Regular School Board Meeting February 19, 2026

001a plane treasure. He just stepped out of this director Thomas director >> here director and let's >> skip guess maybe Wednesday something >> actually >> that's coming up that's coming up >> that'll be coming up at tele >> and generally that's something that Jerry will keep track of it and he hasn't write that down for the minutes thank you chair Barrett and thank you Tina for reminding me that because of the funeral of Barb Thomas yesterday we had to move the meeting to today and you reminded me in enough time we could make the change within and beyond 72 hours. The first item today is the second reading of the 2027 2028 school calendar, followed by an update on the special policy committee meeting held recently. After our aotted time for public comments and delegations,

002we'll move into the report section of the agenda, which includes finance and enrollment. After that, we'll move into the consent agenda, including minutes from the January 21st, 2026 meeting, followed by amending the 2526 school calendar to reflect another snow day on January 23rd. Next month, we'll have another one where we amend it for yesterday's snow day. Next, we will be approving the amended American Indian Parent Advisory Committee bylaws. The board has three hires and two retirements to approve today. And I would like to note that on your consent agenda, there are two items hires of Katie Alto. She has found another job. So we should take those two off of our consent agenda. Katie Alto for subbing and Katie Alto for speech. Followed following that we [clears throat] will be eliminating a vacant 1.0 FTE

003custodial custodian 2 position and opening and posting a 1.0 FTE custodian one position for the district in its place. No need for a closed session at this board meeting. The board will then move into the action items on the agenda of which there are four. Approving the list of bills and wires in the amount of 3,458,897.94. Then we will be adopting the 2627 school calendar officially as its third reading. We will accept the American Indian Parent Advisory Committee annual compliance report and take a look at out of state travel for the 2026 Napus spring conference. With that, we will do a once around the table. We are eliminating the miscellaneous portion. If you recall that still shows it on there, we will eliminate that and we will do it once we're on the table if

004need be. Any updates, things happening. That's the report. Thank you. Second reading of 2728 calendar. >> Thank you chairman Barrett. I would refer you to in board book page and we looked this twice now. This is the second reading or third reading sorry of the calendar and uh no changes have been made during the last two meetings. So, it's the the same calendar that we shared with you back in our December board meeting where the first day of school is Tuesday, September 7th after Labor Day as usual. And uh we still have October 1st off holiday followed by MEA in October. We have typical November time off [clears throat] followed by two weeks at Christmas and uh the end of the school year is last student day May 20 25th last staff day May 26

005That's the second reading. I take that back. It's the second reading of 2728. There's no action on this. But uh we'll take a look at it again next month for final. Then before we move on to the next portion, I have one additional report that I want to share. Um, I've been asked to present at the not state, not national, but international conference on PBIS, positive behavioral interventions and supports because of the great work we're doing in PBIS and the changes that we're seeing here. One of those changes is a huge difference from last year where last year we had all sorts of damage to our bathrooms here in the secondary complex where we had to repair things to the tune of $35,000. What a waste of money. As part of our PBIS initiative, we

006reached out to the kids. We said, "Hey, you know, if you take care of our bathrooms, there are like 33 weeks in the school year. $35,000. That's like $1,000 a week. We will start adding it up like the United Way calendar paddle. For every week that we don't have damage, we will add $1,000 and show you what we've saved. >> And you've heard me talk about this before, but it continues to work well. We're more than halfway through the year. This is last week's calendar. This week's is $20,000 we've saved so far. And we've been using some of those dollars to to have celebrations. And now the student council is going around speaking and asking students maybe we can spend a little bit more. What else would you like us to spend on to make

007this school more fun and more engaging and more interesting? Some comments have come out like how about a ping pong table or a air hockey game for the cafeteria for those who don't want to go to lunch ball. So we're looking into those kind of things. We're all about a field trip at the end of the year. We're looking into into that. But the data is showing that what we're doing with PBIS is working with fewer fights, less bullying, fewer issues with vandalism. And here's a big one that's hard to quantify that students are interacting with each other. Big part of that was putting cell phones away. They're interacting. They're talking to each other and they're talking to adults. Willie said he goes down the hallway to lunch. kids greet him, they talk to him,

008they say hi to him. That wasn't happening last year or the year before. When I headed to lunch today, I heard my name called at the crossroads. So, I turn around, there's Isaac, sophomore, basketball team. Get a big hug from him. I get a hug from him every time I see him. And another student gave me a handshake and a guy hug. Positive things are happening. And the kids are much much more engaged and connected, which is why you'll see in our enrollment report, we're holding steady. We picked up 10 more students. I got done with the meeting with this guy. His name is Dan Torres. He's with Minnesota Department of Education, PBIS. He's the one who asked me to participate and give a presentation. He came up here last week worked with a couple

009of our teams and he said, "I went to the the game with Walker and I had such a positive vibe. The sportsmanship of the players and of the fans blew me away." He said, "I've been to res ball games before and they're not very pleasant sometimes." What's happening in Red Lake? I'm sharing all this because I find it ironic that students culture in this building and climate students is improving. Yes, we still have issues. We're still working on them. It's so much better. Now, our issue is adults. adults sometimes not getting along and carrying that disagreement in the public space. We are in a public meeting right now. We're going to hear some comments from people. So I ask that we carry ourselves and comfort ourselves with decorum and respect decency that befits the office

010of a board member. Okay. Thank you for that. >> [clears throat] >> Now I can move into the special policy. >> Yeah, update special policy meeting >> and this was a bit unfortunate unfortunate I have to share this but we do not have anything to bring forth today policy met committee met but the uh policy committee never came to a consensus because we were shut down and told that half of us didn't have a voice. So we need to meet again so that we can have a consensus, have a vote. There was no motion, no second, no consensus made over any of the policies that were suggested and brought forth. So we'll have another meeting and hopefully at that meeting we can share and have open and honest discussion and everyone can have a voice.

011>> You have a date for that meeting? >> Nope. No uh date yet. We do have a meeting. It says next review policy 700 is March >> March 5th and that's for the 700 series only. >> Yeah. >> So >> not for a special policy meeting. So >> who's supposed to call for a vote at those meeting >> the chair usually or >> or Ashley is the chair. But we don't always necessarily have to have a specific call for a vote. It can be a consensus. We didn't have that either. >> We [clears throat] all agreed to send it to the school board. I say that's a consensus. >> I went around and pled every member afterwards. Members were upset, they were hurt, they were offended, that they were told that their opinion didn't count.

012And I've been talking about that almost every day since then with these people who have said our our opinions didn't matter. So, they were silent because they were told their opinion didn't matter, but they didn't consent to anything. That does not mean we can't meet again and finish it off. >> There's my report. Thank you. >> Okay. So that ends that right here. >> Okay. National anthem. Then uh >> that's all part of the policy. >> We can move on now to public comments. >> We got to approve the agenda first. >> Oh yes. >> Okay. >> I move to approve the agenda. >> First I'll second that motion. Okay. A motion by ML by Nicole to approve agenda February 18th to 26. Further discussion. [clears throat] Hearing none. All those in favor say I.

013>> I. No. Seven. No. One. Okay, public comment and delegations. We have a number of people here and I'm not sure what they're all talking about, but I do know that several have handed me information that they wish to speak about board member conduct. So, I have only have two sheets so far. There may be more to come forward, but I need to make sure everybody who is going to speak has read this and that we're very careful in understanding. Pardon me. Okay. That everybody understands that this is a public meeting where comments are welcome, but we have to limit your comments to three minutes and we actually have to time you. And it's very important that you do not disparage anybody by name. I know you may have complaints about, let's say, a teacher

014or a principal or a superintendent or a board member, but if you say the name, I must cut you off. Okay? So, please be careful not to state the name that you can continue to share. >> Um, >> we change public uh time limit from five minutes to three minutes. >> I thought it was five. >> Yeah. Well, they changed it to clean about two years ago. >> Well, the last reason for that we've been doing five minutes. >> Yeah. >> What's that? >> On a sheet that says five minutes. The last two years we've been doing five minutes. >> It was changed to three. Nobody was aware of it. >> Well, we don't make an announcement to the whole world that we're changing something to three. It's been to three for two years now.

