001All right, I call this meeting to order. Please rise and the pledge to the flag of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, let the roll call show all board members are present. Um, except for Scott Bowman. Uh, we will go to our showcase for the art presentation. Who's going to be first primary? Hello. >> Hello. >> So, I'm Susan Bartholomew from the um primary building and this is Bryson Robinson and he is from second grade. And so the artworks that the students had to do this year, what Bryson had to do is uh we had calendars and um I pulled them apart. The kids had to pick a landscape. So we learned about landscape and then so Bryson picked
002one out. They had to draw on canvas board with pencil. And then after they did that, students only um were able to have the primary colors, brown, black, and white. So any purples, greens, or oranges that they have on their paintings, they got mixing trays that they had to mix, which was a good challenge. We worked on it for about five weeks. And um Bryson's picture, I was I was really a just how he took his time. I was very proud of you for taking your time. And he was working so hard on mixing his colors. So the he this is his painting. And so he was copying this. And so and now remember any oranges or or greens he had to mix himself. And what I love I also told the students that they
003have artistic license. So do you remember what that is? Did you want to tell them or do you want >> kind of >> Okay. So, it's when they can add any information they would like to or take off any information that they don't want to put on there. And so, Bryson, I love where he has he saw the white and there's white on the mountains. He saw the orange for the sunrise. And then he's got a couple eagles there. And my favorite part is his eagle. I loved how he worked so hard on on the shape of the eagle. And he's got it flying in the air like this eagle. and he's got the trees over there that he had here. And so I was just very proud of him because he did a great
004job. So that is that is um Bryson's picture. Did you want to hold that on? >> Yeah. >> And then you want >> Yeah. Can I get a picture of you guys together? >> Yeah. >> Perfect. >> Yeah. And then I have a um down there. I have a certificate for you too. >> Very well done. >> Hi, I'm Tom Jumper. I'm the art teacher over at the intermediate school and I'm looking for my art student Willow. I don't know if she's here or not. Um, so I guess I'll have a stand in. Mr. Beach. >> Yeah. No. Okay. All right. Well, anyway, we were talking about Native American culture and all the different things that go along with that, the colors, the patterns, the images, all those different things and the um information that
005they impart to other people. And so we decided to do um Native American um here we go. Got it. Native American dream catchers. And this is her finished example of it. And she chose the colors based on things that she talked about with me and also the patterns that she decided on. The four major um images, the ones on the top, bottom, left, and right. And then there was also a pattern that they had to follow. and we put the pattern uh sequence on the back side. So, they had to work that, make sure that it was in the right spot. Once they got that done, then they also ended up using string down here with some feathers and some beads. And those strings on the bottom are very significant, too, because what happens is
006the way the dream catcher is supposed to work is that it's supposed to be hanging above the student or the person that made it so that at night when the bad dreams come, they get locked in the web here and then in the morning it gets burned up. whereas the good dreams they slide through and go down to the person that's sleeping. So all they have are good dreams all night long. So that's how it works. And she did a really really nice job with that. I just love the way that she did the painting. She took a lot of time with it. She was very very proud of it when she got done and um we made a lot of talks about it as she was making it and it was just it was
007just really good interaction. So I really enjoyed this process with her and with the rest of the kids but especially with Willow. So that's >> Hi, I'm Julie Duggsma, the middle school art teacher, and this is Nero Wlette, who is a phenomenal student and has done she just a me with everything that she does. and creates in art. And so Mera came to me in the middle of January for second semester art and we were looking at different pieces of candy to create and recreate for Valentine's Day. The students had 28 different pieces of candy to select from. And Nerra picked one of the most challenging pieces of candy to create and used a grid system so that they could get all of the proportions correct in the values. And this is Mera's candy. >>
008Wow. >> That she created. We used colored pencils. She used colored pencils. And I just love the way she got the shape and the form and all of the different colors and the highlights in the candy, even down to her signature. She is, you get a chance to look up close her signature is absolutely amazing. And Mura titled it Candy Cloud. Um, and I just love the way her soft, delicate touch meets the standards, everything. And I also want to say that today we can also celebrate it's birthday. It survived it. >> If it can survive 2,600 degrees, it can survive my sunglasses. I don't know what to do with this, so I'm just going to set it right here. I think next year I'm going to donate some jewelry to make up for you
009guys having to display that one for a year. Um, so I'm Mitch Gray. I teach pottery and jewelry at high school. This is Mitchell Stanley. Um, for that reason, I refer to him as Stanley since we share our first name. So that's what I'm going to call him. Moving on, he uh is an independent study, so I can't even really take credit for the prompt or talk about any of the project. This is this is all him. There's no no 30 other kids making something similar. Um, everything is handcarved. Um, so it's not like a rolled textured pattern. That's all kind of every single line was made um with one tool, one mark at a time, isn't it? It's two separate pieces or three? >> Two. So, right about hereish, this one was thrown on
010the wheel, then this one was thrown on the wheel, and then both of them kind of start together and dull from there. But, um, so I make a lot of like sports analogies when I talk about stuff like this, but like he's a senior and when you have like a starting five that are all upper classman, you're kind of looking to the the underassman wondering who's gonna kind of step up and take the spot. I don't know if anybody can. um in my three years, he's been by far um kind of the most skilled wheel thrower I've had in class. And it's been really fun to see just from sophomore to senior year his growth and and just like I'm really concerned for you next year when you can't throw in the wheel. Like I
011don't know if you're going to get emails like trying to come back and and make some stuff, but um because two independent studies, two TAs, pottery one and two, >> like I think on paper he's in pottery six or something. So, um, and to have somebody in the room that sets the bar so high for everybody else to kind of see what is possible in the room. Um, but also somebody that's willing to help that that is setting the bar that high. So, art show, we uh just had a really good um showing and one of Stanley's friends, Lee, >> um, took uh, best insight for ceramics and I was sitting right behind when they kind of revealed that that happened and his reaction was like he was Lee's mom and dad. He was so
012excited for. So to see somebody cheer on other people's success was really really cool. So I'm going to miss you next year. Don't know who's going to take the spot, but congratulations. >> Maybe. >> All right. Hi, I'm Susie Enright and I um also represent the high school. Um my student is I'm gonna do my best to pronounce the name Iana Paralu. Uh she goes by Jojo. Um she is a senior as well. Um she isn't here and I don't know if it's because um I just get mixed up at my right old age of but um she thought it was 6:00 a.m. the presentation. So, she made other plans and we discovered this last night and uh she's already like looking for an apartment for college next year um at Morris. So, I don't
013think she's going to be making it, but she's going to leave her mark when you see her art. And I have something that I have to read uh for her. So, this was a piece that I just asked for her to commission. Um I just said make something for um the district art office so that people can um see it. So I am going to put it right here and I'm going to read her message um because she is also an incredible writer. Um she got uh notoriety for the uh Scholastic Arts for a writing piece that she did. She got an award. Um and so she she's she's amazing. Um, this piece is about finally blooming and being the person. Oh, I'm gonna cry because it's intense. Okay. Um, I haven't really read this.
