001I think so, too. It' be great. >> Do I do this or just wait? >> Um, yeah. Why don't you just wait with that and we'll go ahead and >> you'll have food out there. >> Yeah. >> Hey, we're doing this right now, right? >> Okay. Um, we're going to go ahead because this isn't a uh action item would like to start presenting. We really appreciate it. We're uh we do have this being broadcast as well and hopefully we had a couple board members here in a little bit. >> Okay. >> If you want to go and get started then when you folks are done you can surely take off. You don't have to stay for the rest of the meeting. So >> all right we uh we talked to John and I need to
002present on here in order to get my presentation up there. So I'll work on that quick. >> Okay. >> Pardon me. >> There it is. >> Good. Hey Sarah. Well, since we only have six to No, we need four to zero. Yeah. >> How are you? >> Good. You >> good? Sorry, guys. >> Hi, sir. >> Hi. >> Oh, I'm not the latest. >> All right, it work. Cool. >> We come up there. Does that work? >> Yes, please do that. Maybe introduce yourself. I'm sorry. Come here. Well, we'll just roll with it. It's not full screen, but good enough. >> That's great. >> Yeah, it's great. >> All right. So, thanks for letting us come and join the uh or provided you a presentation today. But my name is Scott Mass. I'm the director
003of Lake Agassy Education Cooperative. >> And I'm Sarah St. assistant special ed director. >> Yeah. So, my role within the cooperative is to kind of see the overall happenings of the cooperative, make sure everything's functioning appropriately, um hire like a employees, those types of things. But Sarah's role really is there to help support the special ed services that take place in the school districts. So, um that's why we're both here. So, we're going to talk about kind of who Lake Agassy is and the services and supports we provide to Lake Park Ottoman and what it looks like. So we'll start with the who. Lake Agassy uh was origin 1979. At that time we were known as Lake Agassy Special Education Cooperative. Um that was right around the time that a lot of federal rules started
004coming out about supporting students with disabilities in um in the school setting. So our member districts came together and said, "Hey, we can't do this by ourselves. Like we got to work together." And the special ed cooperative was created. So we had Barnesville, Holly, Lake Park, and Ottoan, Ulin, and hit it all at that time. Uh we always like to highlight that all of our member districts start started with us, are still with us today. Something we certainly take pride in. And then in 2018, Norman County East joined us and we really shifted the model of who we are and what we do. We wanted to get outside of just special education and branch off into other areas of support for our member districts. 2022 we're able to establish what's known as Lake Agassy education
005center. So that's a building that houses our programs that we'll talk about later and then a lot of Lake Agassy staff members have have a landing spot there at minimum. And then just last school year DGF joined us and became part of the cooperative. We have a board that functions very similar to a school district board. Marge is the rep currently on Lake Agassy's board and we have roughly nine meetings per year. Um, if we have more things going on, we might have more than that. Um, but that's where all of our business takes place. 45ish employees. The ish is because pair professionals numbers kind of swing based on the amount of students that we have with the pair professional needs. And then we provide extensive support to all six districts and operate for programs.
006So, most of you probably know what special education is. Um but it's something that that um school districts are legally obligated to provide um through federal regulation known as IDEA. So it's um specially designed instruction in a variety of areas. I'm not going to read them all. Um but then as um as stated in a student's IEP. So from a process standpoint, we complete an evaluation to determine if they meet criteria in a variety of disability categories. If they do, an IEP is developed that breaks down the students needs, goals, and services that are to be provided. And then that IEP gets reviewed annually. So, as of December 1st last year, about 17 and not about 17.5% of LPA's student population was receiving some sort of IEP based service. So, >> Madison, real quick question.
