School Board Special Meeting

001Let's see how go. >> Yeah. Yeah, we can >> we can approve it, but you thought approve it and then we can talk about it. >> Yes. The coach's handbook, right? >> But for don't need to make a motion on the superintendent. >> No, because you're just going to kind of talk about >> I think they need to come up with their hands. >> Sure. Perfect. >> Huh? >> Oh, good. I'm trying to not show >> paint my kids. They can touch it. >> And the football. >> That is how cool. They're both football in Scotland. >> Oh. Oh, >> that's awesome. >> Hold on. Jinger. >> I love it. Sterling. >> Okay. >> Is the one that you watch 5:00 meeting? So, it's Paul. >> Luckily, he doesn't have my voice at all. >>

002Oh, that's their basketball team. Oh yeah, please. Thank you. >> I have tea because I have a cold. Like at least half my one for sure. You still got question. >> You're gonna talk about that. >> Are we going to talk about? >> Oh, we'll do that Monday for the community. >> Good. Good evening. I'd like to call Lake Park School Board meeting to order. Um, we'll start with roll call. Marge >> here, >> Cole >> here, >> Aaron >> here, >> Jade >> here, >> and Sarah's running late, and Susan is here. Let's all 1.3 rise for pledge of >> allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay.

0031.4. Can I get a motion to approve our agenda? >> So move. Can I get a second? >> Yes. Uh any discussion? Any discussion? Agenda is approved. 2.0 old business. We have nothing under 2.0. Uh 3 point uh 3.0 new business. And on 3.1 we have Cecil financial report. >> Yes, Madam Chair. Um I would like to introduce we have two young ladies here to help us. We have Janetta from Cecil and Sue from Cecil as well. Can you uh ladies hear us okay and see us okay? >> Yep. Hi everybody. >> Hello. Good evening. Um just so you know, we have our we have five of our board members here, myself, Sherry. Uh we also have a couple representatives from the teachers union and uh we have our principles and our building and grounds

004supervisor as well. So, thank you for uh taking time this evening. You're welcome. >> Are we able to >> Would you be able to share your screen, Janetta? >> Yep. That is what I'm working on. >> I'm sorry. Susie's here as well, too. Sorry, Susie. I don't want to leave you on. I feel bad. >> Okay. Can everybody hear me? Okay. >> Yes. Yes. Yes. >> Perfect. Good evening everybody. I am excited to welcome you to this presentation on the financial landscape of Lake Park Ottoan. Um tonight we will journey through the district's fiscal history and current budget, equipping you with some insights needed to guide the educational mission with confidence um from revenue sources to expense allocations and from historical trends to the fisc year 26 budget outlook. Um, we'll explore how every dollar

005supports our students and community as well. Okay. To kick off the presentation, here's our agenda. Um, outlining key topics that we'll cover to provide a comprehensive view of LPA's financial landscape. First, we'll start out by watching a video on how Minnesota schools are funded. And then we're going to take a look at the finance cycle. Then, we'll take some time discussing the various funds and fund balances. After fund and fund balances, we'll dive into LPA's financial data trends, then finish the night by doing a high level review of the district's current approved budget for fiscal year 26 by fund. >> Janetta, real quick, this is Randy Burquist here. Um, I I think we discussed if we have questions along the way, we can surely one of our board members has a question, we can ask.

006And I just want to throw that out there as we discussed. >> Yes, absolutely. feel free to stop me at any time um and ask questions as they come up. Okay. >> Thank you. >> Yep. All right. So, we're going to start out with the Minnesota school finance video. Is this >> Janette? Is there supposed to be sound? >> You can't hear it? >> No. >> Shoot. Maybe we won't be able to watch this one. Let's see. >> Okay, let's try this one more time. here. We'll try. >> Are you guys able to hear anything? >> Nope. No. >> Oh, shoot. Okay. >> All right. We might have to skip this part. Some of it we'll walk through as we go through the presentation anyways. Um Okay. Okay, so moving on. Um, this is the

007finance cycle chart. Understanding this cycle is crucial for decision making as it helps align resources, comply with the state requirements and plan effectively for our student needs. So, I'm going to break it down step by step referencing the affected year and the timeline shown here. Starting at the top, you'll see the audited process for 2425 fiscal year highlighted in green from June through December 2025. That's currently where we're at. So, this period um involves compiling financial data, submitting unodudited reports to MD MDE by late summer to early fall, and completing the full audit with a turnaround by November 30th. Um the audit ensures transparency and accuracy in our prior year spending and it's a state mandate that helps influence the future um funding adjustments. Next is the actual fiscal year for 2526 which is shown

008in pink from July to July 25 to June 26. So this represents our district's operational financial year aligned with the Minnesota standard July 1 through June 30. During this time, we execute the budget. We've planned, tracked revenues and expenses, and managed the day-to-day finances. It's the backbone of our operations. Um, encompassing every everything from salaries to supplies. Then we have overlapping with that is the school year. So for 2526 in blue from September to June, this matches the academic calendar starting after Labor Day and running through late spring or early summer. Financially, it's when most instructional costs occurred. But notice how it doesn't perfectly align with the fiscal year. There's a bit of a lag, which means we often bridge funding from the prior collections into the new school term through holdback payments. Um, moving

009down to the levy process for the 26 27 year, which is in gray from June to November. Um, levies are our local property tax mechanism. Okay. Critical since they can fund up to 25 to 30% of a district's budget in Minnesota and depending on voter approvals and state formulas. This timeline covers planning public hearings under truth and taxation laws and certification by December. So for instance, coming up we have to hold a public meeting to discuss the proposed levy and budget allowing community input before finalizing. Um the levy is set in late 2025 be payable in 2026 which is supporting the 26 and 27 fiscal year. Then we have the budget for 2627 in orange from October to June. So, budgeting is an ongoing process that starts with projections in the fall, incorporates enrollment data,

010state aid estimates, and levy plans. Um, in Minnesota districts, preliminary budgets are often reviewed in the spring with final adoption by June 30 for the upcoming fiscal year. This ensures we're prepared for expenses like staffing and programs well in advance. Finally, at the bottom, we have tax collected for 2627 in the purple, and this is from January to June of 2026. So, property taxes in Minnesota are typically due in two installments, one in May and in October, but collections begin earlier through estimates and abatements. Um, this revenue stream funds the latter part of the fiscal year and helps stabilize our cash flow. >> Janetta, can I just interrupt for a sec, please? >> No, go ahead. Uh board members maybe are already aware of this, but the levy process, remember, we have to have a

011truth and taxation meeting in December. We can't start that meeting till six o'clock, and that will be the the final levy that gets sent to the state. We do a preliminary levy that's supposed to be done on Monday the 22nd, which is our next board meeting. That needs to be completed by June June by September 30th. That's a preliminary amount. Okay. the budget process. I think we've talked about this before as superintendent. I prefer to start the budget process in December and January, which is I'm glad you have that up there, Janetta, like that because I think some school districts maybe don't start that early. So, those are just a couple things I want to throw out there with all of you board members and others. Thank you, Janetta. >> Yep. Um, so in summary

012with this slide, the finance cycle keeps our district accountable, funded, and focused on education. By grasping these timelines, we can better navigate some of the challenges like our enrollment shifts or maybe there's funding formula changes from MDE. Okay, so next on our agenda, we're going to talk about the funds and fund balances. Okay, so this slide outlines the different fund balances that our school district manages. Understanding these funds is essential for overseeing our financial health and ensuring resources align with our educational goals. First, we have the general fund which forms the core of our operational budget. This fund covers instruction which includes regular vocational and special education ensuring that our classrooms are staffed and equipped. Um, it also supports school and district administration, keeping leadership and management effective. Pupil support services like counseling and special

013needs assistance fall here, as do as expenses for sites and buildings, which maintains our facilities for the students use. This is where the bulk of our day-to-day spending occurs, which is typically funded through the state aids and the local levies. Next, we have the food service fund, which handles our nutritional program, specifically breakfast and lunch services. The self- sustaining fund relies on state and federal reimbursements, student payments, and sometimes district subsidies, ensuring all students have access to meals, which is critical for their focus and well-being. Next, the community education fund focuses on extracurricular and community focused programs. This includes um raider care, afterchool support, summer wreck, day camp for recreational activities, and early learning programs to prepare our youngest students. These funds enhance community engagement and provide additional learning opportunities beyond just that standard curriculum.

014often supported by fees and grants. Then we have the building construction fund which is dedicated to capital projects. So think new classrooms, renovations or any major building repairs. Um this is a separate pool to ensure we can plan and finance long-term infrastructure improvements without straining that operational budget and it's typically funded through bonds um capital levies that are approved by the voters. Then we also have the debt service fund which is used to repay borrowed money such as the bonds for construction projects. This fund is financed through dedicated property tax levies to ensure we meet our financial obligations while managing interest costs over time. Lastly, we have the fidiciary and proprietary funds. They cover trust funds, agency funds or enterprise activities such as the student activity accounts or if you have internal service funds. Um

015these are managed with strict oversight to safeguard assets and generate revenue such as through facility rentals for a specific purpose. So together these funds create a balanced finance structure. The general fund drives the core education while the others support specialized needs such as your infrastructure and community services. Um in Minnesota state laws and MDE guidelines dictate how we can allocate and report these with audits ensuring the compliance. This framework lets us prioritize the student outcomes while maintaining fiscal responsibility. Okay. So this slide highlights the critical role that fund balances play in our district's financial stability. As noted here, a district's fund balance is a key indicator of a financial well-being. It represents the accumulative reserves from revenue exceeding expenditures acting as that financial safety net. In Minnesota school districts, maintaining a healthy fund balance is

016vital due to unpredictability of like the state funding and other local economic factors. So let's walk through a specific benefits that it provides. So first fund balances ensure cash flow. So this means that we have liquid resources available to cover your payroll, utilities, um, and any other regular expenses, especially during months when revenue like state aid or tax collection collection might be delayed. It's like having a steady stream to keep that engine running smooth. Um, second, it offers a cushion against unanticipated expendure expenditures. um unexpected costs such as emergency repairs to the school building after a storm or a sudden increase in insurance premiums. Um a solid fund balance allows us to address these without disrupting the core services or even dipping into the next year's budget. Third, it helps manage enrollment changes. So if

017we do experience a sudden drop or a spike in student numbers which affects the state average daily membership or the ADM funding, the fund balance can kind of bridge that gap. For example, a declining enrollment might reduce our aid. However, a rapid increase could strain the resources before the additional funding kicks in. Fourth, it protects against funding deficiencies. In Minnesota, state aid can sometimes fall short due to legislative budget adjustments or economic downturns. So, a reserve helps maintain stability until that new revenue um is secured or costs are adjusted. And then finally, it mitigates the impact of aid prration at the state level. when the MDE prorates funding paying less than the full amount allocated um a fund balance can offset that shortfall ensuring we meet our commitments to the students and the staff um

018for our district. This slide underscores the importance of strategic planning. MDE recommends that a school district maintains an unassigned fund balance of at least 5 to 10% of annual expenditures. Um though some aim for 25% or higher just for that added security and cushion so we can safeguard against these variables ensuring long-term sustainability and the ability to prioritize a quality education for our students. Okay. Um this next slide breaks down how our district funds are categorized and managed its financial reserves. So understanding these categories is key to ensuring we allocate resources effectively and comply with the state regulations. First we have the restricted funds which are subject to legally enforced constraints. These are earmarked for specific purposes mandated by law. So like grant terms or voter approvals. These include um operating capital covering essential equipment

019and technology purposes or our LTFM which is a set aside of major building repairs and upgrades, a requirement under Minnesota law to maintain our facilities. And we have basic skills which fund support targeted programs for students needing extra academic help. And then we have staff development resources enhancing teacher training and professional growth. These restricted funds ensure we meet legal obligations and prioritize critical areas in our districts. Next, we have the non-spendable category. This includes assets that aren't in a spendable form or tied to legal requirements. So, this covers like our prepaid items such as insurance or subscriptions that are paid in advance, inventories such as textbooks or supplies that are held for future use. These funds are locked up in a non-li liquid form preserving them for a designated purpose without immediate cash availability. Finally,

020we have the committed funds. These are designated for specific purposes from through formal board action like a resolution passed during the meetings. This category allows flexibility for us to allocate reserves, say for a planned renovation, um a bus purchase or a new program. While ensuring the decision is documented and intentional, it reflects our proactive planning and commitment for district goals. In Minnesota, MDE guidelines shape how we can classify these balances with annual audit audits verifying the compliance. Restricted funds often come from the state or federal sources, while committed funds stem from our own budgeting decisions. Together, these categories help us balance immediate needs with long-term stability, ensuring we're preparing for everything from facility upkeep to staff training. Okay, this slide on fund balance category focuses on the assigned and unassigned components of our unrestricted fund

021balance. These categories reflect how we allocate our financial reserves with flexibility and intent and an understanding of them is key to managing our district's fiscal health. On the left, we have assigned funds, which represents the district's intentional allocation for specific purposes. This includes like separation and retirement, setting aside resources for staff severances or pension contributions. Um, QC comp funds support quality compensation programs to reward teacher performance. carryover, which allows individual schools to re retain unspent funds for future needs, promoting local decision-making. And then there's third party billing, which cover costs reimbursed by external entities like Medicaid for special education services. These assignments give us targeted control over portions of our reserves, aligning with the district's priorities. On the right we have the unassigned funds which are not available or excuse me which are available for

022all other purposes not covered by other categories. This one is a critical pool because it's used to calculate the statutory operating debt also known as SOD which is a key metric in Minnesota that limits how much debt we can carry based on our fund balance. It also represents the fund balance most widely referred to by individuals. So think like your parents, your staff, community members when we discuss our financial cushion. This unassigned portion provides the flexibility to address unexpected needs or opportunities, making it a vital safety net for the district. As noted at the bottom, both assigned and unassigned are components of the unrestricted fund balance, meaning they aren't legally bound like restricted funds, but are still strategically managed. In Minnesota, again, MDE encourages maintaining an unassigned fund balance at at least 5 to 10%

