001move into the consent agenda, including approving the minutes from the June 25th, 2025 regular meeting. All right. The board will then go into action items, only two items. One is approving the list of bills and wires in the amount of $2,955,115.32 followed by adopting the fiscal year 27 long-term facilities maintenance 10-year plan in accordance with Minnesota statutes 2023 section 123 B595. We will then close out our meeting with miscellaneous concerns. Thank you. And I think maybe since we don't need to do any action when it comes to the reports, let me share a little report about the uh training that we had when we went to Pennsylvania. um learned a lot learned a lot about technology and how technology and artificial intelligence can be used to help us be more efficient and more organized. Um
002not sure if you had had a chance to look at my report when I emailed it, but what I sent you were some slides. And the slides were uh from a couple of different powerpoints that we were able to view at that training that were really impressive. Um and one of the most important ones was the realization that for 150 years we've been doing a paradigm of education which is like the industrial age. >> It was created in the late 1800s designed to treat students like widgets in a factory. When you're in a factory, what you have is time is a constant. You work from 9 to5 or 8 to 6 and you have to produce in a certain amount of time so many cars or so many gadgets or gigs or widgets. The new
003paradigm is time becomes the variable and we say it doesn't matter if you're in third grade or fourth grade or fifth grade. We're going to work with you where your ends so we don't look at, okay, nine years have gone by, so you should now be done with fourth grade and entering fifth. Well, maybe that's not true for math, >> and you need to work more in fourth grade math so you can catch up. The goal in the 1800s was to sort students, to weed them out into select talents. If you weren't talented or educated enough, you might be out the door working on digging ditches by the time you were in fifth or sixth grade or on the farm. The new shift with time as a variable, we develop all students and develop their
004talent. And we can't do that if you say you're in fourth grade. Too bad if we didn't pass math and learn it, you're going to fifth. We need to work on each individual student with a plan for each one. So, it's a paradigm shift, getting away from when students learn something and whether they learn it well to whether or not they learn it and we keep working on it until they do. And then when they learn it, we can move them on to the next step. Not moving them forward before they're ready. and we can use technology and artificial intelligence to help us with that. So, learned quite a bit and we'll be starting to do a lot of that this fall. >> I really enjoyed um looking at the slides. Thank you. >> Thank
005you. Yeah, learned a few quite a few amazing things about that. Then if I could refer you to uh I think what we'd like to do is wait till Chris gets here so we can officially share that with the community watching and then have at least a fourth person to see the official report that you got. Look at that. Good timing. Yeah. >> All right. We can now >> good timing to say that on Mike. >> We can do roll call. >> You just said your name before you walked in. >> And while there's math, if you want to >> Okay. >> If you haven't already shared our do roll call. >> Okay. >> Mike Barrett, chair >> here. Chris Jordan, vice chair here. >> Nicole Desari, clerka. Robert Mlan, treasurer. Doug Douglas Jack Dejari
006director Tina Stately director here Thomas Barrett director Tim Lutz superintendent >> I'm Nick Mwitch >> witch everybody had a chance to look through the agenda I have one thing to add on the miscellaneous uh just um just that It's like a discussion. >> Yeah. Yeah. It's >> under miscellaneous. >> It's a Yeah. Okay. >> It's a resolution that >> uh the triad. I don't know if they if you saw this on May. >> Mhm. >> Yeah. So, I just wanted to have a little conversation. I don't know what you guys think there. >> That'll be in miscellaneous. >> On this resolution. >> Yeah. >> You get to see it. Did you give me one? >> Did I? >> No. >> Okay. Okay. Yeah. Okay. Um >> no else. Anything else? Anybody wish to add anything
007or >> if not only a motion to approve the agenda >> and this is just under miscellaneous. >> Yeah. Okay. All right. Chairman Barry all motion to approve. >> Okay. I have a motion by second by Chris. Further discussion hearing. None. All in favor say I. >> I. Polist public comments and delegations. We have anything? No. >> My two kids don't need to talk. >> Say we got two young people over there. Yeah. >> How long? >> Those are your kids over there. >> Okay. Report then. >> Thank you. So let's uh in the interest of time for these two gentlemen if we could let them take the floor now and share along the strategic plan to meet the uh facility needs which will then meet student needs in special education. >> Thank you. We're
