids. Tell me why. Where did you see that? That's what we like to see. And then one other question. Um about when you think we should send it out. I would Here's what our plan kind of was. Um get it out in November. Have a week about to fill it out and push the button to send it back. And

127then we would be able to in December evaluate it and see the results of it. And then at the December meeting, we have to decide if we're going to renew this contract for three years or if we're going to go and renew. >> Okay. >> We're just doing this or everybody. >> Oh, I believe we talked about and we talked about it last meeting that it should be um the board And we're going to have names. So the board members names are on and the administrative team which would be the two principles and Mitchell and Brad and administrative team kind of Sherry. Um and they would have their names on everything as well. And then we would like to send it out to the entire staff and that we would not put their names on.

128But we would get I think valuable information from the staff just as we heard from Brad today. The staff made the very much good suggestion that we keep the activity bus going. So that's kind of things that I'm hoping we see out of this email. any questions or suggestions or >> I think if this looked pretty good to me. I think if the sooner that it gets sent out in November, the better >> to get everything back and especially if we're going to include the whole staff, >> right? um get it returned so we can that's going to be a lot of lot should hopefully be a lot of returns to sort through >> and the reason we're going to put it on the computer it should be push button and get results >> right

129I'll put >> but I is is the program set up to handle it already >> we got this far on it Mitchell and I did it >> okay >> so I think we have to put a few more things on. >> Okay. >> And get it set up to send out to the right um >> mail list. >> Y of we'll make multiple >> copies. >> But I agree. Why don't we get going as soon as it's feasible >> and put a deadline on there that we want it back by >> Yep. >> something. >> Yep. >> Because otherwise people will forget to fill it out >> and and strongly encourage the staff and everybody to participate. Please >> might want to include a link to the MSBA like description of standards. >> Did you

130get that? >> Sure. >> So people can look at what those standards are. >> Right. >> Yeah. Thanks for the executive committee here. They did a lot of work on this. >> Yep. >> We didn't meet in person doing it, but we sent it back and forth emailing back and forth and so All right, we'll get after that. Um, anything else there? You finished, Mr. All right, highlights. We're done. Unfinished business of the Century 21 grant. And that we kind of talked about already, didn't we? >> Yeah. >> New business, the donations. My my my. You're going to get sick of listening to me. Thank these folks very tremendously. Put in the minutes. Um, for the new teacher baskets, the LP Chamber, Happy Trails embroidery, American Heritage gift bags, Vitality Wellness, a one-mon membership, DoubleR

131Bar and Grill gift certificates, the Dairy Queen gift cards, and Little Rose Custom had some shirts. Metal Place Assisted Living had some insulated cups and chocolates. Peace United Methodist Church had gift cards. Uh, Greg Bertram Lions gave $1,000 for the weight room fundraiser. An anonymous gift of $30 for the wait room fundraiser. Bits Plumbing and Heating out of Sock Center is $250 for the wait room fundraiser. Nicholas Brutder was $400 for the Kylie Goff scholarship. Todd County Fair. Todd County Agricultural Society, $100 for the Kylie Goff scholarship. Axe commit t transportation donated the trailer for a float use. Grey Eagle Methodist Church $200 in gift cards for the elementary. Happy Trails Embroidery with Renee Kramer gave t-shirts for the ribbon cutting. Nick Serella gave the Thunder Stadium and Thunder concession signs for the football field.

132The Trailer Center gave $300 to the class of 28 first place high school spirit floor. Enterprise CP gave $300 for the class of 26 first place high school most creative float. Cali Christensen gave $100 for the class of 28 third place high school most creative float. State Farm Insurance gave $200 for the fifth and sixth grade football. Second place elementary school spirit float 110 coffee gave $300 for FFA first place student groups for school spirit. Um, it Funeral Home, $200 for the varsity football. Second place, student group school spirit. Minnesota National Bank gave $100 for the tennis float. Third place student groups school spirit. Brightenfeld group gave $300 for the FFA first place student groups most creative. Rotary and Mindy and Eric Denny gave $200 for the varsity football. Second place student groups most creative.