023of expenditures to ensure stability, especially given potential state aid fluctuations or any audit findings. This balance allows us to plan for growth to cover deficits or invest in initiatives without immediate legal constraints. Okay, this slide shows the history of LPA's general fund balance expressed as a percentage of expenditures. So this chart traces our financial journey from 2019 all the way to 2024 with a notable peak highlighted by the arrow marking the influx of the CO 19 federal funds. So let's walk through this timeline to understand our financial resilience and some of the challenges we might have ahead. In 2019 our found our fund balance stood at 20.8% 8% a solid starting point reflecting prudent management amidst regular state funding in local levies. By 2020, it rose to 30.5.05. As we begin navigating the early stages

024of the pandemic with initial federal relief trickling in, the real surge came in in 2021 where you see the peak at 35.22%. indicated by that arrow. This spike was driven by substantial COVID 19 relief funds from the federal government through programs like the ESSER um fund which provided unprecedented support to offset pandemic related costs such as remote learning infrastructure and health measures. Then we take a look at post 2021. As these one-time funds were utilized, the balance began to decline. So by 2022 it dropped to 24.76% which is still above that kind of recommended goal of staying around 25% for your cushion and ensures operational stability. However, by 2023 it fell to 10.67% reflecting the exhaustion of those federal dollars and rising expenditures without matching that revenue growth. Then we get to 2024. Um, and

025this shows us at 4.86% which is dangerously close to that 2.5% threshold where SOD kicks in under Minnesota law signaling potential financial stress. Now, I just want to make it noted that we don't currently have the final numbers for 2425 school year just yet um because we're working through the audit for last year. Historically, the audit has been presented in November at which time we'll be able to see where the fund balance landed for last year. >> So, Janetta, real quick, first of all, are there any questions from board members up to this point? Or Sherry, is there anything you want to add? because we have seen this presentation. We met with Janetta and Sue earlier today. Is there any questions board members that you want to ask? Okay, Janetta. So, could you please I've

026been talking about this for quite some time. I know at 2.5% it's SOD and I know that MSBA, Minnesota School Boards Association recommends a certain percentage. It's suggested to stay around 25% fund balance which you just wrote or which is there. >> Um and currently as of last year we were at 4.86%. So we'll see once because the audit's currently going on right now. >> We're working with the auditors right now. So we should have said that have something coming from November. Could you please explain in like a minute or less exactly what SOD is or Sue if you want to talk a little bit about SOD because we've talked about that a number of times both with you individuals plus with the schoolboard members here could you touch base with that please? >> Um

027absolutely. So I have never actually been in a district who's been an SOD. Um, so as far as like knowing that process, um, basically though it's the state comes in at that point and they're the ones making the cuts. The school does not have a say on what is being cut. The state makes those decisions. So if it's people, programs, anything, the state makes that choice. The district is no longer has a choice in what reductions are being made. >> Janetta, thank you. And I I want people I'm very transparent and I want people to know and I appreciate you saying that. That's that's exactly what I have said about SOD and I want people to think I was lying about that. Um so thank you for uh clarifying that. I appreciate that. Are you

028okay? >> Brandy, can I inter interject here? >> Please do do so. >> Yeah. When I started my career as a school business manager, I my first year the district that I signed up with was going into SOD. Um they had a $6 million budget and they were heading into um SOD by about 2 point or $1.2 million in the whole. So, we did have um we did have to have MDE representatives come and discuss with us and we created a plan together with them on how to get us out of SOD. We ended up getting the label as we were the fastest ones to go go into SOD and the fastest ones to get out. So, it's not it wasn't fun, but we you know, you just make a plan and and you just

029kind of have to stick with it. >> So, Janetta, getting back to Thank you, Sue, for that. Janetta, getting back to the fund balance, is it safe to say in a nutshell, a fun a fund balance helps you out on a rainy day? Is that safe to say state like if the state because this has happened in the past where the state maybe didn't have the money allocated or didn't pay the full amount. Our district needs to be able to pay each district needs to be able to pay their bills >> and salaries for teachers for everybody. That's the basically the purpose of a fund balance for a rainy day. Correct. >> Correct. So it's just like your personal finances. You know, you want to have that emergency fund where you've got at least three

030months of expenditures. It's the same thing for the district. If there were anything to happen with your state aid, which is your biggest bucket, um, or your enrollment, if anything happens with that, that fund balance is going to be what protects you from getting into trouble? >> Are these numbers based off of past numbers that we had already created, or has there been some homework to go back to verify that these are are what they are? Absolutely. >> And were they accurate? >> They tie up. >> Yeah. >> Yes. These are all >> And remember during the interview process I brought those budget sheets. That's those do line up with these numbers. >> So yes, these numbers are accurate. >> They're tying out. >> Huh? >> They're tying out. >> Yep. They're t >> with

031the homework that CISO's done. Okay. >> Yep. It it's aligned with what we've done in our district >> to to to look at this. So yes, we both align together. Um just so you know MSBA recommends a certain policy you know 25% LPA their policy was between 10 and 18% that was done in 2019 precoid. So one of the things I want to talk about at the end is having a policy committee meeting which that would probably be one that we need to update at some point. >> Yes. >> So um just so you know we're 10 to 18 based on 2019. Thank you. Did answer your question Jane. Thank you, Janetta. >> Okay. Um, so the next thing we're going to start going through is some of Lake Park Ottabon's data. Okay. So, this

032slide shows the history of the K12 average daily membership or your ADM from the 1415 school year through the 2425 school year. Um, for those of you who don't know what an ADM is, it is the measure of the percent of the school year a student is enrolled in school. So, it's calculated by dividing the total number of days a student is enrolled by the total number of instructional days for the school year. So, as an example, um, if a student enrolls the first day of school and stays through the end of the school year, they're going to be counted as a full ADM, a 1.0. Okay? However, if they don't join until halfway through, let's say quarter 1, they'll only be counted as like a 0.8 ADM. Same thing if they their ADM count

033basically gets less and less the later on through the year that they join the district or enroll in the district. So, this bar chart provides a clear view of the enrollment trends with that arrow pointing to that slight dip in the CO 19 year. So, we're going to walk through this data. So starting in 1415 school year, the ADM was 695.63 which is a steady baseline. So this remained relatively stable through the 1516 school year at 695 and the 1617 school year um we saw 700.54 ADM. By 201718 it edged up to 706.35 and then in 18/19 it reached up to 731.67. So it reflected kind of that gradual growth which is good. the school year ADM actually peaked at students. Then we get into that COVID year and we dip down to 715.51 which

034was the height of that COVID pandemic. Like I said, the decrease could have been attributed to several factors. Um many families opted for home learning or homeschooling opportunities given the uncertainty of the pandemic. Then we look at more recent years. So in 2021 to 2022, it increased to 739.9 coming really close to those prepandemic levels and remained fairly stable through 2223. However, we get to the 2324, we saw a significant dip in enrollment, dropping to 702.46 and then even further in 2425, it continued to decline to a 10-year low of 658.6. 75. This is a decrease from the 22 to 23 school year of 10.76%. Now, this trend is critical for planning because enrollment drives that state ADM funding which constit constitutes about 60% of the budget in Minnesota. So that COVID peak gave us

035kind of a temporary boost, but that decline since 23 underscores the need to monitor the demographic shifts in the community and adapt. Um, MDE uses this data for aid calculating and our recent 2425 audit will refle reflect some of these changes. Um, so moving forward, we should explore retention strategies or community outreach to try to stabilize and grow that ADM back to what it was. Um, just to give a little bit of a history on some of the legislative changes on how the general ed funding formula has changed throughout the years. This table outlines the funding increases and percentages approved by Minnesota legislation from fiscal year 23 through 26. So starting in fiscal year 23, the formula received an increase of $135 or a 2% boost which brought the formula to 8,000 sorry 6,863. Correct.

036Um, this modest rise reflected early efforts to address some of the inflationary pressures in maintaining a baseline support for our schools in Minnesota. Um, in fiscal year 24, the increase jumped a whopping 4% which is one of the highest increases we've seen. Um, this raised the formula to 7,138 for fiscal year 25. The increase moderated to the 2% rise settling the formula or 2 point yes 2 point 2% rise setting the formula at 7,281. And then for fiscal year 26 we saw an increase of $200. That 2.74 inflationary increase and that brought the formula to 7,481. The slight acceleration reflects ongoing efforts to keep the pace with some of the rising costs. Excuse me. These figures are also critical because the general education funding formula again is the primary mechanism for state aid in Minnesota.

037Um, and it covers 70 80% of a school district's budget. So for our board, this means we can anticipate modest but steady revenue growth through though we must also plan for potential cuts of proration if the state budget ever tightens which has been warned in recent legislative sessions. Okay, so this slide is a nice visualization of your revenues by source code. The largest portion of state aid accounts for 79.7% of LPA's revenue budget. This includes the general funding formula, special ed aid, and compensatory revenue. It's the backbone of our operations, which is driven by that ADM count. Okay. The second source is your property taxes, which this contributes to 14.6% 6% of your general fund revenue and this is through the levies which you'll be approving. Um this reflects local investment in our schools funding

038everything from operations to capital projects. This approval to the most current levy certification like I mentioned is going to be coming up at your next board meeting. And approving the right amounts in the levy process is critical because of the potential for rare but significant losses or gains throughout the year. If you set aside too little, you're not prepared for those big jumps in expenses. You're tied to that amount. Like if you approve the actual amount, you're tied to that amount. You cannot increase your levy. Um, so proper modeling using the levy process helps ensure the organization allocates funds wisely to make sure we're balancing any risk and opportunity. Finally, we have the other end federal funds which just makes up the smallest portion of your revenue budget at 5.7%. This primarily comes from like

039fees and other revenues collected from the community and then also your title funding. Janette, I have a couple questions. Want to interrupt you for a sec, please? Um, so just so the board members know, the basic general ed formula for a student right now is $7,481, right? >> So if we lose 40 students, that's a $280,000 shift. But $7,481 is just the basic formula. That doesn't include some of the other associated with them. I know one time with region one they said figure anywhere between$9 to $10,000 per student right so the obviously I feel like I'm yelling if I am I'm sorry I'm just apologize okay so the bottom line is you know you lose 10 kids that's probably close to $100,000 right so there's that so is that correct Janetta I just want to

040make sure okay thank you the property taxes for our district is 14.6% 6%. Is that low for district? Is that high? Is that medium? Sewer. Janetta, do you have anything to add to that? >> Um, so as we discussed kind of earlier today, Randy, um, I think around like that 20% mark is fairly average for school districts for the property tax. Um, so we're coming in a little bit lower than most districts, I believe, for the property taxes. >> Okay. Thank you. >> Any questions, board members? >> Back a few slides ago when we had the 20 2017 18 and 18/19. There was a significant increase. Do we have any idea what happened between those years? >> I'm sorry to interrupt you. Could you go back to that slide, J? Make sure we're on the

041right side visual person. I think it was. No, keep going. Are you talking about all the years here? >> Do we have any idea what changed from the 1718 to 1819 to increase 30 students? >> I mean, you look through that, I kind of have a feeling what's going on with 2223 and to where we are at today. But what caused do we have any history? Do we have any background as to why we grew 30 students in a year? >> I I'm sorry. I do not know. Uh Marge Cole >> I would just people were coming in >> well obviously >> no I'm saying >> yeah I mean but they weren't leaving but why is there something locally dis other districts have I mean where did those where did they come from is there

042any way to find that out >> just during that time we had a lot of students that were at least in this building were open enrolling >> from DL and from other districts that >> yes mainly yeah I would say mainly mainly east of here >> so we could identify where that open enrolling was coming from. >> That's just my recollection. I >> Yeah, we actually talked about that. Um Sue, I think you were part of that uh this morning. We talked about and um I'll share that with you. I just haven't had a chance to get to it, but it talks about where all the kids that open roll out, what districts they go to by grade level, right, Sue? That was about a 10-page report. >> Yeah, that's correct. That's that's every year

043in the student ADM report, the final report for the year. Um, we could certainly look back at those reports from 1819 and see if we can look at the year before and see where see if we can figure out where they're coming from. >> It'd be intriguing because that's pre the that was normal back then and all of a sudden in one year we grew 30 30 students. >> Well, why and where and how? >> I want to say but I I thought we had some good kindergarten. >> I was just going to say look at the kindergarten class. There was a couple of years where the kindergarten classes jumped extreme. Yeah. >> And that's, you know, that kind of was Okay. >> We're keeping the kids in the district. They're not open rolling out.

