2026_06_22 SFAS School Board Meeting

001[clears throat] >> It's 6:30. I call this regular meeting to order. Please rise for the Pledge of Allegiance. I pledge allegiance >> to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Good evening, fellow school board members, district staff, and community members. As a reminder to us all, the mission of St. Francis Area Schools is to equip all students [clears throat] with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world. We have two board members not present tonight. They are member Buckman Clubin and Chair Berg. Our first item tonight is agenda item two, adoption of the agenda. Are there any questions prior to

002a motion being made on the agenda before you? Is there a call to motion for the June 22nd, 2026 meeting agenda? >> So moved. >> Second. >> I'll second. >> Discussion on the motion? No discussion? >> No. >> All right, all in favor signify by saying aye. >> Aye. All opposed signify by saying nay. Motion passes unanimously. Vote What do we have here? 1 2 3 5 0. All right, moving on to agenda item three, consideration of visitors. Did we have any consideration of visitors? >> No. >> I'm sorry, did somebody say something? >> We did not. >> Okay, sorry. All right. Agenda item number four, consent agenda. Per district policy 203.6, we will now approve items within the consent agenda. There are currently five items in this meeting's consent agenda. The consent agenda will

003be a roll call vote. Are there any questions or requests to remove an item from the consent agenda prior to a motion being made? No? Okay. If Is there a call for a motion to approve the consent agenda? So moved. Sure. All right, is there a second? Second. Check. All right, discussion on discussion on the motion. Any discussion? All right. Roll call vote. First, if you are in favor of the motion, signify by saying I. If you are opposed to the motion, signify by saying nay. Mr. Humphrey. >> I. >> Mrs. Anderson. >> I. >> Mr. Showalter. >> I. >> Mr. Werking. >> I. >> Mrs. West. I. Motion passes with a vote of 5-0. As we move into information items and reports, I would like to provide a reminder to board members to please

004hold questions, comments to the end of the report update as much as possible. We have five informational reports this evening. Agenda item 5.1, St. Francis Area High School Media Center. Claudia Burville will present the board with an updated report from St. Francis Area Schools Media Center. Ms. Burville will answer questions after her report. >> All right. Well, hello. I'm Buddy Burville, the media specialist at Cedar Creek Elementary. I also help service the other libraries in the district. Uh this year I was able to create a schedule that allowed me to teach classes at Cedar Creek and then one day I could dedicate going out to the other media centers so we could work out some of the things. But I've given you guys a report. Today I'm going to try to just highlight some of

005those and try to do it as quickly as I can. It's a pretty big report cuz we did get a lot of things done over the year. Uh first I'll touch on the staffing. We had one change at East Bethel Elementary. The person who was had served in that library for many years stepped down and we were able to post that position and fill it before they left so we got some cross training in there and the person has media experience so it went really smooth for that. And then at SFE we learned probably the longest running person in the media center uh retired and so it was decided that we would change that position from an assistant to uh the library media specialist as well. You guys approved that. I want to thank you

006for that because now they can have a fifth special at St. Francis Elementary which is something they've really needed because of the class sizes. And so moving forward I'm going to work with the library media specialist over the summer. We're going to develop some media literacy and digital citizenship lessons that we can be giving to the students. She will have a 45-minute block with the students every week. I have a 30-minute block with students so I'll modify those lessons at Cedar Creek and then eventually we'd like to get those lessons going at East Bethel. If I were to do it then it would be like an every other week. Uh so, students wouldn't be getting those lessons every week. We'd have to hire a media assistant at Cedar Creek so that we have full coverage.

007And so, I'd like to throw out the idea of possibly um making that decision that East Bethel become a library media specialist. That way, we would be giving all elementaries a library media specialist, and students would be getting lessons every week. I mean, we live in an age of information, and teaching them digital citizenship and media literacy is really important. And it would be challenging to go back and forth between those schools. Um and then, I'd like to also throw out there the idea of having a library media specialist serve the secondary level. Uh I attended the Minnesota Library Association conference, and that had librarians from across the state. And many of the college librarians were reporting students are coming in without the skill set to do the research that they need. They come in

008there not having a clue. And so, if we could have a library media specialist at the secondary level, we could start to implement some of those lessons throughout those secondary levels, because I think it's important to carry that on. Uh so, that's staffing and operations. Now, let's take a look at the collections. So, last year I reported that we had really old books in the collection, and uh that was something that I wanted to try to work on over this past year through inventory and then some weeding. And we were able to get inventory completed at all the libraries except for the high school. They had intended to do it with their intern in the spring, but some situations arose, so they didn't get to it. And their plan is to do that next year.

009Um or in this coming school year. But with our intentional weeding and the realignment from our inventories, we went from 78,000 items in the collection down to 75,000. Um after I was finished with inventory at SFE middle school in Cedar Creek, I focused on the nonfiction section to uh look at books from 1999 and older, deciding whether they were relevant or not for the collections and we removed those. And then at East Bethel, they finished their inventory in the fall and we tapped into Follett's collection refresh program. Uh Follett is the software that we use for managing our libraries. And so for a small fee, they will uh it's based off of how big your collection is. Uh they will partner you with a collections expert and then they will guide you in developing a

010five-year plan for weeding items. And what was nice with this is it focused on the fiction section, which is a hard part to navigate because you don't want to get rid of everything cuz it's old because some stories are still relevant for teachers using the curriculum and such. Um and then they also give you five years plan for bringing [clears throat] specific items in. So by the end of the five years, you will have a collection that's been boosted up and uh more relevant for the students. The cost of that was $2,250, which we selected East Bethel because theirs was one of the smaller collections. Some of the other collections were larger and they cost more. Uh and then at the high school, the curriculum department, I believe you guys were able to go in

011and refresh the uh textbooks within the collection and work on those. And so uh I did notice that those were taken out. So textbooks were put into Destiny over the all the years, but there wasn't any like navigating those and keeping those updated. Uh so after doing all All stuff, I'm happy to report we have raised the age of our collection. Now we are at 1999 and I think that is me going to next year. We're going to get ourselves into this century. Um we have to finish uh an inventory at the high school and start weeding in their non-fiction. Finish the non-fiction section at uh the elementaries and then uh we'll have to start working on weeding the fiction sections and then possibly if funding becomes available, we'll pick another school to go through

012that replenishment plan. Uh another thing that I've been learning in my courses and at the conference is that schools are looking at the demographics of your population to think about what you're bringing into your collection. And we have a high uh EL population that was not represented in collections and so I started to add bilingual materials at Cedar Creek. But speaking with the EL teachers, they love having this there. It works really well for helping those students become more successful as they learn English to have these bilingual materials. So I'd like to incorporate some bilingual materials in some of our other collections. Now that we've started to work on the collections, let's take a look at our circulation. I'm happy to report that our circulation has increased by 5,000 across all of the schools uh

013except for the high school which did have a decrease. They went down to 928 checkouts this year. Leading the way of course is going to be the elementary because you have library visits from K through 5 on a regular basis. Cedar Creek led the way with 33,000 checkouts over the year which worked out to be about 50 books per student and then SFE was 30 books per student. East Bethel was 31 books per student. And then when we get to the secondary, you do expect there to be a little bit of a decrease, but we only have the sixth grade coming for regular visits, and so it worked out to 5.7 books per student at the middle school. And then the high school was less than a book per student. Uh the reason Cedar Creek

