001Mike Barrett, chair here. Chris Jordan, vice chair here. Nicole Djari, clerk. Robert Mlan, treasurer, present. Douglas Jack Dejari, director. Tina Stley, director. Thomas Barrett, director, here. Tim Lutz, superintendent. Amanda [Music] overview of agenda. Thank you, Chair Barrett. After our aotted time for public comments and delegations, we will review the reports. I will have some superintendent updates to my reports. After that, we'll move into the consent agenda, which has three new items since board book was published last week. We'll get to those at the end of the preview. Uh the uh consent agenda includes approving the minutes from the May 25th regular meeting followed by rescending one job offer and the resignations of five employees. There will be a sixth at the very end here on the paper colored sheets. We also will have a transfer
002request. Then the board has six hiring recommendations for next school year to approve today. Next, the board will approve the additions to the 2526 school year sublist minus item number five, individual number five. On that sublist, we have one outofstate travel request to approve today. We have the 2025 2026 resolution for membership in the Minnesota State High School elites approved. We will then close out the consent agenda with those three new items that I mentioned that are on your colored addendum sheets. The first addition is 7S in Samuel, which is the approval of an administrative variance request for a non-licensed administrator who will be serving as the assistant special education director who was already hired last month. I just need to do the paperwork to finish out the licensing variance. And for that, we need
003to have board approval. Review that and get that in the minutes of the paperwork process. The second edition is on a blue sheet of paper 7T approving a retirement request that just came in for a cook in the district. The third edition is on the yellow colored paper 7U rescending an employment offer to a teacher to whom we had offered a position last month because she has decided to decline the position. Things will not work out. That will then wrap up the consent agenda. There is no need for a close session at this board meeting today. So, the board will move directly into the action items on the agenda, of which there are four. Approving the list of bills and wires in the amount of 2,543,13450. Then the second item, the board will be asked
004to approve a termination request for employee 2025B. And again, as the norm, we don't mention names in a public forum like this. Item C, we will then approve the appointment of the edi edium or Iowa identified official with authority which is usually the superintendent that has to be renewed every year in order for me to do my work of uh doing reports or assigning reports to other various individuals in the in the district. We'll then close out our action items by amending the 2024 2025 budget and adopting the 2425 revised or amended budget as a preliminary budget for next school year. That will wrap up our meeting. Thank you. Rich. Okay. Approval of agenda motion. A motion to approve. Chairman motion by second by further discussion on the agenda additions or anything. I I just
005have a quick question on seven PS through the what are we for this is a it says for administrative position and it's going to be assistant director of special education. Yes. and we had posted for that a couple months ago, interviewed last month, offered it position to an individual. She came up and is ready to go, but she didn't quite have all of the, you know, she's still working on her lensure just like many of our teachers. Okay? And so she'll have that shortly, but in the meantime, in order to get her started, we have to put her on a variance or a special permission. So this kind of thing happens often with administrators, not so much with principles, but with people who work in special education or teachers. So just a routine matter. We
006just got to take care of the paperwork on it. And if we do it to not this meeting in June, everything will be set for her to start by the school year, beginning of the year. Okay. So, we had a motion by Nicole, second by Zach to approve. All in favor say I. So, public comments and delegations. Do we have any? Nobody here. Chairs are empty. Okay. Report. Thank you, Chair Barrett. I'd like to start with an update on summer school. Um, we're wrapping up. Actually, tomorrow was the last day for summer school and uh I want to report that we had roughly we had some really good numbers this summer. In fact, much of this meeting and much of the reports I want to share with you will be really positive good things to
007share. uh at the high school in ALC, grades nine and up, we had 106 students attend, which uh some of our lunches in the secondary and in the elementary were almost as busy as during the regular school year. So that's encouraging. We had u at the middle school level 81. So between the two um closing in on 200 almost 190 students in the complex and that's that's why whenever I went for lunch I noticed so many kids there. So that was a good thing at the elementary grades K through two 112 students and grades 3 through 5 117 and a lot of field trips a lot of hands-on activities and uh at the secondary level a lot of credit recoveries taking place good use of the summer school months so that's encouraging to share. What
008about across the lake? Cross the lake was uh they were wrapped up as of last week and uh I don't have that with me but I believe it was around 60 students almost half of the of the school population there. I just want to share with the school board that um the community is recognizing from our students. Good. A lot of them are asking to go to bathroom using you know and you know having a conversation and so I just want to see it's noticed highly in elementary it's encouraging [Music] I've been using the phrase moga mo please speak let us speak or please let's speak sometimes Dr. you knew uh he shared that with me and I start asking him how you doing today he says fine how about you I go oh god