044>> Yeah. And likely that's probably where it was at. PreK then. >> I want to almost say kindergarten for Yeah, we were getting them. >> When did the prek start here? >> Uh, they've had it ever since the last my kids were younger. >> Six. >> It's been here for years. It wasn't like it was just started or anything. Yeah. It wasn't because of that. >> That was my question. If maybe we started >> I think it's been here a lot longer than >> my kids school and >> it's yeah my kids >> 30 years >> okay probably better >> 23 years >> could it be a big kindergarten class coming in with a small >> senior class graduating >> yeah that's a possibility and we have to look into that I I'll look into

045that and find out and try to get an answer tomorrow >> for the board members because that's a good question um did that answer the question that you had >> anybody else have any questions questions. Board members, >> well, could we go back to the pie? >> Could you go back to the pie, please, Janetta? >> That one? >> Yes. The other What categories of revenue do we receive in that piece of the pie? >> That's federal funding, title, right? >> Grants. Grant money. >> Yeah, that would be grant. Janetta, can you hear us? Oh, >> I think she's buffering. >> Yeah. >> Um, Sue, are you there? >> I'm here. >> Okay, >> Janetta's back now. I would assume >> I'll let her take it. She's reviewed the um codes a lot more than

046I have. So, >> would that be title funds, Janetta? >> Um, not in the other category. So the other category is just like fees we've we've received from community members for any programming fees or like yearbooks or anything like that. That very small kind of white un unlabeled one that's your federal um your federal funds >> like donations >> donations would be in the other category as well. Yep. >> Okay. Thank you. >> Can I answer your question mark? >> Yes. Thank you. >> Okay. Thanks J. going on please. >> Hey. Okay. So in this slide it details where our expenditures are located. Um and understanding this breakdown is also essential for effective oversight. Okay. So as shown here our expenses are distributed across several key areas. The largest category is going to be your

047salaries and benefits, which those account for 73.18% of your budget. This covers teachers and staff wages, health insurance, retirement contributions, which are our biggest investment in delivering and it's our biggest investment in delivering a quality education for our students. Next we have the purchased services which makes up 16.53% which includes your utilities um contracted maintenance and professional services like special ed, legal or auditing support. Um we also have the supplies and materials which contribute at 5.09%. So this is for your classrooms resources, textbooks, operational needs. And then we have capital outlay which is 4.72% which funds any equipment and facility approve improvements. Lastly for underneath of the other accounts it's 48% and this covers just miscellaneous costs like any travel fees or any minor fees. What time frame is this over? Is this >> This

048was This would have been last year, correct, Janetta? >> Yes. Yep. This would have been from last year. >> So, last year June July 1st through June 30th of just we just had >> Do we have trends of the previous years? >> Um Janetta, is there or Sue? Is there a possibility to get trends of previous years? Trend data? >> Yep. >> I'll get that. It might not be tomorrow. No, that's fine. Okay. So, here's another question on that. Janetta 73.18%. What's the average for most districts on salaries and benefits? >> Is it close to 80? >> Yes. Salaries and benefits are typically closer to 80% of a district's budget. >> Thank you. >> Mhm. >> Okay. So knowing these expenses come from or knowing where these expenses are coming from, it's critical for several

049reasons. So first, it guides our budget prioritization. With the 70 3.18 tied to salaries and benefits, any staffing decisions, hiring retentions or raises can impact one of our largest costs. Um second, it highlights cost control. the 16.53% for purchase services for instance could be optimized through different vendor contracts or different um energy efficiency measures. Third, we have the long-term planning um the capital outlay at 4.72% which signals infrastructure needs but overinvesting could strain our reserves. So we got to be careful on what we're planning throughout each year. Um, so this breakdown ties directly to our 79.7% state aid revenue and 14.6% local taxes, emphasizing the need to align our expenditures with our income resources. Um, this next slide I think is kind of a fun one. So it illustrates how every dollar of our LPA

050budget is allocated across the key programs areas. So this $1 bill visualization provides a tangible breakdown of our spending priorities and underscores why this perspective is essential for informed governance. Okay. So, let's picture a single $1 bill representing our total expenditures. The overwhelming majority, 7710 cents, goes directly to supporting our students, which emphasizes our core mission, providing that quality education for the students. Within that 58.07 07 cents funds student support which covers your counseling, health services, extracurriculars, and stuff that nurtures a well-rounded development. Another 5.95 cents supports instructional support which includes our teacher training um curriculum resources classroom aids to enhance those learning outcomes. Additionally, 13.8 8 cents is dedicated to the special education and related services ensuring that equitable access for students with the diverse needs which is a non-negotiable under state federal mandates.

051The remaining 22.9 cents sustains our operations behind the scenes. Okay. 8.41 41 sense covers your district and school administration from the board oversight financial management to the site level leadership that keeps everything coordinated. We have 2.55 cents that goes to the district support services like your technology infrastructure and transportation coordination. um 11.94 11.94 cents addresses your operations and like your fixed costs including your utilities, maintenance and insurance to keep the facility safe and functional. So this program level view is important for several reasons. First, it reinforces the mission alignment with over 70% directly benefiting our students, which validates our focus on education amid the competing demands. Lastly, it promotes community accountability and it helps us communicate transparently about the value of every taxpayer dollar. Okay, so this next slide is showing the history of expenses

052and revenues for LPA from 2019 all the way through the 2024 school year with again the arrow highlighting that CO 19 year. This chart tracks our financial trajectory showing how revenue and expenses have evolved and why this history informs our current strategy. So, let's break it down. In 2019, our revenue stood at 2.8 million with expenses at 10.2 million, which left us a modest surplus and that kept our fund balance healthy at the 20.8%. By 2020, revenue grew to 11.5 million as the federal relief relief kind of began trickling in while expenses rose to 10.8 million which maintained stability. The significant shift came from the 20 21 which is marked by that arrow. So during the height of the co9 pan pandemic revenue surged to 13.2 2 million. It boosted by that um the ESER

053funds while expenses also climbed to 12.1 million to cover those remote learning costs, health measures, staff and staff support. So this peak reflects a 22% revenue increase which pushed our fund balance up to 35.22%. Okay. Post 2021 post that trend reversed. So you can see your um revenue and expense lines are now crossing. It's reversed. In 2022, revenue dipped down to 12.1 million as federal funds tapered and the expenses at 11.5 million. This reduced our fund balance to 24.76%. By 23, revenue fell to 11.8 million. However, the expenses reached 12.3 million, further dropping the fund balance to the 10.67% due to all of those one-time funds running out. And then in 2024, revenue settled at 11.6, but expenses still rose to the 12.4 million, which brought the fund balance to the concerning 4.86. 86%. So

054this history is critical for several reasons. First, it shows the revenue volatility. The 2021 spike from the federal aid was temporary and our reliance on state and property taxes now face kind of the pressure from that declining in enrollment. Second, expense growth outpaced the revenue since 2022, which signals some sustainability challenges. Third, the trend underscores the need for a reserve cushion, maintaining a balance above that 2.5% to avoid the SOD, which um LP is being near. Um so this slide just kind of helps guide us to balancing spending with sustainable revenue by leveraging history to kind of help plan ahead. Okay. So, next I want to talk about um and this is kind of the last portion that we're going to talk about is the fiscical year 26 adopted budget. This is the one that

055you guys adopted back in um June probably. >> Yep. >> Okay. So, here we're just going to take a highle look at this adopted budget which is across all the funds. So based on a projected ADM of 660 students, we are forecasting total revenues of about 11.86 million and expenses of roughly 11.85 million, leaving us with a very slim overall surplus of just 6,48. That's not a lot of cushion for any surprises like shifts in enrollment or unexpected costs, especially with an already depleted fund balance. But here's where it gets a little bit more concerning. Um, our preliminary student count as of today stands at about 634. This is a drop of 26 students from the projection. That alone translate to a revenue shortfall of 194,500 in just the general education funding, not accounting for

056adjustments in other areas like your title funds, property taxes. So, we're already kind of starting that year behind. Um, to put all this kind of into perspective, our fund balance at the end of fiscal year 24 was 4.86 86 and we're still finalizing the fiscier 25 and where that'll land on. So remember that SOD kicks in at 2.5% or below and we're dangerously getting close to that. So we need to start, you know, acting now. Let's closely monitor those state aids, tighten up some of that spending, um, and strategize on how we can utilize those levy adjustments to help build back some of those reserves. And do you guys have any questions? >> Janetta, could you go back to that last screen, please? I have a question. >> Yep. >> So, obviously when I look

057at that, you know, there's a lot of things that administration, the board, and the teachers and the faculty and staff, everything else have to consider going forward for the end of this school year. Obviously, like we've talked, could you touch a little bit on the community ed because it's a deficit of $112,465. I know that community ed funds for most districts aren't a money maker. We're here to help our students, >> our what? >> It's all the everything that's included there. >> Yeah. That's included in there is community ed, early child and family education, everything else. Isn't it safe to say that a lot of districts have a deficit in that area and that sometimes get gets offset to reduce a deficit by taking money out of the general fund at some point. Is that

058correct? >> That is correct, Randy. I see Janetta must have froze again. >> Okay, thank you. So, is it safe to say that obviously our grand total of $6,48 uh based on an ADM of 660 is concerning, but the community ed fund um at $112,000 is probably is it safe to say to be transparent, it's a little bit higher than what a district our size should have. Is that correct? >> Yes. Um, so I would say probably cut that in half or even quarter it is where I would be comfortable with that deficit in my opinion. >> Thank you. >> That makes a difference. >> Yeah. >> Board members. Um, are there questions, comments? Going back to the slide showing the percent of expenditures per category. >> Yes. >> We can get a trend of

059that one right there. Yes. >> Yes. >> And we see what that has looked like over the last five, eight years. Is that a possibility? >> Yes, it is. >> Because I would assume that there's a significant growth in a certain category. That's a significant concern. So, Janetta and Sue, um I know we'll have a probably have a meeting on Monday at 10. I I don't probably not going to have time tomorrow. I know you ladies are busy tomorrow, but could we possibly look at the trend data for >> anywhere from five three to seven years >> on that and that expense by expenses by object? Is that this slide here? >> Yeah. You know, and the other thing is when we built new schools, the big thing was that we'll build a new school

060that'll help reduce our overall cost, the maintenance, blah blah blah. This school has been here x amount of years. Do we have any history to find out what the cost on the previous old facility was versus what our cost to operate the new facility? This is a new facility in my mind. Yeah, >> that was what we sold our taxpayers on is while we put up this new building, our costs per is going to go down. >> Has it ever been looked at? Has it ever gone back to the time of what those costs were to what they are today? And now, same with the elementary. We we have to remodel the elementary to help reduce overall cost. Okay, what was our cost? And now, where are we at today? what's it starting to look

061like? Because that I I remember I I just I've never seen that number. I don't know if that's ever been shared with the community. I don't know if the old board has ever seen that, but our old build a new school or cost will go down. Well, did they ever go down? Have they ever been controlled? Can we go back that far to see it? >> You know something, Jade? I have not seen anything like that, but I will do my due diligence to find that out. Here's And Mike, Mr. Mike Zick is here, too. I we are starting to see costs increase right now for some of the things that we have >> and Mike and I meet just about every single day. And matter of fact, one of the things I would like

062to talk about at the end is having a building and grounds committee meeting coming up because we got to start prioritizing, right? You can see right now when when you look at that, we don't have we don't have a lot of extra money laying around, right? So, we got to kind of prioritize. We have some big negotiations coming up. We have the teacher union group next week. We have October 14th, the MSCA group coming up. Um, we got to start making some hard decisions and we've got to start planning ahead. Anything to add to that, Janetta or Sue? Am I correct? >> In that budget that we approved, where did the 660 come from? >> Um, that would have been in >> protected enrollment. >> That would have been inputed by somebody in the district

063before before my time. probably >> where they were guessing that we were going to land >> and what was okay >> madam chair to go back to your question in my memory again I believe that the board I don't know if it was when I was teaching or when I got on but they compared one year that I believe it was utilities bill had gone down from that old building that we had >> cuz you must have been maybe you know not good lighting, not good blah blah blah. But seems to me they they did cover that one time. >> Well, we should be able to look at five years ago maintenance cost to today and five years ago, >> right? So, I I bet you that's, >> you know, less than what it's cost.

064You know what I'm saying? >> Well, I was looking at when the graph is going up and in 2021, it's ro reversed our expenses and revenue. So yeah, if we could look at where we started increasing and maybe there's some some place to highlight. >> Yeah. >> So >> well then that's why we got the er funds >> and we spent. >> Yeah. >> Let's see when you how do I say this? >> When you spend in the people area but the next year those funds are gone. >> Yep. But you still have >> correct >> that you know I'm I'm just trying to Yeah. >> So it's it then it's still it stays there. >> I understand that. I wasn't I wasn't well when I first became board chair that all I was in

065a financial meeting and they said you have to watch our costs as we have decreasing enrollment. We have to keep >> planning. Correct. Yeah. Yeah. Yeah. I guess the only other question I would have has there been any code tracking changes that would impact these numbers in our business side of it. So we used to track certain revenues or expenses to a certain code. Now we've changed it and now it's over here which would impact these numbers or are the codes consistent over the past? >> We have done some changes of codes >> the the OPE right Janetta and Sue um sorry we had a board member and a couple of our members wondering have we done any changes of coding with with you as the business managers that we didn't do previously? Correct. Um

066maybe you we could talk a little bit about special ed or the OPED that we're looking at doing. >> Um [Music] >> um well most UFARS coding is pretty standard and you really can't play around with that too much, you know. Um, one thing that I just discover, just noticed though with the with our OPED liability, which is paying for retirees health insurance benefits. Um, >> general life for >> Yeah, we can we can levy for that and add to the levy and get reimbursement for it because we did sunset those provisions in the contracts. >> So, that's something that we're looking at. >> Special ed. do something different with special ed coding? >> No, I don't think I'm not aware of anything. Are you, Janetta? >> Um, the only thing we did different with

067special ed for this year was we pushed a lot into the MA billing just to drop down the fund balance there, but otherwise it should have been. >> So, I'm going to explain what Sue said. Okay, OPEB is a lot of districts had retirement benefits for their teachers, right? In a nutshell, districts had to sunset that, meaning that they couldn't do that anymore. We still have an LPA along with a number of other schools, correct me if I'm wrong, Janet or Sue, um, or Sherry or anybody else, that we still have money on the books that we owe these retirees for health insurance. Right. Right. >> What we have been doing in the past is instead of levying levy our taxpayers on that which 99.9% of school districts do, right? We took it out of

068the general fund and paid for it which depleted our general fund. Um, is that correct? >> That's correct. Randy, >> is that as a recent? >> We just did that. Now >> we're going to >> okay you wouldn't you wouldn't be able to do that in the past until you put a sunset of those liabilities. So what what I see has happened is in those contracts we have put in where we maybe um do something different where we pay as you go before they retire. Okay. So we basically sunset some at a certain date we sun sun sunseted that oped which is other postmployment benefits um benefit for them and because we put that sunset in there now we can um levy for the costs that there are until because they'll eventually go away because

069we did sunset it. Does that make sense to everybody? So, is it correct though that they've been sunseted for a little I don't know couple years? >> Few years. Few years. Yeah. >> Few years. And in the past few years, we were taking that money out of the general ed formula as opposed to what we probably should have done is levy that. Correct. >> That is correct. >> Okay. So, that's going to be a change this year to answer your question. Okay. I don't know who asked that. Okay, here's Janette and Sue. Can I just talk quickly about the levy certification process? >> Sure. >> Okay. And maybe some of you know this. So, our next schoolboard meeting is Monday night. All right. And the levy certification process is 39 pages long at the state

070of Minnesota. And we have to have a certain dollar amount or the max. OPA has done the max in the past. Correct. >> Correct. Historically, it's been the max Libby amount. >> So, what happens is by June September 30th, we have to have this approved. Now, next Monday, as a board, you can say, "Yep, I want to approve the max." fortunate thing is every single day this levy certification sheets they get updated every single day through the state. You have to go in and get the system and print them out and everything else. So for example, when I looked at this, this was from Tuesday, right? And I print it off. I go we go through it and everything else printed off. So we have a couple options as a board. You can decide. Yep.