015So, that's what it'll say because we have a lot of people who are saying the same thing. What we often do at these times is say to people, if you're all speaking to one subject, pick one speaker to speak, but we're not going to ask that today. You all want to share something. You are welcome to share your thoughts. Okay? But we have to keep it to three minutes so we can get out of here before midnight tonight. >> Okay. Well, since no one knew no one knows about the time change either and all that, it has five minutes. Max here you'll have five minutes. Five minutes and that'll set it down. >> Sounds good. Change my timer here. >> Okay. So, who's first and and as the board we we can't I mean you

016you can make your comments but we can't engage in any kind of conversation. We can't have questions. And we just got to let you guys talk and do your do your final >> and I'll be left and I still will time you but uh I will let you know first of all when there's two minutes left and then one minute left and then 30 seconds and then you may hear a timer go off. But so I have right now I only have two that have filled out what they're talking about Katie and Kayla. So, one of you wants to go. [clears throat] >> You can have a seat if you need to. I can stand up. Let's jump right into it. Uh, chair and members of the Red Lake School Board. My name is Katie

017Northford. I'm here as a mother, a social worker, a youth therapist, and a community member. On February 14th, 2026, my 10-year-old daughter, Lily, played in a basketball tournament in Beley. Basketball is important to our family. Her older siblings both played for the Red Lake Warriors, and she was proud to make it to the championship game with her team. Right before the game, while Tom was getting Lily ready in the cafeteria, a school board member approached them and began questioning him about a school board matter. Tom told her they could discuss it at a meeting or somewhere appropriate. And she insisted that they do it right then and there in front of my daughter. And she also said, "You're a sneaky politician and your wife is a effed up woman." Tom allow Tom attempted to leave

018with Lily. And she followed them. At the gym entrance, she continued to confront him, accusing him of taking away coaching jobs. Tom told her that no one was being removed and that the policy committee was only proposing to open coaching positions annually for a school board vote. He attempted to disengage multiple times. Another parent asked them to stop and she continued. Tom tried to remove Lily away again and she followed again. Lily began crying and her teammates gathered around her to comfort her. They entered the gym where games were actively actively being played in front of other communities. There she called him a black ass politician, questioned why they were there, and continued the confrontation. Tom asked if Lily still wanted to play, but she wanted to leave. And as they left, she yelled, "Get

019the hell out of here. Go on." There were multiple witnesses and an audio recording. My daughter was upset, not only because adults were arguing, but because she heard insults about her parents, felt singled out in front of her teammates, and began questioning whether she even belonged there. And as a therapist, I need the board to understand this impact. Children interpret adult conflict as a threat to safety. Being followed, hearing insults, and being unable to escape the situation caused emotional harm. This was distressing and traumatizing to my child and others. Minnesota statute 123D.09 09 gives the board responsibility for the care and management of the district environment. Minnesota statute 1218.03 requires a safe and supportive environment free from intimidation. Minnesota statute 1218.031 protects students from disruptive conduct affecting participation in activities. Minnesota statute 609.72 addresses abuse

020of conduct and public disturbing others. and schoolboard code of ethic requires dignity, respectful conduct, and maintaining public trust. Even though this occurred in another community, leadership conduct does not stop at the building doors when children are involved. Students see you as a school authority wherever you interact with them. This behavior was unethical, unsafe, and unprofessional, and it does not represent educational leadership. When we travel as a community, we represent Red Lake. Our children were embarrassed in front of other communities. There are many in this community who have had unsafe encounters with this board member and this was simply the one that happened in front of my child and at some point patterns require consequences and I am asking for removal. This is not someone representing our educational system and from a mother I want to

021speak to the board and the person that was involved. I know we all make mistakes. Motherhood is a journey full of learning and growth but there's a fine line between mistakes and harm and what happened that day crossed that line. My daughter did not deserve to hear insults about her parents in front of other in front of her teammates. That was emotional harm to a child who had nothing to do with an adult disagreement. You can have your issues with me, with Tom, but there's a time and place for conflict. And children should never be placed in the middle of that. >> That conversation belonged in a direct conversation with us, not in a gym full of kids. There's a difference between tough conversations and verbal attacks. Tough conversations are direct but respectful. They happen

022in the right place at the right time and with the intention of solving something. They focus on the issue and allow both allow both people to be heard. Even when uncomfortable, they still protect dignity. What happened that day was not that. It was personal and public and it was repeated in front of my child. It followed Tom and Lily after they tried to disengage. It involved insults and humiliation and that does not resolve conflict. It escalates it. Children learn from what adults model. When they see adults communicate, they learn how to communicate. When they see adults attack, they learn fear. Our kids should not have to manage adult emotions and spaces meant for them. Our youth do not deserve that. Our kids deserve better and I would never put your children in that position. As

023a board do not have the responsibility to decide what behavior is acceptable around our students. Protecting children is not optional in leadership. It is the duty of this role and I'm asking you to act accordingly. >> Thank you. >> We have another one. Is Kayla here? you want to speak? >> I have my um actual complaint on who I can get to. >> That would go to HR. >> I'll try not to interrupt. Maybe just say two one so you can hear me. >> Okay. >> Go ahead. Um, I'm going to read a letter um about a situation that happened with my daughter. Um, it was back in November of 2024 um with one of your schoolboard members. Okay. I'm going to read the letter. Is that all fine? >> Yeah. >> Okay. To this

024considering, I am writing to seek your help in resolving a problem that arose with a school board member. It is an incident regarding a school board member and my daughter. Can I say her name? >> You can say your daughter's name. >> Yeah. Okay. Justinda King. This incident occurred at the Red Lake Nation Boys and Girls Club. >> She motioned for Justinda to come to her. Justinda said that she didn't know she was motioning for her because she said that Cinda was ignoring her in which she wasn't. should have known that. >> Yeah. When she did go to her, she said she tried to say hi to the school bird member in which the school birth member immediately began began verbally attacking her and she said she wouldn't let her speak and she just kept

025cutting her off, calling her a bully. She called me crying. She was extremely upset. I had a difficult time understanding her because she was crying up, >> right? >> After I got done talking to Justinda, a message came from the schoolboard member for me to call her. I called the school board member. She started telling me that Cinda was bullying her daughter and two other girls. Um the school board member went on to tell me what a bully my daughter was. She tells me that justinda said the >> her daughter that she had a whack jump shot and she stinks. I told her Cinda would wouldn't say that because she is not like that. Just knows better. She is not a bully. The school board member kept saying my daughter is traumatized crying because bullied

026her. I asked Nicole why didn't she come to me. Oh sorry the school board member she didn't come to me first. I asked her how do you think this feels? I told the school board member, "You traumatized my daughter, Michael, and saying he thinks her place where she's supposed to feel safe." Schoolboard member then brings up Linda and Cammy being best friends. So the other mother and I must talk about everyone and is mad about Peach not getting the coaching job. I asked school board member what this have to do with anything. She said that this is probably why Cinda is acting out because send them off to a coach a couple weeks ago. I then asked school board member why nobody brought this to my attention. I said justinda is not like this. I

027told her nobody has ever called me and said that Justinda is a bully. School board member then says she has to go. She needs to stop and hang out. >> Two minutes. >> She then starts messaging me about what a bully my daughter is. Brings up her jingle dress dancing and being princess and that she shouldn't be dancing in a jingle dress because she is bullied. I do have screenshots of what schoolboard member had said about my daughter. The next day principal called me. She was aware of the school board member approaching my daughter at club. She was going to call a meeting with the girls that were at practice. Later on in that day, she called again and said she talked to the girls and figured things out that Justinda did not say anything

028to her daughter or two other girls. School board member had said Justinda was bullying. Another girl had told her daughter that Justinda said that. Justinda never said that to that girl either. My daughter is 13 years old. The school board members action towards my daughter has caused her emotional distress. Justinda was talking about switching schools because of this. I talked to Justinda about a lot of things about respect and humility. She knows about the seven key things. I told Justinda that I filed a restraining order on said school board member hoping that maybe that would give her a sense of safety at school. Justinda enjoys playing basketball and has always wanted to play basketball for Red Lake. This incident has her rethinking about staying at school here. This has caused me some concerns and I

029want to bring this in incident to your attention for person. >> Thank you. And uh I want to thank the first two sets of speakers for being very careful about names. You set the tone nicely for that. Thank you. I just want to mention that uh myself and several uh club staff I do work at the Boys and Girls Club and myself and several club staff saw this on video and what happened. So to confirm everything that she said it did happen that way. >> Who's the third woman then or any other comment? Hey, my name is Kayla Kingird. Um, I'm kind of just here for moral support for basically all of these guys standing behind me. Um, the mother that just read the story, her daughter. Um, my daughter's name was Cammy and was

030part of that incident who didn't need to get brought up into that incident for whatever reason. So, I'm just here to advocate for her a little bit and I just hope that you guys actually hold our member accountable for their incident. Thank you. >> Thank you. >> Any others? So my name is I initially didn't have anything you will say. Um but I'm also here just um to support the families. Um I'm also a former coach. Um this incident that a parent brought up. Um I was coaching at that time when the incident happened. I did not witness um anything out of the ordinary at practice. Um and I just want to be you know here for the families and you know the girls that I do have I still have a relationship with. Um

031>> thank you. >> Is there anybody else who would like to speak? If not, we thank you for for your engagement. >> Um, I just want to speak for my daughter Maddie. She was at the tournament that um this incident took place in Vegas. Um, I talked to her about it and how she felt and she said it was very uncomfortable for her and she said for her teammates. Um, she said it was really weird and out of the ordinary and she said that she never happened again. >> Thank you. a detail about what had happened uh Saturday the 14th in the midst of uh the verbal harassment me and my daughter had to put up with was it got to a point where the school board member said, "Why are you even here? Your

032daughter doesn't go to our school." Implying that my daughter can't be a part of the basketball team because she doesn't go to school here. I responded by saying there's other girls on the team that also don't go to Red Lake school and they're on the team. She that comment didn't matter to her. I was just trying to make the point that this team isn't for just girls that attend Red Lake school. It's always been that way. You know, the video and audio that I have to to prepare for this moment was very difficult as a father to hear my daughter to to hear her cry in that situation was tough. Made it tough for me to have restraint because I wasn't going to be caught arguing with somebody who was so out of line. I

033didn't want to make us all look bad by looking like the red Lakers at the tournament causing a scene, but that's unfortunately how it looked and what happened. That is why I wanted to remove myself immediately. [clears throat] She followed us everywhere. And I will be getting uh video footage from the Begley school district to prove the following. But the video footage and audio that I have proved it as well. And so to have to watch that video again, it's and to hear my daughter crying because of how we're being verbally harassed and attacked is it shouldn't be like that. We shouldn't our kids want to just go play basketball, have fun, and hang out. And we simply can't hear all this and do nothing. There has to be action. But when this is all

034done, I know we got more people speaking. I'm going to call for removal. And I have the language here that is Minnesota state statute for what it means to remove. School board can remove one of its own. and the statutes under which removal is just have been crossed. I have the the the the ordinance the removal process here all online. The complaint or concern must be presented to the board by a board member which is what I'm doing right here. >> Okay. I think we're I I think we kind of went ahead here. Uh we should never have gotten into that. We should have stuck with the public comment. Um, so that's where we're at and we're not into that necessarily. And uh, you know, unlet You're You're making a public statement now, right, Tom?