009no let's do this inj and then we continue there so uh it's the only way to learn I think is just to keep practicing um I want to share with you and I shared with my uh superintendent's update and my apologies for getting it usually I try to get it to you by the weekend before a board But I I and my chainsaw were a little bit busy. As I'm sure for many of you, it might have been the case as well. I only had one tree down, but I had friends who had in some cases 50 trees down was helping them out a little bit. So, um, but in that update, I have the tailored action plan that I wanted to share with you, but what I'd like to do is hold on to
010that until we get done with the other two reports first. So if we could take a look uh the finance report and uh would refer you to page 14 on that and that uh is basically more good news. It's generally good news in Red Lake when we have finance reports. We had a starting balance of 29 and a half million roughly in our fund balance and we're ending balance of 37 million. So $8 million uh increase. Now largely that is due to just the way the budget works and the pull downs of financial revenues from the state works. But when you can end your year or even end your year in June from the month of May with an increase, that's an encouraging thing. And uh I was on a a Zoom meeting this morning
011and we were talking with the MSBA individual Gary Lee who many of you have met. And he recalls the days when uh about 10 years ago when the state was hurting financially like it is now but it was in much worse dire straits. They withheld funding from school districts and even uh totally didn't give any money and may have borrowed money from school districts. I was in Kelly at the time and that was the case for us in Kelly. You had a certain amount of fund balance or percentage you could survive. They didn't give you your funding until well after the school year was over. So the recommendation is that it's always good to have a solid fund balance especially in years like that year and potentially this could be another one of those year
012where we may need to hold our own for a few months if the state can't keep us. So that's good news that we're we're solid there. Then if we could move on to the enrollment report. I would refer you to page 108 in Lord's book for that. The enrollment report is actually one of the best parts of news I am going to share with you today. And that's maybe one of the reasons why is another reason why our fund balance is up. And I've never seen this before in any school district, but not only did we hold strong and only lose 40 students over the course of the entire year. We were up and down, up and down, but when you compare it, October is our official date, October 1st. So our first meeting after
013that was October 10th, and we were at 1510 students. We ended the year with 1470. But if you look at going back to February, we were at 1470. Then we dipped down and then we went back up again. I've never seen that happen before in a district when it's down. Generally tends to keep going down. But in after that drop in March, we dropped by seven and then another six in April. We started to climb back up and in May we had 12 more and then one more a week later in May. That's partly due to the U secondary complex reaching out to seniors to say, "Hey, yeah, you kind have dropped out on us, but we want you to graduate. Get back in here." And because of that, I actually have five more diplomas
014for you to sign today, which means now our number is up to 37 graduates. We had 32 walk last uh May, last month. So, and we'll have likely have one more to sign later this this summer. Um, and it's also due to the fact that we only dropped 40 and we started to come back at the end of the year to many of the things that we have been implementing in the last couple of years. PBIS, the peer leader program. I believe that our climate and culture is uh is solid and and students feel safer being here. parents feel better about sending their children here. Uh I remember my days in Kellier and Biji hearing stories about people not wanting to send their children here and that may still be the case to some degree
015but I think we're making a big difference. So that leads me to the final part of the report which is on page five in the board book and that's what I introduced to you during our board session work session last month but I just wanted to spend a couple of minutes reviewing this again. We've had a chance to look it over but it's based on what I call three hard truths. We don't have students Yes. I really love that. Thank you. Yeah, it what I want to do is is, you know, take what we've been doing the last couple of months and build on it and just relentlessly without compromise push forward to get the news moving in the right direction even more. Now is the time because we're gaining momentum. Let's get our attendance
016even up further, our enrollment more steady, our graduation numbers even better, and our climate and culture even more positive. Number one, we don't have a student problem. We have a systems problem. The systems are created by adults and by, you know, the system. Let's not allow the system to make things difficult for students and for families. The second truth, we cannot impose a system of of success on a community. We have to build it with them. The conventional compliance driven top-down reform model doesn't work anywhere, but especially in a place like Red Lake. It'll backfire. If our staff and students feel like they're being fixed rather than empowered, they'll resist or disengage. Our strategy must honor indigenous values and lived experiences and collective leadership while still driving high expectations. We're not merely rebuilding our system.