014is so high is because of a couple of things that I've added. Uh at the conference, I learned that getting rid of checkout limits is a very important thing to do. Uh typically, our students are allowed to check out two books. They can have them for 2 weeks. If they don't bring them back, they can't get books. We want them to be reading. And so, you end up hitting a wall with that. And so, St. Paul Public Schools tried this the previous year, and they reported that they students increased their checkouts, and they lost less materials. And I experienced the same thing at Cedar Creek. I had a high increase. Students would come in, and they'd be like, "I forgot my books." It's okay. Go ahead and get some books. Made the teachers a little

015nervous when the kids had six or 10 books checked out at a time, but most of them came back, and I didn't lose any more than I would in a typical year. So, I think removing those limits is something that we need to address. Um and then I run incentive programs. So, I had a bookmark contest this year. I created a bookmark generator thanks to AI, and it would put five categories from the library on a bookmark. Students would get one of those bookmarks, and like a scavenger hunt, go into the library and find those books. Cuz I had no limits, they could check out five, 10 books at a time. And that increased my circulation by 1,490 books just for that contest alone. Um I had some students that were just eating that up.

016Uh one student in third grade checked out 127 books over the year, and that was mainly because she wanted to be in that contest. And she happened to be an EL student, too. So, it was neat to see the effects of that. So, moving forward, I want to incorporate contests like this at the other elementaries. I'll share this with the other library media specialist, and we'll come up with some ideas. And then at the middle school, we tried blind date with a book. We wrapped up books in February. They didn't know what they were getting, and kids could check them out, and they kept coming back for more. So, we'll try to find some other kind of incentives for that level as well. Um and then for the high school, I know there's been talk

017of, you know, what do we do with our high school because they're they have old books, and people aren't using it as much. And I think from what I've been learning in my courses, we need to create a library advisory committee that incorporates students, staff, uh maybe even community members, administrators, directors, people from the media department. We could go in there and brainstorm and reimagine ideas that we could do at the library. I can think of things, but I'm not at that school on a regular basis. It's It's not my place to go in there, and they might not have ideas because they're haven't been exposed to the same thing. So, if we can work together, then you're going to have a buy-in when you have all of the stakeholders in it. So, I think

018that's something we should do moving forward with the high school. And then for the middle school, right now we just have sixth grade going down there on a regular basis. And most of those checkouts for this year were sixth grade. And I would like to get our seventh and eighth graders in there, and I think one way we could do that is through Saints Time. It wouldn't take away from class time. They're all having Saints Time every day. So, if we pick one day a week that that group comes into the media center, and we could have those incentive programs going on, and contests, and the things to get the kids excited about going back there. Um, and then the other thing I'd like to talk about today is the funding fairness. So, every library

019in our district is funded differently. At the elementary level, we have funding that we can get from our building budgets. Then we get funding from the book fairs if we have them, and the PTO and the support that they get, like SFE, they were super generous. They gave them $25,000 towards books for over a couple of years. So, there's a great support for the elementary, but then when you get to the uh secondary level at the middle school, they just have the building budget. There is a book fair that happens, but that those funds go to something else. It's not run by the library. And if we were to try to run a book fair, we would be in competition with their book fair because the only time we really run those is during conferences.

020And their budget is $1,000. And then a book average book costs 18, so you're looking at about 55 books they can add to their collection every year. It's going to take a long time to build that collection back up to something more relevant. So, I have read in some of my studies that you can have um a dollar amount that you earmark for students for library books. So, say we earmark $5 for every student in the district for library books. You give that to the 880 students at the middle school, that would give them a budget of $4,400. That would go a long way. Cut that in half, and that's like an eighth of a book. If it's $2.50, you're going to be doubling their uh budget. So, something to consider. I don't know how

021budget stuff all that works, if that's something that's feasible to do, but they do need some help, especially at the secondary level. I did discover that at the high school, I asked the person in charge, "What is your budget?" And in high school, it's $0. So, you can't really add anything when you don't have a budget for that. And I'm not sure if that is That's what they told me their budget was, so. Um other things we can do is explore grants. I've learned a little bit about that, never written them, but I want to pursue them. There's a Laura Bush grant that we could apply for funding to replenish books in the collection, so we need to check into that some more in the next year. So, looking ahead to next year, I'm going

022to work on the collection development. We're going to continue with the targeted weeding, focusing on the replenishment so that we can provide students with a current, relevant, high-quality resources for their achievement and curriculum goals. We'll work on curriculum for the elementary with digital citizenship and media literacy and start teaching that to the students. I'd like to put together a handbook next year for our libraries so that we have common practices when we open the library in the year, when we close it, how often we do our inventories, uh check out limits and those kinds of things. Just kind of the day-to-day details in that. And then staffing considerations for you guys to think about in the future is having a library media specialist at all of the elementaries so that we can be teaching the

023students, especially at the beginning stages of learning, how to navigate the media literacy skills that they need to have in this information age. And then to add library media specialist at the secondary, they can fill in when the part-time person at the middle school isn't there and then they go over to the high school and work on curriculum and instruction and so forth with the students and staff at that level. And then, of course, the funding. Try to figure out a way to balance that out so that we'll have the funds at that secondary level to bring in new free materials. But, I'm very optimistic that we're moving in the right direction with our libraries. And you can read even more details about the year in the report that you guys have. So, let me

024know if you have any questions. >> Are there any questions or comments for the public? >> First off, just thank you for the care and passion that you have. It's just it shows. Um Just a random question. So, the age of the books, does that mean that's when you purchased them or that's just the copyright Um >> It That's the copyright age of the books. I was going to bring some of them to show you like we had a robotics books from the 1980s that was in our middle school and obviously that information is going to be very outdated. So, I When I'm cleaning some things out, I've kept them. Like there's a book from the 1970s that has all of the pictures from the lunar ex- exams. I mean, it's just it's an amazing

025book. Um so, some of the stuff even if it's old, you keep it. You know, we looked at how frequently things were checked out, but yeah, that's the average age we're offering kids is right now we're at 1999 for the average age across the district, but we're moving in the direction by bringing in new stuff and getting rid of the old stuff. >> And then another one. So, who runs the book fair at the middle school? I mean, it just seems like for me it should be the media specialist. >> You know, I'm not I believe it's a fundraiser raising money for field trips for when kids don't have the funds. But that's That's something that I do not know exactly who it is, but we started it with a different company Literati at Cedar

026Creek and I thought about doing it for the middle school, but then it's finding that time um when you can do it because if you don't have foot traffic, you're not going to have sales. So. >> Okay. Anybody else? >> This is the greatest report I've ever read. Holy cow. Nice work. Thank you very much. I really love the magic you do at Dixie Creek and I think that needs to follow needs to follow like you're saying at St. Francis at St. Francis Middle School. I [clears throat] I I have been read wrong which was probably more of my fault than anyone else's fault and that when I said we shouldn't even have a library at the high school I meant why do we even have a library in the high school and I like