071We're going to do the max. Okay. Or you can say, you know, I want to alleviate some of the pressure on the taxpayers. I'm being transparent here. People are watching, right? I want to alleviate the pressure on the taxpayers. I don't want to do the max. I want to do this amount. But as this continues to get updated in October and November up to the point in the truth and taxation meeting, all right, then if you say, "Oh my gosh, we just set it at this amount." You cannot go higher. You can only go lower. So, there happens to be a big levy certification meeting next Wednesday at Lakes Country Service Cooperative in Fergus Falls. I plan to attend that. If you want to do the max on Monday night, you can or a certain

072amount or we can schedule a special board meeting next week, another meeting, and say, "Okay, we have more information now as of Wednesday." That's up to you. Sewer genetics. Is there anything you want to add to that what I just said? Am I correct in that? >> Yes, you are. You are correct, Randy. That is correct. But I want to explain a little bit. The reason why there's so many changes is because the levy is based on different formulas and the formulas are coming from various different um like ADMs, resident ADMs and things like that. And as those numbers start getting um getting to MDE to keep to keep adding two or whatever. So it's always recommended to to um >> to at the uh preliminary certification to do the maximum because there may be

073more stuff coming in through the months of October and November. So, unless there is a specific item that you do not want to levy what you're eligible for, then you would point that out or whatever, but um >> it's always recommended to do the maximum. And that's recommended, Sue, because if we do the max in September, um, we can lower that on December in the truth and taxation meeting, but if we have a certain amount in September, we cannot raise that. Correct. >> Correct. >> Thank you. Any questions regarding the levy certification process? We're going through it with a fine tooth comb to try to see what we can do. Sue or Janette, is there anything else you want to add? >> Sherry, you can I forgive me. >> Madam Chair, I just I have

074a quick question. The and I don't remember if it was Sue or Janetta. I apologize. When we were talking about special ed, you someone said that it was under the purchased services. Yes, there is a portion of your special ed that goes under purchase services. So there's staff from um like Lake Agassy that gets contracted out. So they'd be considered part of the purchase services. >> So an example um Sarah would be like um I don't know maybe a blind person if we had a blind student might come in or deaf and hearty hearing might come in somebody like that. Yes. And I have talked with Mr. Masten um from Lake Agassy and he feels very comfortable uh with the numbers that he gave CISO. Uh they've worked together and so he does feel comfortable

075with that process as well and they feel like they're on the same page. He feels like they're on the same page. >> So it's just outside resources, not our special ed teachers or paras. That's all still in the salary and >> Yes. Okay. Right. Janetta and Sue, >> that's correct. because we are paying somebody else, it ends up going under purchase services because they're not our employees. >> Correct. >> Otherwise, they go into salaries and benefits. So, a portion of that purchase services amount is likely salaries for teachers that we don't have on our staff. >> Thank you. >> Madam Madam Chair, go >> I have a question for you. Um, what is the average norm in the state of Minnesota school districts for purchase services? Are we about on average there or are some

076of them more or less? >> That is a good question that we maybe will have to look into and get back to you. >> Thank you. >> That's a great question. >> Doesn't it depend on how many kids are sent over there? >> Yeah, correct. I guess out of curiosity and I and outside of the all of what we're seeing here being that you're just diving into our district's finances, what is the one thing is like I mean there's is there any one thing that just we have to look at and look at now? I mean overall we have a lot to look at but is there just one thing as being new to the the business side of it? What is it? Janetta and Sue. I'm I know the answer to my question. Did

077you hear what >> he Mr. Carlson asked? >> Yeah, I did. This is Sue, by the way. I did hear that. And I guess the first thing that I would do is look at your class sizes and see how many how many classrooms you have, how many teachers you're staffing. Um because that is that is 80% of your weight of your costs, operating costs. So that's the first place to look at. Um, >> uh, Janetta, do you have anything to add to that? >> Um, nope. I agree actually with Sue. Um, that is typically one of the first things is to like look at that teacher to student ratio. Um, just make sure that those are lining up with what they should be. >> Thank you, Jade. I'm going to answer your question. Okay. you

078asking me as well too, right? >> They answered what I needed. I just wanted to hear it. >> Yep. Um, my answer is this. We have a declining enrollment, right? Look, I'm going to I'm just going to get on my so soap box for a minute here, right? It's probably kind of bleak what they presented. I mean, I look at this if I'm an outsider, I'm looking at this. This is bleak. But guess what? I'm positive. I'm feeling positive. You know why? because we got great staff, we got great teachers, we got a great administrators. But you know what else we have? We got great students. And I'm not saying something I don't mean. I don't do that unless I'm trying to get free food. All right? We got great We got great things going

079on in this district. Let me give you an example. A couple days ago, a staff member got a very um sad call before one of the classes. I'm not going to say who it was. Guess what? The students in that class, maybe you heard this. >> I already did. Yeah. >> The students in that class listened to that teacher and they wrote that teacher sorry notes. I'm sorry for what happened in this situation. Look, we can argue right now until we're blue in the face about how kids have changed, right? Parents have changed, kids have changed, but that right there says a lot. And they weren't older kids. I'm not going to tell you what grade they were because I don't want to have them say, "Oh, you know, please don't whatever." But I see

080positive things every single day in this district. I'm at the lunchroom. I went to the lunchroom in the elementary today. I see Mr. Johnson. He's like a busy bee going around the school, right? I see Mr. Meyer and Mrs. Zik and Mr. Schultz, they're at activities and I feel like I'm screaming or yelling. There's a lot of positive things. So, guess what? It's bleak, right? We can forget what happened in the past. We got to move forward. And dang it, I've made a conscious effort even though it's interim here that I want to stay here and I want to continue what the positive things are in this district. Okay? We have to work together. We got some major decisions coming up, right? We got major things coming up on our on our plate and we're

081going to agree to disagree whether it's superintendent, board members, unions, and the board members, but we're going to have to work together. I'll get off my soap box. Thank you for listening. Sue or Janetta, is there anything else you want to add? No. >> So I I want to Sue I want to get back. Sorry. They're both pro. I want to get back. I'm concerned about SOD. That's the biggest thing I'm concerned about and that's probably the umbrella the budget SOD over everything else. Do I understand the class sizes? Absolutely right. That's a spoken wheel over the SOD. I do not want this district to go into SOD. And I've said that since I think the interview. >> The interview, >> right? And I've I know the administrators like, "Come on, Burkequist. I don't want

082to hear about SOD again." Right. I don't want to go into SOD in this district. >> We want the control. >> Correct. >> We don't need to be told how to. We need the control. >> I don't want somebody from Minneapolis and St. Paul coming out here and telling us what to do in rural Minnesota. Exactly. >> That would really irritate me. And I already irritated about about a few things. So, okay. So, Seer Janetta, is there anything you want to add? Can you hear me? Yeah, I guess this is Sue and I I guess, you know, you've got new eyes looking at things coming in. Ry's, you know, familiar with some of this stuff and I do also feel positive that there's room for um changing things. I mean, there I don't know what

083the history of the referendum is for the district. I know it's $19,458 per pupil unit. I don't know when that went into effect and um but you know the average for referendum for a school district is probably around $800 at least um nowadays. >> That's another thing to look at. But I I do feel positive too that got some good eyes looking on things. >> So Sue, can I interrupt for a sec? Sorry to interrupt for a sec. In this district, we have what's called L, local operating referendum. That was the the school board can do that without getting approval from the from the communities, right? That's 724. $724, right? And then they put it into two tiers. Tier one is like $300 and tier two is $400 or vice versa. There's also an operating

084referendum on top of that, which she was talking about, of 149, sorry. $194.58. Now, I I'm going to I I Sue maybe he's closer than I am. I believe the um average referendum is around 1,200. >> Okay, >> that's what I believe. I I would like to look that up. I don't know. So, um you know, we are below the average. If I'm correct, and if I'm wrong, I'll be the first to admit it. But I just want to let you know where we're at with that. And I will double check when that referendum expires. Maybe anybody who's been on the board for a while knows when that expires. Cole or Marge, do you have any idea? >> It was well 20 years ago in 2011, right? >> Was it? Okay. >> Okay. >> It's

085been a while. >> That's a fantastic memory. >> I know. >> So 2031, something like that. >> Oh, expires in 2031. >> I'm just Okay, perfect. Thank you, Sue. Um, Janet, did that >> anything else you were Janetta? >> You're done with the >> I I don't have anything, Mandy. Um, other than >> Oh, >> I enjoy your enthusiasm and 100% agree that we're here for the students. We want to do what's best for for Lake Park and the students. And um if you're ever feeling down, I told Randy to do this one time. If you're ever feeling down, you go and walk down that kindergarten by those kindergarten classrooms. Even the older kids are probably a good example. Maybe, maybe not. But if you go down to that kindergarten wing and spend a little

086bit of time just watching those kindergarteners, you'll see why we're here. >> Janetta, guess what? >> What? >> You know, when you and Sherry and Sue and I met, we got done about 11:37, I think. What time? Do you know where I was at? 11:38. >> Oh, were you with the kindergarteners? >> The kindergarters or the first graders? Yes, I was. >> That's awesome. >> So, board members, anything else from Sue or Janetta? Madam Chair, >> I can't think of anything right now, but thank you very much. >> Thanks for your time. >> Thank you. >> If we come up with additional questions, we can reach out as well, right? >> Yes. Correct. >> Thank you ladies. Have a great night. Appreciate your time. >> Thanks. You too. Randy, can I get those numbers you

087said on the tier one and the tier two? Was it three and 400? >> Let me double check here. Um, it is. And this would have been approved at a board. You You don't have to go to 724. You can go up to 724 without community approval. They used to do it at $424, I don't know, 7 years ago, and then they moved it up to 724. some point the board said, "Well, let's do the 724 without going to the taxpayers." And so, actually, >> and is that one every two years? >> No, that's uh you can keep it going as long as you want without getting community approval. >> Yeah, because when I was on the board, we did reapprove one >> for Did you Okay. So, that means then that you would have

088been under um the seven I'm sorry, go ahead. What were you going to ask? >> No, you're okay. We're just discussing >> Sure. >> numbers. >> Um, at some point you would have had less than 724. Then as a board you would have said, "Well, let's go to 724 because it'll give us more money." I don't know when that happened. >> Maybe I could work with Susie tomorrow to figure out exactly when that happened. Tier one is 300, I'm sorry, and tier two is 424. >> My bad. It was 724. >> And again, we have an authority on the referendum of 194.58. So at some point maybe Cole's right, Mr. Wix was right in 2011 might have went um >> we'll have to look >> but I'll double check on that as well too board

089members. Okay, does that answer your question? >> Yes, perfect. >> Perfect. >> Okay, moving on to 3.2 superintendent evaluation. Well, if I'm doing something wrong, you got to let me know. Okay, remember I'm just an interm so please let me know one >> I'm trying to be as transparent as possible and you know communicate with y'all so it's not there I was going to pull up the goals and standards I hope everybody had a chance to preview it. >> Dr. Burquist, are you okay if I take off? >> Oh, yeah. Yeah, you have to go to that thing. Thank you. >> Yep. >> Yeah. We're free if anybody has to go. >> Hey, Marge, if you want to add anything in between because we did our last superintendent evaluation not a just a while ago,

090too. Okay. So, when we signed Dr. Berkeley's contract, we said that we would open up a superintendent evaluation in October. So, we have to plan and prepare what what elements we want to evaluate them on. I believe last time we did three elements and uh three standards and three elements. So, I gave you the print off sheets there and I can tell you what we did last time as well, but if you just want to re review through them, then we'll do a majority rules and we can go over if everybody's happy with it. Um, so you'd pick three standards and three elements. Everybody's still good on doing the superintendent evaluation. So, we decide how we're going to proceed forward. Good. Um, let's see. So, and most superintendent evaluations in summer fall, you review the

091process, you review performance, you create the goals and standards, and then the goals and standards are set for the next year. And then the superintendent uses those as his guidance on how the school board wants and desires its performance to go. Um, in the winter, the superintendent will do a self- evaluation, a mid-year progress reports, formul formative evaluation, and summary at a board meeting. And then spring we have the end of year summit of evaluation and summary at the board board meeting. And if anybody wants to open up discussion on any of the here do you want me to read you what we did last time? >> I have one. >> Oh let me give you >> I'm going to make some copies. >> No I have enough. >> Oh you do. >> She just

092wasn't sitting down yet. >> So you're looking at us tonight to select our top three standards. >> Yes. And then the three elements that would go with each standard is what we want to Absolutely. >> So we have something to get started with. >> Sure. You want me to start? >> Because it's September. Uh yes. >> I think number one is our school finances. I mean we we need to get that. >> I agree 100%. It was on our last superintendent evaluation as well. Oh, >> and the the last time we chose school district finances, school district operations, and teaching and learning. >> Yeah, I I'm comfortable with whatever you decide. Just got to let me know because I have some my own person goals for the district as well. I could share with you

093as well. >> Finances, teaching and learning, and what was the other one? >> That's what we chose last time. The school district operations and teaching and learning. And it they said to break it down because they hadn't always done the superintendent evaluations, but if we started with three and honestly if Marge and I can attest that it was quite a process to get to get to that point. So we were starting >> I'm sorry I could explain that. I guess I don't know what you mean by that is >> it formed a special committee. Were you on it? >> No. >> Um it lasted nine months. >> Nine months. >> Yes. they were looking at uh standards and how they want to evaluate and creativity and a lot of coming forward. But um to me

094I'm really good with using and as I hope everybody else is using the Minnesota state standards for schoolboard evaluation and go ahead Jay do you have a question? >> So last time you what were the three that you had? >> Uh we did school district finances, school district operations and teaching and learning. Okay. >> And they said you just don't want to overwhelm. >> Yeah. Um >> but honestly, I didn't find it you didn't find it to be very hard, did you, Marge, when we filled out our survey? >> Oh, no. >> No. >> Easy peasy. >> I thought Yeah. So, we will be fantastic. >> Madam Chair, we fill these out. Do you want these back? >> Yeah. >> Okay. >> Madam Chair, may I just make, you know, I I tell you what,

095>> um you I'm comfortable with whatever you decide. I think school finances to me is probably the number one thing that I like to focus on. Um got a couple other ideas too that are pretty close to that. But um you know I sure don't want to be a 9month process. I'm really easy to work with. If you know you fill this out or whatever we can whatever you want to do next you want to meet in December, November, whatever it is that's fine with me. >> No, I said let's get the ball rolling. >> That's right. I like it. >> Okay. Randy, do you have any suggestions in here? >> I don't have a copy. Oh, yeah. I'm sorry. Yeah, >> obviously school district finances. >> Well, the ones I picked for student centered.