017We're restoring trust, relevance, hope, and belief in the future. So that's that to me is very important. And finally, we cannot make meaningful changes unless we depart from the realm of philosophical discussion and admiration of the problem. We need a lot to admire the problem. When do we start acting on the things we talk about? And we do that, but let's maybe start removing ourselves just from meetings and get out there more and watch what's happening and observe and supervise and uh track. I like to be out in the hallways because I can see these things and also people can see me and don't have to track me down if they have a question or a problem we want to address. Should be accessible. So that's what much of the rest of this document is
018built on is those three truths or philosophical tenets. And real quickly, item number items number one and two are about attendance. We need to establish a non-negotiable approach to attendance and take high expectations and a sense of belonging. Kids need to feel like they belong. They want to belong. They want to be. And I think that's what we've begun to see over this past year where we have students staying in school at more consistent levels. Again, number two, I repeat that. We stop admiring problems and attendance is one of those problems. We start owning the systems that adults create by creating relentless protocols for adult followup and we start missing students. We track them down right away and say, "Where are you? Why are you not here? What can we do to help you get
019here? Can we help you get a ride? Can we help you feel better about being here?" um more calls home, more involvement with homeschool leaison reaching out to families. And it's without judgment. It's not like when a student shows up, we do not say it's about time you got here 10 o'clock. We approach it like I'm glad you made it. Welcome. Glad you're here. You're here for the rest of the day. Let's make the most of it. Um item three, focusing on instructional urgency. If we have exciting, interesting, engaging classes and teaching, including adding new coursework that students like, they will want to be here more. They will be more engaged. So, we are going to work on making our school more interesting, more engaging, more compelling. We are going to work on an eighth
020grade prep school, which prepares them for nth grade. Once they're in ninth grade, we will work on the ninth grade institute setting called nawash which is place of high-flying students. Meaning when you're in ninth grade, we want you to make that a successful year. for the last I don't know how many years 30 students begin to fail, begin to drop out in because they get behind in their credits, not realizing even though we've told them that those credits count. And once they're behind a credit or two, that's an entire year of math, let's say, or English. Then as sophomores, they have to make that one up while taking another math as 10 fth graders. and they're already behind and don't understand what they're talking. So, we need to ramp up what we're doing and make
021sure that teachers succeed. Item four deals with building instructional capacity and just continuing to do the work of improving upon our teaching and making teaching better. We have great teachers. We just always all school districts need to keep improving what we do as teachers. The fifth item is to rebuild and the behavior and discipline system redesigning it around relationships. And we've begun doing that the last couple of years with PBIS. PBIS, if you remember, stands for positive behavioral interventions and supports. We support students by helping them understand what's expected. And when they don't come through for us, we deal with the consequences, but we're not punitive. We are approaching it in a way that teaches kids how not to repeat the same mistakes to get better. And we do that best when we have positive
022relationships with kids. The sixth item is to relentlessly focus on early warning indicators. And there's a really powerful statement there. Why? Well, because by the time a student fails, the system has already missed 10 signs. Let's not miss those signs anymore. When we're tracking attendance or behavioral um concerns or academic course performance, let's make sure we're on top of things. So, when we don't wait until a student has missed 10 days to send it home, one or two days, we say, "Oh, hey, is everything okay?" We reach out. We do that as adults and we can do that with peers. Peer leaders. I'm hoping we'll be able to have especially in ninth grade where the plan is to pair up peer leaders with groups of ninth graders. And if the ninth grader has been gone
023for a day or two, the peer leader can come up to the student when the student is back. And the peer leader could say, "Miss you the last couple days, what's up?" And if the peer leader says, "Well, I just don't feel safy. I'm being picked on." If the student says that to the pure the peer leader can come to me or the principal and say what can we do about this building yes exactly belonging connection relationship number seven building leadership muscle we as administrators are going to continue to improve what we're doing and I will be working with all of our administrators to continue to strengthen what we do and item 10 is again about climate and culture. But we want to empower students to be climate and culture shapers, giving students more voice.