008going to try and keep this to a relatively short presentation with a lot of information. So uh there can be questions at the end. I'll move through it quickly. Um, you hopefully have in your packet a letter that I wrote to uh, Superintendent Boots and the board related to um, some population shifts that we're seeing in our students, especially those with high support needs. So this is kind of the culmination of a few months worth of work that Chris and I have been doing along with a few other folks uh to do some planning around how we can best design some facility space that will meet the needs of the students that are showing up with those high support needs. So this will be a a general summary of the letter that's front of you
009as well. Uh really quick overview of the proposal. Um we are looking at approximately $7 and a half million dollars worth of renovation of currently underutilized um space at the secondary complex. About 5 a.5 million of that would be in design and construction costs and another 2 million in soft costs like the furniture and materials. Um we're hopeful that it would come in under that, but that's the the numbers that we've been given preliminarily at least. Uh the purpose of the presentation today to demonstrate those the current need and then the future needs that we're looking at uh describe the planning process we've used and then how it will address the impacts and and any accommodations that might need to be made to the process. So since 2016 um we've seen year-over-year increasing student needs
010coming into our preschool and kindergarten classrooms. we have um more and more of our students who have higher and higher needs. Um the space we know at Red Lake Elementary complex is maxed out. Every spring we are kind of arm wrestling uh among administrators to figure out who's going to get the one classroom that might be able to be used for something else. We've had special ed programs in spaces that are really not designed for special ed programs. Um we just don't have a ton of space left over there. Um there's no current appropriate spaces for the level of need that we are seeing from these students here at the secondary complex. Um, and we're primarily talking about students who are qualifying for special education as either autistic, so on the autism spectrum disorder, or
011emotionally and behaviorally disordered. So, just as a an example of these high support needs, um, in 2016, we had three programs that are considered level three at the elementary complex. uh this coming school year we're going to have seven of those programs in that same complex, right? Um and uh you partner that with the fact that nearby level four programs are either full themselves or unavailable. Um some of them won't even have a conversation with me about tuitioning our students in because they need to hold their spaces for their own student populations. >> Hi. Um, and honestly the the two nearest Baiji isn't interested. They are always full in their level four programs. Um, and Pawn down in Walker has a a level four program and just the sheer logistics of transporting kids there and
012back would be a pretty big challenge given that we're talking about really high needs kids, right? They don't always independently ride the bus all that well. So um our overall child count in the last five years has increased by 18% and in that same 18% time that increase the biggest increase is in our population of students with autism spectrum disorders which has almost doubled the 95% increase since 2019. Um, so you can see the trend that we've been working with on, and it's probably hard to see up here, but uh, the mid orange color, this the one that jumps way up towards the top. Uh, that's our 6 to 11 year old population with autism. So right now, if you were to look at it in a timeline across preK all the way to transition
013age 21 years old, um our population of high need students with autism spectrum look a little bit like a snake swallowed a beach ball, right? the the sixth through 11th year olds are going to move all the way through our system in that big group and then we expect that it's going to peak in about two years and then start coming back down slightly but probably not a whole lot given what we're seeing from birth records >> and helping grow referrals for our our birth to population. So we need to plan for that aging cohort. we've got space for them at the elementary right now, but if our overall population continues to grow, that's going to become an issue as well. So, and we talked about two spaces here at the secondary complex that could
014potentially be repurposed. Right now, our ALC is in the old cafeteria down at the way end of the building and there's some HVAC space there, Tyler's office and storage and things immediately adjacent so that it could become a bigger space. And then uh currently where we have the band gaming and boiler area which is the other old death space um could is larger and could potentially house our autism program. So um Chris is going to talk a little bit about the planning that's been done. He and a few of the staff went on site visit to the other level four programs and he's been our primary contact with the architect. So >> yeah. So in the past what we've done with the cafeteria project and the elementary project addition over here we've done site business.