007Board members, if you have questions or comments, yeah, please feel free to ask. What is the state average for special ed? Any idea on that? Are we above it? >> You're sitting pretty close to it. It's kind of sits around that 16ish percent. Okay. >> Sometimes when districts are a little bit smaller, you see some swings. >> So, >> sure, >> we've seen it where Lake Park ottoman's been as high as 20 and as low as 15. >> Okay. >> But when you're at 700 600 kids compared to a school district of 5,000, it it makes a big difference. >> Got it. Thank you. >> Yep. All right. So, talked a little bit about our transition mission back in 2018. So, our mission right now is to provide comprehensive yet flexible supports to effectively utilize
008the strengths and address the unique needs of students across the cooperative. What this means for us is the way we support our member districts really shifts on any given year. So the supports we provide to Lake Park ottoman might be a little more robust with their service providers in a given year which like this year would be one of those examples. Um and if then if if needs shift and adjust with student needs then we can shift and adjust with them. We look for core characteristics of employees that are responsive, empathetic and growth focused. So that on a broader scale, the cooperative responsive like we are always watching what our member district's needs are. Um we always want to be getting back to people as soon as possible. Empathetic. We're right there in the trenches
009with our with the teachers of your district so we know what's going on and growth focused. One of the cool things about this presentation is we've been providing it in some fashion. and it's varied a little bit um for just about 10 years, but there's a few more dots on here than there were last time I was in Lake Park Ottoman, which was about 5 years ago. So, um we just continue to expand the supports to help to help our member districts. So staff that we have supporting in your district um include occupational therapists, speech um language pathologists. Um we have school psychologists that support your teachers and students. Um physical therapists, deaf and heart and hearing. We have a vision teacher. Um ECSE or early childhood special ed um DAPE that's adaptive fied for
010students that need that. In addition, we also have a coordinator assigned um a special ed coordinator assigned to Lake Park ottoman. So they support your case managers, your special ed teachers um with that. And then in addition um we also have our director that can support more of the overarching things >> and all school districts are legally obligated to have a special ed director. So when we work through as a cooperative then we can be it can be through the cooperative that director. One thing within this too is from an efficiency standpoint by contracting these services from the cooperative you can operate and support the needs of students particularly in our current labor market with a lower FTE loan. So if you went and tried to find a.7 um FTE speech language pathologist right now
011I'll tell you beyond good luck if you went to find a 1.0. It's it's hard enough the way it is. So we can allocate people out to member districts based on how much need exists. So as an example like we're able to reduce the total FTE costs for Lake Park Ottoman this year and then also you had a resignation of a special ed teacher. We backfilled that this year with half of a special ed teacher because we had less students receiving services in elementary. So it helps operate effic helps our districts operate efficiently. This one was mine, right? All right. So, this is becoming more and more of a thing, recruitment and retention. And it's not just in schools. I mean, it's everywhere. But as that has developed as a need, we have had to
012pivot and put in systems in place to support the recruitment retention of licensed staff. It's a continuous process. We're working with institutions continuing out. I think we have four or five practicum students working with the cooperative in different capacities this semester. Um we assist our member districts with the advertising, recruiting, interviewing, hiring, licensing too. Licensing is becoming kind of some unique challenges is to acquire license. Um, we worked really hard in recent years to create a new um, special education teacher mentorship program because particularly when you start your first year as a special ed teacher, regardless of if you're licensed or not, that's a heavy lift for someone. So, we need to make sure we have support around them in order to be successful and retain them in that position. Sarah leads that program and
013um, and what do you you have meeting in August, a couple meetings in August and then monthly check-ins, follow-ups, coordinator with the coordinator. >> Yep. We run all their IP meetings to start um really help them take as much weight off as we can in order to be successful. And then I want to say two years ago, we created Lake Agassy tuition reimbursement program. So the cooperative takes $40,000 from its general fund and puts it into a program where people can apply for tuition reimbursement that are seeking initial lensure. So, I think we've had three special ed teachers here in the past couple years that have um accessed the tuition reimbursement program. This really just is that initial lift to help people with the cost of going back to school. And then along with that,
014then there's requirements. So, if you need to stay with us for a certain duration of time, um if you're going to access this money, >> in addition, we also support the school as a whole. So not just special education. Um we really believe that all general all students are general education students first. Um so with that we ensure that least restrictive environment is happening. So we support all teachers with um ensuring that is happening in their classroom. We have early intervention to hopefully prevent um special ed services in the future if we can. And then also helps with efficiency at the district level. And >> this is one of those things that we've added within the past 5 years or so. So it was a conversation with principles that we were kind of helping with
015this from afar a little bit and they said, "Hey, we want more direct support with this." So we've added a position with a sustainable funding source that allows us to help keep these processes alive and happening in schools, your your wind intervention groups, your um data collection, all those types of things. our MTSS um staff across the cooperative meet monthly and with that though then we can also we look at data we talk about what interventions um we're each using so we have common interventions common assessment tools um common student um support team structures so like that would be like our TAP team so like teacher assistance team across um we talk about researchbased interventions and then with that the probably the most important thing is we also train our intervention staff for providing those