024Uh student leaders, peer leaders or student council, they are the ones who can make a difference. And they're the ones and one student said can make uh other students behave better or be in school more much better than we can as adults. Yeah. We can point a figure and say you should be here more. If a student in 11th grade says that to an eighth grader, hey, we missed you. What's going on? How come you're not in school? That has more power, more. So, so these are uh what I'm hoping and not just hoping, planning to implement this fall. Any questions about anything on the reports? The eighth grade uh prep program. Um what's it looking like to have that set up for this coming school year? And I guess uh was the team look
025like that was like people within the school district already or Yep. It'll be mostly people within the school district and uh Delena as our secondary complex principal will be doing a lot of the work with uh the transitions that students experience in our district through the year. She's already done the work with with Tracy, the principal, with the fifth graders coming into sixth grade this spring. And she'll they'll continue to do that work. And then with eighth graders, it's all about working as an eighth grade team. Reminding students that they need to ramp up their work, their attendance, their focus so that they are like little ninth graders by the time they're second half of the year. to they are not shocked by the extra work and the fact that credits come in. Is there
026potential to create a full-time position for some type of coordinator to head this project? There could be potential for that. Um, and we can afford it. The uh I think the focus will be for the first part of the year is finding out with Tracy and Delena and many SSPs who are in place already as to whether or not we need that coordinator or if the principal Delena can be used to that. Um that's what we brought around for exactly right to make us more seamless as a whole complex not two different units or silos. But um that's something we'll be looking at. Same with the ninth grade. Maybe we need a ninth grade coordinator just focused on what's happening in ninth grade. But we'd like to try at first to see if what what
027we do by staying focused on the data and focused on on the uh relationships part of it, the peer readers and with the teachers and the SSPs. We brought on SSPs a couple years ago and increased our numbers there. so that we have SSPs for every single grade, sometimes a couple. And the goal there is to ramp up the work that we do in eighth grade. We're calling it an academy, but it's really not like it's separate from anything. It's still eighth grade, but our message is going to be consistently um going out to eighth graders that they're growing up. We need to be prepared for that. Yeah, I just really like the idea of integrating that message into the eighth graders how important it is to pass all your classes. I think a lot
028of students, you know, because in middle school, you could fail a class or two and you'll or I don't know how much, you know, who draws the line at holding a student back, but you can fail some classes in middle school and you'll still go up to your next grade. And I think that creates this norm in these students minds. I could do that in high school, too. So, you know, you spend the whole year of their eighth grade year letting them know it's going to get serious next year and just getting them mentally and psychologically prep, you know. So, I really like that idea. And that the other problem with having to fail the class is that you're not prepared for the next level of that same class. Yeah. You know, you fail your
029eighth grade math, it's going to be hard to pass nth grade math. Yep. So that'll be more of a push next year. So and the same with ninth graders. And once ninth graders get through the ninth grade successfully, um 10th grade will be a whole lot easier. And one of our problems with the numbers of students graduating, walking isn't because of what happens in 12th grade. like um we have maybe 40 students going into 12th grade in the junior year. Now all we have to do is lose a few of them and we're down to 21 here. So how does that was reading that in your packet too? How are you going to have that? What is it? The um uh advisor. How much time do they get with their advisor? How much time did
030that advisor keep with them? Because what I'm thinking, I know when the advisor program started, those advisors were constantly checking those kids grades to make sure that they're on top. Now, I don't know if we can put an incentive like, you know, make it challenging for the kids, but also make it fun for them, too. Like, hey, we got this many y that are actually, you know, and getting that one-on-one time with them. let them know, hey, you need to pick it up. I mean, parents are responsible, but I I don't know if we're giving them enough time to actually know where they're at. That that's always been one of the challenges that I was thinking about was how much time do those advisors have with them in order to like, you know, talk with