015So, we went this spring, we went to the Walker Up North Learning Center, level four program in Walker. Met with a principal there, her name was uh Don Castile, and we walked this the complex and we took a look at how they did layout, how they built it, their means and methods, and how they served the kids. And uh we also went went down to Starbucks and went through their facility in Starbucks, Minnesota. um walk through and it was an older building but they had really good means and methods that they used. We we took ideas from these other sites work with the architect like we did with the elementary tradition and cafeteria and we've looked at utilizing space we already had within our building. We have a big building footprint as you guys know
016and it's just making it more functional for our needs in lie of going out and and building an addition you know already building the envelope here you can do buildouts for a fraction of the the cost of the additions um have renderings we're going to go through a few here what these layouts are going to look at look like and how they function. >> Yeah. So, we're uh talking basically about a level four program for emotional and behavioral disorders. Um, which would be secondary 6th through 12th graders. Uh, and the difference between a level three and a level four, just so that everybody understands that, um, level four is a separate facility. So, what we're talking about is kind of developing a school within a school that's not accessible to the rest of the school,
017if that makes sense. Um, so it'll be a closed off portion of the building specifically for kids with significant emotional and behavioral disorders around 4500 square feet. It would be two full-size classrooms and then all of the support spaces that you need for that type of a program. Um, and we've got some initial renderings from the architect. Uh there will be changes along the way as we get more people involved in the conversation, but in general um if you are familiar with the space where the old cafeteria or the current ALC is, um that's a good portion of the top part of this picture and then the HVAC and storage is kind of this bottom section. So it becomes these two big classrooms, sensory space, life skills space, office, bathrooms, all the sorts of things
018that you would need for that type of a program. Um the one buildout that isn't part of the building envelope right now is this little vestule here where we would want space for students to come in, leave their book bags or any other things that they brought with them and then be able to go into the location. And that's just because when you're working with students who have met the criteria for a level four emotional behavioral disorder program, you want to keep everything really safe and secure. And so the stuff they bring in with them stays in a space and they go on to the next classroom. >> Uh the level four program for ASD is that larger space that would have four classrooms plus a large transition life skills space. And we're talking about
019adding uh potentially some outdoor outdoor playground space because this one would actually be K12 programming for level four. So we'd have a K2 classroom, a 35 classroom, a 68, and a 912. And that rendering looks like this. So if you can imagine the the cafeteria, old cafeteria that's like right over there where we currently have the band room >> or the e gaming space, if you know where that is. It's kind of up in this area right here. Um, this would be the uh what the footprint would end up looking like for the ASD program. So, it would have its own separate entrance and exit just like the EBD program would. It doesn't have to have that same level of security. Um, so it doesn't have the lockers and like separate vestibule like the that
020one does. But there's you can see there's two partner classrooms here at the top. two here in the middle and then a life scale space here in the top right corner and that one's about 8,500 square feet. So overall uh we would want this uh these two programs to serve uh 36 to 48 students in an autism program and 12 to 18 students in an EBD program. The target would be 40 for ASD and 16 for EBD. um that works really well with the ratios that we're required to have for number of staff and number of students. Um and it is really those spaces aren't designed for us to really have 48 kids or 18 kids. Um that would be pushing it a little bit in terms of space. So um this serves students with
021the most intensive needs while maintaining the availability of our other current programs. Um, and it would help uh stabilize the secondary supports that we have in place because the higher the level of support need, the more individuals are spending time with that student or that group of students. So, having them um be provided all of their services in that separate space also allows the rest of the secondary complex to operate more efficiently um with the level of support that they have available. Uh it would require some transition and some flexibility for a couple of years. Um we would need to relocate the ALC and the most logical space would be over to what we refer to as the TLC wing. Um that may require some additional minor remodeling. It is set up as classrooms right