096So, I picked teaching and learning. Student support are my top two. >> Actually, that's exactly what I was >> support's my number two. >> I actually had student support as my number two. Just looking at this. I I I think we got great kids here and we need that. We got to have we got to continue with this Raider culture, Raider pride in my opinion, you know. >> Um so I would like that. Um I think we have to maybe probably teaching and learning would be okay as well too because we got to resurrect that staff development committee and everything else. But I think student support should be number two, >> but it's entirely up to all of you. >> I agree with that as well. These are on MSBA. >> Yes. Um, >> my

097third was ethical and inclusive leadership. >> Love that. >> Okay. >> that's fine with me. Yeah. >> And if you guys want, as long as you feel comfortable with doing a longer one, we could do more than three as well. >> You know what I mean? I feel very comfortable. >> Keep it to three. >> Okay. >> Thanks, Cole. No, I'm just kidding. >> Well, yeah. I mean, You keep going. You could go to four, five, six. But I I also think communication and community relationships. If we're going to be asking for, >> you know, some >> Yeah, >> I agree. >> You know, we need to make sure that he is and he is present, you know, but >> so you get to know the community, too, >> right? >> They're the ones that

098going to bring the money. Some of these I feel like cross over. >> A lot of them do. A lot. It's a very much a crossover. >> If you focus on student support that mean the the committee responsibility and the ethics partic >> a lot of areas of learning cross over as well. >> It all kind of falls in focused on student. But >> Darren, what are you filling down there? I like that the um communication and community relationships, but that's kind of like when you read the read the elements of it, it's very similar to the ethical and inclusive leadership. >> And you know, you could put a cut like what Jade and Aaron said, you could put some of those bullet items from both of those areas, >> which would be good. Oh,

099you did that before. >> We did that before. We had multiples in it. Um, so what I hear you guys saying is school district finances first. Um, and then you had interest in student support >> teaching. >> Maybe we don't need to do a uh teaching and learning. Didn't I hear somebody say student support as well? >> I think you guys are looking at more than three standards. Well, like I said, if you >> but you could just keep it as we could knock it down and do more than one standard and less elements. >> You know, you've got school finances, you've got student support. >> You probably could do communication, community relations, ethical inclusive leadership. You could put >> communication community relations ethical leadership as one >> as one entity. >> You know what

100I'm saying? It's up to you guys gals as wanted and then put a couple bulleted items from both of those under one >> and right >> does that make sense? >> Yep. >> You could also do you could do a couple of the bulleted in student support and teaching and learning too if they want to include teaching and learning. >> Correct. >> Who wanted some of those? Yes. >> You know when it comes down to it they're hard to measure. >> Yeah, they are. >> Yes. >> So I mean school finance is measurable and it's measurable. >> Yes. >> Whereas these others >> very true. It's very difficult to measure >> and Randy has been our interim superintendent for such a short time frame. Y >> so it's you know what I very short but

101then look at it if we move forward with you good goals that we're looking at >> right and honestly I could put some smart goals >> based on some of the off of those and say look this is what I would like to do to measure them right >> and I can come up with some ideas unless and if you want to change them that's fine with me but you know I could do that to move forward and say look we know school finances. Jade's right. You can measure that right now and right next month >> so forth. Some of these other stuff might not be able to measure them until April, >> you know, or March. I could say, "Hey, these are my smart goals based on these y >> uh standards and elements

102>> and student support. What are you looking to do to support the students?" >> Correct. >> Or if we if we are selecting that, then how do we measure that? What is our going to be a process to know that Randy has given our students >> y >> the support? I heard last was it last night? Night night before that he's absolutely loved by a student. >> I have been hearing it as well. >> Oh well, thank you. >> He goes, I love him. >> That's right. >> Yeah, >> that's what we want to hear. >> I paid that kid, too, by the way. >> Candy bars, >> you know, >> and honestly, my word ever coming from boys that don't speak up. >> Really? >> Yeah. >> Oh, that's right. >> That's very nice

103to say. Look, I I might score low on some of these evaluations, but not with students. You know, I I've said that from the interview process, everything else. And it's not just me. It's it's everybody working together. So, you know, I mean, one thing you could measure, you could probably do a random student survey if you want. Just throwing that out there. That could be one measurement. Um, but I'm just saying there's ways to measure things. >> You know what I mean? >> Could that then be conducted by our student council? >> Yes, we could do something like that. Um, >> you could I also like the idea of Brandy just writing smart goals for him as well. >> Do you know what I mean? This is what I'd like to do in this area.

104This is what I'm looking for. >> So, are you saying that do we just stick with the one standard as the school district finances because that's all measurable >> and the rest of the goals are based off the SMART. >> Whatever you guys want to do here. I mean, this was just our preliminary where when we said we were going with the different superintendents, we chose Randy as our interim. Thank you for accepting. >> Thank you for Thank you board members for having me. >> And then we said we would do a superintendent evaluation, decide how we're going to proceed. I just don't want to get off the mark the time frame so that we're proactive for our district. >> I got an idea. How about if I do this? Okay. I think school finances

105is cut and dry, right? Why don't I put >> together a couple things? I'm hearing what you have. I'll put together the area and the bullet items under there. I can present it on Monday night at the board meeting. And if you're acceptable to that, great. If you're not, we can switch that around. Does that sound acceptable to you for right now? >> That sounds very good. >> Board members, Aaron, Cole, >> that's Marge. Okay, I'll do that then. >> Do I have to keep working here? >> No. >> Oh, no. You're you're fine. >> You're wasting ink. Stop. Last time we filled out >> and then we >> Yeah, I'm like you don't want it. I >> Oh, you're doing it. Oh, you're doing evaluation right now. >> No, we're fine. Oh, I'm sorry.

106Go ahead. You pick your Give them to me and then I'll put something together. >> I had very bossy and being persuasive. >> But yes, I'm saying that's great. >> I gave her a star. I've been writing for like 15 minutes. I'm so sorry. You're like, "What is she doing?" >> But I was wondering what she's writing a journal. >> Last time we wrote them out and then we passed them in and somebody pulled it so we could get >> Oh, that's perfect. That's fine with me. >> But everybody's pretty open to just communication, which works just as well. >> Yeah. >> It's just depending on how people prefer. >> So, do you want just you want to go with what Shar and Marge are writing down? It looks like maybe Cole wrote some stuff

107down. >> I have been talking so I didn't write. Do you want to just collect them, Susan, and then go from there or what? >> Whatever you Whatever the board prefers, I'm here to help you. >> Like you got them handled. >> Like you got >> Jade and I are Did you write any down? >> No. >> I I I did the finances. >> Okay. So, did you want to do do you guys want to do it as do you want to conduct a student survey? Are you comfortable with smart goals? What would you guys prefer? Art, do you have an idea? >> Oh, I'm uh Are we ready for that for students? Do they know him that well? >> Maybe not. I would. >> It's a little Yeah, >> a little early. I mean,

108look, >> you could probably >> maybe not involve the students in it at this point. >> Yeah. Well, you could >> he is, but I mean, it's more of an introduction. >> Yeah. >> And I don't know, you're right. I think >> No, that's what I was meaning is so early in the game to ask the students. >> Yeah. I I just I think we should hold off on that because they might say, "Who's that guy?" But we could say these are the three standards we're wondering about. What are your plans? >> We don't the survey yet. This is just to figure out what >> we want to ask. >> But it we could base it on if so if he would. So we pick areas and then he says this is what I'm looking

109to do in this area. Correct. Yes. And then we can assess it on having a plan. >> Yes. >> Read cursive. So you Susan if you at some point you can give me that or whatever and then I'll put the smart goals together based on some of those things. Okay. >> Like one smart goal could be you measure talk about school finances >> by June 30th of 2026 our fund balance will go from 4.86 to 9%. You know it's something measurable like that right because you can measure those kinds of things. >> Perfect. Thank you. Did anybody have any part of the superintendent evaluation resource that you wanted me to click over to so you could see? >> This will evaluation will then tie over to our next step on >> yes >> full permanent

110superintendent. >> So as a board if we evaluate Randy Good then we can choose to offer him a longer contract >> because we want to be punctual. Yeah, that's a good idea. >> MSBA was recommending starting the process >> uh November. It was November. >> That seems late to me. >> Here's the deal. I just want to throw this out there. Okay. I believe the board before my time said that they were going to advertise for a position in November, October, November. Um, and I want to be very transparent. I'm not saying I don't want to have negotiate, but maybe you'll find somebody else. I mean, if you advertise on Ed Post, right? I I would never suggest getting MSBA to come in here because they'll charge 7 to N7 to $9,000. >> Yep. >>

111Um I could help put together a brochure if you want to advertise a superintendent position because, correct me if I'm wrong, didn't the school board say they were going to do that? But throughout the whole process when both Marge and I were speaking with and I forget his name right now said a lot of Lee a lot of times people will be happy with the superintendent that's where they come to decide and that's hence the superintendent validation so then they can not end up doing the advertising they just proceeded down it >> path I just want to throw that out there be transparent >> so our our >> but the everybody has to voice them the whole board decision >> so our requirement at this point we are not we do not need to advertise.

112>> Well, we're September, so it would be very early. >> Um, and if we were to need to advertise and want to advertise, we would want to do it very early. So that because remember before we were just too late in the game, >> but we're not on how we approved it, we are not required to at this point. So we're set up to where Okay. >> Correct. >> Okay. In most superintendent positions probably, and MSB I think would say this, you'll probably see a whole boatload of them in January and February. >> Sometimes they move them up to December to get them advertised, right? >> You don't want to wait. Yeah. You don't want to wait till the end because then you might get some goofy guy like me or something, right? Okay. >>

113Yeah. >> Thanks. Thank you, Madam Chair. >> Yes. Okay. Three point. Anybody have anything else you want to discuss on that? >> Before we do the um coach's handbook? >> Yeah. >> Uh or after the coach's handbook, I just have a couple updates for everybody. >> Okay. >> So, thank you. >> Sounds good. And I will not be here for our October meeting because I have we'll be out of town abroad bringing dealing with my children stuff. When when is >> when is the October meeting? >> Well, here's one of the questions. I I think >> it would be >> we we have to we have to decide what we're going to do. Um because I I put together some information. One of the somebody asked us about meeting in Ottabon, right? >> Yes. I'm

114I'm 5050 right now is because if we do one month this in Lake Park and then Ottoan then the next month ottoman in Lake Park, everybody's going to get confused and I want to sincerely apologize for not giving you an update >> yesterday or the day before to remind that the board meeting was tonight at 5:00. I'm sorry about that. Um you know, one thing I put together a schedule just to to make everybody happy. Um, and I like December I just put one meeting because instead of doing two in May, I put one meeting. But that's entirely up to you if you want me to share this with you in an email. But as at this point, we have a work session scheduled for October 8th. And apparently the work sessions in the past

115were in Ottabon. And I don't know when it changed. >> That's what I was going to ask where all of our work sessions. >> No, they they went from month to month. So if if January is the first month, correct? We were odd. So lake park was odd even. So we had all the meetings there because we never had work sessions before. We just had a board meeting. >> Okay. And then two is an even number and that was Ottabon. >> Okay. >> And so we had the meeting in Ottabon. Then three March and >> what about when we incorporated the work session because I know we rotated school district. uh that that we rotated too, but then it ended up that we ended up being here because it was a lot easier, >> right?