133Crystal and Troy Fritzler gave $100 for the tennis float third place student groups most creative Starbank of Eagle Bend gave $200 for the class of 28 people's choice. Matthew and Stephanie Mitell gave $500 for the Tony Mitch Mishki scholarship. Magnify Financial gave $100 for the seventh and eighth grade third place high school spirit pull. State Farm Insurance gave $300. Elementary color run first place elementary school spirit float dance prize gave $25 in chamber bucks to the teacher advisor first place for color run electric gave $250 for the wait room fundraiser. Little Rose Custom Creations gave $100 weight room fundraiser. Cash donation of $48.5 to the weight room fundraiser. Long Prairie Lions gave $400 to the fourth through sixth grade girls basketball. Prairie Family Dental gave 7 $750 to the letter club. Advantage One Insurance gave

134$200 for the class of 28. Second place high school spirit float. Vanguard Insurance gave $200 for the class of 26. Second place high school most creative float. Daybreak Eggs gave 240 eggs to the fax class. Alec Tech welding program gave welding metal to the welding class. And St. Cloud State University gave $3,000 to the robotics. I wish to say again, thank you to all those folks tremendously for thinking of our school and that's such a lovely light. Madam Chairman, I'll make a motion to accept the donations as presented. >> I have a motion and I need a second. >> Lori second to accept the donations. Any discussions? All those in favor say I. >> I. Oppose. Same sign. Motion carries. discussing the calendar. >> So, so the calendar in the board book is just a

135draft. I know Laura, you noticed that there were some notes that still need updating on the side. However, the big reason for bringing it up is I've been talking with the administrative team, the union, and the professional development committee about adding like basically taking and having two more days of professional development. So, basically, the idea would be to have like one for every month for about six months. And so, this was like some way it could maybe look. Um, I know one possibility you could have is pairing one with a parent teacher night where you know you could you could have like maybe parent teacher during the day and then the PD in the evening instead but like that's not on this but like the purpose is to get thoughts on it. So if uh

136bring a proposed calendar that and as I discussed more with staff what that might look like. The purpose for doing such a thing would be to as we work on the professional development handbook to allow more robust planning for our events. And presently what this one's suggesting is adding two more of those full days where we have like a morning of PD and then um more unstructured time in the afternoon. But I know big reason for suggesting it is that it's really hard to find meeting time for staff. um after school is pretty much booked with IEP meetings and things like that and staff meetings and um if we want more time for staff to get together to do PLC's or committee work or even just to have time to do some of those IEPs

137that I think adding a couple of days would be worth the investment. Plus, we have the extra days as we learned from Red that adding two days won't throw out our student contact time. >> Some kids would have two less days. >> Yes, exactly like exactly what it's saying in this suggestion. One thing I noticed is that one day the 11th of December you have kind of as like maybe a you know personal development day but then my I see the you know you're off for Thanksgiving then you're off here and then you're off for Christmas. So, I don't know. I I mean, as a parent, it would kind of, you know, like last year when they had that extra day off at Thanksgiving, they had that staff training like the Wednesday before. It was

138kind of nicer to have that longer weekend for those parents maybe going away for the holiday, you know, maybe moving that, you know, in front of a holiday. >> No. Oh, and it kind of brings up a good discussion point cuz like it's good to have that longer break, but then um you also have a tradeoff with um having your staff in right before they have a break and not having the best attention. >> I'm not arguing against it. I'm just saying that like as far as the reasoning why why threw out these dates. >> Yep. >> But like um Mr. Ben, Mrs. Shabila, I mean, not Vince as a former colleague, Mr. Ruth. Um, I mean, what's your guys's thoughts on some of that? >> I guess I haven't thought about it. >> There's

139pros and cons to both is what I guess I would say. >> Well, exactly. I mean, it's it's going to be a give and take on it. I mean, overall, we just need more time. I mean, that's just the way it is. And then we're limited. I mean, whatever you take, you're going to have to give up somewhere else. You know, calendar's only so large. So, >> right. >> Would it work sometime for you guys to all sit down together at a table and go through that and see how that would fit with Would your staff appreciate two more workshop days? It would make like fitting in IEP meetings and PLC's which is part of the teacher. >> I think it turned into four or five bobbleheads. >> That's what we run into especially in