022now, but once we um were able to really identify exactly what that programming would look like into the future, >> there may be some more that needed to be done to make sure that it worked well for that population. Um the band room that is currently in the old cafeteria would have to go back to where the other half of the ALC is, where it used to be the band room. Um, and then I think it's key to know that we're trying to build in flexibility to the process that these spaces are being designed so they could be adapted in the future if we don't if we no longer need that much space for level four ASV programming. There will be relatively easy ways to incorporate some of those classrooms back into the secondary complex
023um so that it's not empty space or underutilized space. Um so this is really local investment for immediate need. Um talking about that $7.5 million the proposal would be that we utilize money from the general fund balance. Um that bypasses all of those delays that you end up with going to the state legislature for the funding. Um as you know with the elementary it took about 15 years to to get that. Um if we're talking 15 years, we might as not well not be talking about it because those kids are all going to be transition aged by then. Um so that's the the primary reason for the proposal that way and it really does center on student need. It provides equitable access to those specialized learning spaces. Um hopefully it's safer and more supportive environments
024for those kiddos. Um, it does provide us opportunities to re retain students in district who may otherwise be going out to other level core programs. Um, and it positions us as a regional leader in special education services. And anytime you're a regional leader, it means you're more likely to attract the highest level talent program. >> That's right. there there will be financial um positive financial impact after the expense, right? The more students you're able to retain. Um and Tim and I were talking earlier, one of the potential benefits is with some of those students who are the most disruptive at the secondary complex um having their own space. uh that's going to likely increase the climate and culture of the rest of the complex as well. So you might even end up retaining more students
025in the general population if you're working with these really high needs kids in a separate separate facility. >> So there's no way to know exactly what that would look like, right? But we do see some potential there. So, um, these are our highest need kiddos, but we're committed to every student's success, and that's why we feel like this proposal makes sense for moving forward in the district. And we did want to offer the ability to ask questions or provide comments or concerns, but we are very very willing to come back to a future meeting and have further conversation if need some time to digest and think through >> what we're proposing. >> And the good news is we can for workers. >> Yeah. >> And we'll be able to afford it as an investment which
026I believe will make a difference not only for helping students succeed in school, but being able to keep more students in school as they are successful. Both students who are in the program and then the students who are feeling safer here because of fewer disruptions. >> I agree with Justin. >> So, I have a question is um the coolant and heating. I'm sure that would be addressed, but it's too hot in here or it's too cold in here. >> Yeah, we have a building automation system that we have now. So, for the this is a newer build. If you look at air conditioning in this in this area, but at night we do what's called preurging. So, we purge the building to bring in 100% outside air. >> And then about midnight, we start doing
027that 5 in the morning 15% and circulated through the building. Okay, >> that that's helped a lot. That's all our buildings, but this is a new system we worked on the last couple years had you can feel this area condition. >> But even with that system, how old like back I can only speak at the W. >> You know what I mean? >> Yeah. So you said we have the system everywhere. We have a very hot. >> We purge the building. It's not air conditioning, but it's with the fresh air. We're purging the building. >> Yeah. But >> do you think that's working the whole place? >> Yeah, it is. I mean, we're doing that. If the just so you guys know, if the humidity is too high, there's sensors of the raintorm coming in,
028it will skip the cycle. >> Maybe we could do that. You know those high velocity fans with the frozen water jugs? >> Yeah, great idea. >> And that money is air conditioning factored in >> that'll be factored in. Yeah. For a new space, we'll spaces that we would put air handling units on there with room for coils that we could add air conditioning. when you get the whole thing figured out and you get your bids back, sometimes you have to go through and value generically items out >> and that's just something that we would want to consider taking out. >> And we can continue to work with the Department of Commerce like we have been see if we can get more grants to do more work. One of our projects does deal with air, humidity,