016interventions in our buildings um we also help with that local literacy um plan development too. So that is a big lift there too. >> Yeah. And whether we like it or not, um, our state has been providing legislatively been providing more expectations of us to do things in certain ways. And this the cooperative as a whole, and I think we'll talk about a little bit later, um, then has been able to absorb some of the costs associated with the training, having the facilitators, um, data collection systems, all those types of things on behalf of the member districts. And we do talk about it later. I should have said it now. But all right. So our programs, we have really four programs. You see three here, but our inter agency is two different programs embedded within
017it. Um that we operate as the cooperative. So students come to us or we go to them. Um we do this because then we have a better capacity to meet unique student needs. um we can then provide targeted services curriculum that are very matched to where that student is at. And then our ultimate goal within all of these programs is to pro promote student attendance and inclusion in the general education environment as much as feasibly they can based on their disability or delay. So >> sorry, I just have a quick question and maybe we'll get to this later, but I'm interested to know how how you guys can help a student who has a parent that maybe is not on board with their child having some extra help or some special needs. >> How how
018do you guys face that and and how do you still help the student without interfering >> with the family? >> Question start. >> Yeah, I think it starts with the IEP team. So when we meet, we meet as an IEP team. parents are essential like they're most important person in that team. So making sure they're aware of what services their student is getting where their students are currently at. So using data to support whatever we're potentially offering that student or saying like this is what we believe the student needs um I think is really important but also just explaining it um you know like we're we're there to support families um you know as much as we can and so I think just explaining the ins and outs really goes far but we also try
019to create those relationships with families. So, like I know a lot of your families here because I've been to their IEP meetings. I've like worked with their students in their classrooms and um I think that's probably the biggest thing. And also in the back end supporting your teachers with feeling comfortable with having some tough conversations and ensuring that we put students first um is really how I think we really get to that place that takes time. I mean, you know, we have to build those relationships with our families and that's what we we really try to do. >> Yeah. And I I think on a similar threshold with that we talked a little bit about the MTSS processes. So within that families are or parents or and guardians are hearing about how their child is
020functioning within certain skills all along the way. So we're helping them understand where they're at, what interventions they're getting. So then when it comes to that time of a special education evaluation or whatever, it shouldn't be a surprise to parents. Um, at times more conversations need to be ha had than others, but then I we always circle back to that empathy piece of understanding. Like it's there's some big things going on in their child's life and they're they're trying to grapple with it as parents, too. So, >> does that answer your question? >> Yeah. >> Okay. All right. So, early childhood special education, it's kind of really broken into two different areas. We have part C service, which is from birth until age three. It's really family focused service provisions. We work with the family
021to make sure the parents have the tools that they need to help their child develop. Um we work with um some daycare providers going into daycarees, going into homes. Very rarely are part C services provided in a school setting. Yep. It's often it's often in the home which is the ultimate goal, but obviously sometimes parents are working or whatever else. So then we we go into daycarees as well. Um but really again focusing on that the family side of it, making sure parents feel supported and have the tools they need. And then when we get to part B, it transitions to more of what you would think a typical school setting would look like. We got we have kids coming into preschool. And part B forum early childhood is from age three until kindergarten. So
022we have kids coming into preschool or they'll come into school for just a direct service and leave. Um, but we really try to get our kids into our member district's preschools. So, we promote that in a variety of ways. One of which is we covered the tuition costs for those kids attending. Um, I should have looked at the dollar amount of how much it was here last year, but it was quite a bit of money um that we sent a check back to Lake Park Ottoman. So, we know community isn't always um it doesn't always have a lot of money associated with it. So, we try to build that support within it through that reimbursement. Um, and then also we cover the cost of any pair of professionals that a student may need. We're providing
023the ESSE teacher with that goal. But getting them in that preschool environment is goal number one for that part. And across the cooperative, we have roughly in any given year, kids are coming in and out a little bit more in early childhood special ed, but 140 kids 140ish kids receive early childhood special ed services >> across the cooperative. >> Yeah. Across the whole cooperative. Yeah. Yeah. Thanks for clarifying. All right. Then we have our intensive inter agency program. This is what's housed at Lake Agassy Education Center. So this program was designed in order to support our students that need a little more instruction with some social emotional behavioral um regulation. So we work and we to teach them those skills. Our elementary kids are coming for a half a day and our high school kids
024are there for a full day. So we have some kids. We have a morning group for the elementary and we have an afternoon group for the elementary. Both programs like I said are housed at Lake Ay Education Center. And then these services are intermixed with Lakeland Mental Health. We have a good working relationship with Lakeland. So they provide some some of their services. We provide some of ours. These are all IP team based decisions. But the ultimate goal of this program is to get our kids the skills they need to get them back to Lake Bark Island to be successful here. In our elementary setting, we typically sit somewhere between 10 to 15ish kids. And in the high school setting, we sit somewhere between 15 to 20. And then we have our Glacial Ridge Transitional