140the beginning of the year. we're trying to figure out sped um alone takes up a lot of oxygen just because there's so many federal and state rooms we have to follow and there's never enough time in the day that's the problem is meetings are long and so anything that we can do to alleviate some of that just in that area alone is important but just classroom teachers in general they they really utilize that time very effectively so absolutely >> when I was in North Dakota go at Elgen Newic. We we did something similar with staff development where we had like PD time. I think we did like a half a day, but like having that time to do that stuff was why we got scored really high on our school improvement and the state cognia

141assessment for a district. And so like I mean basically it's just like it's like making time and it's basically what it does because it's just so hard to find it during the day. Um since since uh we have a good audience participation, what I have found is that uh I mean nobody wants to spend another two hours at a meeting after school for thing that's extra. And so if it if it works to put that on a PD day, that's usually a little more easier to do. >> So could we leave it at that then? Yeah, I just this one's just for discuss because I want to get feedback from the PD committee and a few sources before proposing more of a like formalized one >> board members. Do you have any issues with that?

142So, we're still going to pay everybody 185 days. Kids get two less. I'm sure the kids won't whine about that, but the teachers will probably love it, I think. Okay. So, can we give them consensus to go ahead and plan out, >> right? Got it. Okay. And then the comprehensive achievement civic readiness plan. You need a motion for that. >> You talked that out pretty good before what Brad was sharing with. >> I'll make the motion to approve the CACR. >> I'll second it. >> Okay. Glory. Motion and Tom a second to approve the CACR plan. Any discussion? Any more questions for Brad on it? Any more discussion? All those in favor say I. >> I. >> Opposed? Motion carries. >> Playground grant. I'm going I'm going briefly point out before I bump on just

143at the end of the CRA there's lots of different data from attendance to uh enrollment projections to our parent square communication. So lots of stuff lots lots of stuff there. So the playground grant is something that uh you know I'm hoping the third time is a charm. But the reason I'm bringing it up is that we we have money set aside for the equipment purchase and for um and I have contributions from freshwater. However, so this first part that's the equipment where the price is reduced by the grant. So like the other 40ome,000 is covered by grant. So, it's kind of like a discount method. But then when you get to the installation, that was like uh the people in the early childhood are very interested in port place for one for accessibility reasons. It's

144easier if like a child's on a wheelchair to participate in the different things on a playground. And uh I'll admit I was thrown a little bit by how expensive it is to install that. um you can kind of discount about 15,000 from that already from freshwater contribution and the intent is to probably continue trying to find some funds towards that. However, I need to secure the grant and since that was a little bit more obviously if you go fund raise and you end up shy there's a chance that you're going to eat the bill. So, um I know for the that I'm not sure if you've seen that playground out there, but it's in desperate need of an update. Um it's jokingly referred to some staff. I don't advocate for this nickname, but the ghetto

145playground. So, um >> I know when I worked here yet, I wrote the grant to get that. So, I've been retired since 2008, and that was well before I retired. So, >> is this is this the same grant >> that we got an extension of the time limit on this one? >> Pretty much. We We had it last year. >> Yeah. >> And I reached back out and they were willing to grandfather the application in. >> Okay. Um, and so the other quick note is that our preschool program is at maximum capacity. So, and we do get funding for those ones that have special education high plans. So, I mean, I personally think it's an investment, but like I said, that installation cost was higher than I anticipated. comments on the board. What did you

146were asking? Do we need to motion get more money there or you just >> I I would prefer that just because of the installation cost the the equipment cost that stuff we've already talked about with LTFM and partner with Freshwater and like I said I'll continue to work with Freshwater and the early childhood to see if we can get some more contributions to put a further dent in that. Like I said obviously um you know there's a chance that you don't make that mark. So, I want to make sure I'm up front and uh you know, I don't catch anybody off guard, but I do think that that playground is in desperate need of an update. And I think that we do have $40,000 worth of grants going towards it. So, I do think it