027the reinvention. I think that committee sounds good. There needs to be something done in that space. It's not being utilized right now and if we're all being honest with ourselves that can be much better. And after that conversation with about 5,900 [clears throat] people that called me and said I was crazy, I I came up with a whole bunch of good ideas from taking notes from the teachers and the parents and the concerned groups and I I think you'd have a whole bunch of people showing up to that committee. I also think >> [clears throat] >> like I think if a person reads to their children they'll do much better obviously. What are we doing at the elementary ages? Not only I mean obviously you guys are stepping in where the families are not or

028more than the families are. Are we doing anything that helps like kind of draw the family in and read along like I just think that can't be stressed enough. >> Well, we started with the EL reading nights to try to bring those families in and and make those connections. I'd like to expand bring back reading nights. We used to have those at the schools. Um you know, there's a there's some apps like Beanstack that you can use with the Noble County Library that keeps track. We could possibly set up I have to check into this a little bit more but set up a the Beanstack app and that would have the kids reading stuff at home and keeping track of that and then we would be able to see how much they're reading and those

029kind of connections but yeah, I'm definitely trying to bring parents in and add the book fairs. I've had conversations with parents there every single time they come in there. You you build those connections that way. >> I find it one of the simplest things and it's the most enjoyable thing and now that my second kid has graduated, I'm like, "Oh no, like all those moments spent were not wasted." And it goes so fast. So and I and honestly I think nothing has served either of my kids better than to be reading like we are. It's kind of a little way they're always reading a book. Um I think that if we can just get the parents on board with that, it'll help everything that you're doing greatly as well. So keep up the good work.

030I really appreciate this report and all that you're doing for our practice. >> Thanks. >> Anybody else have any questions or comments? All right. Thank you, Claudia. Great report. >> Thank you, Claudia. >> Thank you. All right. Um agenda item 5.2 curriculum and instruction report, Stacy I'm going to share results and highlights from the curriculum and instruction department over the past year and upcoming year. Good morning, board. Good to see you. All right. I'm here to share just some strategies that we've been doing in literacy and math and other curriculum happenings, as well as update you on the FastBridge data. So I'm not going to read all these bullets. Hopefully you had a chance to look at the thing the busy things we have all been doing this year in literacy, but I'm going to

031give you some of the highlights. So that big core group of teachers finished units five and six in letters and this August they will finish up seven and eight. So we're almost done. Um and along with that, we've learned that our reading curriculum really is not aligned state approved. So we have been starting to slowly transition the phonics portion. So for example, in K3, we have implemented this year U-Fly for K2 and Bridge to Reading for grade three. And next year, 4 5 will implement a morphology curriculum. So, we are slowly getting the right curriculum in place and this should also increase scores. On top of letters training, we had a new test this year required by the state called CAPT. And we implemented that for the first time and we went through training to

032learn how to use the data with the company and we had a really fabulous training just this June where the company built us a district spreadsheet of all the kids scores and what they're recommending each student should have an intervention on. So, we now have really granular data to help us get more specific on what kids need in reading. And so, I think this CAPT test is going to really be life-changing. Also, we are using different resources to help us with the MCAs. Of course, that literacy MCA doesn't come out till later this year because it was the first time as a new test. And in the upper grades 6 through 12, we've been really working on that system of when are they doing interventions? How can we use our saints time better to help

033reach those kids beyond just that core lesson. And that's really a push from the state as well. They are saying we need to be doing interventions in secondary. So, that's what happened. In math, really it's about the shift coming from the state on the new standards and so, we've done a lot of training on what does that look like? What does the change look like that you need to be doing as a teacher? And math talks is one of those changes that we continue and we're seeing really great growth, I think because of math talks. We're getting kids talking about math um and discussing it and being flexible with numbers, and that's where we were not maybe 4 years ago when I started. So, I think that's been a really great progression. Um we're working

034on 6-8 has been working starting to work on pacing their units and their standards. So, K-5s have that all 4 years that I've been here, but 6-12 there hasn't really been a pacing and so at 6-8 we're starting that in math to get that built. This is going to not only help the core teachers, but special ed teachers so that they know what's being taught when, and I've been hearing that is a need. Like they they can't they aren't really sure what to teach cuz they aren't sure what is taught each day. Um and then 9-12 went through their math curriculum review and purchased Imagine I Am, which they just had training on. We'll start this next school year. Um and uh Bright Works, which is a partner that we are part of that co-op,

035free resource, worked with us to help start to rethink our secondary system. So, Jen Bovey and I and the access reading teacher Matt Johnson went to several of these meetings with the state and the Bright Works person would get online with us and meet with us and we would talk about what to change. So, we're getting some great work through Bright Works. All right. We So, now we look at results and where you see arrows up shows a fall increase from fall to spring. And I wanted to go a little step further. That's not on this slide, but I went back 4 years ago. I wanted to see where were we 4 years ago compared to where we are now, and I did this in literacy and math. I'm going to be totally honest right

036now, we're a little stagnant in literacy. And so, this alerts me now that I have to put some emphasis in here a little bit more. While there is growth and it's up to 12% growth in several of these areas, there are also some areas that didn't have growth over those four years and so I want to do some different strategies. So some things that we're going to be doing, I said letters training will be completing this year. There's a new oral language test that's required by the state this year that K1 will be taking and oral language they're learning through research is more critical than ever and that's why they're saying we need to be taught having kids talk because if they don't have that oral development they really can't write or read well because

037they can't say it, they can't put the words together. So that's coming out in the newest research. Our 6-12 teachers will be taking our ELA teachers, English language arts teachers will be taking start taking the strive training. So they will have the science of reading training now as well and that should help impact their teaching. We're having some focus around comprehension and writing strategies and discussion protocols. So you know we have a new social studies curriculum and that's not literacy but yet it is. They really are saying in the state we need to have kids talking about the content and so we believe teaching discussion protocols won't only benefit social studies, it's going to benefit literacy and math and science because they should can use those protocols in all content. So that is also one

038of my the cultures will be focusing on literacy. And then again CAP D testing will happen again and then we will be implementing literacy interventions for the kids in CAP D. All right, math. Some better news in math though. So here's our results in math. You're going to see a lot of up arrows. Where you see some blue is where there was aggressive growth, over 10% growth. I went back 4 years here. We have up to 28% growth. And I'm not saying in just one or two grades. It is double-digit growth in nine different test areas over the four years. So, we are growing in math. We are starting to see some significant In fact, this was more in the 50s, low 50s back 4 years ago. So, we are starting to edge up to

039that 80% we want to have in tier one. So, um we're doing some right work in math. I feel good about the direction we're headed. Um so, again this year we'll be focusing on that the standards still. There's just so much that needs to be known to do this switch. Um and we'll be choosing a new math curriculum for K-5. So, they're in their second year of curriculum review this year. Um and then let's see. 6-8 is going to get some more intensive work. So, the coach is going to be having more days in 6th through 8th grade math. Um and there's going to be more data meetings with me, the principal Heidi, and the coach, as well as the coach going to PLCs on a rotation basis. Um and then also offering individual coaching