035Is that what you're doing? >> Is the public statements not for school board members? I'm part of the public. >> Yep. But we should probably finish out the delegations first and then there'll be a face public statement. >> Was there anybody else that was going to speak? >> I saw someone. Yes. I have a letter from my daughter. She said that um she witnessed the thing that happened on Saturday at the big experiment. So she wanted to write the letter. Can I say my daughter's name? Yeah. [clears throat] Okay. She said, "Hi, my name is Ariel Cloud." So I witnessed what happened between two schools where I members basketball game. So I wanted to write some stuff. Um I am a student. I heard I am a student from English school. Is there a problem

036with me being at a different school? Does that mean that I can't play basketball with this team? Said, I don't want to say that comment, but she said, "Aren't you supposed to be respectful and kind to kids? It makes me sad that you were taking away something something that she is good at and you weren't taking away from her. You made a kid cry with no regret." And that made me sad, too. And you know, it was sad to see because me and my youngest daughter seen it, too. And there was a bunch of people just watching and I was like, "Oh my god." And so I was so upset. I when I left the game, I just cried because, you know, like I don't want I I want my daughter to play basketball, but

037I also want her to feel safe and to everybody be treated equally. And it doesn't seem like that happening. So I just don't know what to do. But it was sad. You know, I cried because I felt so sad for the kid that was told to go on and she like made her feel like she wasn't welcomed with the team and that's just not okay. Like so my daughter hearing that comment made her feel like she wasn't welcomed on the team either because she don't go to red lake school but I'm like that doesn't even matter like I get you to practice here you're more than it should be for everybody that don't just want yeah she really wanted to write a letter because she couldn't be here and she wanted to support her friend

038because she she just felt bad about it we all did >> you tell her that we have heard her then >> okay um So, the other thing that I want to bring on um is actually not about um the school board incident. It's actually something that's on your agenda for a hiring of Sier um hiring. I'm sorry, hiring. >> Oh, Sierra. Oh, sorry. My bad. um for a hiring of somebody for the secretary position um when another employee applied who has seniority. Um I was just wondering how they I guess got the job um without considering the employee that I've seen already. Um it's very upsetting um because I know this employee is very kind. She's dependable. She's um she treats everybody with the same level of respect that she should be receiving. Um, and

039yeah, I just wanted to advocate on her behalf because um, I know this individual um, not well, but I know her enough to know that she deserves to be um, respected and like let everybody else be respected, get their seniority. Thank you. Is there anybody else? Thank everybody. It it takes u courage. Many of you were nervous. >> People from the virtual comment. >> Have you filled out a form? >> Present? >> No. >> Who's speaking? >> Um I'm Ashley White. I just have a concern. I couldn't be there because I'm sick. I just had a concern about um our kindergarten classes only having five teachers. >> Who is this speaking? >> Ashley White. Ashley. >> Ashley White. >> Yeah. >> I think it just needs to kind of just be brought to school board.

040I'm I'm not sure if you guys really know about it, but in our elementary, we only have five kindergarten teachers. I know that you guys approved of a leave from January to May, but instead of hiring a full-time sub, um the kids were merged into five classes. And our kids, it it's really hard with our students having to be five and six year olds with 20 plus kids in a classroom. And there was never a full-time sub in there. And it's just a concern as a parent that um there's five teachers in our kindergarten and there's six in every every other class and even in first grade there are seven teachers. And yeah, that's my concern because it's like our five and six year olds are our future generation. And I think that's something that

041needed to be mentioned to the school board is that why in the elementary school is our our youngest youngest group of kids having to be in 20 plus kids classrooms when there's facts about smaller classes being more efficient for learning. And I just wanted to mention that. >> Thank you. >> That's an administrative issue. >> Yep. And as we shared with you already last month or two months ago, we couldn't find anyone and there's a shortage of subs. That does not mean we won't be returning that section next year, but we just couldn't make it work this year with all of the people taking leave this year. We have had more people take leave than we've ever had and we cannot find the subs. So, but we'll look at it again come next school year.

042Okay, public comments done. We're done. No one else. >> Okay, >> thank you. >> Yep. Dr. Oh, wow. Queen about what? Yeah, >> I would like to plug in and do a presentation if I could. >> Yes. >> Um, who's got the control? >> You want the HDMI back of that? >> You ever I am going to talk about our I want to talk about our language program. We have a good cultural language program and uh uh but today I want to uh show uh showcase our language program and uh it's really rocking and rolling. It's [clears throat] it's it's grown uh quite a bit. So I'm uh this is my 10th year here as principal a secondary principal much like uh Delena is right now. I was going to the third principal in secondary

043for the first year. Then next year I was um elementary principal. I mean a kindergarten principal. They had eight kindergartens back then. They had a lot of kid kindergarten. >> And um then after the second year uh I was asked uh by the superintendent, would you like to be a Indian ed director? And I said uh special assignment. I said yeah there's uh I kind of get worried sometimes Indian ed directors around the state of Minnesota. Some of them just kind of do this or that. But I thought we could really make change and I said I said, "Yeah, I I'd like to do that." Um, so, uh, I remember when I first came here and went down to kindergarten and, uh, I open down the hallways and I would see Indian stuff. The only,

044uh, Indian stuff went down in the classrooms down at the end of the hall on the left. The teachers weren't participating in it. When I go down the hall, I would see pictures of castles and Rapunzel, but I didn't see negative stuff. Now, if you go over there, you see it everywhere. Bear tracks on the ground and animals and you hear teachers talking Ojib way in the hallway, kids, some of them. And uh pretty soon it'll be all of them, I hope. >> But uh so I'm going to talk about a language program. >> Even on his Yeah. Yeah. >> White people. >> Yeah. [laughter] >> He does a good job. >> You do this workout testing me out all the time. This first time we did impromptu. put them on the spot. Um so

045so we had like three language staff. We also had a couple cultural staff long ago. And today we have 10 I put 10 plus 10 language instructors K12. And we have one uh uh pair of jiu- language pair professional that goes around with the different teachers help the kids do their work and uh hopefully that one that pair professional bey language instructor one day kind of grow your own. Uh so we went from 3 to 11 staff and uh uh they used to get Oji boy every uh seventh day, sixth or seventh day. uh they go a whole week and a whole half week no way but then they give you again and uh when you look at the number of hours you need to learn language to be able to speak it it's you

046know a lot a lot more than just every seventh day so uh and we didn't have time for the teachers to language teachers to get together and make things better to plan out PLC's and uh so we changed that so now language instructors get together every Monday for a couple hours in fact make things better, teach each other. What are you doing? What are you doing? Here's what works, this didn't work, etc. Uh, so we're changing the systems of of the school where before it would be just any public school and they didn't really have language at priority. Now we're moving that priority up. Like to someday get it to where language is held in high scheme as as much as math and language arts. It's like math and reading is untouchable. Uh when it

047comes to scheduling stuff, nope, they go first like to have baby just as important. Oh there. Um so now nowadays instead of every seventh day, uh kindergart gets every day, Tuesday, Wednesday, Thursday, Friday, and uh middle school gets it Monday through Friday, grade every day, uh grades 6 through 8. And so we're getting to that point where we can start looking at producing speakers of the language, which was a resolution that the tribe put together. They say we want Red Lake to produce speakers when they come out of here. And uh there's a state uh test called the uh seals test. And uh if your students can take that and they got an Ojiway language one, they pass it, they get uh two uh uh two to four quarters, I think I might have got

048the number [clears throat] of Ojiway credits automatic in their college career just by passing the test. U so that's the seals test. It's going toffect levels uh levels. We have level one Ojiway. That's K through 12. There's level one Ojiway. there's kids constantly moving in and moving on and uh they kind of fall a little bit behind or they're brand new at at grade six, grade eight. So, we have level one OJ K through 12. We have level two upper elementary and level three now. Uh and we're building we're working on uh secondary uh which has level two, but we need to get to a level three OJ boy classrooms. Uh level one is just you know some words and you can greet yourself with this is my name, this is my plan and uh