147it's not a bad price. The installation gets you, but >> it's everywhere. >> Yeah. >> So, where would the rest of the money come from then? Well, if if if we don't have fundraising that catches up the difference, it'd have to be like general fund, which as I spoke before, we do have a good healthy fund balance, but so it's the if not successful with that, it would have to come out of there. just going to go out and buy a lottery ticket and then win. comments, folks. I believe we would need a motion to approve the rest the installation of that grant. >> And you're still looking for other donors basically to try to help. >> The plan is to like work with the early childhood to seek contributions, but like I have to

148be realistic that there's a chance that it doesn't go well. Um, I would think for a playground that would be able to get at least some donations and I wasn't so worried about it because I didn't realize it was as big an installation cost as it was. But then I saw that I was like, "Oh, I better have a conversation." What's the worst case scenario for home to be short at the worst case? Worst case would be 60,000. We got absolutely nothing towards it because freshwater will donate 15,000 and set us they set aside enough money for the equipment. So it's really just the installation cost. Don't worry about they are going to contribute cost towards that >> and the grant is for the playground itself. Yeah, that's that's why it's caught off guard by

149the installation costs. >> And the reason they were interested in place was it be easierly more easily accessible to other mobility >> is what it was explained to me. >> So would this kind of be more of one of the inclusive playgrounds more so than a regular one? Yeah. >> Yeah. It's, you know, I'm not like perfectly inclusive, but way more inclusive than, >> right? But other classes besides preschool, could they use it for those kids? >> Our younger ones really could. Um, it should be good upgrades, but like probably more so with our kindergarten age down. >> Okay. >> It's still like small space. >> Do you have a picture of what it'll look like? Yes. In one second. >> That was a good question. I was trying to picture it from Rainville because

150I priced it all,000 for my house. color. Throw in three bridges. >> It's called like a saucy swirl. It has the color palette. Like I said, if it was just all the money in the world, this would be easier. >> Oh, yeah. >> The internet connection is a little slow. Okay. So, you're under it. All right. Here is like an architectural type drawing. And so this is the edge of the building. And then like you have a sidewalk on this edge. This is the existing fence. And so this here would become poured in place. And I think our entrance I think is over here. And so this is what the structure looks like. It's called sauy swirl. um >> yeah, we have to tear out the existing playground, but there's lots there's one, two, three,

151four, six, seven, 8, 9, 10, 11, 12, 13. At least 14 different things for the kids to do on that. >> Well, there's a wave claimer. Yeah, there's all sorts. >> Bongos. Oh, that's would be fun for the preschool teachers. Bongos. >> Is there a picture like a generic picture of what this is >> without the extra drawing on it or something? >> Right. I mean, like >> a picture at somebody else's playground. >> I could have swirl maybe. Yeah, that give me a second. >> And what kind of a time frame are you? Have you already bought the equipment? >> No, I haven't because I by the end of the month I have to sign off and have the check sent to get the grant. >> Okay. So, I just have it selected and

152then it's going to give us an extension this time, right? climber. >> Um the the money would go other places then >> single curve zip slide >> chain link climber >> is this is this at one time we were going to move forward but then we were going to deadline to buy it. >> Oh really? He fell he slipped off the step. >> Still better buy the equipment. He'd say he can't install it. >> That's covered by the grant install. So he's got a scar under his chin. [Music] >> Gber walk climber. Tree climber. >> Tons of stuff right there. >> Wave climber. >> There's three funnel bridge bars. I think those were those things going out the side. Those three little swirly things swerve slide arch. I don't think I'm spelling it right. Oh,

153there we go. >> That's not what I thought. >> So this this is what it looks like. >> You can see that's like like where the oopsy aerial drawing and then this would be like a side view. I guess I could took you to the color palette. That way it wasn't faster than this. We got slides and climbing areas. >> Those kids are never going to want to go in. >> So this is this is the one. This this right here. >> Yeah. I finally own it after all those other sauces. That's uh one when they went through this game time is um you know between the price and then the choices at the price because you have to have at least about $80,000 to get the grant like half off. So this is about