040as needed. So, we are just going to dose them with all kinds of data meetings and coaching opportunities in hopes that we start to see some significant growth in 6-8. Um We also are starting to develop an honors 6th grade class. We feel that is missing uh as a link because we do have kids that come in high from 5th grade and then we get some stagnancy. There isn't an opportunity for them to keep going. So, that is our first thing we're going to build before we do any other kind of extra class. So, Heidi was on board with this. Um my coach and our math specialist Katie Lunsford are starting to work on that honors course now. And so we hope to roll out that this year. Interventionists in math, she's fine-tuning her what

041she teaches. It has been learned from the state that we really the kids in intervention are missing foundational math skills. That's the adding, subtracting, multiplying, dividing. They have to get those solid or everything else they cannot get solid on. And so she's going to do a little bit more focus on that. And hopefully we're going to see some growth through that. And the 9-12 again will have new math courses and imagine math. Other highlights kind of what Claudia has said, like she's doing, my office professional Christine is helping me weed out old curriculum. I don't know that this has happened much over the years, but we are finally starting to get rid of some curriculum that's 20 plus years old. Just laying there. It's really not in use. And as we refresh new curriculum, that's

042a great time to do that work. But on top of that, other things as math 9-12 and K-5 social studies finished their curriculum review. They have new curriculum starting this year with training. I already talked about letters. MTSS, we're continuing to develop those interventions through capti. And then summer enrichment camp continued this year with robotics, literacy camp, math camp, and 60 students participated in. The teachers love it. We've got some great feedback from students in it. So we really enjoy having that enrichment opportunity. Upcoming, K-5 STEAM and K-12 fine arts are going to begin their curriculum review. And then 6-12 CTE and K-5 math begin their year two of review. Tomorrow I'm working with a group of teachers to curriculum write for the American Indian social studies standards K5. Um, and so that we can

043create some uh, more robust lessons that meet the the standards. Um, and then once that we develop those, I will have um, the APAC group take a look at those. Haley will be involved um, and give us some feedback. But we're going to start that work tomorrow. Um, I already talked about the interventions. And math standards training. Coaching. I think I talked about that. K5 science, we are also going to do a little bit more training at some staff days around science for K5. And I think that's the end of my >> [clears throat] >> presentation. Any questions? >> Great. Um, are there any questions or comments? >> This one's >> Um, I like that you're going to do sixth grade honors there. I think there should be honors like all the way through. I

044remember way back in the day uh, I was taking classes where you just kindergarten through first grade and then after that takes care of the people that are uh, you know, maybe you would order a sit around in class. And I I really appreciate that when the kids are better at doing stuff than you. Um, this enrichment uh, over the summers, is that volunteer or is it suggested or can anyone do it or what? >> Certain grades were certain things. So, K2 was literacy. Um, I think one two was math and then two four was robotics. So, I have certain grade bands. Um, but it's free and yep, you just sign up and then the teachers I pay them a little bit to come and teach. >> So, would you say the 16 people that

045came in, were they like usually the ones that come [clears throat] in? The teachers that are there or the kids or the parents or the people that >> They It was advertised. Yeah, they advertised it with little flyers and in the classes. >> Okay. So, who told them to come in? >> Yeah, yeah. >> And then on the AIB >> I I think that's a great idea. I know they I think that's a good call for that. And you had said that you guys would get together and then have Haley review it. Is Haley or anyone like any of the elders or any of the people at Bay going to be part of the process before >> I'd like them to be, yes. >> Okay. >> ACT as well. >> Okay. Yeah, great. Because they

046I That's something I hear a lot is the collaboration, the collaboration. So, that's cool that someone can reach out to them and that is actually I'd love to pursue that also. >> And we are using the state resources developed by the tribal nations and those will be the links that we're going to be digging into >> [clears throat] >> to find what to teach. >> Good. Nice work. Nice work. A close second is this one right before this. >> Office hours. >> Probably the second biggest supporter of this thing. Thank you. >> I like to win, but I It's okay. >> Yeah, right. You can understand the meeting report and you're not out. >> She's fabulous. >> She is. I know. Donna here too. >> Yeah. >> [laughter] >> See you down there. >> Thank

047you, Donna. >> Yeah. >> Cool. For starters, again, thank you. Like I just It's awesome watching you and putting the passion that you do in this. Um I'm I'm curious like we all know that state standards for Minnesota has declined a little bit nationally. It doesn't have to reflect on ours. I love seeing the fact that we got growth in both, but you did mention that you dropped back a little bit between reading and math, right? >> Yeah. We got big growth >> in math over the last four years. Did you identify any like key takeaways >> Of the why that we can apply to reading? >> Math talk. Oh, well, we believe math talks is impacting math, which is what we're going to put into 6-8 next year, which they're not doing currently. Um

048so, discussion is coming out as a big piece of research when you talk to all the different content areas. So, that is why those discussion protocols are going to be part of our training to put into all content. >> Okay. >> Yeah, cuz we really think that will help. >> And then I'm curious [clears throat] about the old content. Like, someone's stuff, you know, it's like 20 years old, 3 years old, whatever. >> That's what I learned math, and I'm pretty good at it. So, I'm just I'm just curious on why some of this stuff seems to be going the opposite way with the newer stuff. >> Mhm. Tell me more. >> Well, I just mean like as far as strategies. Yeah. Yeah. Where where do these new strategies come from? Is that the State

049Department of Education? >> Research. Not just MDE. No, it's coming from all over national math. Yeah. Um where kids really need more ways to be able to do math or to be able to solve it, not just a one way. Um the memorization doesn't work for lots of kids. So, being able to see it before they internalize those algorithms that we were exposed to first. >> Awesome. >> So, it it comes in. It's just not right away. >> Sure. >> Yeah. >> And then it's just figuring out a way to apply it to our process. >> Yes. >> Got you. Thank you. >> Thank you. >> I remember again. I I think like reading to your kid and math to your kid is I remember, I don't know, every minute or every car ride, you

050know, this plus this, this times that. And and you said it before. I mean, you know, it's I just wish parents would realize that like we need to do our job too, you know, and and and help your kids and enjoy this and make it enjoyable. And everything can be a learning. I mean, I'm sure kids get sick of it at a certain point, but I mean, it's it's simple, you know what I'm saying? It's I remember 8 * 7. That always confused me as a kid. And then finally That was always the one to forever. And everything else here and there and whatever, blah blah blah. And a lot, and then just after working on it, working on it, working on it, you just don't give up. You just give it You just keep

051doing it. Make flash cards. Talk to your kids. Enjoy your time with your kids. I just I I think if we're finding like the differences, we we're seeing people that couldn't learn the core well. You know, that's holy cow, man. And then that's something that was simple at the time, and probably a lot more difficult now. So, I just I I don't know Again, we need that third leg of the stool cuz we have um the the curriculum and all this plan. We have that uh talented teachers, and then we just need the family structure with the students to really show up and and help the cause, you know, and not take it for granted. Just assume it's going to happen. It amazes me sometimes when I'm talking [clears throat] with some kids that they