049you know commands focusing on commands. Put this here, bring that over here. Come here. Sit down. Raise your hand. And then level two is full sentences. Are you hungry? Yes, I'm hungry. No, I'm not hungry. Is it raining out? No, it's not raining. And what's really cool is that we got third graders in there. The teacher puts up a picture of the sun on on the board, white board, and he says, "Give me one. Is it raining?" And all the kids answer at once. Going give me one synony. They all answer full sentences, even negative sentence. Going give me one synony. And uh we have kids that are level two in elementary and level three. Level three means you have a complex sentence. You have the main you have the main uh verb and then

050you have subordinate clause complex. So uh kids are really rocking and rolling. And our teachers are rocking roll. They're the ones that are doing it. the language teachers have a lot and they're the ones that are making it happen. And uh uh part of this is we created uh language systems. Here's our way systems that uh first we started out with thematic units like eating, drinking, sleeping, getting dressed and we wanted to get away from numbers, colors and animals which we did for decades and nobody could speak because it was nouns. we were teaching word was not how to create sentences in alji. So we went we started out that's all we had for the first couple of years was thematic units and we decided theatic units are not enough. They don't tell the teacher

051how to get from point A to point B. How do I get a kid to be able to put together a simple sentence? Are you hungry? No, I'm not hungry. I already ate. How do you do that? Well, we have to start going through some grammar scope and sequence and uh and start developing benchmarks. And that's what that's what all of our our teachers uh uh use and it and it's on our uh website and other schools are calling and saying, uh we like your guys' stuff. We're using it over here at the Luda Ray here. We're using it over here down in AIO. They're going on our website and they're using our materials that we're developing and and uh um we're the only school that has Ojiway benchmarks in uh probably the world as

052far as I know. I haven't seen any other ones, but uh the Minnesota Indian Education Association and uh uh uh the state department of Indian Education, they've been trying to get benchmarks going. They haven't had the funds, the time, the support. And uh we have it and there's a movement by another language program called me and MI and uh uh uh they're they're trying they just got $14 million from land and they're going to try to build benchmarks. They're going to start with us and they have discussions with us on on our benchmarks. So uh anyways, this is the these are themes. Oh, you don't see that? I didn't share my screen right. Oh, wonder if you go out of presentation mode. Might share that. >> Oh, yeah. Let me try that. Oh, great idea.

053And you're going to show me how to do that, right? >> Hit the hit the escape key first. >> Oh, there we go. >> Then just uh There we go. There. There. Okay. Just go down that way. So, um, it shows up on this computer, but not my computer. >> Your slide behind you to go to the next slide, I think. >> Okay, here it is. Is that it? Yeah. >> So, here's on on our website. Um, on our website, u here's the themes. Family and friends, uh, how to say my mother, your mother, uh, eating and drinking. Those are the verbs. We're a verb language time. We have different themes that we we have uh we want our our teachers to teach uh because uh they want to have vocabulary that says, "Hey, when

054you send your student to me, they should have these words covered already. I don't want to have to teach these guys what you were supposed to teach. When they come up to level two, they should have something under their belt, scaffolding." And uh uh and that's what this does. We're changing this. We'll get to this later. Well, we're always changing and improving our programming, but that's where we started with grammar uh with the themes, but themes weren't enough. So, we decided we're going to go with uh grammar scope and sequence and they Ontario Ministry of Education got a whole bunch of native uh teachers together and professionals and they developed Ojiway language, all the parts of speech, nouns, pronouns, adverbs, you name it. And we took that as a team and we mapped it out

055and we said in a kindergarten through second grade we're going to cover the u these parts of speech like demonstrative demonstrative pronouns. You don't tell a kid you know demonstrative pronouns. We don't have to teach them that because you're not going to learn all that but they're going to learn how to say inje that these and those demonstrative pronouns. And so if they need to do that, you introduce it and keep developing it. By the time you get to upper elementary and then middle school, they should have mastered it. So that means in middle school, we test. We have a schoolwide test and we're going to test to see if they learned it. So when we get the data back, we can say, why are they not getting what uh what uh we were supposed

056to be teaching? And that also helps hold the teachers accountable, the language teachers. you were supposed to teach this and then the teachers the teachers were like what am I supposed to teach I need help and knowing what I'm supposed to teach and this helps them with that correct me if I'm wrong but the difference between imma is here in general IMA is right here >> well is here like in your starts with your little O space and imma is like the letter I that's how I teach kids that the letter I specific Then O is way over here. OE and over there. >> Yeah. >> So then uh next we got our benchmarks. We took uh we took the uh uh the grammar scop and sequence and we turned them into sentences. Students will

057be able to do this, students will be able to do that. And and then when you go into the classroom, you look at the teacher up on up on their board. They have a learning objectives and uh they'll have one of these. This is what we're working on. Or they might have two of them because they're doing two at once. And that'll be up on the when you walk into the room, it says learning objectives. Then you walk in as an observing principal or administrator. You walk in and you say that's the learning objectives. Then you look at their lesson plan to make sure that hasn't been sitting up there for two months. And then you Oh, yeah. Yeah. Yeah. what they're doing matches what what they have up for their learning objectives and they're

058following the benchmarks. [cough] And then uh the end of the year um at the end of the year we take all of our benchmarks that this is what we were going to teach put in the form of a test and you can send it out to all the kids district by 1500 kids at once take this test and uh they need to pick the right answer and uh we'll see how our kids did uh so we can keep track where do we we get what's not getting through to the kids what do we need to improve as a set of a a teachers in a language program. >> So, do they do this all over the computer then or on this thing or does a teacher go right into the classroom? >> Oh, uh it's

059a mixture. We have we have we have a a hybrid program. Um some of them are called pushins like they call it teacher prep relief. uh the teacher all the teachers get the uh what is it a hour a hour of prep or 50 minutes prep. So sometimes our language teacher goes in there and they leave and then uh they provide that one classroom of prep. Some of it is online. Uh we got so many kids and so few teachers. uh why don't we take some of that time and do it online and we can have uh six classes at once with one teacher and they'll cover they'll cover the same uh teaching benchmarks what we're supposed to be teaching and it's actually going really good. You ever get a chance to come and check

060out that online u the teachers in the classroom stood up front and keep the courage kids encouraged and keep them engaged and the kids are all waiting happy and they start hauling out answers. Um so anyways that's our that's our our system uh uh that common assessment. The last part is uh governing documents. We want to make sure that the language program doesn't go away if I were to leave or Jim leaves or somebody that's really pushing the language would it disappear and go right back to public school again or would it stay language? So, uh, we make sure we stuck in a where they're working on the, uh, mission statement. A lot of times I've been in a lot of mission statement groups uh committees, they'll just take and cut paste from other schools

061and take the words and say here uh if you teach kids and get them ready for good citizens in this one and ours'll say uh with the emphasis on language uh emphasis on language and culture be like loud learners and our our uh our uh mission statements in Ojiway as well. I'm going to try to hurry up here. Uh in our government documents is not just the mission statement, but we have a TDN is the evaluation of teachers. Uh all principles have to go through and do meetings with them. There's certain criteria that the teachers are supposed to uh satisfy and part of it is language and culture. Are you incorporating culture into the lessons? Uh and are you using language in your classroom? And then that's the the uh TDE, but we also have

062walkthroughs and we have a little app or I should say a form and we we go through as administrators. We walk through all of the classrooms and it says, you know, what kind of are they doing small group direct instruction, one-on-one instruction, what is the classroom teacher doing? And then uh when we get down there, it says, are they including language in the classroom? Do you hear language in the classroom? And uh we got to work on the hearing language more and more. But uh we do hear language get to mark off some of So that's part of the governing documents is and it's in our uh job descriptions. You're supposed to learn uh put language and culture in all of our worksp. So those are the governing documents and uh I think I jumped

063around the line and covered it a lot. uh thematic units scope and sequence um languages uh the national language says here's level one novice low they just know some words give me some uh some novice me is words and phrases they're learning novice high single sentences and then it goes on and on eventually high is where they can do a whole paragraph response what are you going to do when you get out when you get out out of school I'm going to go home and I'm going to cook up some ramens and then I'm gonna then probably go chill out and go play basketball or something like that. >> Yeah. So, this is where we got those parts of speech from. These guys had a whole crew together. Uh the whole uh province of Ontario

064got all their experts together. So, we're using their their parts of speech and we just took all of those and pasted them in in in ours and we cite them at the bottom. So they have uh so we're not getting char and uh what's really interesting is uh what's really interesting is that all of our language instructors we didn't understand all of this. We were growing it kind of building like we say building an airplane while we're in mid-flight and uh we're learning it and some of our language instructors were on it and they were uh helping writing all these and the other ones were working on other stuff and then there's I really don't know how this works this system but now they're learning it and now they're all taking ownership and now they're

065telling me that's you guys did your team did pretty good but we can improve it. Let's do this and fix it to make it even better. So, it's really cool is that all of our language instructors understand all of this and they're sitting there and they're showing ways to make it better. So, uh it's it's uh it's really beautiful thing to have all these systems and to have the language instructors are masters of it and now they're the ones that ownership in and taking on they're they're authoring uh fixes and changes how to make it better. And this is t this is taking quite a long time because we were trying to figure it out ourselves. I they don't give us the instructions for this. We have to figure out as we go. And that's

066why I talked about we got level one, level two, level three, level four way across the grades. Uh here's some of the sentences that uh our teachers are using. And this is uh we have called a sumitative assessment at the end of that year. That's like a MCA for Ojiway that we made ourselves. And then there's the formative which happened along the way. And these are some of the questions that the teachers are asking. The students got to know are the women sitting down in this picture? And then they have to answer the right answer. They're asking they're teaching kids sentences and uh and uh we're we're developing level one and two. We're working on level three and eventually level four will be a free range. You should have learned all the stuff you needed.