031the other teachers and find out, hey, what is my kid, you know, take on that responsibility saying, hey, what is my kid doing? are missing so much work in your class. They uh they do meet four days a week for half an hour roughly and that's enough time if you use the time. So so often we kind of turn those invisories into study all times three times. And the goal for next year is to do just what you said. Make sure that we're advising kids. And then on top of that, we're going to have our homeschool liaison and our SSP doing more hands on with observing what's the data. That one statement, we've already missed 10 signs. Let's catch those signs and challenge students. When it comes to attendance, we're hoping to do the same
032thing. Make it, as you said, make it fun. Make it a competition. They have competition between sixth and eighth grades at the middle and 9th through 12th. What grade has the best percentage of attendance and non-s skippable non-targets that kind of thing? And every month we'll have an award. Oh, eighth grade one is class or grade of the month in October because their student attendance was 92%. I have experience with that. When I was in Kelly with PBIS, we would have these competitions and then at the very end of the year we had an annual award with a trophy. Seventh grade was great of the year ended the most skipped the last and then the next year it's kind of like the the hockey family cup that moves around the next year that trophy would
033go maybe to a different grade. Although I remembered in sixth grade one one year, seventh grade often one the next year, the same kids. But pretty soon that starts telling kids I could hear kids doing this. Some kids would say to someone who'd been gone for 40 years, what have you been? We're only a class of 22 and when you're gone and you say that knocks our number down, you go. So I mean and this is just another question about that though too is when are we catching their their habits as far as reading their reading levels because what I'm starting to notice is a lot of the kids that are in middle school are and they get to high school they can't read. Yep. We're catching it already now and getting better. I I
034don't know if you remember, maybe she didn't mention it, but the principal last month, the elementary, Stephanie, they're sending, I believe it was four students from fifth into sixth grade now with the highest scores. And the work that she's doing with the non-graded mass customized learning where you're taking grades, students in all three grades, and putting them together based on their reading uh skills and their math skills. Because if you're a fourth grader, but you're still at third grade because you're not quite grasping things, then you can be for math working to catch up on that third grade stuff. Let's stop sending nine of us into fourth grade simply because they're nine. If they're not quite ready for that fourth grade math, let's keep them in third grade until they are for a few months.
035Then they can move into the fourth grade. If we have a high-flying fourth grader who's really good at reading, let's let them read with the fifth graders so they're not held back. And that's the beauty of the what's called non-graded. It doesn't have to do with grades A, B, C, D, and F, but let's get away from these marginal third grade, fourth grade, fifth grade structure, which is a systems problem adults have created in the 1800s. So, no. Hand up for uh Arlene, did you have a comment? See, we might be silent. No, we're not. Wonder how long that's been up. Did you just come up here? Yeah, I noticed. Hey, hang on just a second. Okay, just go ahead when you're ready. But that's an example of um what we're trying to do to
036improve and make sure for students when they do make that grade shift to sixth grade. And then we're planning to bring that into the middle school as well. Tim, did you ask me to what my opinion was on that? Yep. You had your hand up. So, just asking what if your hand was up because you had a comment about something. Oh, I'm sorry. I I'm just um had a little one in my lap and she probably bumped my phone, so I apologize for that. Okay, no worries. Thank you. Okay. Yep. Okay. Okay. That's it for the reports. Thank you. Thank you. Okay. consent agenda for June 25th, 2025 as presented with the addition of SPNU and one elimination or redaction that's on the sublist item number five individual five a motion to approve chair. Okay.