014Being the person you were always meant to be. I believe that every person on this earth has always dreamt as a little kid to be some kind of person who is full of love and wants to give it out no matter who you are. Well, the catch is that you have to let yourself bloom in order to be that person that you want to be. Everyone deserves to grow and be content with their life. This theme is extremely important to me as someone who's graduating. I think about this concept every day. As each second passes by, I realize more and more that I am happy with who I am. There will always be some room to grow because as cheesy as it is, no one is truly perfect. Part of being someone who's growing is
015that you need to acknowledge that you will have some flaws and that's okay. with that. This piece is ultimately about finding yourself because it will be worth it soon enough. When you're on your last breath, you will look back and thank yourself for everything you put through. You've been put through to become who you are. And just like a neutron star, you exploded with light emitting off you and left a mark in the universe. A right and right before you burst, you will tell yourself you were only waiting for this moment to arrive. So, this is Jojo and um Jojo comes to my classroom and she just puts the petal to the metal and she's currently got a series of drawings she's doing. So, we'll be putting that together at the showcase and um she's
016always had superior ratings for three different art shows. An amazing character, amazing person. Um and um I hope you get a chance to meet her uh someday in passing. So, sorry she's not here, but she is here. So, and I'm going to end this also by saying um uh this is my 32nd year of teaching. Um and it still feels new and refreshing with kids like this. Um and I also very grateful that we get a chance to do this, continue doing this because this is like I said the 32nd year. That's a lot. Um except for co but um I really appreciate your support of the arts and continuing support for the kids. So that's what it's all about. So thank you very much. >> What's that? >> Sure. We're going to take a
017few minutes so that um everybody can check out the the artwork and we're going to take some pictures too. >> Yeah. Let's maybe get the group with with all the great art teachers with them. >> Yeah. We got I know Bryson and Mitchell over here. Wow. that the other ones we can recognize and if we'll take a situation board >> so Mitchell are you going to continue art I'd like to yeah >> have you decided >> seniors that get senioritis you can't just walk into Michaels and pick up stuff to to do pottery it's a big like ticket to entry so >> yeah have you decided >> no I haven't decided I'm taking a gap year for now and can figure it out >> you guys know it but my son is an art teacher
018Oh, really? >> His specialty is >> pottery. Yeah. Where does he teach at? >> Oh, nice. That's way. >> Let's go all the way to the middle. And you can if you want to be >> There you go. Then when you're done, you can just put on the table and be showcased for the rest. >> I think the pot stand. >> Anybody else hold one? >> I can hold. Sure. >> There you go. >> You don't have any glare from glass? >> Uh, I do. She wants the tilted down. >> Nope. That's good. >> Tip uh yours. Good. >> Oh. Uh Deb, can you tip yours >> More. One way. Yeah. A little bit more there. Perfect. All right. Now, hopefully you can see me and I can see you. And we'll take a few
019of these and we'll get that on the Facebook page or whatever page. >> You want to get a picture? >> Your artwork will be Is there any chance that from here is still >> I'm sure you know what >> it's not that I can see Good job. It's >> only been a year since I've seen it. >> I didn't even know she made that. I didn't know that's what it got put in. I thought it was a painting. >> Well, I thought it was a poop. It looks like >> you did sign. >> Oh, yeah. >> This one. Yes. >> Showcased to all meeting >> Yeah. Yeah. >> Thank you. Thank you so much. Thank you. All right, we will move on to uh citizen comments and we have two tonight. So the first one
020on the list is Alex Fay. Would you like to come on up? >> You can right at that table there. Um, I'm just going to share a letter I wrote um to um a few uh staff at our building or some a few admin. Um I just wanted to also get it out to the school board just to express some feelings. Um it's just been a kind of a heavy week as we all know. But um I am going to write um I'm just going to read it because I just that's what I have to do. Um, so dear schoolboard members, community members, admin, I am writing a letter to express my feelings about the recent decision to eliminate science as a specialist at the primary school. I'm a staff member of Princeton public schools,
021a classroom teacher of kindergarten students, and a parent of three young children that are enrolled in this district. I was I was trying to come up with how to write this and which of those lenses would be best. I decided that I would speak from the heart to all of them collectively. All of those roles make up who I am, and they are completely intertwined and affect my feelings and perspective. The shock, disappointment, and frustration with the recent news about the decision to cut science as a specialist at the primary school is heavy on my heart, and I felt the need to speak to that. Today, I registered my youngest daughter for kindergarten at the primary school. While that moment naturally brings feelings of joy and reflection, it was followed by a feeling that I
022never experienced when registering my other two. I immediately felt a wave of sadness. That sadness was connected to the realization that Ruby won't get the same amazing learning experience so many other children in our district have been given. Science as a specialist. The opportunity to learn, explore, play, and wonder about the world around us in a learning space completely dedicated to that with a teacher just as passionate about the life lessons and connections that are made than these young learners. So, sorry. This class is so important to so many students and staff. It's an opportunity that students look forward to each week and get excited about their learning in a very different way than in their normal classrooms. Science as a specialist provides kids with the chance to do what they're meant to do. Question,
023observe, explore, experiment, and play to deepen their understanding about the world. It absolutely breaks my heart that this wonderful class that in my opinion is something extremely special and unique about our district and Princeton public schools is being eliminated. It seems that we're going backwards in a world that is now driven by science and technology. Our students at this school have already lost their media and technology specialist. These things should be protected as we've all known that we're facing challenges with enrollment. This is something that all students and families are proud of and enjoy. It is favored among many. My first grade daughter was brought to immediate tears, spawning her in the news that this class she loves could potentially not be here when she gets to second grade. My third grade son's reaction was,
024"What? Why would they do that? Science was my favorite specialist." I am certain most students reactions would be similar. Science offers our students educational connections to the real world, prepares them for their future, and gets them excited about learning at a young age. We have to look at the big picture and truly make these decisions based on what is best for them, the kids, even when there's other layers to consider. This decision to cut science was not based on that belief and the effect it will have on student learning will be impacted. I know this was not easy, but the amount of people that are affected by this is many and it needs to be heard. Having science as a specialist is important, valuable, fun, educational, and crucial to a child's development. As a teacher