025Skills Program. This is our newest program. Um it's still probably sevenish years old. Um but this is for students that um have significant delays in a variety of areas like cognitive functioning function functional needs, adaptive needs, um those types of things. Um we really focus our instruction on independent living skills like that's our goal like jobreated tasks um getting the kids out in the community to learn jobs, those types of things. And we have a pays lab that helps focus on employment opportunities. So they learn about what they what they enjoy, what they're good at, what they're capable of doing. Um we have a coffee program where they're selling coffee, so they take money, they they have to deliver coffee, all those types of things. So they work on a ton of different skills on
026any given day in relation to those transitional skills. This program goes from seventh grade until age 22. So for students with dis disabilities or delays, they can continue schooling from 18 until age 22. Now how school districts access this program really varies. Um some of our smaller districts will send a kid in seventh grade. Um but others will keep them until they they would be a typical graduating age and then they'll come to us for the transitional piece. All right, here we go. >> So, instructional tools that we support, um, let me know if you guys have any questions. I'll briefly touch on the big ones. Um, but we use FastBridge across the cooperative. Um, so that's what we use to screen and then we use, um, that data to then decide if students need
027interventions um, through your one program. Um, educ is our database system. So, um, we monitor all of our interventions through that. Um, and it's just we house everything there. Um, so it's really great. We can access students data. We can pull graphs and see where students are at. We can compare it grade level wise. We can compare it um, you know, districtwide and see where they're at. Um, with that, we just talked um, Scott just talked about the pay lab. We have that everyday speech that is a social emotional curriculum that we um, support. We work through um, Q Interactive, which is with our evaluations. When we um, need to see if a student qualifies for special ed services, we use that. Um within that though we use evidence-based reading interventions. We have check and
028checkout. We talk about needs, goals, progress monitoring and resources. So we support all those functions here at Lake Park ottoan. >> Yeah. So this is the circle I guess that I should have waited for when I talked about earlier but a lot of these things are used in the member districts but Lake Egassy covers the cost of. So if you were to hold them independently you would have to cover the cost of it. But because we can take a bigger group of schools together the costs are substantially less. uh professional development. So we also facilitate professional development throughout the year. Um some big ones that we do is every year we have um a summer um PD day for um licensed staff, teachers and then we also have one for Paris. Um we also do
029a win workshop full day. So, your staff that supports our win programs here, they come to us and we talk about the latest interventions and we go through um how to collect data, how to provide different interventions. Um we support the legally required parent training um that we're mandated to do. Um TCIT, Infinite Tech, Inclusion Star, which is an autism curriculum that we support. Um rubric rubric based goal writing. Um we really work on like teaching teachers how to write really um great goals on their IEPs. Ukaru and safety care. um you know our um response to um some crisis situations. We support that training in there too and then of course letters um within that. >> Yeah. So, our Lake Eacy Education Center really has catapulted our capacity to deliver PD. Like August, the
030past two years has just been nuts in our building, which is awesome and just awesome because I bet I want to say it was just short of like 400 people coming in and out of our our building to getting some sort of threshold of professional development building into the school year. So, in many of the areas that you're legally obligated to provide the training in. So, yeah. All right. Special education is a very legal heavy. Um, unfortunately, we have a lot of paperwork to do within our world, and I wish it was simplified, but it's not. Um, but we do our best to try to take the complex system of what we're obligated to provide in special education and make it as simple as possible for our teachers so they can spend as much as
031much time as feasibly possible in front of our kids, which is the most important piece. So, we've created guiding documentation. Sarah said we're in attendance at the IP meetings. created model or draft meeting agendas for them to use flowcharts for decision making IEP templates. If you see a IEP that comes from Lake Agassy and you know what our template looks you're going to know exactly kind of the structure of it and then just continuous training in relation to all these things like it's um it's kind of ever changing so we need to continue to provide that continuously provide that training to our teachers. So on a broader district level support, we are the specialed contact for all of our member districts. MDE reaches out to us if they have any questions um or data requests
032or any of those things. We handle and work with contentious situations, any complaints or disputes. We're right there at the table handle monitoring requests. So we have to be on a cycle for monitoring the documentation that we have. We worked through that last year. Um we watch training, relay messages and like I said before just continuous training of variety of things. Administrative support that we um really focus on is we have quarterly principal meetings with all the principles in the cooperative at our member districts. Um we have quarterly superintendent meetings so all the superintendents across um can meet together. Every spring we work through workload projections. So we it's like a bird eye bird's eye view of like what special education it might look like for our needs in the coming year. Um again it's
033sort of a bird's eye view though with that. >> So like how many teachers are you going to need, how many parents looking into the future year. So typically do that around Marchish >> and it's sort of a yeah it's flexible I guess. Handle all MD required special ed um documentation um highly qualified pair professional requirements. Um we help support that. Like I said, we attend IEP meetings, Mars training. Um, we assist with staff evals. Um, and then we also develop the restrictive procedure plan for each district. Um, lately we've been with the new read act, we um we oversee the implementation oversight. So, we help support your admin doing that and then develop um total special education system. >> That's just a document that's required for all the school districts to have of what