029comfort levels, and we're getting to know those people pretty well. It always helps students. Rob McLean had a question said, "What is the cost analysis of this project?" Because I heard more cost to remodel for ALC. Um, so the total that we're looking at for the two uh remodeling projects that we just talked about is around seven and a half million dollars. We have not done a cost analysis for anything that might need to be done to the ALC at this point. it could function and it does function right now as classroom space uh in the TLC wing and the ALC can move there without doing anything in terms of remodeling the forward-looking projections as we're really digging into career and college readiness and seeing that a lot of our kids want to do more
030hands-on and experience-based learning. Um those classrooms are not designed for that type of learning. And so if we were to uh in the future look to remodel, we would come back with another proposal for those um classrooms to change them up. >> But always thinking about what what direction we need to go to better serve the the students. >> Yeah, it looks good and it sounds like a need. You know what I mean? >> And some of money and I know it is. Is it bonding you right now? year next. >> I think so. Coming year. Yeah. >> Yeah. Yep. >> Yep. >> Then again, you know, like you said, the turnaround, >> right? Unless the legislature was willing to offer that money like right away. Representative chairman. Yes. There is no se summer seminar
031this year. >> No. >> So the only seminar we have is the leadership coming up in January >> and I encourage all of us to go. >> How soon we got how soon we got pull the trigger sooner the better or the architects are ready to go as soon as we are. Um the timeline that they put out, assuming everything goes exactly the way that we would want it to, the earliest they'd be able to start with the remodel is in February of 26 is what they were looking at. Um so, uh the faster the decision, the faster we can get all of those things lined up and ready to go. The nice thing is since it's already within the building space, um we can shift student programming around and they can do the remodeling
032during a school year. This isn't one of those that has to be done only during the summer. So, it could start could start as early as February, but we're we recognize that's a pretty short turnaround. It could look like most it would be done in summer though, looking at you say May to September. Yeah. be the actual work. >> Thank you. >> Hello. >> All right. Couple more reports. The finance report. I recruit you to page 13. Thank you guys. And uh on that particular report. I can share that you actually are showing >> I see Rob has a chat >> and actually Rob isn't supposed to be participating technically >> he's listening in. >> Yep. So um but I can see what he Yeah. I'm not sure if you got my email. Rob, are
033you in a public location? >> Yes. Can you cite the the what is the public location >> right now? I'm in Fargo at the uh Panda Express. >> We can't hear you. Can you uh speak up a little bit? >> I'm at the Panda Express in uh Fargo, North Dakota. >> Oh, unfortunately that's not a public building. In order to participate as a board member, you have online you have to be at a public meeting as per my email earlier today. Um I can answer a question though that you've got here. So we just can't let you vote. Um yeah, you're concerned as am I with the uncertainty of this current administration with the Department of Education and funding cuts. Um, so we're we're definitely going to keep that in mind as we move forward
034because and before we move forward, we might have more certainty hopefully. But that is a concern, valid concern. >> Thank you for your comment. >> Thank you. Yeah. Okay. So looking at the finance report, one thing that uh I noticed right off the bat which is encouraging is that our cash flow is up and uh not only our cash flow or liquids but our starting balance is about you know 29 a.5 million and our ending balance is 27 million. So, seven and a half more million in our ending balance, which is always a good sign. And everything else is in order. Uh, as Willie always maintains with the financial report. So, things look really good and really healthy. >> Moving on to the ADM report, I would refer you to page 107 in board book.
035And basically what this tells us is that and it's hard to read this but we are you recall from the the meeting last month I mentioned that we were up 30 to 40 students somewhere in there. What this report tells us is exactly that the um adjusted daily membership. You look at the second to last page this first document page 107 is the elementary school The second to last line, it says total ADM. We uh have 528 students who uh are officially at the school district and we received funding for them. If you go to the next page, the back side, that's the early learning complex. 126.12 students. Hard to come up with a >> one of a student. Exactly. Um but that's the number there. The next page is the uh Panamaea school 126
036and a quarter almost of a student. And the next page is secondary complex changed. Basically there's no comparison that you can look at on this. This only takes a look at last year. But when we looked at it compared to last year, it shows that we were 30 students in the increase in the plus side. And again, I attribute that to the things that we're doing in the district, make students feel more welcome and safer and more connected. And that goes back to the presentation we heard from special ed a little while ago. And I think if we do this, we'll have even more of that. But but the good news is we have more students this year than we had last year and I hope to keep that going. And that wraps up our