025and a parent, I'm extremely disheartened that this could be the end to an amazing experience that Mr. Alert has given students for so many years. Students love that class and we need it. I love working here and I love having my children go here. Princeton loves its kids and I believe that to my core to be true, but we need to do right by them and speak up for the things that directly impact their education. And I feel strongly that this is one of those things. I am hopeful that this can be looked at from another lens and I'm going to hold on to hope that that can change. Thank you. >> Thank you. Um we next we have um John Bol piggy back on her and this is what I'm talking about safety. >>
026Yeah. >> But um I'm a school bus driver for Palmer but I'm not here representing Palmer. Okay. I have students I had a second grade student came on my on my bus today holding up a sheet of paper putting all all the elements in the periodic table specialist. I have a 10th grade student who is going to be a doctor. She wants to be she wants to go in neuroscience. She's been contacted by Harvard, by Chicago University, but she's straight A student and again science. She uh told said that she taught herself during co uh a song to learn the entire periodic table science. I'm sorry, but that's not why I'm here. Um, as I said, I'm a school bus driver. I was told I was heard that last Friday at the high school there
027was a fire. Did Were you guys notified of this? I don't know. Do you get notified when events like this happen? >> Um, I don't know what the protocol is, uh, but the students were evacuated as expected and as they should have been. Uh, do we know what the protocol is for returning the students back into the school? Does the fire chief determine that or does the principal determine that? >> Fire chief. >> The fire chief. >> That's my understanding. >> Okay. The fire chief >> building is clear. >> They test the air quality and if the air quality is good enough for the students returning then they return it. >> Now this Yeah. Okay. So this this was a a lithium ion that fire and I have a picture of it here. student took
028a picture of it emitting smoke. And so apparently the the fire chief gave the okay for the students to come back in >> because I used to be in a fire brigade and I know we had air monitors >> that that measure for toxicity, hazardous waste. And so I hope that uh >> yeah they cleared it with that they tested all the the rooms close to them. Yeah. >> That being said now okay and and I take that for what it's what it is because the students said well you could still smell it. That doesn't mean it was hazardous. You can still smell it. >> The other issue though was that there on the floor there was a mark. There was a place where the phone was burning and left a mark. students once they
029were in stu in school were allowed to use that hallway and potentially step on that hazardous waste. Is that smart? I don't know again what the protocol is for cleaning up a situation like this should that have area have been blocked off so students could use it. I I realize it's a major hallway or at least isolate isolate. So my concern is for safety should be the students have been allowed to step on that mark potentially or should it have been blocked off? That's what I would like you to consider. The second item um vaping in high school. Is it a problem? Have you heard whether it's a problem or not? >> It's a it's a problem in every high school. >> No, I understand it. Well, okay. Okay. So, you're going to divert it
030that way? No, >> I don't care about I don't care about other communities. >> It's a problem everywhere. >> All right. >> Yeah, it's a problem here. >> Is there a plan to address it? >> It's addressed every day. >> This still goes on speaking over on my bus. Um, do the are the students um told if you see or hear something, say something, they're told that. >> Are they believed? We have many reports that are turned in by our students. >> Okay. Are they because one specific instance on my school bus couple of high school students said came up to me and said there's vaping going on the back. I said, "Okay, I'll report that to my manager." They got the video because we have a video on the buses. Turned it into the
031school. Apparently, you guys wouldn't believe the students that these kids were actually vaping because the response that I got back was, "Well, the school couldn't do anything because even though you could tell that they were down here, we couldn't tell that they in fact were vaping. So, you weren't belieing the students. I don't think that's right. These students had nothing uh against these other kids that we're doing the vaping." So they had no reason to turn them in. They just said this is going on. But the school's response was, "Well, we can't we can't, you know, correct them because we don't know in fact that they were vaping. Well, then why should why should these students put themselves out and report it when they're not going to be believed?" um other uh if that vaping
032is in fact happening on my bus. I don't know what I could do. I can't do it. I'm up in the front. I can't tell that it's happening at that. Could I get a monitor on the bus? Well, that's probably going to be temporary because the kids will stop doing until that monitor leaves. I don't know what the solution is but I would hope that if a student says that these kids are vaping that the school take action and and if enough students will start getting uh consequences for vaping and that not only vaping vaping weed vaping marijuana. Another time I was I had we parked we're parked at the transfer at the middle school and again bathing was going on the back. I called on board the school resource officer wasn't available. So the
033middle school principal came on along with my bus manager who was there came on. They knew it. They they told me yep I can tell nothing happened. They didn't do anything. So, why should I report? If the school's not going to do anything, why should I report? The third item regarding safety, uh, was there an injury that happened to a to a track person recently that got hit by a discus thrown by another student? >> John, I want to um Well, I didn't I need to stop you right there. Um, our citizen comments and which I should have explained it >> three minutes long. I'm sorry. >> Well, no, not not just two minutes. Um, but our citizen comments are not meant for a conversation back and forth. They're meant for you to give us,
034you know, your concerns or your issues and then um then somebody will follow up with you personally. >> I apologize. So, I'm sorry. >> I just don't want to I just don't want to appear like we're trying to be rude or anything. No, no, no. >> So, >> okay. It's all good. >> Okay. >> I'm sorry and I apologize. Um >> I don't know if you were aware of of a of a student that had to go to a hospital in Minneapolis because of a a throw of a discus that hit that person in the head. My question is how did that happen? Was it preventable? Should have been preventable. uh if there was a a culture or an adult present. If there wasn't, how come that that child was allowed to propel a discus