034special education looks like in their district. All right. And last slide is financial. Um we have we handle a lot of financial special ed stuff in for our member districts. So our goal is always there to max maximize the special education reimburse that reimbursement that exists. Um we know we don't get dollar for dollar from the state. So we want to make sure we're getting as much as possibly possible. Um we've created a couple positions in the recent past couple years that have really been fruitful to um get revenue for our district. So one of which we have someone who handles all med medical assistance billing from around our cooperative and pulled the numbers for last school year and like parkan received 191,000 in MA revenue. I it's hard to compare like what it would
035be before you we had that position but I'll but what I do remember before we had that medical assistance building and all of our districts did it independently I want to say like Park Odwin was right around 10 to 15,000. So when we have people dedicated to these things and that's their focus then they can really drive into it. We complete all this bed finance data entry on behalf of member districts. So, we take that weight off of Janetta and particularly in this year of you guys having some transitions, it was beneficial because we knew who did what and how and we're able to make sure that um staff were coded appropriately to get reimbursement. Um review all MARS um special education documentation. MARS is really the lynch pin that drives a lot of the
036special ed funding. We handle the special ed or federal special ed funds on behalf of member districts. So in 20 FY26. Yeah. So this year we're going to be applying $100,000 of Lake Agassy's federal dollars to help support and reduce the tuition costs that exist, the special special education tuition costs that exist for Lake Park. Um yeah, we handle accounts related testing. Talked about that. Talked about the data systems. We meet with the business managers and so the business managers know what's going on. And then one thing that's a little more unique with us too is we have a year-end setup at the cooperative. So we have a fund balance policy which is our targets 30% plus our building costs and whatever we have over that every year then we send back to our member
037districts. So this year cooperative as a whole or last year, excuse me. Well, it's coming this year but it's based on last year's results because we're our audit will be finalized at our meeting next Tuesday. Um but then then we send money back to our member districts if we have whatever we have in access. So that would be $519,000 um that'll come back to the schools. So certainly important and today's current educational setting where money seems to be getting tighter and tighter for our schools. So margin will be voting on that next Tuesday. >> I'll be ready. >> All right, that's the presentation. So Madison, I I want to mention um I appreciate both of you coming in to to speak this tonight. I think knowledge is power and I think the more that we
038know about what's happening in our districts, the better off we are. We're being transparent here. This information I do want to put a plug in. Um Matson's been very uh helpful when I need when I have questions regarding anything. Reach out to him. I actually had him sit in with our business manager for a meeting, I don't know, 6 weeks ago, whatever it was, something like that, to look at how we could maybe um better utilize our special ed funding. >> And so I do appreciate working with him and I do appreciate everything that Lake Ay does for our member for the member districts, especially LPA. So for >> sure. >> Yes. Thank you very much. This is a off-the cuff. How many years have you been in that new building? Five. Oh, it's 2022
039we moved. So, this is our >> Fourth year. Yep. >> Fourth year. >> Yep. >> That goes fast. >> So, funny story. When Sarah applied for a job at Lake Ay, we had moved into the building the day prior and we still had plywood over the windows. >> I know. I was like, where is I'm like this doesn't seem like a nice place. What's going on here? >> That was right around the time that we had all those um construction supply delays because of co. So thankfully she still took the job, but plywood covered windows probably didn't have quite the optics for coming in. >> It's a very nice building. >> Yeah. Yeah. Yeah. We're super grateful to have it. >> Any questions or comments or is there anything else you want to add at
040all or >> anything? Okay. Well, thank you very much. >> Really do appreciate what you guys do and what you bring to the community and surrounding communities. Truly. >> Thank you. Appreciate it. It really is. >> Thank you very much. >> Thank you. >> All right. Next one because I know we're going to have a community and um >> Yes, we are. So now that we have quum. >> Good evening. Let's call the meeting to Lake Park Autobon Education to order. We'll start with roll call. Marge >> I'm here. >> Jade >> here. >> Sarah >> here. >> Susan here. Let's all rise for the pledge of allegiance. >> 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
041liberty and justice for all. >> Okay. Can I get a motion to accept the agenda? >> Can I get a second? I'll second. Uh any discussion? Any discussion? Motion passes. Um, no old business. 3.1. We just had a presentation. Did anybody have anything else they wanted to share on Lake Agress? Okay. 3.2 Canvas election results. >> Do I read it before I roll call? Please do. >> Okay. Res resolution canvasing returns the votes of school district general election. Be it resolved by the school board of independent school district number 2889 as follows. It is hereby found determined and declared that the general election of the voters in the district held on November 4, 2025 was in the respects duly and legally called and held as specified in the abstract and return of cast votes cast.
04255 voters of the district voted at set election on the election of one school board member to complete a four-year term vacancy of the board member Jennifer Hostrop's resignation. Expiration of term is the first Monday January 2029. Megan Hernandez 36. We had a write in Mark Johnson of 15, write in of Marvin Barber of two, write in of Brandy Ericson of one, write in of Keith Ness at one. Megan Hernandez, having received the highest number of votes, is elected to complete the term vacated by Jennifer Hostrip. The school district clerk is hereby authorized to certify the results of election to the county auditor of each county in which the school district is located in the whole or in the part. I will do a vote roll call vote to accept it. All those in favor
043say I. All those in favor say nay. All those opposed say nay. Uh Marge >> I. >> Jade >> I. >> Sarah >> I. >> Susan I. Four eyes. Motion passes. Resolution passes. Uh, welcome to the board, Megan Hernandez. >> Madam Chair, I just want to add a few things. Board members, um, I'm excited to have um, Megan start. She can actually start at the end of this month. She doesn't have to wait till January because it's okay. >> Right. That's the first thing. But second thing is is I and I know Susie's sitting right there. Um, just want to give her a lot of credit. She spent a lot of time on this election. She did. spent a lot of time, done a lot of extra work. Um, didn't complain or anything. So, she