154on the low end for that. And so that is what the early childhood playground ones in primary user thought would be good for their students. That's the crunch. Okay. You need a motion to pay the installation 60,000. >> Yes, I would. Uh we don't have to like pay it right now. I just need to pay the equipment. However, um obviously if we get the equipment, we're going to want to install it. >> You want a motion to move forward? >> Yeah. >> Project? Yeah, I do. >> And you're saying it cost us roughly 60 >> unless we go get more funding. >> Yeah. >> Okay. So, we need a motion that'll be about $60,000 or less to continue on with this program with the playground. Um, and I will tell you that they get well

155used and I know when I put it in with it was a grant situation with Freshwater and Early Childhood and all those folks to get it to work. So, it's old. It's 20 years and at least so you know. >> Mhm. >> That's old for playground, right? Would Head Start be willing to put some money towards it >> in Freshwater is? >> Um, maybe. I know that the first time I applied for it that they had a little bit. This time I didn't have confirmation of it. I know Freshwater still was willing to um so I don't know for sure, but like um I'd be asking them. I know freshwater still is >> because Head Start is still using classrooms here. Yes. So then I would think they would participate there. So >> Okay. So

156>> yeah, I think the the only thing that the the reason the Head Start was unsure was because that some of the funding sources that we were having trouble with are giving them trouble. >> Yeah. >> Could I ask one quick question before it gets approved? I think it's beautiful. Um I question the accessibility like for kids to get up onto it is and I I'm sorry I'm just seeing it tonight for the first time too. Um, but is is there ways for like kids in wheelchairs to get up there or is there a swing in place to we're looking at adding a swing on ours for a wheelchair accessibility. Um, so I've been looking at playground stuff a little bit. And I don't mean to throw cold water. I just want to make sure

157that we're getting something that is accessible if that's what's being sold to us. >> If you scroll down, it has ADA accessibility. >> Thank you, Lori. >> I don't know what those numbers mean, but >> oh >> Like I do know there's other stuff that is more so than it is, but then you need to pay a larger price for the equipment. I would assume it means 12. It would mean 12 things are accessible ADA access or 12 things are accessible and >> five five are grown level for them. >> I think you said something about the staff picked it out. >> Yeah, I had I had them go through. >> Is it our staff or freshwater staff? >> It'd be more so the freshwater because I asked the ones that used it the most

158was the early childhood. and went through with like Eric Weber and Lisa. >> I'm not going to say it's like perfect on that, but we take probably our extra $30,000 to make it more. So, so >> like I said, I don't mean to question anybody's choice. I just that's something I just was curious about. >> Well, it's a good question and I think it's part of the reason that I think their opinion was that if it's poured in place that it would be more so and if because if you have mulch that would be difficult for like wheels and stuff, >> right? And they do ADA does consider the wood mulch accessible just so you know. Okay. >> Um, and it's a big challenge. >> Sure. >> All right. I guess we're on a timeline

159for this because you need to get it done by the end of the month. >> Yeah, because they have to get the check for the equipment. I mean, I can figure out I have more time to figure out the installation part, but the equipment they need paid. >> So, >> it doesn't make sense to pay the equipment if I'm on >> Yep. can install it. >> You haven't committed any funds yet, have you? >> No. But in the LTFM for the equipment, we set aside the um 50 for it, but um like I said, the installation cost through me and so it doesn't make any sense for me to get the equipment if and we can't afford to install it. Well, I I will make the motion to move forward with the project if the

160playground equipment out there is bad shape and needs to be replaced. It's not going to get cheaper to install it. No. And I don't want a kid to get hurt either, >> right? Motion by Tom. I need a second. Second by Chuck. Is there any further discussion? Any further discussions? It was great discussion. It really was. Any further discussions? >> It's good to have that discussion. >> For sure it is. >> Okay. Motion was made by Tom, second by Chuck to continue on with the playground. Um, all in favor say I. >> I opposed. Motion carries. >> Mr. Do you need a motion on the >> I think it would be good. Um, just for minutes official say. >> Yes. Did we put that in the consent or not? >> No, it was >> it

161was 413 policy. >> And we need one more motion before we go home to approve that earbud policy. >> I move to approve the earbud policy. >> Second. >> I'll second it. Second by Lori. Any further discussion? Any discussion? Any more discussion? All those in favor say I. >> I. Motion carries.