035and injure somebody? So, one might ask the uh the uh coaches, this can't happen. Uh I go back to my cub scouting days when I was having that little kid and we'd shoot bow and arrows. First thing that they got taught was you do not shoot shoot your bow and arrow if somebody's beyond this line towards a target. And we practiced it. You don't do it. Well, same thing here. You don't shot put or discus or jab jab if somebody is downrange. You just don't do it. But apparently these kids maybe weren't given that message or weren't given it strong enough. So this injury could have been prevented, should have been prevented because uh this can't happen. I'm talking safety, safety, safety. >> Thank you. >> All right, we will move on to uh board
036member committee reports and we'll start with Strandberg. >> I have not. >> Okay, done. I had agenda planning and then um we interviewed for our um student schoolboard rep um our junior that will be um coming on in the fall. >> Thank you. >> Um I was also at the schoolboard representative interview um I did the or we did a couple communication meetings, tiger connections. Um, I also wanted to give an update on the primary garage sale that rates $621, which doesn't sound like a lot until you really like it's quarters. >> Quarter a piece. >> Yeah, it's like quarters from these kids. >> They had so much fun. It's it's really the highlight of their like just week. Yeah, they get two. Anyway, it's it's pretty fabulous. Um and then yeah, it's you can
037still I wanted to just do it for the inclusive playground. Um this coming not this weekend, but the next weekend is our um the 5K walk roll. So definitely take a look at that if you're interested. That's all I got. John, >> um I am halfway through the phase four. Got my last three hours on Friday. Um and yeah, I think that's about it. >> Great. Thank you. Um I also attended um some of the referendum communication meetings. We had agenda planning and then we had uh public engagement before this meeting. So, and Melissa was there. So, >> uh we'll move on to student council reports. >> Um so, Mike isn't here today, but I'll read some of the stuff that she has. So for pre preK and early education, toddler and preschool story time
038with Miss Tiffany at the Princeton Library and baby story time with Miss Amy at the Princeton Library. Um next Monday for the primary school, the I had the run, walk, and roll event May 16, 9:15 through 11:15. Um, for the intermediate, last week was grandparents week, which I went and it was super fun. Um, they're also looking for volunteers for the end of the school year celebration. So, if you have time to sign up for the middle school, the middle school is dressing up each week Wednesday. So, tomorrow is dress up like a superhero day and next Monday, Wednesday, is beach day. Um, Thursday is the middle school's choir concert, including the prelude song with the five schoolers who have been helping the middle school sing a song to honor Miss Middle's retirement. And next
039Wednesday is the middle school presidential awards program for the high school. The high school school track meet has a true meet at Apollo today with only two competitors per event against 12 schools. Next Monday is the high school band concert and there's also senior award night this next Friday at PAT. >> Thank you. Uh superintendent report Pat. >> Yeah. So we're getting close getting ready to close out the year pretty quick here. Um, as we know, spring of the year is always fun for uh schools cuz you're so active and the kids are feeling it, staff feeling it, everybody's feeling it right now. A lot of high energy in the building. So, it's it's fun to see and also sometimes challenging, but it's a it's a good time of the year. Um, I do want
040to remind everybody that may be watching that we have a week uh before the final election day of uh our referendum. Um, so make sure between now and then we get out and vote. Um, and um, a little bit of what's been happening. Uh, regular meetings, admin meetings, uh, um, our executive team meetings, crisis team meeting. Today we had, uh, we had, um, on a a company called VO that does crisis response and communication really well. Do a little presentation for us. uh in attendance to not just our crisis team. Uh we had Jen Super join virtually and we also had uh Brian Lawrence uh Representative Lawrence is on the uh crisis um committee at the legislative level and he's helped uh put together a bill that's going through right now from both the House
041and Senate. He's not sure it's they're going to get together close enough to make it a bill that makes it further than that. But they both have a bill that uh wants to support schools in developing um the crisis plans and giving them some money so that they have some funds to do that with. So um we expect to maybe see some either whether this session or next to help us with more crisis uh funding um with flexibility. So that's good. Um we've had a couple uh principal negotiation meetings and that's going well. um was able to go up to uh Malax's uh um county meeting where a lot of the county social service workers are show up and kind of talk about how they can help schools. Um not only social service work, but
042also we talked a lot about attendance and how we can help u maybe uh promote and get our student attendance to be hired. So um looking forward to working with them and partnering with them to help with that. Um, we have our our weekly reference uh referendum communication meeting. Um, and then I also went to uh the monthly uh staff meeting uh which is for schools advocating for fair funding. Um, and that happened by chance. Brian Lawrence was there as a guest to speak to all the superintendent. So, um, it was good to see him there and and talk about the bills that may or may not happen at this state level this this session. Um, we had our community uh our early childhood community fair on April 25th. It's a good day. A lot
043of people. Um, we also had some uh really good early voting happening that day. So, that was great. Had over 60 people at early vote that that morning that two-hour time. um been uh kind of a wrap-up and also the next year planning with the ATTPS um uh steering group um which is our QC comp uh committees and talking about um which roles everybody needs to do and who's filling those roles and we have some openings that we're looking for staff to fill. So um we're working on that process. Um and then I had two presentations for the referendum. One was at Elim Home and the other one was at Sterling Point. Both went uh um really well. Um and always fun to go out and talk to people in the nursing homes. Um the
044MASA regional meeting in St. Cloud this week. Uh again, some reports on legislative and what's happening there and also did some kind of professional development while we're there. Um, and we've had in the last week, Michelle and I have had uh two different groups reach out to us uh having interest of the middle school property again. So, we'll see if there's >> anything happens from that. But we had one meeting already this week and we're having a second one later this week to see if this is >> no hockey affiliation. Uh, nothing. Um, and for events, uh, you know, I've been getting to a lot of the sporting events and also the choir concert last night at the high school was really fun. They did a great job. Um, and then, uh, tomorrow night, just
045a shout out for the school board uh, um, scholar banquet, which should be a fun night to honor our top 5% seniors and eighth graders. So, that looks fun to do. But, I'd say lastly, just remember, go out and vote. Thank you. All right. Thank you. We will move on then to approve our agenda. Is there a motion to approve our agenda as presented? >> Motion's been made by Melissa. Is there a second? >> Second from Eric Strandberg. Any comments or questions on the agenda? Hearing none, all in favor say I. >> Opposed. Agenda is approved. Uh, next item is discuss and act on previous board meeting minutes. Is there a motion to approve those minutes as presented? >> So moved. >> Motion's been made by Don. Is there a second? >> Second by Jen.