044she did a really nice job. Susie, I appreciate everything you did for this election cuz there's a lot of work working through the county and everything else. Right. So, thank you. >> So, we appreciate this and everything you do >> every day. >> Okay. We got to share. Okay. Uh 3.3 superintendent smart goals. Did you want me to read through these? >> Uh no, you don't have to read through them, Madam Chair. Yeah, you know, we talked about this and um the smart goals like we've talked about. Please read through the smart goals. I don't want to spend a lot of time on them. Uh but you know, you can take a look at it. If you want to look at possibly doing some, you know, for the next couple years negotiations, be definitely interested
045if that's something you know, obviously you want to do evaluation first. Um, but yeah, I I thought I'd put something together because I know we had talked about that in the fall and so forth. So, >> you did a very good job. Uh, and then we'll use the smart goals on the superintendent's evaluation. >> Sound good? >> Sounds good. >> Okay. >> Thank you. >> Okay. Find that. Okay. So, we have 4.0 0 succeeding meetings are 4.1 our regular monthly schoolboard meeting November 24th 2025 5:30 Lake Park Ottabon Elementary School media center madam chair may I say a couple other things too a quick report first of all from the bottom of my heart the Veterans Day program I'm I know it's going to sound weird a little weird I'm getting a little goosebumpy here
046it was the best Veterans Day program I have ever been at I was so dang impressed. And there wasn't anybody that stood out. It was everybody that came together. The speaker was great, the choir was great, the band was great, the students in the stands were great, the community members. It was an awesome program. And I just want everybody to know that I was really, really I was really proud yesterday. Was yesterday? Yeah, today's Wednesday. Yesterday, I was really proud. So, I just want to throw that out there. Thank you to all the veterans. I did a video yesterday um thanking the veterans from LPA school board school district um past, present, future, but I was really impressed yesterday. Change the subject a little bit. Uh I did talk to Janetta today, business manager. I'm
047um I'm hoping that they do the audit at the end of this month. What I'd really like to do, and I know we the board has talked about waiting to negotiate with the teachers, right, till the audit comes through. I'd like to sit down with the teachers sometime in the next week or two weeks. My goal is to get this done um sometime before Christmas if we possibly can. No, it's you, you, and Aaron, I think. Or no, >> for Oh, no. >> I'm sorry. I heard finance and me, but >> I've been working pretty close. We've been working sorry we've been working pretty hard on we the district working pretty hard on it. Um and I think if we could set up a meeting in the near future I would really think that'd be
048great. Doesn't we can always wait till the audit but I'm afraid the audit they still asked questions yesterday >> and um I'm just >> it might be extended just a little longer. >> Yeah. And I'm a little worried about that. And so I it would be really nice to try to get some of these groups, the teacher group, the MSEA group, the individual contracts. My goal is to get them done before Christmas. And we've been working very hard on numbers and everything else. So if that's something you're interested, I will meet with the union tomorrow right before conferences, a couple of the individuals, and um I can set something up if that's something that you two want. What are you thinking? Well, I think we could keep we could keep looking at in proceeding. Would
049we still have the option of making the final decision? >> Yeah. >> You agree with that, Jade? >> I agree. >> Yes. Um, do you want me to just I don't know next. See, we have next Wednesday. Then the following is Thanksgiving week, right? >> Yeah, I think so. But do you have enough information to go forward though with what there's in the budget or not in the >> Well, remember it's a two-year plan, right? It's two-year plan. Um I I I think I've got a pretty good handle on some of the the verbiage language. Remember, negotiations, it's about give and take. Really, you're negotiating, right? You might have to give some, you might have to take some. I think it and maybe we just want to sit down with the board and have a
050closed session for teacher negotiation strategies like we did before. We could do that too next Wednesday. Um remember we need 72 hours to post it. >> Y >> So um Susie would do that of course. Do you want to set up with the teacher group? Do you want to just do a teacher negotiation strategy and close it? What would you like to do? >> Well, we looked at all the information last time. We have Aaron Jade Marginite. Sarah missed that one. How are you feeling on that? Sarah, would you like to >> I would love to be a part of that. Yes, absolutely. Yeah, it's been a rough last six weeks for me, but >> No, no, it's good. I >> try not to miss any meetings. So, yes, I I would love to join
051and and be a part of it. >> Okay, a couple things I do want to mention. I I I I prefer Wednesday nights, right? because I like to go to the activities on Tuesday and Thursdays, right? Um, but I don't want Cole to not be able to attend and I know >> that was one of the things that we've been talking about. >> Yeah, Cole and I >> Cole and I talked about it last or yesterday. So, Cole, I'm sorry. This is what it is. Um, you know, could we do next Tuesday or maybe we could do next Thursday? I don't even know what >> what about a Monday on Cole. >> Do you have games on Mondays? Um I don't >> mean >> but I mean if them Yeah. >> I mean that's pretty
052close but >> um >> what's next? The seven 17 the 17th. >> Yeah. >> What about I'm guessing that there's not an athletic or an extracurricular event next week. >> First one is I could always wait and take a look at it too. >> Well I do know next weekend I'll be going to the um musical Me, too. >> So, >> I don't know if I'm going Friday or Saturday. I think it's one Friday and two on Saturday. Y. >> So, obviously, I don't want to interfere with that. Um, >> maybe we could Could we do Thursday next week? Would that work? I don't think the first athletic event will happen. >> It's not until the 25th. >> Oh, is that I didn't hear what you said, right? >> Sorry. So, you'll be fine for
053the whole week. >> Yeah. >> Would Thursday work at 5:30? Yes. >> Which school? >> Let's go to Lake Park. Okay. Does that work for you, Mar? >> I'm thinking my black belt. So Sarah, does that work for you? >> Yes. >> I'll reach out to >> Would you say 5:30? >> Yeah. At Lake Park. >> Susie, would you mind posting that tomorrow, please? >> Thank you, Susie. >> And that would be 20th. >> Yes. Yep. Would you happen to still have remember those really resourceful handouts to give one to Cole? I'm >> Yep. I'll have new stuff. >> Perfect. >> Okay. So, we'll do that. We'll do a closed session. Remember, it's just teaching negotiation strategies and you can do that. MSBA says you can do it when you're talk about teaching strategies. Okay?