116And and that's when some people from Ottoans were kind of upset because, you know, it it's two towns. It's two schools basically, but it's it's one school, but people from both of them. And that's where >> and they want them in both. They will and also us board members would occasionally text each other as we're on the way. >> Right. >> Well, in the car >> in the wrong parking lot. >> Which district are we at? Or you be >> But they change it. It was only one meeting. It was when Tim came that we had a business meeting or what? >> Yeah. And I'm okay. What I'll do is I'll put this calendar out and update. I'll do an update. I'll put this calendar out or I'll bring in Monday. that's on our next

117board meeting and just say look this is what because we're kind of rotating the work sessions and the board meetings the thing I don't like about that is oh my gosh is it in Lake Park tonight is in Aottabon you know >> um but I can do that >> and I'll just it it came up not to me but someone else heard it from Audabon people that >> want somebody approached us about it >> they do want yeah they just want both districts to be represented right no problem not at all it was very easy to member. >> I mean both districts. >> Uh both not both district, both schools so that our meetings are both in and we do both old parkers >> but they want the big board meetings to be in between

118the two schools. >> Right. So Madam Chair, I'll put together a calendar or schedule and you can change it do whatever you want. >> So then would we keep our work sessions? So one month it would be >> I just keep them the same work session and and this >> Yeah. So in January we're in Lake Park. In February we're in >> Yes. >> Is that what you're saying? >> Yeah. I'm But what about October, November, December? >> Well, you just >> We're backwards from January. >> Go back to that odd and even >> Well, this month we're in Lake Park. >> Yeah. So like um Well, actually >> we're in Ottabon. Monday night we're in Ottabon at 5:30. Okay. That was >> And then you could start then we could start. Yep. Then October

119number 10. Lake Park and in November we could do Ottabon. >> So would the So would work session and monthly meeting be in Lake Park for October? >> Right. That's what you guys said. >> Whatever you decide to do >> Y just rotate it every other month. >> Okay, sounds good. Thank you. >> I'll get something um on Monday night then. Thank you. >> You want to double check make sure we're not overlapping game days? >> Yeah, I I do. I Yes. >> Monday may have to skip out because JB's off town >> on Monday night the 22nd. Yeah, that's that's and I'll tell you what, >> I don't want to miss that. >> No, I get it. I I don't want it. Families come first, >> right? That's fine. You skip out. Okay. >>

120Unless we can Yeah, >> we can't change it right now. >> We can miss one every once in a while, but we'll be great in our attendance. >> I'll work on that. Jay, go ahead. >> Anybody else have anything to add to superintendent evaluation? Anything you'd like to see? >> I I think what >> Paul, but I'll gather through it. I'll send you guys an email. Don't respond to all >> too great agor and let me know your thoughts and then I'll send them all over to you want me to give them to you on Monday. >> Yes, if you would please. That'd be great. And then I can have it ready for >> Sounds good. >> October 8th or whatever it is work session if you're okay with that. >> Works great for me.

121Okay. Uh 3.3 coach's handbook. Can I get a motion to approve? >> Yes. Uh so moved. >> Can I get a second, please? I'll second. Okay. Let's open discussion. Well, Madam Chair, if I may, um I have had extensive conversations with Mr. Schultz regarding this. Um I know we have people on both sides of this this issue. Um my understanding is currently right now there's nothing happening this year from my understanding >> that happened like last year. Um and I just want to I just want to throw that out there, okay? Because I I know there's two sides to this. But I know we're just looking at the policy of how it reads and >> Yeah. Right. >> We take care of >> Cole. Which page is that that you're on? >> Uh it's >>

122I don't know if I see page numbers in this Adobe. It just it's about a third of the way in moving up underassman. >> Oh, thank you. >> Well, that was a good guess. >> Above it or under it? >> Under it. So it's the policy. >> Can you go? You're talking about that thing right underneath that. Can you go up just a little bit more? >> Susan, please. You're talking >> right here. Cole, right? >> Yes. >> Moving up under class in this part right here. Correct. Correct. >> Cool. Okay. >> So, I guess I'll talk about it since that is probably the reason that I got tabled. Um, you know, I think if we have a if we have a broad policy that opens up chances for um, you know, mistakes to happen

123and I think we should be a little bit specific when talking about specific sports. I won't get on my soap box on on how I feel about moving up junior high players in general. Um, I I believe that, you know, there are three I'll just say this. I believe there's three times in which a junior high player should be moved up to a varsity level. When I say varsity, I'm talking about C squad and junior varsity because that is the varsity level program. Number one, if they are going to see significant varsity playing time, they can be moved up. Um, number two, if they are a physical danger to the junior high players that they are playing. And number three, um, if at the end of the season, you want to invite that entire team

124up to learn the ropes for next year. Um, and and as long as they're not in, you know, in in a physical contact sport with other older players, I I think that's those are the three instances in which you could move junior high players up. But I I football specifically is a collision sport and there is a major difference between a 13-year-old body and an 18 or 19year-old senior. And if we can limit that from ever happening, I think that should be put in the policy. >> Does anybody else have any specific views on it? >> I think there's a time and there's a place and there's one I don't think we can hold certain youths back. You know, there's certain ones that are ready. >> Um, 13year-old So, if it's junior high, >> can

125I say go ahead, I'll let you >> there. There's I mean, right now we have a freshman that was the size as an eighth grader last year and he's, you know, but even though he's a freshman, doesn't make him any less apt to get hurt playing against a 19-year-old. I mean, he's a big kid, but he's still developing. So, as a coach, as as a school district, we have to manage those situations. We can't just no we're not going to do it because there's certain kids that will okay well off they go we could lose them because of that but we have to manage every one of those situations. I know a few years ago we moved up eighth graders. Not all eighth graders are ready to move up. There's a handful of them but

126not all of them. And then you know so there's and and not every sport's the same. I mean basketball's a different deal. Volleyball's a different deal. Uh track is a different deal. So I mean everyone's a little different. So I I know where Cole's at on that. I mean, I just have I know the ones that were coached through fourth, fifth, sixth grade. I know what they got coached and I know what they knew. They were ready to pro do that. But I don't know what the rest of it is. And no different than the rest of our coaches. I mean, when these kids get moved up, they don't know what kind of detail they've had for basic fundamentals. But I think we got to be careful, too, just that we just don't cut dry.

127I mean, not one shoe fits all. and and and not all sports are treated equal. I mean, so it's a tough one. I get it. It's a tough one. It's how how do you I I put it back on to, you know, as I go through this policy and no different than our fall banquet that we had. our students got the if there's consequences for this, there's consequences for that and you parents got consequences for this and you got this consequence and there was nothing brought back to we as coaches, here's what you can expect. So in these policies, what is it that we can expect from our coaches? What kind of level? And there is a little bit in here, but it's it's pretty vague. And then the other thing I wanted to point

128out in here, there's a lot of I or me. Who's I and me? I mean, that should be really that should be really >> Well, Mr. Schultz of coaches, >> is there anything that you want to add to the >> I say this is more of a guide to really help out um our coaches on popular items that I hear from other ads and other school districts. Um, so just like I'm not saying this is the be all say all and this is the perfect way to do something in each specific situation that's listed up on the screen and in that handbook. Um, these are once again like popular things that you know regularly do come up in other school districts that I hear from other coaches. So this was more so put together to

129um you know guide them in the right direction towards making a a specific decision that may come up. Obviously they're going to probably run it through me first and you know once again every every situation's different and there's a there's a good way to handle a specific situation and there's a you know not the right way. So um yeah I >> thank you. >> Yeah that's that's basically all I have to say. >> Cool. Were you going to add something? >> I understand. Um I mean I just like to focus on this portion first before we move on to others. Like my philosophy is I mean you build programs by developing by by keeping those kids in seventh and eighth grade allowing them to play with each other um on the court on the football

130field whatever that might be. When you move a single player up you are now developing a player not building a program. Um, that's my personal philosophy. That's the way that I've been taught. Um, I have 27 uh, seasons of coaching at the Minnesota State High School League um, level. So, so I do have some experience with this in multiple sports. Um, that's just my philosophy. But going back to football, I had a conversation with three coaches. Okay. 70 years experience between the three of them, multiple state championships. Not one coach, not one of those three said that they would move an eighth grader up to the varsity level. >> Cool. Can I just get back? Sorry. Sorry. Can I You said there would be Let's just take football out of this, right? Take all sports.

131You said there would be three ways or reasons why a student would be Can you just repeat those for me, please? >> Um, if the entire team's invited up, I get that. of the season. >> Um >> there's a physical threat to if if the student is 6'4, 275 pound, benches his own weight and or hurt and and runs under a 540. Okay. They're a physical threat to the players that they're with and if they would be a varsity starter or see significant varsity time. I've always had a problem with moving up a player to be a C squad backup or a JV. You now that one player in seventh or eighth grade in my experience or in what I've seen is going to make those players better. You all of a sudden take that

132player out. Now those seventh and eighth graders don't get to see that. You're developing that player by moving that person up, he or she up and you're making them better. You're not necessarily making those lower levels. That's just my coaching philosophy. Um >> sir, were you going to say something? Would you apologize? Thank you, >> Cole. >> I agree that there needs to be some regulation on moving the underassman up. It does worry me that we're putting like absolute this is the the only way that you can move up. That does worry me because every student and every athlete is different. And if we say these are the only three ways that you can move up, I just feel like that's not being fair across the field. Again, I do agree that we do need

133some regulation because it can be it's it's a huge contact sport. We all know that. But I feel like if we allow coaches, parents or guardians, and the student as a team to figure out if it's what's best for them or the team or whatever, we should leave that to them first. That's just my opinion. I mean, if we start regulating who can move up and when they can move up, we're taking the control away from the coaches and the students, the athletes, and we're putting it in a policy instead of saying, >> right? And that's why I'm saying I'm not I'm not even going to make the argument that we should implement this for all sports. I'm saying football solely, we've done it two years in a row that we've moved up eighth graders

134to play at the varsity level. Cole, >> was it last year and the year prior? >> Correct. Okay. So, it's >> Well, so we we've got a couple things. I'm sorry, Marge. Go ahead. >> No, go ahead. >> So, we got a couple things here. Um, as a former coach myself, coach a number of sports. The one thing, and I'm not I don't want to sound negative towards anybody. What's missing out moving up underassman? What's missing? What group is missing on there? >> Do tell. >> Parents. >> No. >> Right. I'm not gonna That's my perspective, right? As a former coach, I moved up a couple girls in volleyball, right? And I called the parents. I said, "Hey, what are your thoughts on this?" Cuz Cole's right. Right. You've got some kid who's 6'5, bruise,

135bruiser, could be a girl as well, too. Right. Bruiser, you probably don't want that person out there with the seventh and eighth graders in football, right? But then you might get somebody who's maybe a volleyball girl who's 6'2 in eighth grade but hasn't come into her own I don't want to sound weird here body >> body body shape you know what I'm saying >> and I do agree with you Sarah I think we got to kind of leave it up to the coaches but I think we have to get some communication with the parents as well >> and I know I did see the email >> Mr. Schultz tonight and you met on Tuesday night. He did send an email out, a blanket email to this to the parents because I think I want to

136I want to decide if I want my kid moved up. I'm not just talking football now. I'm just talking sports in general. You know, we could definitely put these three things in here for football, right? We could put it in for any sport, but then I think it handcuffs us because, you know, I want to get back to this and I don't want to sound negative, but not everybody gets to you can't just give everybody a participation ribbon. You know what I mean? I participation is great, but there might be some people out there who might excel in some sports. I'm not talking football now. I'm just talking in general. And you can disagree with me. That's fine. We can we can definitely put this in for all sports if you want. I get really

137bothered when I see an eighth grade girl or a ninth grade girl or a boy get moved up and they sit on the bench. >> That bothers me immensely. I don't know if that happens here, but I've seen it happen in tons of schools. You move a student up and they sit on the bench and they don't get any playing time. But guess what? They're happy because they get the varsity jersey, but then they're like, "Hey, wait. >> Yeah, >> I want to go back with my peers and play." So, we can sure do this and put this into policy in there. Or we could just and we could put um you know, something on the bottom. Other circumstances will be determined by the coach, the ED, superintendent, and the parent if we want to

138do that. Or the coach, the AD, and the parent. We can do something with that. >> It's already on there. I mean, if if we're going to change anything, that's like saying we don't trust our ad. I mean, it says right there, after we meet, I will give the final approval, meaning activity director >> will give the final approval. >> I agree with the coach. >> I agree. I I >> It should say coach/parent. >> Correct. I think we got to add parent in this. Whatever decisions made, >> if we want to put some more in there, if we don't want, I think you have to add parent in there, right? And then that's then if I mean it takes all the weight off of somebody else's shoulder. So if the parent like if I'm

139adamant that my kid wants to >> go and >> and they get hurt your 105 pound eighth grader can play with the varsity. >> That's what I was going to say is I have kids >> No, I don't think so. >> That have done childare >> 105 >> child care for in every single grade in the school. And so when this first came up, I thought back of somebody that I have in the school that's eighth grade. And I thought, no way would I put him up with my daughter's peers because my daughter's a senior this year. It's just too big of a difference. And I But I also have a nephew that is 67. >> Geez. >> Yeah. Doesn't do football robotics. >> Well, at least he can lift up robotics up real tall,

140you know. But to me it's to me I just I'd be very overly cautious on the safety of children because although the parents might be very gung-ho and stuff for them to go is um I volunteered for the school board because I love kids and I love their safety as like my onea and then education in there and everything but I just extremely care about them being safe. So >> what if we >> I would not necessarily feel I would feel comfortable in the instance where Cole said where it's a very because my nephew would not be very good playing with younger kids because if he tackled them he might hurt >> and I agree. So going back to that conversation with the three coaches that had you know like I said over 70 years

141experience between them very very wellrespected coaches um they there is always exceptions to every rule out of them one student and out of how many thousands of students one coach said that in one time they moved and he said he was and I quote 6'4 275 and could bench his own weight. He was a physical threat. That was the out of talking to those coaches, >> that was the only instance in which an eighth grader was moved up >> because it would be the same as moving up a kid smaller >> in football. In football and I'm only speaking football. I'm not going to I don't want to get into the debate of other >> coaches want to do that. That's that's their philosophy and I believe we should allow coaches to do what they

142want. But when it comes to the physical safety of our students, >> I'm just concerned. Um my I had a one of my kids played rugby last year. It's very dangerous sport. Um she took it very on aggressively, but when you start seeing the uh broken collar bones and just how aggressive it is. Seventh and they're seventh and eighth graders. It's just a little young to be complete fractures and stuff. >> Why don't we do this? Okay. Or I'm just going to throw this out there. Just read. >> You know what? I'm sorry. I >> I've been thinking here for 15 minutes and I can't come up with a good solution. I've talked to Landon about this. I've talked to you about this now. We've talked I just I don't know. I don't know where

143we compromise. Do we >> Here come compromise for safety. >> No, I mean no compromise that so just football put that aside and maybe make the rule for for football that no one could and then the other ones >> right but as our policy reads it would allow >> right to do this. >> Don't have that policy. We can amend you would have one that we need to direct the team and if the team >> this isn't a policy >> just a guide not a policy so >> right so why do we what about something like this okay this is kind of I think hits it I'm just wrote some things down and we can tweak the words let me let me Mr. Schultz. Um, girls B junior high girls basketball gets done in December.