046Any comments or questions? Hearing none. All in favor say I. >> Opposed. Minutes are approved. Item number nine, consent agenda. Is there a motion to approve the consent agenda as presented? >> So moved. >> Motion's been made by Melissa. Is there a second? >> Second by Eric Stramberg. Um, any comments or questions on the consent? >> Hearing none. All in favor say I. >> Opposed. >> All right. Consent is approved. Item number 10, resolution for the acceptance of gifts. Is there a motion to approve the gifts as presented? >> Some moved. >> Is that Jen? >> Motion was made by Jen. Is there a second? >> Second by Eric Minks. Any comments or questions? All in favor say I. >> I opposed. >> All right. Item number 11. Uh, one information item tonight is our
047budget adjustments. >> Michelle. >> Right. We put together a budget adjustment. Um, the top part of that is our special ed area as you know. Um the growth in our sped at the younger ages um has finally caught up to our middle school. Um so we are actually in those areas at the middle school and high school. We were adding one need to add one sped teacher to each of those buildings. We also have an ad for sped teacher at the family center. We have had that out there for a year and a half now. We cannot find a licensed staff person. So this past year we used um Paris um and ran that way but they are still looking for a family centered. Uh the license is very hard to find. >> So that
048takes a special one then for early childhood. >> Yeah they have to they have the early childhood special education. So it's a separate license to others. >> Yeah. >> So it's not very um easy to find. Uh we have some paras reductions coming uh with this package for special education. There's five. Um we have two of those pairs are retiring. Uh the other three that are on this list with no names is they um had life changes. So they're empty spots right now. So we are not affecting current staff per se in this area. Um, and then this here will actually be, as you recall, part of that 400,000 that we talked about adding because of changes in the system. One of them being sped, our insurance going up, transportation, all that kind of stuff.
049>> Yeah. >> Um, the estimated adjustments are listed below. I'm not going to read every line for line. Um hopefully I have them in the right school, especially in the primary and intermediate because the staff is they're changing back and forth. I'm not sure which building sometimes we should be in, but um I Jason and I looked at this multiple times prior to today and we went through it one more time. So hopefully we're we're pretty close. Uh the middle school has a retirement. Um, so there's a little savings in there. I did did up the average from 78,000 to 95 because it seems that everybody we're bringing in is over that. Um, as you see our sped teachers, one was 101,000 and one was 115. So we're getting experienced staff. Um, the high school
050has an online overload. That isn't going to affect staff as far as full-time, but it will affect if they had an overload. Um, >> we're we're going to try and make sure that we are looking at because of the kids that are going from seatbased into online, we need to be more prepared for the ship each try. So, we're going to be looking at that hard um because we had quite the influx at second try. >> This is our POM. >> This is our >> 9 through 12. >> 9 through 12. So, but our seat teachers >> are online. Okay. Yeah. >> Um I did meet with both Ryan and Rebecca recently and and we talked through what that schedule could look like. Um obviously having two separate principles making sure that they are communicating
051so that we are building a schedule that will we we're learning what those trend numbers are so that we can cover third trimester or potentially even back to second trimester now with the existing staff that we have versus adding sections as we had to do this last year because we already had staff assigned and yet maybe it was a a class of, you know, 18 to 20 kids and we have multiples of those. We could actually be combining those still keeping within our parameters and then allowing uh the opportunity for one of our teaching staff to pick up that POM as part of their teaching assignment. >> So, it's just it's going to be working with the schedules >> and that's because that part's away from the venture part. So, we can do that within
052our building. >> It's two different. Yeah. Venture is just K8 and then we are in control of our >> not that we're not in control but the staffing >> but it's staffing is different. >> Okay. >> Yeah. A little bit. >> Um we also have a long-term sub change there due to a staff member returning >> at the district level. And I'm saying district level because I I didn't know where else to put like the health aid because there was so much movement. I just somewhere in the district we're going down. We actually have already done that. Um we did not replace one um here about the January time frame, but it's still in the budget currently. Um would you say went out for trans trash quotes and uh so we're going to see a
053savings there and we don't need to run a big election next year. So we'll reduce that out of there. Uh the family center had a retirement savings a little bit. Um and that's you know these are estimated adjustments because in some places where we are having people come back we don't always know where they're going to be placed on the schedule. Um and then the student support funding. Uh as you recall we got that money during the 23 24 session I believe it was. And I just learned that we have to somehow show that we would reduce that position during budget reductions um for us to use a position we already have um for that month funds. And as you see it's $98,000. So we definitely don't want to lose that. There may be also
054a resolution that we have to do but that would be in June. I just wanted to get you guys prepared for we we might have to uh do a little dance here to keep that funding um based on the rules. And then title one, we got our preliminary allocation and of course over the last couple years that funding has gone down and gone down and it's going down again. We used to have I believe eight pairs 10 pairs maybe between the two buildings and we are now going to be down to two pairs per building. Usually this happens earlier in or later in the summer uh because that's when um we get numbers. Sometimes the numbers are really delayed, but interestingly enough, we got those numbers in April, so I'm able to include it on
055this conversation here so that you are aware of it. Um, and that functions like a grant. So, um, we have always brought that in according to, um, the funds received and what the expenses are. So Jason Pat, would you like to add anything? It was not an easy year. >> No. And and again, I'm just going to come back to, you know, our student enrollment is what is driving this decision making. Um, you know, our current high school classes are in the 230s. Well, I think we have a 240 in there as well. um our projections for next year rolling our kids forward. And then with kindergarten um fifth grade we're looking at about 230, 220 in fourth grade, 204 in third grade, second grade goes to 195, first grade is at 181, and we're
056projecting 170 kindergarteners. So at this point, so we're looking at a, you know, potentially anywhere from a 50 to a 90 student difference when you're looking at your high school students to what we are have currently enrolled in our elementary countries. And so um you know staffing is very difficult. We have to look for opportunities to take advantage of openings that we maybe have or retirements. Um we take a look at lensures. We take a look at the the ways that we can cause the least amount of disruption with our staff. Um, and sometimes that does mean that we do need to move people um, in order to keep our highly qualified staff. So, um, I know it is not easy. Uh, it's not easy for staff. It's not easy for us, but in order