037reports section of this agenda. >> Agenda for July 24th actually motion on that. I'll move. >> I was just going to say, okay, I'll second to approve my >> Okay, we got a motion and a second to approve. Further discussion. >> All those in favor say I. I We don't need a posession uh action item approve building wares for the month of June 2025. So there I would refer you to page 203 203 presented in order good form waiting for a moment. Okay. >> Okay. A motion to approve. >> Okay. Motion by the >> second 19th to approve list of bills and wires and they want $2.5 million. Further discussion >> by hearing none. All in favor say I. I post school board approval of maintenance 10 plan and according with Minnesota statute section 12385
03895 and for that rather than referring you to the specific page which is really really small font if you go to the very very back of your package packet and you have this bigger paper folded in half. >> Uhhuh. >> And that is legible without a magnifying glass. >> Okay. >> By the spont. And this is something we do pretty much every July. We do it every summer, usually in July. And it's a plan, you know, long terms long-term facility maintenance plan. It's a 10-year plan. So you can see on the far right column is 2035. And written into our plan is is basically a plan to maintain our facilities and to plan for expenditures due to aging or new policies or new codes or issues with the building. >> And the majority of the
039things that are done and are planned to be done over the next decade are in that first column. not column but role where you see finance codes 347 through 366 those deal with environmental concerns in the building so physical hazard that can be uh asbestous abatement for some schools it could be u environmental health and safety such as air flow or air filtering uh those kinds of things fire safety indoor there. >> And then towards the very bottom you see a really wide row which deals with finance codes 368 to 382 or 384. And they deal with the actual physical building itself, the envelope, hardware, equipment, electricity, flooring, mechanical systems, plumbing and so on. So those are the two areas where we have most of our needs. And so what I can point out is
040at the very bottom of this page, since this is our expenditure plan, you can see in sort of a brown color, tan color, the total annual 10-year plan expenditure for each column representing a year. So the first column 314,759, that is the year we're wrapping up. Next year we are planning to spend 842,652 on needs for our facilities. >> And you can see across the board the next eight years after that roughly between you know half a million and 777,000 from the topping which is in the year 2032. We factor in inflation and we factor in anticipated needs. These can change. If another need suddenly crops up because of an issue, we might push the plans for 2032 into 2033. Let's say these are our expected expenditures. Then if you turn the page, you can
041see our expected projected uh revenue that we expect to receive from the state. And that's sort of in the middle of the page. you you see a tan line that says ending fiscal year and we are expecting those amounts of dollars every year moving forward and we match some of those dollars with levying and other monies that we get from the state. So, um, and when you get to the next page, which is the more colorful page that takes a look at that difference between the the levy and what we're giving given from state aid. And basically, you want to look at the bottom line, line 20D, total new law revenue. You can see our total expected revenue anywhere from next year 2026 557,24 up to uh $649,839 for the last of the five years
042each in these columns. So the funding that I showed you for expenditures, the costs that we're planning for will be covered largely by the funding from the state. It's all planned out hopefully. Right. Exactly. So I present this 10year LTFN plan of the FM plan for your approval. Looking for a motion. We need to approve the chairman. Okay. >> I'll second. >> Okay. A motion second by Dina Mont facilities mainten discussion. >> I want to thank Chris for his his work on the uh budgeting side of expenditure anticipating needs >> and then thank Chris and Willie for putting together together this uh >> plan sheet. Yes, it's nice. >> Yeah. You were surprised that all those in favor say I. >> I. Okay. Miscellaneous. Um I hand it out or had them hand out. Resolution
043128 2025 just uh as a discussion. Next meeting. Um, you guys work for the tribe, right? You do. Well, when you guys run out of leave to come to our meetings, do you have to take leave? We all pay then to come to our meetings or >> we got to take our own vacation leave. >> Your own vacation leave? >> Yeah. All the hard work I do for leadership and our community, I have to use my own leave six. Well, being that he requested this from the tribal council and we have members that work in a tribal council, can we request the same thing for our members as they do their members? We can just do that here. We don't have to go through them to make the request. I mean, we can just do