054>> And then we'll go from there. Maybe then the following week, maybe Monday or t Tuesday of Thanksgiving, we could potentially meet with the union, the teacher group, if that works. >> That Monday is our full board meeting. >> Okay. Yeah. >> I mean, just Tuesday, the first game then. >> Yeah. >> Okay. >> Cuz I know >> for the Thanksgiving thing, I do the food on Monday. >> We could do the Monday or whatever after. >> Mhm. >> I was thinking about that. >> That sound good, everybody? Thursday. Okay, perfect. Um trying to think about anything else. Um not that I can think of right now. Did you have some questions from March or >> Yeah, I did. Uh Randy, the cool thing is so we'll try to find it different. Uh uh and
055I would like you guys to listen to this too, but there's a uh American Indian Initiative, I believe it is, that Diane Jordan has put a grant in for >> and she is just kind of frustrated because we're not going forward with it. and and not not frustrated. She just >> thinks that we have so much to >> um give, you know, it's a lot of money and if they we don't follow through with it, then we lose that. >> so let me give you a little background on that. Okay, that was awarded a year ago, >> right? >> Okay, this should have been done before this school year, right? I completely get that she's frustrated or people are frustrated. >> No, you know, I should have said that because she's not frustrated. She uh
056feels bad that she received this, but there's but we're not going forward. >> Well, we did post a position. >> I know. Yeah. She knows that, too. Yeah. >> We had nobody apply for that, right? >> For to possibly get that. Um the thing about schedules is, and I I did talk to Mr. Jordan. And I said, "We got to make sure we get the principles involved, right? >> We can't all of a sudden just change schedules next semester." You know what I mean? >> Um I know it's approximately $80,000. I've reached I believe it's 80,000. I reached out to >> 80 whatever. I reached out trying to find somebody that could come into teach Ojiway >> and I actually had a meeting with a somebody and said, I don't know, six weeks ago, do
057you offer Ojiway? know they offer Mandarin, Chinese, Russian, Spanish, French, and German. We in this district, one of my goals is to get next school year an opportunity for students to be able to take a language of their choice. Okay. I honestly don't know what to do about this grant. >> I mean, it's for six, seven, eight. It's not even for high school. >> And the thing is, I'm just I told her I said, "You know what? I think what we should do is go forward and as a group a couple of people you know just say what can we do how can we use this money you know appropriately and how can we make it work and I don't think it always has to be just a teacher from a jibway I think we
058can go in the back door a little bit >> well I actually the p maybe Susie can remember person I met with talked about doing Spanish And we don't necessarily need a teacher. If we want somebody that wants to learn Ojiway, there's got to be a computer program or something out there where it can be asynchronous, which means you understand what that >> six seven eight >> correct. They need to be a licensed teacher or just somebody that speaks the >> Well, that's what I that's what >> Well, and that adds a whole new dimension of things. And quite honestly, I'll look out. >> So, I know the one you're talking about that speaks Spanish. >> Oh, okay. >> Yeah, I could ask her. >> Yeah. I mean, if there's I'd love to I mean,
059I'd love to learn some language different languages myself, you know. Um, it's very hard to get somebody to come in and or to get something online. If we if anybody knows of anything, let's sit down and figure it out and then we can offer to sixth, seventh, and eighth graders. Hey, maybe it's an after school thing second semester. Maybe instead of, you know, maybe they come in before school, maybe they, you know, I'm willing to do it. It's just that there's a lot >> and again I told D I said maybe there are some backdoor ways we can do it rather than >> I mean what do they specify that we have to do it this way or can we do it a different way and then we could get someone that's not that's just
060and she's not trying to be a burden. >> Is it specifically language? >> Yes. >> So it's not like the culture it's specifically >> Yeah. I know it's culture too. Well, >> I think a primarily one because we do have an American Indian >> uh leaison at the school. >> Yes. >> Olivia, right? >> And she does a really nice job for the district every day. She sends out emails. Hey, I'm available in the media center. >> So, we do things like that. My understanding from this, and I can double check it, too, is that it was more of a language piece, the sixth, seventh, and eighth grade. I knew it was for middle school. So what if they have a teaching license but not necessarily in teaching language? >> Well, that'd be okay, too.