057to stay within our budget parameters, um, these are things that that need to be done. I would say the one thing that um you know this is a you know a reduction of of expenses from these all these reduction but these reductions were not budget driven >> they were right size driven >> you know what what is our class size parameters and are we in those for the first grade level at the second grade level at the third grade level if we're not then we have to reduce a section to be in that size um uh to can be good stewards of the of the funds that we're given. Uh we we got to make sure that we're not running class sizes way underneath our parameters and all a sudden we're having you know 17
05818 the a class and in in elementaryaries because our funds don't allow it and that's not being good stewards of our money. So, um, we right sized and when we start looking deeper at right sizing, we start seeing that there was more opportunities to to, uh, um, to have a budget saving, if you will, but that wasn't the driving force. It was more to make sure that our class sizes weren't smaller than they should be. Um, and you know, it'd be nice if we could all have small class sizes, but that's not how our funds are worked, too. And so, we have to make sure we keep in our parameters. Um, I would say to Jason's point, the other thing is our team did a really good job of sitting as a full administrative team
059of principles saying, "Okay, if instead of going in two or three more ULAS where we'd have to release teachers that are here and doing great work, is there some openings that we can move people with lure so that we don't have to reduce more people um from their livelihood if you will." Um, so that's why the movements were needed and I know that all this is painful. Change is painful. Um, but it did allow us to save a few more teachers to stay as a Princeton employee. Yeah. >> So when we talk about right sizing classrooms and adjusting based on our numbers, how then um is that applied to the specialists? >> You got it. You want me? >> Go ahead. >> Um so I think over the last two or three years the primary
060and elementary primary and intermediate have not really looked real close at what that meant. So I would guess probably four years ago they might have had like 30 to 32 sections in their building. Next year each of them will have 24 sections in their building. So when you have that many sections that's how many sections go to specialists. So as you lose those sections they have actually open hours and that's what was starting to happen over the last couple years. And when we asked them to dig deeper they realized that next year they would have a full position of open hours and that's why both specialists need to be reduced at both levels because there's a full opening. >> So I'm sorry, what was the specialist that was reduced at the intermediate school then? >>
061Uh so each each building has five had five specialists >> rotation >> teachers. um intermediate had FIAD, music, art and uh tech class and then in the primary >> two FIADs. >> They had two FIAD teachers and then the primary has two FIAD teachers, art, music and science. And so again taking a look at what we had for lenses, what we had for openings, um the team came together and said, you know, this is going to be the best options that we have available. had we gone straight just straight down the line, uh, we're laying off or putting someone on ULA that has eight years of teaching experience in the elementary. So, I I applaud our administrative team for looking at options that would allow staff to move to keep them here. Um but yeah,
062it comes down to we haven't we had openings available because there wasn't enough sections for to equate to another full-time uh specialist. >> Are specialists bound to the building or can they eventually be shared? So if they only have could they have gone between the intermediate and the primary? I mean, have we >> they can I mean, schedule-wise, you got to make sure that your schedules line up. Then, um, right now, 24 sections, it works out ideal for four specialists in each building. Um, you know, when we look at, you know, our high school, middle school, there may be opportunities where we're going to have to take a look and say, um, staff member may teach three mornings in one building, afternoons in the other. Um, we also would look at that at our elementarymentaries.
063um it's just a lot more difficult the way their schedules are set up. >> I I think to your point, Jen, is yes, that can happen and many times that does happen. You have a shared specialist. >> Yeah, we shared a media specialist in the past >> and and um could have that been looked at in the last couple years maybe, probably, but it hadn't been. But in this year when we commission that you take a look at it, this is the what we found out. Um and then I I would say another thing is the selection of what specialist stayed was not an easy discussion. Um there was a lot of uh discussion on what was most needed at each one of those buildings and and that's how it turned out was um the
064decision for um science is a is not a a normal specialist rotation in a in a a primary school. art, music, and fiat is um and so and science and social studies is usually taught in the classroom at most primaries. Um and we needed somebody with lure to fill a spot at the at the middle school. So that's how that kind of all played out, if you will. We did look at music and that potential. Um but there's, you know, we t heard a little bit tonight about what the science of science learning does. Well, the science of music learning, the science of art learning, the science of fiat dog and exercise, all those have a science behind it to tell you it's needed. Um, but we know that uh in many schools the science
065is taught by the classroom teacher. Um, and so with since we've talked a lot about science, there's two areas I want to ask questions is science has been we've drawn in kids for enrollment because of that primary science class. So what's our game strategy? Because when we've had parents thinking about going to Cambridge, Malaca, Elk River, they have come to Princeton because of that science program. How are we going to combat that when our numbers are already being lost? Um, they'll pick those schools over us. But also when you look at every building and where our science scores are and when you're reading the seniors this year and previous years, the amount of kids we are putting out into the medical field engineering that are using and they started that foundation when they went into
066kindergarten. We're known for some of those fields. How are we going to combat and keep that a strong suit for Princeton schools? >> I think one couple things on on your question, Don, is one, we're not reducing science. We're reducing the science specialists. That curriculum is still expected to be taught. So that science is not going away. That learning of science is not going away. Um the second part of that question is sounds like an opinion to me. I don't know if we have hard data anywhere that shows that enrollment showed up here for >> signing to since this all been going on. I've been talked to by kindergarten teachers and that is one thing that when they are working with parents enrolling that is one of their things that they talk to at >>