044that here. like if we were to approve this um I I had this discussion with Willie on this uh just to see what we're already giving him right giving him >> a flexible schedule. He has a flexible schedule and and you know we're not actually giving anything >> you know I don't think right I mean >> right and he's not losing anything. >> Yeah. >> You know when he goes to the meetings and this has to go during the year and give up his day of pay at the school district. He has the option to make that day up any day in the summertime when >> yeah we have three months of summer. So he's unlike you or you or or Tom, he doesn't lose out. He can come in another day because those of
045you who work a 12-mon calendar can't do that, >> right? So >> like you can't, right? I mean, >> can't make it up, man. Like when I go to training or MSBA, I got to use vacation pay. Yeah. Vacation leave that >> that I need for my family, you know, because I have young children >> and so I really don't take vacations. I use it for training pretty much. >> Yeah. Well, we did negotiate, you know, with teachers bargaining unit. requested and they settled on 14 days that he can be gone and be paid for and that's part of the agreed upon settlement. He was hoping for more but the teachers bargaining unit didn't want to give more. They would like him to make up those days in the summer. >> Oh, so it was
046it wasn't us. It was the bargaining unit, the the teachers the union deal, right? >> That that limited him to 14. You mean? >> Right. >> Well, yeah. Like even if even if we did do anything, I mean, we can't do anything for them, right? I mean, we have no say in how they get paid because >> And I don't want to make it sound like they refused. It was something that we came up with together 14 days and we all thought it was fair. It's not like the bargaining unit said we're not going to give them anymore. It's just that we said we presented this as an option and they thought it was fair and uh >> we left it at that. So it wasn't like they said that they refused to give them
047a warrant. So instead working together we came up with the 14 days. >> When I checked on it too they said that well then an employee should ask for sbatical leave. Is that like a full year off then? Yeah. >> Oh, okay. >> And they don't get paid, you know, the full amount during that time, but they get things like um benefits taken care of to some degree. >> I just need some clarification with the bargaining unit. So, is that like the committee >> of board members? Then you got the union, right? >> Yep. The teachers bargaining unit. There were seven or eight who met with us when we could meet and uh >> couple board members >> and I believe there So, you're saying this should actually be brought up at at that policy
048>> at that negotiating? >> Yep. And it was >> Oh, I just had one too the other day because they couldn't get a hold of anybody. So, I said, "Well, I said, I'll come sit in on that one." That was employees. >> Yep. That was for the >> Oh, no. He's a teacher anyway. >> That was for the non-eing staff. >> Yeah. >> And then Rob is on the teaching bargaining unit. But uh I respect uh and appreciate the work that Rob does. I do want to say that and and he does uh you know to have that connection with the tribe and the school district and TAC that he often goes to now is I think a good thing for the district. Uh I do like to try to work together and uh I
049appreciate what he brings to the tribe in the council meetings from the school and then what he brings back to the school. But so I think this is fair but u yeah I think your question merits response that we could ask for you guys to get some coverage too. >> Yeah. Well, I'll mention that when when I I was talking with the the attorney or what his name >> plumber. >> The plumber. >> Our attorney or the tribal >> plumber. Yeah. >> Yeah. You know, I'll mention that. Well, you know, well, what about well, we have three, right? We have three tribal employees. >> So, you know, how do we get that? Thank fairness, too. You know, >> like I want to go to Napis. I participate in NASA. I do a lot of things
050but 40 hours annually I was like >> you know so I had to accept it Yep. I had to take the 40 annually time. >> Yeah. >> I'll mention that to him. So >> I you know I just kind of wanted to have a discussion. I mean >> um I think we're we're we're pretty fair. We're giving that what 14 days. 14. >> Yep. And that's really what u what he had initially asked for. >> Yeah. And and so the to reiterate because I think I misspoke earlier when when I said that the teachers bargaining unit didn't want to give him more. They gave him exactly what he asked for. So uh we were the ones probably in admin side pushing against getting more. We said >> 14 is quite a bit for someone who
051also gets the opportunity to have a flexible calendar. So then when he's gone those 14 days, >> we still got to pay for the sub and everything that that >> Yeah. Yep. Although generally speaking, he doesn't need a sub. So that helps. >> Doesn't generally have a classroom like a teacher would. He does teach students and he does do presentations and activities with kids, but if he happens to be gone, um, GNU might technically then there might be some GNU might fill in or someone else might cover or Sharon might do more. But to to clarify, he asked for 14 and >> admin agreed, the teacher bargaining unit agreed. And so I believe he got exactly what he did seek in the process. And uh I think what they're talking about here like it's more