052can't like read or write money or time or And I I just I don't know how that's gotten that far, you know? And so, I I don't know. I just I I don't know if parents are having a conversation with their kid at all. So, eventually you'd think they'd come up to the fact that it's $4, not four .00. You know what I mean? It's like, come on. You say the word, you know? I So, I don't I don't know, man. I I I do believe again, here we go with common core and student performance. >> Anybody else? Questions? Comments? Thank you. Thank you. All right. Agenda five Agenda item 5.3 student discipline discussion report Superintendent Anderson will review key metrics related to providing a safe learning environment in our facilities and the potential for

053school board member participation working group. You are looking >> [clears throat] >> All right. >> Well, thank you Ms. West for the opportunity to present this information. Uh what I just out, uh, is includes the actual metrics that we're currently following for safe learning environment as well as the strategies that we've implemented or that we're planning to implement in the upcoming [clears throat] school year. So, the board packet included the first part, the metrics, but did not include the second part. Uh, the reason for that is that we had our district leadership team meeting, uh, recently and that we started the process of identifying that work and then we've been refining it through individual meetings since that time. I still have the high school to connect with and then there are some more iterations before

054everything becomes final. And uh, the final process includes significant work with teacher leadership teams. And so, some of these things will change, uh, with time, but at least this is a snapshot of where we are now. I'll just give a real quick summary of the metrics. Uh, you can see with majors, uh, we had a significant decline, uh, in the number of majors throughout the district beginning with the 23-24 school year. Uh, however, uh, it has stabilized since then, you know, up or down a little bit, uh, in subsequent years. You can see minors have stayed relatively constant except we had a really good year in the 24-25 school year. Uh, if you look at the, uh, the fourth metric, if you take all the out-of-school suspensions and in-school suspensions and referrals to Genesis, we're

055about where we were, uh, since the 22-23 school year. We've gone down a little bit, uh, but it's somewhere between 5% and 10%. Uh, then the next few show the, uh, number of, uh, out-of-school suspensions as a separate category, the same with in-school and referrals to Genesis. You can see there's a huge There was a huge decrease in the number of out-of-school suspensions uh after the 22-23 school year. You can see we had 342 that that year and uh this past year we had 77. So, that's a nice decrease. Uh part of that has to do with the implementation of the Genesis program >> [laughter] >> uh and we're also suspending kids more in school instead of out of school. And uh that's intentional uh because um you know, being out of school is is

056essentially a day off for a lot of kids. Not not all kids, but for a lot of kids. And so, we want them in our buildings with our teachers and education assistants uh as much as possible. Uh you can also see information about the number of or the percentage of students trained to say something, that's our anonymous reporting system, and then the number of service calls for uh service um from uh to the um St. Francis Police Department. So, a lot of these are just metrics that we're tracking. Uh we don't necessarily have goals attached to them, uh but we want to see where we're going on a year-to-year basis. If you go to the next section and go to the second to last page, so page 18, I'm just going to focus on the

057work that right now we're planning to do for next year. You can read through the rest of it um at your leisure, but uh I was prudent to really [clears throat] focus on next year. Uh Education Minnesota did uh request uh a committee uh to be formed that would consist of teachers and administrators to discuss student discipline throughout the district. Uh both sides are interested in having at least one school board member uh to be part of that team um and I figured that, you know, Chair Burr would be the one who would make those assignments and depending on uh interest, but we'd love to see at least one school board member on that committee and then we can really go into great depth and talk about what's working well and what needs to improve

058on the student discipline. Another really significant area that I'd like to focus on is coming up with a review of roles and responsibilities administrative support for special education services. That was a significant issue this year in terms of knowing who is expected to do what and when there's when there are differing opinions, then that leads to some some issues and so we'd like to address those issues kind of this year. I know Ms. Parson has already given me a rough draft of a revised version and so I will have her review and then want principal feedback before we really take it to the next step. >> [clears throat] >> The fourth bullet on page 18 at the very bottom, you can see it enhance refined response to behavior flowchart. That is really important because the

059goal is to try to get all three elementary schools kind of using similar responses for student discipline issues. It'll never be exactly the same, but we want you know, more consistent review so that we understand when we can remove kids from classes according to district policy and state law and some other things. Next page, page number 19. Using data and sharing information is a really important category of work that we want to implement. Uh I'll just mention a few of them. One thing we want all three elementary schools to be using Edji Climber for teachers to report discipline incidents. Uh and then that will automatically be transferred into into a campus and then the principal will enter the relevant information into uh the DERs report, which is information that we need to supply to the

060state each year. So, it's different from different than it has been in the past. One school would do it one way, another school would do it another. We want all three to use the same same uh process. And uh that's what we're headed for right now. Uh you can see the other three bullets that are listed there, including the the rule to share student discipline data to all employees in the school uh and to further disaggregate that data so we better understand which teachers are referring students [clears throat] to the office for particular infractions. Uh because perhaps uh that that particular teacher is just doing a better job of reporting uh or perhaps that teacher needs uh more support uh to better discipline or to better manage student behavior in the classroom. And you can

061see some other minor things that I think are really smart strategies. They're They look small. For example, at SFES, uh we want to include the school psychologist on the school uh improvement team uh supporting behavior management. Uh that's a simple addition, but the school psychologist psycholog- psychologist is an expert in that area and can give valuable input to the uh student support team. Other programming and actions uh you can see there. I'll focus on the the the font there. Uh the third bullet talks about increased access to Genesis for general education kids. And that was a I don't want to say downfall, but that was kind of a barrier this past year because we didn't have adequate staffing in Genesis. And so what would often happen is there might be a student who has high

062behavioral needs, perhaps a special ed child, you know, with a particular disability. And if that person was referred to Genesis, often times, you know, the whole staff would be needed to work with that particular child. And what we'd like to do is hire another behavior interventionist who will just work with our kids who have special ed education needs so that we can, you know, serve the the kids with special education, but then at the same time service our regular education kids. throughout the years. So I think our principals will be really happy with that strategy. Uh that's to me that's one of the most important things that we're doing. Uh we also want to hire an additional behavior consultant for the district. Right now we've had one that works primarily with elementary kids, but we

063have similar needs at the middle school and high school levels. Uh the the behavior consultant that we have, and by the way, we call them behavior consultants, but they're our employees. That's just the name. And you know, the person will work with teams of teachers who are working with especially challenging kids with needs in terms of discipline. Uh Justine writes up these behavior plans that are quite intensive, and then trains teachers, explains the kids and their parents, you know, what's in the behavior plan, and we've seen really good success with it. So we'd like to duplicate her efforts by having a second person uh so, we can uh increase those behavior plans throughout the district. Uh once again, uh for grades K through 8, we really want to uh review and update our PBIS uh

064matrices and practices. Too often, I think we talk about uh PBIS or positive behavioral interventions and supports as, you know, the incentive program like if you get so many behavior tickets, you get a a reward. That's only one small aspect of a solid PBIS program. Uh our elementary principals and Miss Critchley [clears throat] are down for it. Jamie uh Stednicka I think specializes in this and really started the program at the elementary level many years ago. So, I think we're going to see some really positive work there. Uh also, the high school staff is is on uh the page for PBIA PBIS as well. Uh and so, I I'm expecting some great things to happen. Uh towards the bottom, if you see the middle school uh work with plan, uh we currently have a check-in