144>> Correct. >> Y >> do the eighth graders get invited to move up to nth grade C squad? >> Yes, they do. >> All eighth graders. >> Yes. I guarantee about 99% of schools in our conference in our section eighth graders to make a C team. >> Got it. I agree with that. All right. >> Our school over the last couple years has invited all eighth graders up >> For basketball >> if they want to go. >> That's what I'm aware of. Yes. >> Okay. I'm just asking. I don't know. So I >> that was one. >> Look, I few years ago >> for years. >> I agree. If we're going to invite eighth graders up, I don't want to hand cherry pick them, right? You guys might disagree with me. We have to move

145up eighth eighth graders or whatever. At least give them an option. Whether it's girls basketball, whatever. So you put Cole the entire team invited up, right? He also had physical threat and varsity player or just a player sitting on the bench whether C squad, JV, varsity. We could add a fourth bullet item or whatever and say football considerations will need to be evaluated concerning the physical and safety aspects of the athlete. Okay, that's a guide, right? We could specifically add football in there. So the three >> and I'm not arguing between ninth and after after ninth grade all is fair game, right? C squad you that's up to the coach, >> right? >> So we could say football football junior high football players. >> We could specifically spell that out in here. >> That's what

146I would do. >> It's a compromise, right? >> It's a compromise. >> You disagree with me, Sarah? Go ahead. Why would we not just say that for every sport then? I mean, if we're going to use that as a guideline, it shouldn't just be for football. It should be for all athletes. >> Take for instance golf. We had a lot of boys, didn't we? And there was one that went to practice every single day. He worked hard blah blah blah and he was the best. How was he a ninth grader? 10th >> talking last year basketball team. He was an eighth grader. Well, she's talking golf. >> Golf. Golf. >> Oh, yes. Yep. Ninth grader last year. >> I'm gonna I'm gonna use an example of somebody I know who wrestled in in this room,

147right? >> Okay. I don't know a lot about wrestling, but I know that they have different weights. And I know that some seventh or eighth graders go up against 10th or 11th graders because of the the weight class. Correct, Mr. Meyer? >> But they're the same weight. >> They're the same weight. Right. What I'm saying What I'm saying though is >> if we do that for all sports, we might handcuff a seventh grade wrestler or an eighth grade wrestler who's based at the same weight. Do you know what I'm saying? >> Yes. That's why I'm saying it shouldn't be weight specific or football specific. It should just be a general rule of thumb in this handbook that says the team will meet. Yeah. >> Coach, parent. >> Oh, I see. And well and according to

148Sarah it would for wrestling it would work because >> that that player would be a varsity level player. >> Correct. >> They would meet that guideline. They are going to be the starting wrestler for >> 1067. >> Thank you. >> I was going to say 103 and then I was going to say 97 for you Art. >> I don't I don't disagree at all, Cole, with what you're saying. I just want it to be for all of the sports. So, if someone is I mean, it's not only about weight and size. It's also about athleticism versus age. There might be a seventh grade golfer that should sit there and be on the seventh and eighth grade team, but she or he is far beyond their >> according to that. They would, >> like you said,

149I'm just trying not to handcuff. Like you said, I don't want I don't want to micromanage what a coach does. I'm just >> Yeah. >> From what I've seen football, >> yes, >> we don't want to limit it, but we just want to make sure the kids are safe. That's why I think it should be a separate >> any seventh or eighth graders have to meet with the coach and the parent and everything, >> right? >> And this has been this has been a contentious issue going back >> as long as I can remember and it will continue to be. there's gonna you people have their >> I agree that the coaches solely should not have the ability to move players up but I also don't want to limit it to well he's too big

150so he has to go here he's too small so he has to stay here I mean I just want it to be under the discretion of the team coach parent guardian student >> and some of the kids would maybe might not want to move up because they'd rather just play with their >> peers. Anybody else have any thoughts on this? >> Go for it, Jade. >> Right. I uh I think it's just important that our coaches are just really tuned in to their athletes and students. >> I mean, that's what it comes down to. You need to be fine-tuned. I mean, there's kids, you know, that are freshman right now that just because they're freshman doesn't mean they should get tossed out there. You you need to get them the wraps, but you got to

151be careful. You got to be careful on how you >> introduce them to it so you don't scare them off because that's even as important as the safety side of it is is you don't want to just put them in there and scare them away from the the sport. So, you got to give them a little bit, but then you don't want to get them so he's frustrated either or she frustrated because she never he never gets to play. So I mean you just really gota gota it's just not it's not just the game >> individual based learning coach knows each kid's individual needs >> and I'm sure they do know their kids but >> what's the limitations you know that's what trying to figure out who goes who stays and I think um Landon

152when we had our meeting Tuesday didn't say you obviously wouldn't have it ready tonight, but you were going to look into surrounding districts if they moved their seventh and eighth grade kids up. >> Yeah. Yeah. I uh I'll I'll look into that a little bit more further tomorrow. But yeah, it's I guess my closing statement to this is every sport is different, every activity is different. Um and I think if we like we've been If we hand cover ourselves in a specific way, I think we would possibly cons some some specific. >> So, what are you guys feeling for a consensus on this? Thank you, Landon. >> I could get some data from Barnes. >> Go ahead. Go ahead. >> Okay, >> that'd be great. All right, thank you. >> Because there has to be

153a lot of districts that run into it, smaller districts where they don't and Cole, weren't they moving it up because they didn't have enough varsity players or was it because the kids athletic ability was >> that that was the response that was given during our last board meeting. Um, and again, I have an issue with that. If we're if our reason is to move people up because we don't have enough players for a specific team, that's a program problem. Not >> not where the kid is in >> not not where that Yes. Um >> because then we putting our the kids safety at risk. >> If you if you're going to have if you're worried about having you play half games, you go half line against you put your bigger kids and you go half

154line. We're going right side, we're going to go left side. Um, if you have a numbers problem there, you're you're at least in football, you're you should never say I'm going to move up eighth graders to fill the void >> by and only. >> Well, that's what what who do we play? Walker is Walker or Wadina? Who do we just play? >> Wadina. >> The year before they didn't have a team. Correct. >> Correct. >> Because they didn't have enough varsity players. Right. >> Right. Well, >> and and phrase too about three years ago, three four years ago. >> So, really, we're we're talking handbook. There's kind of two different things here. There's the handbook that we're talking about, but really what we're talking about is more policy. Realistically, that's where we're falling back more

155towards, >> which we don't have a policy. This is just in the handbook. And it caught my eye >> as a coach looking through this. I just >> I remember a handbook used to have and and the reason I bring it up is these things that I've outlined used to be in a handbook >> for the athletics. >> Yeah. >> But that was that was >> 380s before. So >> Okay. Well, the positive thing is we're talking about football, right? No eighth graders have been moved up, correct? >> We have kids this year. >> Yeah. Well, yeah, that's great. And I see where Cole's at. I'd have a problem. You know, my kids are older now, but I'd have a problem if my my eighth grade kid would have never made it in football going

156there. He was too small and too too skinny just like, you know, he was built a lot like me, you know. So, so, um, but I get that and I and I understand that and I understand where everybody's coming from. I mean, we we could probably argue this, not argue this, talk about this till we're blue in the face and we might not come up with an agreement. And again, I want to get back to this is just a guide, right? And if next year, if I'm here next year and coach PJ says I want to move up eighth graders, I'm going to have a serious conversation with him and Mr. Schultz and say, "Look, I I'd like I want to become more active in this these kind of decisions, you know, because I do

157safety and security are crucial for me." That's probably my biggest concern about school districts. I mean, I I'm in I'm sad when I hear crap happening at the Colorado shooting just I don't know if it was earlier this week or last week, the Enunciation Church or whatever school. That's detrimental. I'm looking into because you we talked about those windows in Ottabon. I'm looking into that because they're wide open and we're not going to have a teacher say, "Hold on, we're going to pull those shades down when the shooter goes around." So, we're look I'm looking into those things. So safety is important for me at sometime. You got to use common sense, right? You got to use common sense. I I don't I've coached a lot of sports. I've coached football. I'm not a varsity

158coach, but I coach football, too. And you know, um we had some kids that played down. Matter of fact, I coached eighth grade football here at LPA and I had two twins that played on my team. They were ninth graders and they played on a team. We because we didn't have enough players. We had to create teams. That was your sense. >> That was John, weren't it? >> Yeah. You don't remember that. But anyway, we have to use common sense. And I agree with you, Cole. And I agree with the other side as well, too. Basketball, you know, you're going to have somebody that maybe stands out. Volleyball. And one of the reasons I moved up to two girls in volleyball who happen to also get moved up in basketball because one girl was 6'1

159and one girl was 510 and a half and they could compete, right? So, I like the fact that we just have this as a guide and Cole, you have my word that I safety is important for me and I will if this gets brought up again in the fall or in the spring, I will sit down with Mr. Schultz and the coach and say, "Look, we got to seriously take a look at this because I get it. I I'm just happy that nothing's happened yet this year for this. So, we could, you know, we could revisit this in the spring for next year if the board so chooses and, you know, revisit policy that we because you said there was policies before. >> Well, in your handbook. >> Yeah, the handbook. And Mr. Meyer, Mr.

160Schultz are going to reach out to other schools. It'd be nice to see what other schools are doing, too. Does that make sense or not? Cole bringing up the handbook because we'd like to go back and enhance the schoolboard handbook. A lot of our handbooks we could continue to go through and make adaptations and stuff. Um, so we could leave the policy as it is as well and just let our voice be heard to our administration. >> Leave book as it is. Well, because it's just a guidance saying that if a eighth grader were to move up, we'd prefer they be >> you could include rant in it with our superintendent, the coach. >> And I'll tell you, >> absolutely, we can approve this. You don't need a unanimous decision to approve the hand >>

161and and let me tell you something. I know for a fact Mr. Schulz has talked to to our coaches to our football coaches about this, right? Because Mr. Schultz and I have talked about this. So, our head coach is aware that there's some concern about moving up kids that are maybe not ready. Okay. Right. Mr. Schultz, >> we've dealt with that. Yes, sir. >> I have a Well, because it's a handbook, can I make a motion to change >> the word, >> the language? Okay. Absolutely. I would like to make a motion. >> In the last paragraph, it says, "Before an athlete is moved up, I would like for the head coach to meet with me. I would like to change the language and have it say I would like for the head coach and

162parent to meet with me. >> I think that's a great idea and I support that 110%. >> Can we do that, Mr. Schultz? I think that makes sense. Board members, well, Madam Chair, you she made the motion. So, >> I will second that. >> Okay. Any discussion on that? >> Anything else that anybody would like to add in there? in the policy committee. Has there been any review to see how the policies that we're talking about tie back to the handbook? Do is or is there >> No, we we we've only had one policy committee and actually on my things to talk about tonight, we this behind on policies um not just from some time now or a couple years. >> Um so we need to make sure to meet on that. So yeah, thank

163you. >> Are you madam chair? >> Yes, we're gonna have a policy committee meeting March and Cole. >> Um >> Oh, yeah. Well, you're on there, too. >> How do you guys feel uncomfortability on that wording? >> I I think we have to be careful. We're not I don't think we should micromanage this. I mean, our job is to approve it or or not. Um, I think if if it wants to be rewritten, I think that has to come from whoever's writing the handbook. That's just my opinion. >> Well, so you're saying don't add the parent guardian. >> Well, I I'm Are we Are we going to do that? Because if we go down this if we start editing every document that comes across like >> we can make suggestions. >> I don't think that

164we can go in and start editing, you know, athletic directors and coaches. Well, I don't want to I don't want to do that. I want to say this is what I like or don't like. I approve it or I don't. >> Yeah. And Cole, you know, some I like the word. I like the fact you say you don't want to micromanage. I agree, but I think I can sell it or agree. I believe the parent needs to be involved in this process. Mr. Schultz, we can change that. Correct. >> Yes. >> So, I support that. What's that? >> We spent 20 minutes talking about this and he's like, I can do that right now. Yeah. So, I support that parent adding that. And yeah, people may say, "Well, that's micromanaging, but guess what? It's common

165sense. Let's use the parent in there." Right. >> Well, we're a governing board. Yeah. Not an operational board. And part of a governing board is to look at policies and implement changes. If our school district has changed, that is part of our duty as a board is to look at policy and take votes and either change it and yes, keep it or change it. That's part of our job as a governing board. >> You're right. So, we have a motion. >> Yes. >> And we had a second. >> Oh, yeah. I'm sorry. There second in there. >> I was just seeing if anybody else had any other discussion. Marge, anything to add in there? >> Well, anything else to add? >> No. >> Jade, >> no. >> Okay. So, we have a first MOS motion.