052or less for him to go to committee things and all not necessarily tribal council. It's like there's other committee meetings and they go to the studies for this and that and they go all over DOU and you know I think that I think it might have something to do with that but I don't know I think we're fair too I think that's fair but you know they could be fair to you guys too >> I'm not sure what is he asking for here time when like say two day council meeting day to still get paid >> when it's a whole day that he's gone school. He would like to have professional leave where he is paid still by the district if he loves >> and paid over there. >> I'm not sure what he gets
053paid over there to be honest. >> True. >> Yeah, they get >> they get um I asked about mileage. They don't get mileage. >> Um >> they get some kind of payment. >> They get pine. >> It's a salary. >> Salary. Yeah. I don't know if it's like 55,000 a year. >> Yeah, >> maybe more. >> Really? Salary? >> Yeah. To become a representative, a council member. >> How much that paid for meeting? >> No. No. >> What is it? >> It's it's it's it's a good chunk. It might be 52. >> Yeah. But um there are instances when we provide professional lead to individuals who we send off on training or you know a workshop or a conference. So I do appreciate that he what he learns in his work with the tribal council
054he can bring back to the district and make us a better place because of that. I respect that and I have always appreciated his professionalism and his commitment and his uh dedication to >> expecting the students. >> So you're not there's no action here. >> No, I just kind of wanted >> But you said there was already some negotiating that took place pertaining to this? >> Yep. Yep. He had uh >> So does does the tribe know that we done something? Okay. >> Yep. So this is >> this was all done in May. >> Responded to this? >> Yep. This was done in May and we hadn't even begun negotiating yet. >> Oh yeah. >> And um >> this was June 10th. >> It was actually signed I think on June 10th. But it uh
055I was at that meeting in May when they read when they presented it and read it to me and then uh they probably signed it. >> Yeah, because I know he was he I don't know if he's the only rep now on the TC which is the tribal >> right >> you guys know that tribal >> tribal tribal nations education something committee. >> Yeah. H how do I get on there? >> Yeah, maybe >> or just the council members know about it. Huh? >> That could be. I would ask Rob. I think there's a place for board members from schools or or >> so there is a lack of communication there still. Well, you're over there every month though. You can find out >> because I know Glendo was was that person so I don't
056know if he took over. >> Remember she came in some meetings and shared something. >> It was good to have somebody who was connected. >> Yep. I think it's very good. I think that his his work on TAC will inform us more but also represent us with TAC more as well. >> Right. >> So, well, as long as he's already sounds like he's good, we responded to this and and then now maybe we can respond to that. But I did find out I found an old resolution that if we get seven days a year, >> I got a copy of that resolution. So, if we want to go to professional development, doesn't cover these >> these monthly meeting >> but but it'll you know you want >> our MSA MSBA leadership our NSA >> yeah
057professional development >> on your leave anyway >> yeah because I need to use that like for my kids' appointments and stuff >> so I'll get you a copy I think >> a reservation I got in that office but so that was good to know but yeah if you could negotiate say We want a little quick quote. >> We want some. We want our outer >> good looking out chair. >> Since Mike switched the switch the hours back for him one >> thinking of himself that leader speaking that Latin again for us. >> So yeah, let him know that Mr. Chairman go advocate for us. >> Yeah. I mean, you know, I was just it was just I don't know. I was over there for some other thing and he called me up and, you know,
058went on up here and visit for a little bit. So, I went, you know, >> then were you going to bring up Pennsylvania or did >> Yep. I already did. >> Okay, cool. So, >> yeah. >> There's anything you wanted to add? >> I I missed what you added, so I don't want to be >> Oh, yeah. >> We got to see the slides. you based on >> was uh some of the things I liked were that like how all that old system developed you know it wasn't it wasn't what we are today and it never really fit well here anyway >> you know so I notice how our summer schools are really the kids love summer school it's a totally different >> vibe you know even the way the teach the teachers like it
059you know what I mean it's like how come we can't get a regular school summer school >> we've been talking about that. Let's make the whole year the school year. >> Yeah. >> And I think this is what this will do. >> Yeah. I mean, that's something that offens your Christmas, huh? Or your >> It's your Christmas or your fourth of July. >> Yeah. cut off radio. >> Yeah. >> Been seen all the trucks heading over there. Looks like >> Yeah, I thought it was already >> It looks like they got a map on there. >> Okay, I need a motion to uh think I heard a motion from the corner over there. >> A motion to chair. Okay, call >> second. Second by lady. All those say I >> Okay. >> Yeah. Thank you
060everybody. Good l >> Yeah, man.