037Second. Okay. Men by Nicole, second by Tom to approve consent. Further discussion. Hearing none. All those in favor say I. I. Have a need for quotation action items. Thank you, Shar Garrett. Item A is to approve the build and wires 2,543,34.50. Present that to you for a motion. I'll move. Okay. I have a motion by MLAN. regard. Further discussion on the bill hearing none. All those in favor say I. I. I. Oppos. Okay. Approve a termination request for employee 225B. And again, a reminder not to mention names, but again, part of our systems problem is sometimes employees who make mistakes or do things repeatedly or often do not follow directives or directions or who contribute to a climate that is unproductive or causes people to feel unsafe or threatened. And for a number of these
038reasons, we are seeking the termination of employee 2025B. And this individual, and again, we want to stay away even from pronouns, him or her, but this individual, uh, the union representative from the state in the region even made a recommendation that this individual no longer remain employed. So I submit that to you for your motion and second. I'll move to approve termination. Okay. Motion by MLAN. Second by Tom. Further discussion none. All those in favor say I. I I oppos for the Red Lake School District 38. Thank you, Chair Barrett. The uh the idiom is short for education identity and access management board resolution or education identity and access management access to reports and data from the state and uh renewing the Iowa individual with authority identified official with authority. The Department of Education and
039the Professional Educator Licens and Standards Board and I refer you to page 319 board book for this require an annual designation of the identified official for each school district which uses the EDIUM system which is every school district in the state. The Iowa is responsible for authorizing and reviewing and reertifying user access to the school district in accordance with the state of Minnesota enterprise identity and access management standard stating that all user access rights to Minnesota state systems must be reviewed and reertified at least annually. So, we can't have someone who's no longer working here being the one who does reports. Somebody newly hired needs to be reauthorized. So, the uh resolution before you today is to provide a renewal of my access to be the identified official with authority. So then I can renew
040the authority of people like Willie to do financial reports. So the best to do special education reports. Thanks. [Music] Second by to appoint EBIM for Lake Schools. Further discussion hearing none. All those in favor say I. I oppose. Okay. Amend 202425 budget and adopt revised budget as preliminary 202526 budget. Thank you chairman Barrett. I'd refer you to page 321. So the very next page in board book just a few things I'll point out on this first page is uh our last year when we adopted the revenue budget it was for a general fund of 53 million 604,000 and change. We are revising it to indicate that we end up are ending the school year with almost $2 million more. 55 million 578,000 excuse me. So just shy of $200,000 more. I said 2 million say
041200,000 but no it is 2 million more. The next item is something I want to point out. Under food service we had adopted a revenue budget. the anticipated revenues of 1,570,000 and $590, but we took in 200,000 more in food service. And there were a couple reasons for that. One is stable enrollment. We feed more students when they're here. Secondly, when we started to notice that a lot of students were skipping breakfast and sometimes that meant they were then wandering around, not going to class, the decision was made back, I think in March to implement a plan where breakfast is served in their first hour of classes. So you want breakfast, you got to go to class and you got to go to class anyway. So what that did was cause more students number one
042to have breakfast which raised our reimbursement. Then many of those same students who had breakfast decided they wanted to have lunch. Sometimes when you don't eat at all your hunger reflex goes away but when you have breakfast you're hungry again in 11 and you have lunch. We also saw that that improved drastically improved the number of skippers. We got them into the class when they had breakfast. So that raised our revenues a couple hundred,000. Um so if you look at uh the middle of the page there under student activities fund, our original budget was $55,946,7301. Yet closing out the year a revised revenue budget and this is revenue coming in 57 million 929,000 and change. So just shy of 2 million more in revenues from reimbursements and such. Yes. So that is part one of