067Level one, two, and three. Uh, one of our teachers gave a kid, this is some of the stuff they've been teaching in in Ojimu class. Um, one of our teachers gave a student this as a a quiz and said, "Here, translate all this and he was down in upper elementary and the kid uh made a couple of years, but he got he got pretty much got the whole thing. It's like it says today right right now uh I I today I went to school and I and there they were teaching me. I was being taught while I was sitting down in my uh chair. I looked out the window and I was I was looking at uh an airplane up in the sky. Uh I want to make an airplane. the kid was thinking and

068it was just like the teacher was reading my mind. He said, "Let's make airplanes." And it goes on more and more. And but but for a a elementary kid to be able to translate that where before six years ago, five years ago maybe when the kids came up here, we would test them tell me all the words you know in Ojiway. It's always the same two words. It was always ma bear and migazi eagle. They only knew bear and eagle. So uh uh we're working on it and we're getting better and better as we go along. Um we got our governing documents. It's in the vision. It's in the mission mission statement. Our missions vision mission is bilingual. And I talked about classroom observations as principles. We go through there and we got to make

069sure that language is happening in class. Class one, what's really cool is feedback. Native teachers stop us in the hallway. This is so cool. It was never like this. We never had to think about native stuff in our lesson plans. We never had to think about language, but now we do and I love it. And uh and they're enjoying it. And now we even got some of the non-native teachers coming with us down to MIA, Minnesota Indian Education Association. They're learning all the cool things going on there and they're bringing it back and they're they're showing that to their peers and all of our all of our staff are non-native staff and they're probably part of the strength of the growth of the program because they're saying it. They're learning with the kids. They're encouraging

070their kids. So, come on, say it out loud, repeat with me. So, it's everybody in the school that's making all of this wonderful stuff happen. And to have our our administration, our our strategic planning, it's in our strategic plan language. And uh to have our staff, our superintendent, our uh our our assistant uh or or Dustin, he can uh he can rattle off in Ojiway. It's good to see that support all the way around. So, that's basically it. Uh I just wanted to talk about the program how it's developed in the last few years. It's a beautiful program. Is it fully developed? No. Uh we also would always have to have professional development and uh who is who is who gets credit for all of this? Everybody does because everybody's been working on it. you

071know, the support from the board, uh, the support from the tribe and, uh, the support from the all of the teachers and and the incredible job that our language instructors are doing. They're amazing, and I'm so proud of them. Uh, each of them have really cool stuff that we share share with each other. That's our language program. Sorry for taking up all the time, but hopefully that I had a question. >> Yeah. So, what do we have as far as in policy for this language revitalizer innovation as far as u within our district policy because I want it I want to see it flourish and grow. >> Yeah. >> But if I think if we can get it into policy >> that would that would be one of the things that I think would benefit

072the revitalization. But then I was also thinking too, >> it's just a just a couple of comp. I'm thinking just to show what we're doing like for next year our school calendar. >> I'm wondering if you can get with superintendent Lutz and put this calendar also in eligible boy. Oh, >> when we send it out to the parents of our handbook, maybe you know doing both copies of OJ boy and English. There's just some ideas that I'm thinking about to show the parents that we are trying these things and approaching stuff in a more >> I don't know if it's in our room here. Our standard response protocol about what to do in emergencies. >> Yeah. >> He he translated that into your voice. a side by side English and Jiway. >> Yeah. >> And

073we sent that to the company because they're doing it in Spanish, they're doing it in monk, Somali, and so now we have a red leg translation way that's going into Canada, Canadian schools all over. So yeah, we could do more of that kind of thing. >> And I mean, I'm just thinking, you know, just outside the box just because I think what you're doing is really good. Um, and I apolog I just want parents to realize also what's going on as far as the language and stuff goes. Even Even like having a policies actually know, that'd be something I think be pretty awesome. >> I totally agree that that policy needs to say it more than what it does. Yeah. >> Because it's like one sentence in there. We were trying to get a lot

074in there, but it didn't make it uh got lost in the shelf somewhere. >> I wonder if it doesn't need its own section. >> Yeah. And because I mean, if I had my way, I would say language is just important as math in the beginning, right? We could say something that we hold its sole high in regards that we're going to make sure. >> I mean, I guess that's something that you guys could write to the cabinet, few cabinet members, and discuss. >> It's part of our of course vision. We have those in Ojiway as well, >> but and it's also part of our long range plan, >> but so they put it into polish. Yeah. >> Um >> I know this is all this is really good, but how is that affecting the English

075language? Because um I hear from parents, my kids can't read. They're in third grade and they can't read and they don't know their ABCs and they they don't even know their numbers. They don't even know how to add their numbers. >> That goes back to what you and I were talking about that their first teachers >> are these very parents >> who should be reading to them from the time they're born to the time they're in early childhood and kindergarten. My daughter-in-law is a kindergarten and first grade teacher and she says she can tell when parents have been reading or not reading and doing their numbers or not doing their numbers to their children. That's the first big step. But I would contend that when you teach language in one language, >> you're also improving

076the teaching of language in your other language because you're understanding words in language and how grammar works. >> Yep. >> Memorize. >> Yep. Right. So what my answer to your question is it improves it improves them. Uh so if we look at our spelling system, the Ojiway double ball spelling system, uh there are seven of there are seven uh double balls and uh five of them we already know because it's in English. There's only a couple of them that are unique to Ojibu. We're only teaching two, but what's cool is that in Ojiway, they never change. Like in English, a ball can have eight different sounds depending on how you use it or stick it next to another ball or put sometimes make different sounds all together. And uh so but anyways uh um some

077teachers have that concern. Hey, you're messing up our kids in English, but then the other teacher says, "This is so great. It helps such kids learn our English so much faster." So you hear it both ways, the complainers and the and and the ones that are the way I see it though cuz I have a kid that has trouble with speech who's in a speech therapist. What am I? And I've noticed cuz she'll she'll come home and ask us questions in the board and I can't under you know she'll laugh. She'll explain to me what it is. But I've noticed that her speech has gotten way better. So it's it's kind of it's kind of [clears throat] a weird thing, but she could speak OJ boy pretty clear and then she'll ask me questions, but

078I don't I don't know English. she will explain it to. So that's what I that's what I'm noticing like with with those ones that are in speech therapy. I think when they have more OJ boy there it's slowing down for her. was she was going so too fast when she speak >> that in older boy I think it slows her >> down to English and they told us to say hold on >> the tone slower but she still does that I mean she's like I don't know how old she is in her 30s I think but she still talks too fast sometimes that hey your can you slow it down so I can understand you you Yeah. >> So, I learned all my English and Ojiway class at uh BSU. I sucked at >> school

079in high school all the time park instead of doing my work. Then when I got into college and went to BSU, I learned what a subject of verb and object is >> direct object indirect conjunct insubordinate sentence subordinate sentence. >> Yeah. All of that. And so I learned how you just put sentences together. And I learned a lot from there. And what's an interesting phenomenon is that we have here at the school called mass customized learning. You take a group of kids that are high in math kind of stick them together because the gap is so huge. Uh if the gap wasn't huge, you want to mix them. But if the gap is huge between the kids in your class in math, uh can mass customize put in the group. So anyways, our language students,

080the top ones, the level two, level three are ending up uh in the uh in the English language top class. So their language is doing that. Uh I thought it would also be in the math. Uh research says that Ojiway language is a science because it follows rules, regulations, and formulas. So you're learning another science by learning Ojibway, which increases your brain ability. And uh I would think over time our math scores are going to go up as well because that's what the research says. By learning a second language, it all goes up. >> And by learning your own language, math improves too because so many of the questions on a math test already. >> We better wrap up, but are you able to stick around in case there are a couple questions about the

081>> Oh, yeah. I will stay here. >> Okay. In the absence of uh our chair, Mr. Vice Chair, would you be willing to lead us or take us to the next? >> There we go. [laughter] >> Sorry, Chris. Frank, middle of the meeting. >> In the meantime, I will uh directly here and I can refer you to uh >> we are on reports >> reports. Yep. finance report. [clears throat] Refer you to page six. And as always, everything is in order. Um Willie wanted me to make sure that I let you know I I shared this with Rob already and he shared it with Rob, but we've been waiting for impact aid money to come in. There's about $16 million we could be getting. 7.9 million of that, half of it came in this week.