065check-out program uh implemented and that's really a simple program where identified kids will go in at the beginning of the day, for example, to check in with uh behavior interventionist or trusted adult who's been trained in the check-in check-out program, uh talk about how they're feeling that day, what their goals uh are for the day, how they progressed the day before, those kinds of things. And then, as they check out at the end of the day, you know, they they share what happened uh during their day. Uh it's a I believe it's a program developed by the University of Minnesota that's proven to be very successful. Uh so, we want to up our game in terms of fidelity to make sure that we're following uh uh what's prescribed in in a in a good check-in

066checkout program. >> [clears throat] >> Also, we're finally, I think, going to implement a digital hall pass system for middle school and high school. And uh the goal of this is to keep kids in the classroom and to reduce behavior issues in uh the hallways and bathrooms. And uh you know, we're aware of kids who will always go to the bathroom at the same time. And miraculously, it's the same time as their best friends. And so, they'll meet in the bathroom. They'll talk. They'll exchange vapes. They'll do all sorts of other things. And uh you know, if we have a digital hall pass system, we'll be able to find those trends and then address it with students and their parents uh so that we can better track what's happening. The um another change uh that

067will be implemented at the middle school are two more changes. One is that we're really going to uh expect teachers and administrators to contact parents by phone instead of just sending a paper ticket uh or an email to parents. We want that personal conversation as much as possible. Kind of against the what Mr. Humphrey you know, has talked about um you know, it's it's just been proven um time and time again that those personal conversations have a bigger difference than a quick email that's sent. Uh so, we want to push that as much as we can. Uh and then also, we're we're hoping to have administrators determine if an incident is a major or minor. The goal of that is to have more consistent um categories for the same infractions. Uh, the only, um, two

068issues that I'll talk or the only issue that I'll talk about with future considerations [laughter] has to do with, again, another aspect that, uh, Mr. Humphreys brought in, uh, and that is, you know, if there was ever a community-based parent support program, uh, that was ever implemented, we're more than willing to work with that group, uh, to try to impact students and their parents, you know, through the behavior management. Uh, I know, um, Mr. Humphreys brought that up in terms of maybe having the school really take that lead, uh, but if we're going to do it, I think it's better as a community program, uh, otherwise, everything is closely, um, monitored by the school, according to our school rules, and there are a lot of bureaucratic steps that would be part of it. So, I

069don't know what the likelihood of a community-based program is, but even if we had two or three volunteers, better yet, six or eight, uh, you can kind of perhaps uh, make a difference. Um, it's interesting to do that. That's a quick rundown. I I'm sure there are lots of questions, and, uh, uh, we're open to, uh, answering as best we can. >> All right, before we take questions, Chair Burlock to note in here. He says, "We're looking for a consensus to add a school board committee to our list and have school board member participation if there's consensus, we will add to, um, a future meeting as an action item. So, as we're asking questions and, um, commenting, keep in mind, and we can just go down the road and see if we have a consensus

070to add a school board, um, committee to our list, and then, um, formal work session or something along that line. Any questions or comments? Jill. Very happy to see uh, the second bullet for 2026-2027. The review of roles and responsibilities of administrators in implementing special education services. With that being a significant concern during the week of parent-teacher with special ed liaisons, very happy to see that and hopefully they are watching tonight or at least hear that that's one of the goals for 2026-2027. >> And it's I'll tell you St. Francis is not the only school that struggles with this. Many schools contract with cooperatives, special education [clears throat] cooperatives, where some people are hired by the cooperative to provide services and the school district perhaps employees who provide services. And so it's often a discussion

071or misunderstandings [snorts] as far as who's truly in charge, who knows employees or the special ed programming. So it happens everywhere. Um and uh St. Francis is is no different. Um in general it goes really well, but we just want more clarification. So for example, like what Ms. Anderson suggested, so the education assistant knows who their direct supervisor is and who gets work direction and what to do if there's a question or an issue. >> Okay. >> Can you just go into a little detail about service calls for service staff? Can you define what that means or what that entails? >> Yeah, it's really a just a general number of phone calls that the school makes uh regarding a fire alarm or a discipline incident or anything like that. And uh I just captured every

072year with St. Francis Police Department, which is great to work with, them, the way. They provide that information in the yearly report. And so, I thought it might be interesting just to keep track of it. Uh they outline uh in their comprehensive yearly report what kinds of calls are made. Uh I didn't choose to put that there cuz it's already on their website. Uh but you know, it's it's interesting to see how many times we do make [clears throat] those calls to the police department and uh the time that they spend responding to our calls I think is important, too. >> So, this isn't just discipline. It's fire. >> It's uh reports administered through the Say Something program. Like, if there's someone who has mentioned something about suicide or hurting somebody, you know, the police

073department uh will send an officer to the house essentially do a welfare check and do some investigations based on that. So, it's It's Yeah, it's not just discipline. I don't know the percentage is, but I would say, you know, there are a lot of you know, a lot of non-disciplinary calls that are included. >> Do you look at these schools as well? >> No, cuz those are reported to the Noble County. So, these would primarily represent St. Francis Elementary, the Early Learning Center, and then the other two secondary schools in the district. Which is where most of the calls are coming from. >> And how do you report those schools? So, you agree these are Noble County? >> Yeah, those calls would go to Noble County. So, I don't we don't have I I guess

074I've never asked if they keep track of that. >> Anybody else have any questions? >> Um great hire in James said I got um he's so honorable and um we'll save money without me actually changing one letter on the monitor at all, but I really think that's a great hire there. He was in and out of the schools and both my kids have been through him. Just one of the greatest, most outstanding people I know. So, if you give them a hall pass, is that Google based? >> Well, that's one of the issues that we've been struggling with because one of the schools tested a program that's tied with their PBS and Senate program. And our preference is to at least consider a program that's affiliated with Infinite Campus, our student management system. And there

075are pluses and minuses. So, I think what we will end up doing is piloting at middle school and then we'll choose the best option. >> And I sit on the MTIs through the high school and I think one of the things they had as an advantage was that Google is free. >> Uh >> And that's what they said that's what they're under the impression of and that the MTIs only had data for them. So, >> Yeah, I I'm guessing there's a cost to both. Uh but I don't know the cost comparisons and I don't know all the advantages and disadvantages. So, probably the best answer is I don't know you know about the cost. >> That's a great answer. Yeah, for sure. For sure. I love to have a contact with the parents by phone.

076That's just everything in life. Getting volunteers even is I can email to and it's just so simple. You got to I love to talk to them and I give them like an in-person if possible even like a really get in to the conversation and things are more held accountable, I think. This working group, I think that's a great idea. Could that be something that's like a facilities group that we did? >> Yeah, I'm not sure of the extent. And you know, certainly chair for I I've come up with some options and come up with a possibility. We want to make sure that we have good representation of teachers on that committee and of course administrators and one or more board members here. I don't know about community members or not. You know how much they

077are aware or what they can do to support but that might be an option as well. Yeah, I don't think it would be as large you know, like 20 or 30 sir. I think it might or maybe that is the right path. Yeah, I don't know either. >> Yeah, I don't know either but it's something to consider. What are the ways to go about that perhaps? >> Yeah, we have a a meeting every Tuesday with Miss Carter of Education Minnesota and so I think that'll be a good question to ask her. >> Great. What she's kind of thinking. Great. Thank you. That's good direction. Thank you. >> Any other questions or comments? Okay, just looking for a consensus on whether everybody feels like adding another committee regarding discipline would be a good idea. Um Jake?