043our resolution or our motion is to adopt this revised budget and the second part is to now we want to take a look at the expense budget. The second half of the page, we uh had anticipated expenses of being just shy of 50 million, 49,959,933 and change. Our revised expense budget was a bit more than that, 51,479,000. So about 1.5 million, which is okay because we took in almost 2 million more. So, we're still half a million ahead of the game with the revised budget. Our food service fund, we spent about 100,000 more, but again, that's because we served more food. We still ended up with 100,000 more in the black. So, at the very bottom, you can see that our expense budget, total expenditures was anticipated to be 52,443,000 433,000 in change. it ended
044up being 53,987,000's been changed. So one and a half million more. So that's the uh revision. We're required every year about this time of the year, the end of the fiscal year to revise the budget. Also, this revised budget on the second half of the right hand side of the page is the budget that we are planning to adopt for our 2025 2026 school year budget and of course we'll be revising that later in the year too and to see what numbers are. So I present to you for a motion to amend the 2425 budget and adopt the revised amended budget as a preliminary budget for next year. So why did that student activities fund drastically decrease for expense? See it was at 109 and now it went down to 62. on expenses. Let's see.
045The the revenues came in and I think that that is why because the revenues were restricted and I and I'm not really sure what caused the uh it may have been, you know, the student activities fund. We don't charge students for activities, so the funds all come in from other sources. And as these funds came in, and I think they often come in based upon student participation, and so fewer students did participate for various reasons, then less came in. But I I'm not sure exactly what the cause of that cost. But um the good news is that we we weren't really in the red there. It's just that our expenses were down. But that does not mean we are refusing students in any way. It's just that we didn't have the expenses we needed. Good
046question. I'll move to approve. Okay. Motion second. No. I'll second. I'm sorry, Mike. I just really don't know why that it's a big change there. 40,000. Yeah, that 109 262 because we have the robotics at our big trip. Would that be that big expense? I don't know why that's such a big change. It uh it actually was less of it than less. Oh, okay. So, it's it is less. It was anticipated to be 109 and it only ended up Okay. I thought we they were cutting us. Yeah. No, no, no, no, no. Just based on what was spent is what we want. Yeah. Okay. I'll motion to approve. Okay. Chris, motion to approve and Tom second. Oh, Tom, you already second it. Oh, I'll second it. Okay. So, men budget budget primary 225 budget further
047discussion. So, is that going to be what we're going to end up paying out budget? Yep. And that's what we did next. You said the bottom right. Yep. We anticipate starting the year with budget about that. So, and that's often the case next few months of the year. In fact, the previous year. Well, when we see the like the actual budget once he's done because I know this is going to be revised, it'll start over in July, right? Yep. And then we'll see the actual budget with the audit and the audit will start taking place in August probably. carry through into September, maybe October. Then usually in November or December, we see the audit and find out what uh what the exact numbers were. They should be close to this 539. So that ain't going
048to affect when we do you know when the negotiations were for teachers. I'm assuming that's going to affect it, right? It's gonna Yep. It'll affect it, but we also will receive more revenue revenue for our general fund. Okay. So, we'll try to negotiate in a way that remains consistent with that. All right. I think that's all I got right now. Couple districts are struggling. Like Minneapolis, over a million. Quite a few of them are. Yep. So, we're lucky. It's good to be in this position. That's right. I think so. One item I've got is before we forget, I'll just hand them over while we're chatting to have you sign the diplomas as chairman and clerk. And then we'll do one. So no more nothing under miscellaneous. Now we need a motion to adjourn. A motion
049second to all say I thank you to all of you joining us for the board meeting. Have a good rest of the week.