082>> Really? >> Yeah. So, that's a relief. Uh, >> so when is the other nine projected? >> Uh, nobody knows. We do not know. >> You got to go twist arms for him. >> Yep. Next month. >> Yep. Yep. [clears throat] >> So, uh, >> but I can tell you that uh, our starting balance month is 22.5 million. Ending balance is 20 and a half million. Down 2 million. That does not reflect the impact. So, technically we're at, you know, more like 28 million right now. also lit up. That's the good news. Now, I'll direct you uh to page 93, which is the enrollment report for the board. And I alluded to this earlier beginning of the meeting that we are up 10. And uh our increase didn't happen last year until about April. Started

083to see we see these es and flows. So, that's good news that we're already starting to see increases. we are exactly 1500 K12 and uh if you add preK we're at 1585. So our numbers are staying solid and when we get 10 more students that means we get uh quarter of a million dollars more if we keep those students. So I believe that uh our students should be in Red Lake. So if they're coming back from charter schools or Biji or other places that is good news. So I submit that for your review. >> Would this school be big enough if they ever if they ever um I remember when I very first start working they let students fly off. You know they had to get special permission. But just say say if it came

084to that would this will be big enough for all our kids that are on >> I think so. We might have to rearrange um a few rooms or maybe take some office spaces and turn them back into classrooms. Maybe even a culture room or something like that as some classroom space. But we would make that work. It would be tight. Might take a long be a good problem. >> Very good. >> Yes. >> Yeah. Because there's a lot of kids. When I worked, we had eight kindergarten kids classes and there was like 125 of them or 15 almost every class from kindergarten to fifth grade and like how come our graduation classes aren't that big. >> Well, good news after fifth grade a lot that's when everybody kind of leaves. You know what I mean?

085Most kids parents will send their kids through elementary, but then >> once it comes to coming here, that's where we get a lot of it. >> There's very little very little elementary age going up. I'm getting away though from this feeling that I knew when I was in Kelly or people saying coming to Kelly or going to Biji because Red Lake school high school especially is a gang school or a bullying school and it's it's not you know >> that also I before we move on if you're if you're okay we're still on technically the reports I would like to share I got a phone call today from another person who had wanted to come today and speak during comments and delegations and she wanted to speak about what she thought was an ongoing problem

086with kids misbehaving or bullying each other and I listened to her and I reminded her that uh it's getting better but it you know we'll probably never ever in our culture in our country get away from some bullying or fighting or disagreements but I said that's one of our major priorities with PBIS and other initiatives that we have. Um, Angela Thompson was her name if any of you know her. And I told her that if she didn't come today, I would relay her concerns. And then she also said, "Well, we have school board members who aren't getting along, so no wonder the kids aren't." So, I promised her that I would pass that on. I said, "Yeah, you're right. adults sometimes behave in a way that kids watch and then they think it's okay to

087do that. And I remember when we were having community meetings because of all the fights going on here during my first year we met at O and I remember one person saying we don't blame the school. Kids come to school with these problems. They come to school and our community members and our students, our people. We consume violence all the time on TV, movies, on the news. So, kids see that. So, if you're if we're consuming violence, we're viewing it. We're learning it as well. So, I promised I would pass that on to you for >> Thank you. Now we're ready to move on to the consent. Okay. >> Finance. >> Okay. Great. Okay. Consent agenda from February 18th to 26 as amended. There was two things taken off. Submit G. We're taking off. >>

088Okay. Reopen those. >> They'll just be reopen. Yep. >> Exactly. I was sad to hear that because she uh I know this young lady, she graduated from Bumiji and her father works in Kelly the A and science teacher and the dean. She would have been a good uh addition. At any rate, I submit the consent agenda for a motion and a second. >> A motion motion by Tom I'll second by to approve consent agenda February 18, 2026 as amended. Further discussion on the agenda. >> Mr. Chairman, I would just like to acknowledge um the retirement of teacher Bill Rutled. just, you know, we're sad to see that he's going, but we're also happy and we're looking to congratulate him on one of the home games here coming up soon. >> Thank you for sharing that.

089He has been a wonderful >> many years, >> wonderful teachers and most senior teachers, if not the most works very well with students. So to see him leave and >> I also want to share he went out with a bank. He did summer school all summer. He helped middle school boys coaching throughout the year. So, he really put in a lot of work this past year. Rich. >> So, I did have one question on there. I'm sorry that just came to my mind. So, like on E, why is that one a longterm instead of a position of fixed long-term sub fixed term? because that we'll actually need him for for the rest of the year. Um, and that's uh versus a fulltime >> Yeah. versus full-time employee. >> Mhm. >> Because I I'm just Well,

090and I'm assuming that you possibly do a route. >> Yep. I just hate to have them as a long-term sub and then he finds something else later on right >> down the line and then we're >> still be having those positions open as as bus drivers. So I just Yeah, that was my question on that. >> Yeah, long-term sub because of course we we need him subbing and it's he wishes to be here throughout the year and if things work out we could probably get him there's another opening for a full-time driver. We could get him for that. >> [clears throat] >> But we don't have open right now. >> We That's why >> we have opening but we can't find always new drivers. So >> do you see what you hear what he's saying

091though? Like why are we doing fulltime or long-term sub? I thought the sub would get more on that than a regular full time. >> We just we need them as a sub. That's all right. Now >> but uh it's also a good way to vet potential drivers in the long run. So they're fine by the bus garage and you're happy to get another driver. So >> why don't you go down there and ask Mike and then while you're out at it apply for the job. Okay. >> That's what I thought. >> And then the driver. >> Yeah. >> And then on his application. >> That's what I thought. But I didn't want to say. >> So maybe that's what Okay. >> Yeah. >> All right. Makes sense. Okay. >> Vote. All >> in favor on

092the consent agenda. Consent agenda. >> Say I. >> I. Opposed. >> What? >> I said no. >> No. Two. >> Yep. >> 52. Okay. We have no need for a close session. approved building wires for the month of uh January 2036. >> I move to approve >> second by approve of the bill the wire amount of 3.458,897 further discussion. >> So I did get my questions answered about this. Oh yeah, >> because I noticed uh and I think and I had to talk with Willie about that our funds are were dwindling so much. So yesterday we did receive half of our impact aid. So I I was pleased with that. At least we got half. So hopefully we get the other half soon. But I think we're we're okay for now. But I think we

093my biggest thing I think we really need to watch spending and especially right now with this administration um because I'm just trying to keep up with everything on C-SPAN as far as what's going on at the federal level and I I just it's up and down half the time but I see that some of the um people that we have as far as education members over there are sorting up question stuff too. So that's a good thing. I just think we I I would love to go to Nafas [laughter] just to tighten screws or you know ask more questions but I'm not gonna be able to be there but man I wish I could go. >> I'll take my red hat over there. >> Yeah. >> Kiss the ring. >> Don't do that. Don't do

094that. >> All right. >> I think get you in more trouble than not right now. Yeah, it is >> interesting. I remember getting in DC a few times >> in the past and it was kind of either at war dropping bombs >> actually I don't think >> I don't even 26 27 school calendar okay for that I referred to page 215 and we are we have to figure out yesterday >> technically we'll do that at the next meeting we're going to meet and confer but it'll probably be adding a date to the very end of the year which is what we usually do when we are out of makeup buildings like we will be as of today. >> So um through this we will communicate out to the community the >> and yep and we

095will and what we're doing with this particular next motion item B is we're third reading we're adopting next year's calendar and we refer to it as a third version including an auxiliary snow day so in other words next year we're going to have four snow days this year if the last 10 years we've only had three. Next year will be a fourth snow day. And I mentioned that to you last month and the month before. That auxiliary snow day will be April 23rd. Long stretch between oh between March and May when there's no break. So if we have decent weather, we will take that day on. If we have lots of snow days like we have this year, we'll take that as our last makeup day or both. So I I submit this to you

096for a motion and a second. >> So if we needed more, then it would be made at the end of year, >> right? Question. So you're doing that makeup on the April 23rd. >> Um that would be next year. That would be our fourth makeup. Yesterday's makeup we'll talk about next month. >> Yep. >> Okay. We need a motion. >> A motion. >> Okay. Motion by Tom. >> I'll second that motion. >> Second by Nicole to adopt 26 27 school calendar. >> Further discussion. Hearing none. All in favor say I. I oppose seven except American Indian parent advisory committee annual compliance. >> Okay. And this is something we do every year [snorts] and it's uh a vote of concurrence. Basically, we're asking you know our act committee to come in and approve of what we're

097doing in our plan. And we have that vote. IPAC issued a vote of concurrence on February 10th and it is being presented to the board today as their concurrence. So if they've concurred, they are forwarding it to you [clears throat] to also agree so that we can continue to move forward with our funding and with our programming. And so it's a very good thing that we had Dr. G come in today. He was scheduled to come in last month and he got bumped and the month before and he got bumped. But it's probably fortuitous that he came in today so he could talk about a lot of what we're doing with OLC and have uh have his program know this wonderful program shared with you. But uh in all areas the current you know was

098voted upon um yes for supporting postsecondary preparation for for students supporting the academic achievement of American Indian students making the curriculum relevant to the needs and interests and cultural heritage of American Indian students those were all yeses providing positive reinforcement of the self-image of an American Indian pupil. Yes. Developing intercultural awareness among pupils, parents, and staff. Yes. And how do we spend our budget? They approved of all those things in all of those areas. Supplementing state and federal educational and co-curricular programs with our funding and programming. Yes, they approved of all those things. So, uh we are submitting this to you as a board. put your official stamp of approval on their stamp of approval that you I submit this to you for a motion and a second. >> I'll move to second that motion.