078>> Yes, I would I would I think it's a great idea to have a faculty moments here for one of those positions. >> Okay. Rob? >> Same as Jason. >> Jen? >> Yeah. >> Chuck? >> No. >> Yeah. Yeah, I think we have a consensus that that's something that we should consider and and put forward on the agenda to have a discussion about. So, what I'll pass that on to Chairperson and we'll move forward with that. >> Perfect. Thank you. Um Agenda item 5.4 first reading of policy 533. Policy 533 relates to wellness administration and the policy committee have reviewed and recommend Brenda Nelson is available to answer any questions. Final action will be taken at a subsequent meeting. So, this is just the first reading. Are there any questions or comments for Brendan? On

079the first reading of policy 533. All right, we'll move on to agenda [clears throat] item 5.5. This is the administrative report. Superintendent Anderson will update us on multiple items across the district. >> All right. First one, really important one, school board election coming up. Um, and uh we have three seats uh that are open uh public. I did attach information about the filing period and some other information. Um you know, we need active participation in this election and we need at least three fantastic candidates. And uh we have seven already, um but let's um let's try to make this a really active election and so um anyway, you have that information for review. Closure of the high school stadium. Uh KSDMP did a story on this issue just recently. And um we were disheartened to

080find out that uh our storm water management system is deteriorating uh at the high school. Uh currently the the biggest sinkhole is under uh the main varsity bleachers. And um so what uh Mr. Lindquist and did, you know, and his team, um after looking at all sorts of different options, did hire a contractor for I think five or six thousand dollars to actually [clears throat] pour soft concrete into the dry well so that it leaks more water when it goes into the dry well and further deteriorate the situation. The concern is that the um you know, the the Well, with all the rain that we've had in bursts recently, it would further deteriorate the the area underneath the foundation of the bleachers and cause continued problems. Um I'm I'm learning information about dry wells. I'm

081no expert at all. In fact, I bet you have five board members that know more about dry wells than I do. Uh but apparently, uh decades ago, uh there was a choice between using a retention pond and using dry wells. And so, you know, these wells are are built into the ground, uh sometimes concrete or bricks. In our case, many of them uh rely on PVC pipe. You know, like uh like a foot and a half or 2 ft in diameter. Um and uh so, over decades, those have deteriorated, and instead of just leaking out gradually, you know, it's uh it's it's an issue. So, we did that for the the one dry well. Uh the problem is that we have three others in that area that are similarly deteriorating, and we have multiple dry

082wells that are causing problems under the varsity soccer, football, track field area. So, this is a huge problem. And a costly problem. And um I'm I'm really impressed actually with a solution they came up with. They put the soft concrete, you know, in the one dry well, knowing that at some point they will likely have to dig it out again. Um and so at least we we stem, you know, some of the water issues immediately. The contractor got out there, I think the day the contract was signed or the very next day because they wanted to do it before the next rainfall again. Uh so I was really impressed with that. Um we're going to have to possibly do something very similar with the other three that are currently having issues and then we'll still

083have to deal with the ones um in the main field of the main varsity field. Um but solutions, you know, might be $100,000. Might be million plus. You know, it's really going to depend on the extent and then what option we choose. So, more to come on that. I'm sure the facilities committee will be involved with reviewing some of these options. And I just want to thank the the buildings and grounds team and, you know, others for um you know, taking quick action uh to start to to solve it. Uh Mr. Lindquist was going to be here at the meeting to give a verbal update. He'd be much more eloquent, more detail, uh but he had another commit- a family commitment and so he was not able to attend. Uh the next item on my

084list uh field trip requests. So, every year uh the superintendent is expected to give this list uh to board members. It's for transparency uh because then you know what our kids are doing, why they're going to certain places, and how much it's costing uh to be doing that kind of work. Uh please uh please let me know if there's a field trip that you know is happening but it's just not on the list. Sometimes during the process, you know, we don't catch everything and we'd like to know. Um next year it'll be easier for everyone because we can give the current list and then they can, you know, indicate if they are planning to again. Uh the next one, don't worry I won't read all the bullet points, but um we do have an updated

085district standard operating procedures manual that I'd like to issue. So, what I listed there are all the the areas that have signi- that are new or have significant changes. So, if you look through the actual attachment, you know, you'll need to read through the the whole section to kind of see what the plan is moving forward. Uh there will be another update shortly before the school year starts because we're working on different things, especially in the finance world uh this summer. And uh to better clarify who does what uh in the district with regard to finances. And that's all I have unless you have questions. >> All right. Any other Are there any questions or comments for So, this uh tended expenditure of anywhere from 100,000 to 1. whatever 1.1 million dollars. This is the

086primary reason why we want to have that um reserve fund. >> [clears throat] >> And so, when we keep getting asked why do you have all this money in the savings account? Why why can't you just spend it on the employees? Why don't you do this with the These are expenditures that we can't budget for that just because it's raining out, we all of a sudden have an issue. So, we're um I think that's important for the public to know that if we didn't have this rainy day fund, we wouldn't be able to fix the stadium. We would be sitting with the stadium in disrepair. >> This is that I'm glad you brought that up because it's certainly true. Uh having a a decent fund balance helps with emergencies like this, like a sudden drop

087in employment, like you know, some other things have come up, um almost every year. So, it's really important to do that. Thank you for that. >> Okay. >> Do we have [clears throat] a kind of a ballpark timeline? I mean, I I've heard as much as like not being able to have home games this fall. And then, well, how would that would be playing all games like if we were to play, let's say, in Hanover, would we then just play at Hanover or would we rent a stadium for all of our home games or What do you think? Am I saying something too far off to you? >> I know that, um there have been some real preliminary discussions, but our goal is to play all home games at home. >> Okay. >> So, you

088know, we'll see how that transpires. Uh it's going to depend a lot, um the timing of the sinkhole under the bleachers, you know, as well as the sinkholes obviously under the field. Um and so, you know, our goal is to have all the home games at home and um we'll see what we need to do to make that happen. >> And inclination is that I mean, that's our goal, but is there Is Is that possible? >> You know, I'm not sure. Uh you know, Mr. Lindquist has been so involved with this. He has I think probably gone out there every day and met with contractors. You know, right now the engineers are debating about what the best possible short-term solutions are and long-term solutions and potential costs. Uh I know that there's um there's also

089some uh discussion about financial options for us, uh you know, what we can do in that regard. But, yeah, I'm not ready to to share information cuz I'm not the one who's dealing with it day-to-day. >> I understand. >> Yeah. Hopefully, we'll know more, a lot more, in the next two, three weeks. >> Okay. >> And then, you know, we'll report out to the board as soon as we can on that. >> Okay. Thank you. Good luck. >> Thank you. >> No. >> As you know, I love the field trips, so thank you for the invite again. I'm wondering about it. I don't know what I feel about the rule for the reading stuff there is how many people are participating. Why you're doing it? In the future, can we get a little bit more