061It's but they probably, you know, they got to have somebody that or something that >> I mean, you don't want to say, >> you know, in Spanish, thank you is gracias. You don't want to say, "Oh, gracias." You know, you want to be able to correct. >> That's what I think. Mano and Robin H, this was just a few years ago, had an Ojiway speaking competition that they um had at MState. Okay. >> And it might have even been longer. It might have been four or five years, but I'm wondering if maybe we can touch base with someone in their school district to see what they did within that program and who ran it and see if they maybe have some >> I will look into that >> opportunities to come down south by us
062and >> well because there was somebody um um I thought there somebody had come in before and did something. to you recall. >> Um >> there's a gal that comes in to the elementary. >> Yeah, that that lady. Yeah, >> she does culture. >> I'll reach out to woman. That's a great idea, Sarah. I should I should have done that before. >> So, is the grant for all students that are sixth, seventh, and eighth then? >> So, >> I think it can be >> part of it. >> I think it could be an option, right? We don't have to say every six, seventh, and eighth grader wants has to take it, right? I think and that's where I try to think outside the box. I agree. Coming through the back door to me is the
063same as thinking outside the box, right? How do we offer that? >> Can it I mean is it something that we can integrate into the current history to you know because a little bit more not not current but a little bit more localized to what our >> that's a really good idea. That's what I'm saying, you know, but I think she need I think Diane would like to just sit down and >> talk with you and >> I've talked to her a few times. I told her to reach out to the principles and um I know we're going to have a meeting coming up here in a little bit. Um I tell you what, I'll I'll uh look in this tomorrow and see what we can get set up for some in social studies. So
064I think or man that's a great idea and maybe there's a site out there that and I looked I I don't know of a site where somebody >> and Mahubby Mahubby might be able to assist in that as well. >> Oh yeah >> and Megan even if they have English language >> learners >> because if you have >> actually that's not a bad idea. >> I will reach out >> a hobby. We we honestly have a lot of resources and great connections between, you know, White Earth and Becker County and it's >> it's amazing. I mean, the collaboration and it gets better and better every year and it's really important. I mean, that's part of the culture around here and >> probably is a great great resource. >> I just sent myself an email to
065remind you that you used to do used to always go to the wall and that so does he have connections. He might well he's from >> I mean >> past yeah Terry had I mean he was very >> because I think we do things like that I'll review the I'll review the grant tomorrow and see >> I think we have a student too that their dad their uh uncle teaches over at the the college >> yeah I'm not sure I can ask >> really >> well I there really is a lot of stuff that that isn't language around here, >> but I'm guessing >> I think if we all work together and >> Yeah. >> Absolutely. >> Okay. Yeah. I promise I'll get work on it this week. Um and we'll go from there and
066we'll figure out a game plan. That sound okay. >> If if you want me to come in and find something from the back door, I I'll kind of help you. No, I you know, if I recall, the grant was more towards the language, but I'll I'll review the grant. I haven't looked at it probably since September, early September. So, I'll review the grant. I don't want people, geez, Burbish, you're against Ojiway language or anything else like that because I'm not. I want to do what we can for all students. >> Well, grants are sometimes very very specific. I know there >> and come by. So when that did not ask for a refund, >> but sometimes when you write a grant, if you can't fulfill it a specific way, they make an amendment. >> Well,
067and that's what I think. The last time I talked to Diane, I thought >> that she got was going to get >> permission to save it or whatever it was. So >> I mean the specific language I can see that being very difficult to get traction, but to integrate it into this history or the social stuff. >> Yeah, I think I mean I think that could be I will do that. Thanks for the heads up on that, everyone. Anything else, Margie? You had anything else? A >> pain in the drain? No. Am I a pain in the drain? >> No, you're not. >> Whatever. I just I didn't even know we got that cuz that was before my time. So, I'm very happy that you brought it up and brought it back to the table.
068Um, was there a separate email from Janetta that we were supposed to get or was it an attachment to some because I didn't receive when you had sent us the email um with your updates and it had said please see Janetta's >> um email. >> Oh, it was just it was just it was in that email. I I italicized it. >> Okay. Okay. >> You know what I'm saying? >> Yeah. Maybe I missed it then. >> I tried to do updates. I hope you are the updates. Hopefully the updates are you know, >> so it would have been atalicized. So, >> okay. >> Anything else? Anybody? >> We have conferences tomorrow again. Um, I walked around both buildings yesterday. I'll do it again tomorrow. The teachers, everybody's working hard. So, thank you for >> I
069didn't see you at the book fair. You didn't buy any books. >> Oh my gosh. >> I have my parent teacher conference tomorrow. >> Oh, good. I'll see you. >> My kids still getting the Dolly Parton library books. We have so many books in my house. I cannot >> I can't I need to like go take them to the the little libraries and that are around town. But >> okay. >> Well, if we don't have anything else, I'll call the meeting adjourned. Meetings adjourned and we'll go to the next meeting here. Where are we meeting at? >> You're going to the >> Okay. My