067they have told me is how are we going to replace that? That is one of our things we have used to get that student in our building as a kindergarten teacher. >> And so they're t I've gotten talked to by >> and I know they're hurting right now. So they are going to say things like that. I was at the kindergarten roundup. Do you know how many kindergarten parents were there? About 22. So when they're getting told that they're coming here for science, there was nobody talking about coming there for science at that time and that's who was enrolling that night. So the enrollment doesn't come from a campaign of science become maybe because our reputation maybe, but we're not losing our science curriculum. But then also with that, are we going to have an
068expense in curriculum going into the classroom or is that going to be a even wash out? Are we will there be a increase in curriculum into the classrooms or will that already be covered from the previous science that was offered? Are we going to have an expenditure there? >> I I would have to ask Chesca on this one, but um Tom's curriculum isn't Tom's curriculum. Tom's curriculum is our district's curriculum. >> Correct. >> So, we have that curriculum, >> but is that going to be curriculum that's going to be able to transfer into classrooms or are we going to have to get new classroom curriculum for science? >> I like in our intermediate Lincoln doesn't leave his class for science. So, it's in his curriculum. So, I would imagine that it's the same and >>
069and if there's something specific they're needing, they may still have that space as a lab space that they go and check out and go to. Um, you know, the I think the question you're trying to say is are we going to have to buy 24 sets of science equipment? No, we have always done that. That was part of the curriculum that was in there. So now it's just being distributed back into our teaching staff. And like I said, that space potentially will still be there for them to use if they want to use it for specific labs. But there are certain things they can go out to the um outside uh classroom. they can still do um those other experiments and things within their classrooms. So, there are still opportunities. Is it going to look
070different? Absolutely. Absolutely. Anytime you have a change, it looks different. And yeah, Tom's a phenomenal teacher. Great guy. Kids love him. Absolutely. And anytime there's a change like that, there's going to be feelings. >> Middle school kids will also love Tom. We are also losing a very >> skilled teacher in Torlson. >> Correct. >> And Tom is the most logical replacement to replace Torlson at that middle school level. >> Like we can't lose sight of that either. Yes. I know we're losing like we're affected by what happens at the primary school right now. We get it. Feelings are hurt. I'm sure Tom's upset about it, but I think Tom probably sees the big picture and sees that he could be used at the middle school and can make an impact on those kids' lives at
071the middle school level for the next however many years he has until he decides to retire. >> Yeah, >> probably knows all those kids >> 100%. >> I was going to say kind of the same thing, but just to add the I mean our science need improvement across the district. Um, I think having Tom in that building is going to be a great experience for I mean he's an >> he affects kids regardless of their age. He's an amazing teacher. So I as much as this sucks and it does suck. Um, I am grateful that we were able to keep him in this district. And I think that the impact he's going to have on these kids who did have him in kindergarten, first, and second grade, I think that that's going to it'll be
072a much different impact, but I think it's still going to be a positive impact for our district. Now, does it again absolutely suck that we don't have science? And is this been something I've cried about multiple times? Yes. But it's also saving someone else a job to It's a mess, but >> we still have sun. >> Yes, we're not I shouldn't say that to lose that extra classroom, but we're still like the PTO just bought uh microscopes for that room. The room is not going away. Like the specialist is going away, but Tom's not going away. Like to me, we're not losing that asset in our district. So, it sucks, but we still have the things. They're just >> his impact is going to be used elsewhere and probably more effective at the middle school
073level because our science scores will most likely increase with Tom teaching those kids >> and they've had good scores. I mean, our our science scores are bad much better than other areas and yeah, it's going to be an impact and yeah, it's good. I just appreciate there being a rational explanation for how the decision was made because until tonight I hadn't heard a rational explanation and so not having one to share with the community is hard and so >> um >> maybe that's another um idea of a meeting or something that maybe that can be shared well with some of the teachers in the building. I know that it was >> because they're in here tonight to know that rational explanation. If they want it, they will. >> They don't want to. >> And and
074it's been communicated from us through emails in that rational way. And I know the union has even talked to me in that rational way saying that this process was not an easy one. But it also allowed us not to reduce two to three more teachers out of our workforce and then bring in two to three more new teachers because we had the lensure there but we didn't move them because of you know some heartfelt things and then we lose three that we really wanted to keep two cuz if we would have lost those three extra de you would have had another room talking about why you cutting those three more extras. So, it's it's >> maybe it's worth sending up a link. >> Darn if you do, darn if you don't. But for >> this
075allowed us to keep more of our staff and we're utilizing them in a really positive way, >> you know, and we know we're going to have cuts. We know that. How much were you in the building, Pat, talking with these teachers? Because I've been reached out from parents and teachers and parents. Um, and I think if there is a presence of the admin there and some of this could have been handled, I would maybe not have gotten as much either. So, it's hard, you know, it's a it's hard, you know, everyone is busy. Um, but they also need somebody to listen to them, you know, and where, you know, I don't know. So each of the building principles did communicate this to their full staff meeting. >> We have a full roll out strategy of
076how to do this and it was done in the most delicate way it could be done >> and the door has been opened by all administration even after the roll out. Each person affected was talked to on a timely basis. Each principal will know exactly what time they need to talk to them so that the word didn't get out in front of the other one. And then after that, each principal at a building meeting explained it in full detail of why it the logic was behind it. Um, and the reports that I have had back have been that the buildings understood the rationale. They just were hurt and didn't like the the outcome, >> you know, and like Jen, I had a little bit towards the end of last week, but I had somebody at
077my work that afternoon that it was rolled out at the primaries. And so I was hit blindsided. You know, giving us a heads up as well would have been helpful and given us some key items that we could discuss and point out would have been grateful too. >> The board meeting beforehand, I specifically said, "This is when it will be happening." And I remember because Melissa says, "I work there. I would really like to know some details." I said, "Melissa, I can't give you details because the people employed should get their details first." But I can tell you that these conversations are going to be had. So I did say that at the last board meeting when you these would be held. >> I knew cuts were coming but we didn't know where. And I