166We have a second motion. All those in favor of adding parent guardian in with um I would like the head coach to meet with the AD and the parent guardian. Say I. >> I. All those opposed say nay. Okay. Motion passes and then we'd have to vote on the handbook. Correct. >> Yes. Correct. Yes, ma'am. >> Okay. Anything else anybody wanted to add in for the handbook? Were there any other sections you wanted to highlight? Yeah. And I think there's nothing wrong with looking at stuff because sometimes when you somebody writes something like I write the handbook for my program and somebody else could look at it and say I have an idea here and stuff and yes the governing body we establish the policy and the rules and then the staff and administration are

167there to uphold what we establish. I guess as the policy committee moves forward as we maybe this would be kind of a high emphasis of focus to make sure that we have policies that tie back to the handbook and they collaborate. >> Yeah, we can do that >> before moving into maybe what would be our spring season. >> We have a policy number on sports with MSBA. >> I I'll have to double check. I just know that many of their policies, you know, like the one I talked about the financial one today was 2019. >> I I don't recall, but I can look into that. Madam Chair, >> and then we could get the if we can look into it and see if there's a policy number there. Make sure we have it done before

168spring then if we need to make it. >> Well, if the policies there were tied together. >> Never seen one. >> I don't know. I've never seen one. >> And it being it's a handbook. I mean, should it be general uh communication whether I guess I and me and specifically in Landon's name in does it need to be that or should it be more general that would report to the >> AD >> and the superintendent versus Dr. Burquist? I mean, should it be on that done? It's done. I agree with you because look, I'm not an IME kind of person to be honest with you. >> Um I think it should be generic and say ED or superintendent because you just never know what >> we we've changed those before. >> What's that called? >>

169I said absolutely yes. >> Yeah, >> we've changed those in policies before there because the person was no longer teaching there or whatever. >> Well, then it handcuffs you in there and you know, it's kind of like when we did the title N stuff, the harassment thing, you changed to superintendent so forth. Good point. I'll make sure to do that. >> Okay. So, we'll look at the pol see if we need to create a policy on that. See if MSBA has anything. Anything else anybody'd like to add? Could Could I just >> Can I just open something? Yes. Say something. Okay. I was at a lake exit meeting last week and the super I don't know why he was there, but from DGF >> and they were talking about they're going to do a a

170levy vote or whatever. and uh he said last year they lost 11 teachers. They had to let go 11 teachers and this year >> they're going to have to let go more. Holy crud. >> There's a lot going on. >> Yeah. >> You know, and then the other thing is I heard from this is still on, right? It doesn't matter. Um >> yeah, we're we're still in our meeting. >> Yeah. Someone from Holly told me they were going to a uh like a raffle or something because they're the teach it's a brought on by the teachers because they do not have um uh the money was going to go for supplies. So that tells me that Holly said you can't order any supplies for this coming year. So they're not there's a lot of districts

171and financial concerns. >> Correct. >> Can I just back? Can we have a vote on we had a motion so now we just need to vote on it >> and then we can I'm sorry to interrupt you Marge. I want to make sure we get that part done. >> Okay. So we have a first and a second motion. Uh all those in favor of saying I. All those in favor say I of passing the handbook with know acknowledging that we can come back and make policies and make adaptations as needed later on in the future. Did we do that already? >> No, we we did the wording. You said >> Oh, the wording. Got it. >> So, all those in favor of passing the handbook say I. >> I. All those opposed say nay. >>

172The eyes have it. The handbook pass. Sorry, I also thought we were done with that, but did another one. >> Can I bring up just a couple items? I know it's getting late, folks. Here's Were you done, March? >> Um, I want to have a policy committee meeting. All right. I also want to have a building and grounds committee meeting. I just want to keep I don't want to forget about that. Um, here's some things that I've been recently working on. I just want everybody to know. Um, the flag pole at the Ottabon Elementary has not had a flag for over a year, almost a year. So I I'm I'm pretty particular about the American flag and about our country and you know military with my son being it and everything else. So I stopped

173by and I did introduce myself to the Ottabon people. I met the the mayor Tyler. Can't remember his last name now. He's >> Huh? >> Lindy. Yeah. Um just want you know that there will be a flag up to hopefully tomorrow. Um I met with Tyler and I did meet the two ladies in the city center. So met them a couple times. Just so you know, I am getting out in the community. Um very interesting talk with Tyler. Um and uh really appreciate it. He's the mayor of Ottabon. I appreciate his help because uh they're going to he's going to make sure it gets up and he's an ex-Marine and everything else. So I appreciate that. The pumpkin fest, okay, is next Saturday. It was reported I met with Mr. Keith Zacharias as well and

174it was reported that we weren't going to allow a bus like we have been for 20 years to um take student or people back and forth from the car show to the craft fair here blah blah blah. Well, apparently what happened is that somehow the Minnesota Highway Patrol person came in and said, "Because you're not sponsoring this, we can't provide transportation." Well, I guess I was kind of the bad person about that, but here's what we're going to do tomorrow. I'm going to develop a letter. So, the pumpkin fest next Saturday will be a culmination of the Lake Park Ottabon School District, the community ed program, city of Lake Park, and the Pumpkin Fest committee. And we're going to put a letter together. We're all going to sign it so that we're all co-sponsoring the

175Pumpkin Fest so that we can use our buses. And if somebody comes and says as a taxpayer, why are we using the bus to transport people back and forth? Well, because it's the right thing to do for our community. We've done it for 20 years. I just want to let you know that. I met with Keith Zacharis on that. We will we will use a bus for Pumpkin Fest. Next thing I want to let you know that sign out here. Okay. Mr. Keith Zacharias met with him as well. Again, um it's supposed to be moved 50 ft north of where it's at. It's not in the right away, it's in the vision way. Okay. So, it took the state 6 months to come back and say recently, yeah, you guys can move it 50 ft

176north. Now, the person, I can't remember the guy's name, who helped install it, who's a graduate of here, >> Mark Olsson. Yes, I believe that's it is going to help with that again. So, that will be moved up 50 feet. So, if you see the sign being moved, it's because the state finally said yes, let's do that. Now, there are certain requirements and Keith Zacharis was going to get to find out what we can um advertise and what we don't what we can't advertise because the city does own that sign. I wanted to let you know about that. Okay. Um then um I want to also let you know I did go to the city Becker County, Detroit Lakes, Becker County. Um we have a um special school board meet uh schoolboard election in November,

177right? We only have one person running. We also have a writing. You wouldn't believe how much we have to do and it's going to cost us at least $3,000 plus for this election. I've met with the two people um just yesterday or day before and I got the the voting stuff so people can come in and start voting tomorrow. We have the big black box, but I want to give a lot of credit to Susie. There is so much involved in this election process. Susie's done a wonderful job. We've have to mail out absentee ballots and everything else. It's going to be expensive. Again, it's for one person running, but they do have a right in per right in spot as well. Um, I want to uh so we'll policy committee meeting building grounds. Um,

178I want to also let you know, you know, I've really got to know quite a few students um helping out with lunch supervision and it's been great, you know, um some great kids here at LPA, right? And it's been it's been it's been a great process. Last but not least, um we've had a couple of students uh apply for the uh student board representative and I know Jade that I believe you went to the meeting in Fergus and I think you've talked to a couple schoolboard members. I guess and I'm I'm asking if you or somebody from the board would be interested in serving on the committee with myself and Mr. Meyer too because I want this to be a formal process for these young people. um because you were through the process. I I

179don't I don't think it's micromanaging. We're inviting the board. I I wouldn't ask somebody to be on a interview committee or anything like that, but if you or somebody on the board is interested in serving on a committee, Mr. Meyer and myself would greatly appreciate that. >> Yeah. >> Okay. So, it could be two of two of us or if you both want to do it. It doesn't matter. But we'll Mr. Meer, we'll set up something next week. That would be great because that is something very important to me to have a student representative. >> Does that sound good? >> Okay. >> Do you want one or two or >> What are you saying the board's for? Is it a for a student representative board? >> Uh yeah, the student on the board. >> Yeah.

180Is that what you're asking? >> No, I'm asking what what is the what are what are you what board is it for serving on? >> For selection. >> Yeah. Yeah. For selecting. >> Selecting. Yeah. >> I don't know. I don't normally do that, but No, >> good idea. >> I think it's a great idea, especially, >> and I'm I'm not just picking Jade on here, but Jade went to Fergus, right, for this meeting. >> Yeah, I did do the Fergus meeting and then I also went to the breakout session in the at MSBA dealer knowledge. >> Yeah, his prior knowledge. So, if Jade and Marge >> Marge knows all the kids, >> right? Would you both be interested in turning on that? >> Um, it's a formal process and remember they they can apply for

181scholarships. There isn't a lot through MSB, but it's great. It's a great experience and I think it would be awesome to have the students on there. So, um, >> be looking at a junior and a senior, so then the junior can move up as a senior and then get that. >> We hadn't advertised until last Friday the 12th. We don't currently have any juniors that have applied. So, I asked Mr. Meyer to send that out again. We've had seniors apply, but no juniors. Mr. Meyer has sent it out again. Have we got any juniors that have applied? >> Okay, that was the premise behind it. >> So, would it be a if we can't get any interested in a junior position, would it be inappropriate to step down to a sophomore position? Again, >> sorry

182to interrupt you. >> Like somebody were like we had a senior nobody else to guide them and we're going to be starting from scratch >> where they can learn off each other. >> Yeah. So Jade, to answer your question, that's exactly what I was thinking about, but I want to give the benefit to the juniors to still have time because we we had a deadline, right? >> And we had some students apply, but there's no juniors. So we'll >> I tomorrow >> till tomorrow. >> So if that doesn't happen, then we can open up to sophomores. >> That is the class that we've lost a lot of. >> Correct. >> Yes. Correct. It is. >> Many of them are PSU. So Um, do you want to set up a policy now, Madam Chair, or do

183you want to do building grounds now? Yeah. >> When are you guys looking to do it? Next week. >> Next Wednesday. We have teacher negotiations, right? Um, I >> Who's on that again? Is it Aaron, Jade, and Susan? Right. >> That's at 5:30 next Wednesday. >> Yep. >> It's here in Lake Park. All right. >> Yep. Um, you know, we could do I just don't want to do it during any kind of especially home home events, right? Um, meetings. I don't know what the schedule is next week. >> Who's on policy? >> Yeah, >> me and Mar just margin I. >> No, no, I'm sorry. We're doing policy. Yeah. And building and grounds. >> Oh, you're doing them all. >> And teacher negotiations. >> So, what I'm saying is Paul if it's just Margin I

184were pretty flexible during the day. >> Oh, you're on it, too. Sorry, Susan. >> Yeah. Okay. >> I'm least flexible during the day. >> Yes, you are. She's got an office at the house. >> Well, we could >> got a lot of assistance. >> We might have to We might have to get some Cheerios though instead of giving to the little kids. >> Um, I guess I would really like to I know we I know you guys are doing a lot of meetings and stuff. Could we possibly do a building and grounds committee meeting next Thursday? That's building grounds to me. I want to do that. That's supersedes the policy right now at this time because we got a lot of things that we're trying >> transportation building grounds transportation >> and you were on

185transportation prior, weren't you? >> I was and then you took me off. >> No, you're still on it. >> Are you sure? >> I put me on finance when I became treasur. >> No, you're on finance and transportation because we couldn't adjust anything on you because you weren't here. >> Okay. >> But you said you were on >> You weren't you weren't originally though. >> No, >> it was um Paul and I. Mhm. >> But then since then when Paul ducked out and we needed somebody to be on temporarily, Sarah was there and so we could have put her on a different one, but then she was sick that meeting. >> Yeah. >> So if you don't mind writing it out till January. >> It's fine. >> Okay. So when do you want the building

186ground? Thursday. At what time? >> Who's on that again? Building grounds transportation. >> I cannot come Thursday. >> I I can't do Thursday. >> Okay. Could we um >> Can you do Wednesday? Can we do it before the >> Yeah, we can do it before the negotiations. That's a great idea. I was just going to say that, Jay. Yeah. >> Um, >> just triple check. >> What time was future negotiations are at 5:30, but you're not in building grounds, right? >> For you. >> Does Wednesday work >> earlier? Do it before negotiation. >> How long is it going to How long are we talking? >> Well, we could probably we could go at 4:30 and be done by 5:25. I mean, we'll just get to the point. >> Make it be done. >> Huh? >>

187I said we could just make it work. >> Yeah. Does third Wednesday work for you? >> Yep. >> Is 4:30 too early though? >> No. No. I'm I am also very flexible during the day. So, okay. It's fine. >> So, 4:30 building and grounds. Next week, I'll have Susie advertise it. >> Okay. Building and grounds transportation. Next Wednesday. Then at 5:30 we have teacher negotiations. All right. Uh policy committee. Do you want to look at the following week? >> Madam Chair, >> either one. I'm three next week. I just if it could be a 5:30. >> No, no, I get that. um high school >> the big park >> Tuesday might be too early >> to advertise um >> we have a board meeting Monday >> at the following week >> here at the high

188school >> okay >> should I close out the meeting while >> yeah let's do that >> let's do that >> okay 4.0 0 succeeding meetings 4.1 regular monthly schoolboard meeting September 22nd 2025 5:30 Lake Park Ottabon Elementary School Media Center. Uh oh. So you're not going to do a policy one? >> No, we're going to talk about it after. Just close the meeting. >> Oh, meeting is closed. Adjourn the meeting. >> Bye guys. Thank you. >> Good night. Thank you very much. >> Okay. Yeah. >> Just really quick, I sent you an email from my work email. >> Okay. um also to your special ed teacher, but I'm trying to get some census >> for special ed like age groups and what's coming up. So, I copied you on the email because I we apparently

189don't have teacher emails on our website. >> Well, you can send them a message, but you can't like email them directly. >> Yeah. Um yeah, >> thanks Aaron. Um, yes. So, I I'm so far behind when you >> No, no, no, no. It's fine. But that's me that said that today. So, >> even if you just shove it towards someone else that >> probably does like numbers and such, but >> now unfortunately, as I make almost every meeting all year, October, I'm not going to be able to make the work session or the board meeting. >> So, I don't know if that's a hiccup in >> this, but we'd be doing this all. Yep. She could run. She could run it. >> Did the eighth you said? >> Yeah. >> All of October.