099Second by Nicole to approve 2526 American Indian parents advisory committee NF. I see we have a knowledgeable team going to am >> in the in the pack where that am I who's going to do we have we no that's in state right we don't know >> anybody in favor say I I now we're out of state travel in state to mi Oh, Mia. Oh, >> who's going to that? >> I believe >> I'm going. >> Yeah, >> that's the same time as this one. You You said >> it's the day after. >> Oh, it's after. >> Yeah, but back to D then. I I I would like to go up to D. >> Okay. Yeah, we'll do day here first and uh >> Oh, you're going to kiss the ring for sure then. >> Yeah.

100DJ your red hat on Chris. feel debating. >> Yeah, I got it cleared at work and and at home. So, I think it's important that we go to DC and you know, nobody went last time. So, >> I went the year before. >> Anybody else? >> I've been considering it >> since I worked closely with Yeah. [clears throat] >> And I've already signed up for it and got hotel registration. Um, >> I was wondering um if you got to get permission to go somewhere and I was wondering um if our if our superintendent shouldn't be getting board approval to be going all over the place and you just mentioned that you were going to be going to uh deliver a keynote address >> in Minneapolis, but it's an international conference. I probably wouldn't go if

101it was in >> Europe. Yeah, maybe I want to go. But but >> I'm just wondering that in the past whenever the uh any administrators went anywhere, they asked for board approval. We have not never gotten room. >> I asked that will and he said that has never happened in the past. It's not a policy. It's not a practice. >> It it's always happened in the past. So will he be lying to you on that one? >> Okay. Maybe he misunderstood my question. Every time Bob Crowley used to go, she would ask the board >> just so we know that she would be in office. >> Yeah. >> So when we direct calls, if anything, if you're out, we can, you know, let them know how long and where you're, you know, >> I don't

102want to give out your cell phone number either. >> Yeah. When I'm out, I'm not out. I'm always here. Doesn't matter where I am in the world. Even when I was in Mexico on vacation four weeks ago, I was here. >> I found him. >> Yep. [laughter] He called me and we took conducted business. So I'm 247. I don't care where I'm at. I'm dealing with in Mexico. I'm dealing with this potential snow day. >> So do we. >> So this I I guess this is a question and uh shouldn't we do the approval of this first? Yeah. And then follow up with questions. >> We're getting off track, you know, before we have any discussion. We should have a second a motion and a second to deal with this item. >> Yeah. Okay, we're

103just trying to figure out who's waiting now, right? So, >> so right now >> Nicole, >> I'll move to approve. >> All that's going is those two those >> I can't go. My wife went surgery. So, >> okay. >> You know what? A motion >> to make it clean. Why don't you put my name on there? That's the whole idea was about this or any other ones on the road. you know, be okay by the school board instead of, you know, we're the we're the supposed to be the boss here in the school district, you know, instead of one person. >> That's what I'm saying. >> And the purpose for that is for budgetary purposes. So, we don't, you know, we always approve because you run the budget. >> I have my own budget and

104that's what Willie said that that's why I don't have to get your permission. It's already budgeted a certain amount. If I happen to go over that budget, then I would come to you. >> See, and I think that's I think that's because we're we also have a budget, too, but we still have to go before the board for board approval. And I think that's why we always did it that way >> so that we knew. And then it was also >> first on everybody came up had to be approved before they >> went anywhere. Even if it was a mistake, they still had to at least let us know, you know. So we know who's going and coming and what kind of workshops they're going to. And >> usually I do that. >> I think

105and I think it's because like you were saying the budget deal >> is because we're responsible for the budget and especially for me being treasurer. >> I'm going to actually probably request that at the next meeting. So everybody is getting board approval before they just go like looking at this budget and >> so like when I look at the budget just so everybody knows I do go through those line items and I'm checking to make sure that like last year I seen that the school board didn't really attend too many conferences and that's why I brought it up when I came on the board. >> I did Mr. Mcclelay. I know you did, but I'm just saying we had so much money allocated for that that it went unused, but then when I checked other

106people's budgets for travel, they were they were down there. So, I'm just saying if we're we have to be responsible as a board, if we're allocating that money for us to do travel and go to these >> things and paying these fees, we need to start attending these conferences and that. >> So, I just want to I just want a clean budget. That's all I want. really recommended that you come back with every >> with something. Yeah. So, >> and let everybody know. >> Yeah. [clears throat] >> I have a comment to that. We're having come up here in regards to public conduct behavior with a board member here who is trying to go on a travel trip and considering what happens in public and the representation. You know, I did speak to your guys'

107responsibility as a board to hold your other constitu your other board members responsible and it's it's quite crazy to hear the giggles stuff happening as if nothing was just told and said on behalf even children had testimonies and as if nothing happened. >> We're not done or perception. >> We're going to get there when point of order and we're out of order right now. >> And I'm just making >> out of order. >> All I wanted to do was make a comment. >> A motion. We need a motion on this. >> Point of order. >> I was just making a comment. >> Point of order. >> Need a motion. >> We have a motion already from you. >> Yeah. >> Who seconded it? Do we have the second? Yeah. >> No. You can stop sharing

108it. Do you make any longer? I'll >> I'll second then to approve uh autoate travel as Napus has presented. >> I missed who missed who did the motion. Rob. >> Yeah. >> Okay. >> Further discussion. Hearing none. All those in favor say I. I I >> three of you >> do we have to >> All right. You can remove my name. >> Couldn't remove my name. >> Why don't we agree on that? >> Why are we Why do we have >> I don't I'm thinking >> this needs to come to a discussion. I think what it is is what we've had you know, at the doing the public comments and delegations. I think that's one of and I know it needs to be addressed, [snorts] but right now because we're where we are in this

109packet, that hasn't been addressed as of now. And I think that's >> order. [clears throat] >> I'm just say I'm just saying I don't >> order here. Okay, we're we're at this out of state travel thing. That's where we're at. Is that what your comments are about? >> Yeah, because it it >> I don't know. I I really I'm confused. >> Well, point Yeah, I know people need to do >> He's not out of order. He couldn't speak. >> No, no, say you're out of order. I just want to make a point here. We have already passed this. It's done. >> No, we haven't. Yeah. Vote of five to two. It was passed. >> We didn't No, I I didn't get no count yet. I mean, I'm just trying to pick it up. I see.

110>> I voted. There's four. No here. >> Oh, okay. I'm just motion. >> Um, >> so what what >> we're voting here and all that. That's what I'm trying to find out. What's the vote count? >> I'm voting for it. Uh, >> I think it was three to four. Jack or Mike, >> is that what it is? >> Yeah. >> Four yes and three no. That's all I got. else thing is some of you guys don't even speak when it's time to vote. You sit there and say nothing and you count it as a yes. >> I haven't heard Mr. Barrett say anything and you count it. >> Yep. >> And I don't know why you don't say anything. I heard >> I said no. >> There you go. >> I don't know. >> Yeah,

111he said no. >> No. Okay. Oh, I I didn't understand. >> Hand raised on it. >> Okay. Well, let's do a show hands. Let's let's get this done here. Uh, all those in favor say I. >> Edit it. >> Can I edit? >> All those in favor say I. >> I'm out. >> Hold on. >> I'm out. >> Why? >> We just had a vote here that that failed, right? >> My name is vote yet. No vote. If there's four, that's still a majority, ain't it? >> Four no. >> Not pass. >> Four. Four yes. And three. That's still the majority. >> Okay. We got to make sure here. Uh, I want to see a a show of hands. All those in favor signify by raising your hand. That'll be one, two, three, four. Okay.