078get that you want to roll it out but at the same token as a board person I want to be able to represent the board with the best of my knowledge and not be blindsided if that makes sense. I mean, I'm literally in both of those buildings every single day. And for the record, I don't teach. I fall and teach. So, I'm not like causing some whatever, you know, money thing that, you know, going aboard accused of. But anyway, and and I didn't know either. I mean, I knew that we approved, but I didn't know. And I found out the same way that everybody I mean, actually, I wasn't at like a staff meeting cuz I'm not a staff, so I found out that way. And I called Pat and said, "Hey, now that everyone
079knows, fill me in, please." And he did that. So I don't know like it's again, it sucked. That's my whole word for the meeting. It sucked. >> And it's a fine line between what's management, what's governance. >> Yeah. >> Because it's the work that we have to do with all this is really management work. >> Yeah. It's dayto-day. >> Yeah. >> And we're presenting you the governance work at the at the meetings. And I felt comfortable asking after that because I'm also in the building right >> doing teaching. So any other questions, comments? All right, this is information. So I assume this is on our next agenda. >> This will be part of the entire budget. Okay. >> Um and we will have the entire hope the entire budget at least fund one at the
080next meeting. Okay, we approved the budget in June and it will as always be the list of adjustments will be on attachment will be on that. >> Okay, >> so that is when you will formally vote for it as far as the staffing that it affects. you actually vote on those that are leaving the system, not so much those that are being transferred to another position, but um those that are going to be on unrequested leave of absence are on the action tonight. >> Yeah. I I just want to say like I totally understand and frustrations and everything, but as someone who whose job it is to get rid of people when they need to get rid of people, I totally understand where you guys come from. It's not a fun position to be in,
081but it's a job that has to be done, right? And it's a job that's going to have to be done again next year. So, we need to just keep being mentally prepared that this is a neverending issue and it's only going to get worse because we've already trimmed pretty much everywhere we think we can trim, >> but I appreciate the work you guys do. I know it's not easy. >> Well, and if ourment if our enrollment stays the way it is, I mean, if it keeps on trending like it is, this these will this right sizing is just going to move from building to building. >> So, That is our reality. >> That's more kids. I'm going to throw that out there. >> More kids. >> Enroll them in our district. >> What? >> We
082said we should send Jason out with the bus and come back with whole bus later. >> Oh yeah. No big deal. >> Yeah, >> that's a very point. >> Any other thoughts or questions on the budget adjustments? I would I would just like to say that if a board member had an issue that we all have cell phones and we can call and have a private conversation about whether or not we're unhappy with how things are going. I do not believe that the board meeting in public is the place to air our grievances. Right. All right. Uh we will move on to our one and only action item tonight. Um we have a resolution for placement of contract teacher onto unrequested leave of absence. Is there a motion to approve this resolution as presented? >>
083Some motion been made by Melissa, second by Eric Minkx. Any comments or questions on the resolution? So the way this works because this is a budgetary reduction. Yes. So we have to work through their seniority list from the bottom up. Um so um two of these members have tenure status. So we will bring them back most senior. We we offer the position to them most senior. Then the next they have the opportunity to turn it down if they were selected somewhere else. Um, but if we were to have an opening, say our kindergarten numbers bloomed and and we hit that 190 mark, >> sure, >> then we would have the opportunity to offer that job back to them. Obviously, if they take it, great. They fall back into that same seniority list. If they turn
084it down that they have that option. So, this kind of holds their spot uh for up to five years or depending on if they have an opening. >> Okay. >> So, that's how that works >> in their lenture area. in their lure area. Yeah. So like we have some early childhood special ed openings. >> None of these staff have early childhood special ed lure. They can absolutely apply for that position and we would um interview them and work through the outfield permission if they need to. Um but we can't just offer them the position without the license. >> Okay. >> So there are three names there. >> Yep. So that is five years is that statue then? >> Yeah. Yeah. >> So say they stayed here and subbed in our system for the next year
085or two, three years and if we had a position open, we would be um required to offer them >> sorry the most senior person. >> Yeah, that's on the list. Yeah. >> Can I ask I think this list too? So if they take they can take a job in another district, >> they could. Yeah. >> Okay. They take it. But then do they automatically go off the list then? Or do they still get to stay on for 5 years? >> They go on until like if we were to have an opening, I would call and say, "Hey, Don, we have an opening." >> So then, >> and if you say, "No, I'm not taking that." Then I take you out my list. >> So then, >> so it's not a full 5 years. It's you
086can once you turn down a position, y >> then you're off the list. But say they get a teaching job and three years later you contact them, they could leave that job and come back to ours. >> They could. Yep. >> Yep. >> Really? >> As long as that was their first call. >> As long as >> And that's as long as >> I didn't know they could do that. >> Yep. >> Thank you for explaining that. >> Yeah. That was a statute thing that was put in a few years back. Yeah. So if you really get a teacher that's really good and you want we could possibly get them back when within that time frame if they >> yeah accept still yeah if they haven't accepted position >> then they still get their 10ear
087spot wherever they're at then >> yeah the tenure I mean they'd have to be in one year plus you said some were tenured >> yep two of them y >> do if they go teach somewhere else do they get to count that or do they come back where they left here. >> They come back where they left off here. >> Yeah. Their their unrequested Yeah. Their unrequested leave of absence doesn't continue to pain of experience. >> It just holds them in that spot. >> Yeah. >> Thank you for explaining that. >> Y >> is that a each person vote one? >> It's a resolution. Yes. >> Yep. Is there any other questions or comments on the resolution? All right, hearing none, we will vote by roll call starting with Jen. >> Yes. >> Melissa. >>
088Yes. >> Derek Pinks. >> Yes. Yes. >> Yes. >> All right. Resolution passes. Uh we have no additions to the agenda. Um, just a reminder, tomorrow night is schoolboard scholar banquet and that's scheduled for 6:30, but we should probably be there at 6, right? >> Yeah, good idea. >> Speaker is going to be awesome. >> Be the welcoming committee. >> Uh, is there a motion to adjurnn? >> Second. >> All in favor say I. If any of you have extra tickets and you want to turn them back in,