112All those opposed? One, two, three. Okay, there it is. Four to three. The motion carries. >> No, I want to ask be removed. >> No, you want to get removed. >> No, I don't want to go. >> Just stay out there. >> I don't want to go. >> And I want to state too that when you're giving approval doesn't mean that they are going. certain >> you can always >> you're approved to go but you don't necessarily have to you can always >> well no I would like the record to state >> that I'm not >> that you're taking your name off it's okay >> and I would like if if you're going to come back with information instead of saying >> you know you should have went now you know you would know but

113>> that's why you went to come back with information >> a lot of me. >> Mhm. >> On conferences and I've seen people out being tourists. >> Yeah. >> That's frustrating. It's frustrating to show up to this table and put as much work as I put into this. I read my plan. I grabbed this before yesterday, before today. I've spent days getting ready for what we're getting ready for. And I think it's BS that as an adult, I got to come here and and deal with two adults who aren't acting like adults. That's my frustrations at this table. I didn't sign up for this. I didn't sign up to mediate adults. I did not sign up to be my coaching integrity question. I signed up for the kids. Every decision I have ever made here

114out there has been for the kids. That's what guides me. not ego. And some of this behavior is is pretty silly. I would say worse, but I I have a little respect for myself. The stuff I've seen embarrasses me. I've seen the video right away. Saturday, I got the call. Here's video. Shit's embarrassing to adults. And I'm like, I said, I don't know what to tell you. I'm not out there. That's not what I signed the play. This is not what I saw. >> I'll show you my video. >> I saw I saw it. I have your I based on what I saw. It's great. >> I have five minutes of my own video where I'm trying to get away. >> I saw it. I'm not saying >> I'll show you. >> All right. I'm

115not pointing opinion. >> I'm just saying and I saw what I saw. I don't I made my own opinion and then I got some very clear audio. That's better. >> It sounds You're saying like I engaged and caused it and that's not what >> I didn't say that, did I? I said it's embarrassing that two school board members were out there at a youth tournament engaged in that. Okay, I'm not pointing I'm not say I'm not it's not me to judge. I saw what I saw heard what I heard and it's all now it's all of us. >> That's the thing is what what what hurts me about all of this is it's not a just a reflection upon those two [clears throat] members. It reflects on us as a whole board because now we're

116here and we're having to like Chris said mediate between adults. I didn't sign up for that. I signed up for these kids. >> Everything I do is 100% for the kids. It's always question for the kids. Now, when it comes to, you know, and a lot of times we're going to agree to disagree and we do it at this board table, but we don't do it out in public in front of especially in front of others. Like I I got calls from my former players that were like, "Rob, what the hell was that? We worked you, Jack, Vicki, Pete, you guys told us how our behavior is going to be looked at as far as the whole Red Lake Nation goes because when we go places, we're representing Red Lake Nation. We're not just representing

117Red Lake School Board. We're not representing our individual families. And it sucks because I have former players like that just knocked us back to where when you started coaching us. That's what sucks, >> you know? I I just I just don't understand. Like, we have to do better. And it starts at the top and that's us. >> All of the stuff that we have going on, it starts at the top. And as a member of the school board, we're part of the problem. Excuse my language and I'm sorry for saying that, but we're part of the problem because we're not making sound decisions and we're not talking to one another as professional and using the quorum when we do it. And I'm sorry for the language, but you know, I enjoy speaking with each and

118every one of you guys, but in the same token, our behaviors, and I'm not putting it on one person, our two people, all of us, because we're all responsible for one another. It's just like when we're in the military, Jack, we got to our our strongest link, our weakest link is the is the is the issue that we have to pull forward, pull with everybody else. And we're not we're not upholding to that. And there's so many complaints that I'm dealing with because I'm getting call from people from the tribal council to community members to former players to former students, staff, and it affects all of us. That's why and what kids see sometimes and why it makes it more difficult. Now, as a superintendent, sometimes this has made many times it's made my job

119much harder because I have to manage not just staff and kids, but the board and I've spent two weeks preparing for this meeting because of the fallout and the issues and the things I've heard. And I know that there have been visitors here asking for the removal of one board member. But there are a number of other people asking for the removal of another board member. Not for that confrontation at the game, but for conduct unbecoming of a board member elected during another meeting that was racist. So I called our attorney and I said, "What can and should we do? because there have been calls for the removal of two of you. And this attorney said, "It's not likely it's successful to do that for an ethical violation until you get to the point where

120it's illegal breaking of the law, which racism is. So if it affects one of you, it affects two of you. And this attorney also said no action should be taken at the next board meeting. Action is going to be taken. It should be at a special board meeting. And we'll need her to guide us through it. Why didn't these other people show up today to complain about the other board member? Because I had the decency to keep it out of the public eye and not put it out there on Facebook and invite people to come in. And I asked them, you know, let's just work through this. So I am now asking, and I believe Mike, you are also part of this and vice president that those two board members stay after the meeting so

121we can visit. >> Definitely. >> So it won't be a closed session. We will adjourn this board meeting. >> Yeah. >> And then we will have two board members, the chair and the vice chair visit with the two other board members. And you as well >> and me >> about moving forward. >> Yes. It's got it's got to stop. I agree. >> But you >> you need you need action. >> Listen. >> Yes. Last meeting you wave your certificates in our face. See see this is how it looks. And you know how I felt? I felt that if this is what going to training creates, I don't want to go to that training. What if I end up like end up like that? >> I see. And I went to the same training and I

122never asked to be placed up here and showed my fellow board members, look what I did. You guys should do that. Never do that. We have no power outside of this table. It bum me out that people were afraid to come in here and speak. We're not hired in nobody. We should We work for them. We work for the kids, not us. We're not on no pedestal. We are not the bosses. We're not I don't know where that perception come from that we are above people or the council all campaign they say we work for you but some of you guys get it there and you think you're here it's not just you and that pisses me off that that ego does not belong here if you're if you're about yourself you need to go

123if I was acting like some of the things I see and you guys called me out I would say I'm I'm wrong. I don't belong here. I'm here for myself. And it just bums me out that here we are. We We have such a like you said, I teach my kids since they were little, my basketball kids, my every all the athletes. We're out there representing relegation. There's people who think bad enough about us. Let's not give them any fuel. And all through the 21 years, we've never had a complaint. I've never had a complaint until right now that why do we want to co change coaching? I thought I was busting my ass, giving my heart to these kids. And now we want to open it up without telling people. How did we end

124up with continuous contract because of misconduct? I didn't see that in the post. you you gave fuel to the the the rumor out there that I set it up once I got to the board for myself to stay as a coach and that bothers me because I don't operate like that. >> I don't operate like never again. >> Can I can I can I speak on the uh policy committee meeting? >> Yeah. So we represent, you know, kids and a lot of constituents in our community. And for quite some time now, a lot of constituents, including kids, have come to me wondering um you know, why can't they're um a big part of it is we we had a really prominent figure in our community working here and I know he wanted to possibly coach

125our kids. um Rob Mlan Jr., you know, and that's just like one uh situation where like people thought like, you know, hey man, it'd be great if he was involved and people wondered why. And I had to explain to them, well, the jobs don't open up because we have this continuous contract system. And they said, you know, and it's not just like they just want a job. They just a lot of people wondered how come it's not open for other people to have the opportunity to coach. So they I did my homework and it's like, "Oh, it sounds like it's got to be a policy change. I'm on the policy committee and uh I proposed something I thought was a reflection of my constituents and the kids." >> But why didn't you talk to the

126AD about that position when they were already setting up to put it in there, but he took a different position? So if you would have communicated, you would have known there was a plan in place for him, but he got he took a different position somewhere else. What are you talking about? >> The one you're talking about, the one that you're saying that didn't get a chance. >> Oh, I mean, like I said, it wasn't it wasn't just him. I'm just saying community members in general and kids in general have brought that idea and the the thought to me. >> I thought I was presenting something that's a reflection of the constituents that talked to me, >> which is three or four years ago, we made the switch from that to this. And back when

127it was open, little nobody was fine >> for any of the coaching jobs. >> Well, I I I went through the process of I thought how you're supposed to do it. You take it to the policy committee. I wasn't aware we had to vote. Um I wish we would have taken a vote and whoever was there could have disagreed with it and that would have been it, you know, but I thought it would have came to us and eventually we got to make a decision as a board. We're elected and we represent people. >> So Rob, then I want to go ahead. So, just to clear things up, Rob had just got done with college. He was on his second year. The position was already filled. He was just helping out. He was like, he

128wanted to give back to his community. The position didn't open. So, he was like, you know, Dad, I don't know. I was like, look, son. I said, if you get the opportunity to go coach somewhere else, take your opportunity. I said, you can't. I know you want to give back to your community, but in the same token, I don't want to have you not pursue what you need to do and like, you know, so like right now he he's getting that opportunity didn't happen, but he he he chose opportunity that he's thriving at. He's enjoying it. He's representing Red Lake in a positive way. He just got another job offer at high school. So, I'm just like, you know, me and him, we discuss these things and and I know he want he he would

129love to come back, but in the future, you know, he's not he's not going to be broke in one way or another, you know, because I I I try to teach the kids, you know, I want you to give back to the community because the community and the people here did so much in raising you. It wasn't just mom and dad. It was this whole community. Red Lake as a whole and that's what he felt like he needed to do. So that's why he was he was just volunteering his time. He wasn't getting compensated. He was just volunteering his time because it was something that he love to do and it was his way of showing he wanted to give back to the community. >> But >> what's wrong with um posting something to have

130new coaches? I mean >> there's nothing wrong with it when there's an open >> still coach. And now and we're getting into discussion here on an item that's not on the agenda. So point of order again, >> we are done with our agenda. >> Yeah. >> And so we to >> a motion to adjurnn. >> Motion by Nicole. >> And there is no discussion on this particular motion. Just so you know. >> Shut us down. I thought all those in favor say I. >> I. I. port.