090info on that? >> Oh, sure. >> are participating? And the next is like it says girls hockey. I'll see what I assume. Is that just a sporting event or why do we have that in the list of field trips? And that's not the only one. There's a bunch of sporting events on there. >> Yeah, we um we were discussing that internally about whether we include the sports activities or not because they're part of an athletic schedule and we opted to share more than we probably need to or that what other school districts do. Uh but that's essentially reflecting that. >> But some of them are >> Yeah, oh yeah, yeah. Thank you, Vanessa. It's for only for those events when the kids miss part of the instructional day. >> So that's the difference. >> Yeah,

091so it wouldn't be the basketball game in Monticello that starts at 7:00. Yeah, others would argue well, that's really not an instructional field trip, so Yeah, but we decided to include it just to be transparent. >> Hey. >> Any other questions or >> Um >> Still? >> Yeah. I can't remember what my comment was. Anyway, so do we need to have a special board meeting at all with the stadium if there's any sort of financing or is anything being discussed because our next meeting isn't until the end of July. >> Yeah, there's been some talk of perhaps adding a special meeting about that for this purpose. Uh but really that's up to the chair for you know, to kind of figure out. I believe everyone received an email asking for their availability and after the

092meeting Mr. Nelson and or I will contact any board members that haven't had haven't been able to share that information so we can possibly set up a special meeting. We weren't planning to have the stadium issue as one of the topics. But if there is something that we need to address right away, that'll be a great time to do it. We just have to post that information at least 3 days before the special meeting takes place. For that topic before before the meeting takes place. >> Uh-huh. >> Did you have something to add? >> No. Okay. All right. Thank you, Superintendent Anderson. >> All right. As we move forward on our action items, I will ensure each member has an opportunity to provide comments. I ask that you respect our fellow board members and not

093interrupt them while they are speaking. Once every board member has an opportunity to speak, you may provide additional comments and or summarize your opinions. We have four action items this evening. Um first action item, agenda item 6.1, approval of 2026-2027 budget. Mr. Duvall will present an overview of the recommended budget. >> Good evening. Chair Ost, Superintendent Anderson, school board members, staff, and community. Um tonight I'm here to present uh the 2026-27 adopted four original budget. Um as as a district as we collaborated and collectively gathered information to implement the process of creating the 2026-27 adopted budget, economic indicator assumptions were used such as prospective increases or decreases in utility costs, the increase and or decrease in general liability, property, auto, and workers compensation insurances. We also investigated what summer unemployment costs would look like for

094the 2026-27 fiscal year. The 2026 Do we have that up? >> It's not moving. >> Oh, it was. >> Do you guys have Do you have the preview up? >> I will try to get it up. >> Not a problem. There you go, Jay. The 2026-27 enrollment was established by using a June 8th, 2026 March [clears throat] 15th ADM report that collects membership for the for the year-end enrollment. The assumption was that our enrollment will decrease from 4,001 ADMs to 3,968 ADMs with the adjusted pupil units totaling 4,353.6 adjusted Adjust That's our adjusted pupil units. And the reduction was the assumption that kindergarten enrollment will decrease in 2026-27. There were many moving parts to this budget process this year, um, as we incurred some closures at the end of the year. We navigated negotiations also

095during the budget cycle. We also had formula changes at the state level that impacted the 2026-27 budget. As the budget is reviewed reviewed, it does show a decline in the unassigned fund balance, which I will get into in a much better detail um, as I go forward here. However, we were able to increase our state special ed funding by 14% for 2026-27. And on the other hand, we lost 25% funding in compensatory due to a formula change. The 2026 revenue did increase from 2025-26 due to the formula along with the increase in the overall increase in the special education. Now, I'm going to get into some detail of why we came up with the tentative um fund balance that we did come up with the adopted budget. So, the 2026-27 unassigned expenses increased as salaries

096and benefits increased. The bigger difference in the unassigned fund balance from the five-year budget projections that are on the website was the tentative decrease in adjusted pupil units. The five-year budget projection model that was completed in 2024-25 shows 4,442 adjusted pupil units. I budgeted 4,353.6, which is a difference in revenue of a negative $1.355 million from that budget projection model. I also budgeted for 2,000 200 Sorry, 205,000 um in title. Uh this is a $230,000 reduction from the grant for previous years um due to some census and a census decline prospective decline um for the US census census in um five to uh 17-year-old um the poverty level. Finally, I budgeted two extra FTEs plus additional dollars for placing the 10-year teachers versus the probationary teachers that were non-renewed due to the closure of Barnum

097and Crossroads East. Those were 10-year teachers that we had to that we had to place. I also budgeted placeholders for five to six special ed open positions that have been posted and haven't been filled. So, I I did have expenses budgeted in case those positions are filled. All these moving parts are are very preliminary. They're very and very well will affect the revised budget if the open positions are filled or left open at the two extra FTEs. And when And when Sorry, and when said facility that decided to close real close. So, um that will impact. That's why I know we ended the five-year projections at 13.3%. I'm forecasting 9.3, but there is like that $1.3 million in revenue reduction due to ADMs that I forecasted. Plus, we're looking at up 7 to 8 to

098$900,000 in salaries and added expenses and the two FTEs that we included the additional FTEs. Plus, the 10-year positions obviously cost more than the the probationary positions. So, as with all budgeting, beginning budgets, many items are very fluid such as unexpected expenses, repairs, fuel costs, and our utilities that also have have not having the current year. And also not having the current year ended audit data is the reason I do not list the prospective targeted unassigned balance on an adopted budget. We haven't ended the year. How we end 2025-2026 definitely impacts the beginning fund balance of the new year. So, I can go in saying it's going to be 9.3. We could have a higher ending fund balance in 2025-2026, and that's going to increase fund the projected fund balance of 2026-2027 year end. Also,

099if you count the $1.3 million that I'm saying we have reduction in revenue due to the ADM decrease. I don't know when I'm not sure what year the your five-year projection happened, but that's older data. We have less enrollment now. So, I'm not sure how that was gathered, but that I mean if you count that plus the open positions we're holding, I mean that's that's a 3% fund balance right there. I also want to let the board know the district will also be using the transportation assigned fund balance to pay for the four buses that will arrive in 20 the 26-27 fiscal year. And this was approved in May when the operating capital and LTF projects were approved when we had that board meeting. So, that's that's the synopsis of fund one. Fund two is

100in a very good financial condition. Wendy Clowdy, I'm not sure if this has been said to the board or not and she's I gave got her permission to tell you. She reported at the district leadership meeting that they broke a record of serving over 500,000 lunches in 25-26. So, as you review the nutrition services revenue and expenses and fund balance, you will see that Wendy is making an aggressive effort to spend down fund balance that had previously been advised that they that they had and still have a very healthy fund balance. So, she is trying to use down that fund balance that was advised to her by um the previous director of business services as it's a very healthy fund balance. So, she is ordered to have some projects that she has taken care of

101last fiscal year and she's got another project that she's going to wrap up here in the end of July, I believe. Fund four, which is our community services fund, is operating very similarly to the nutrition services fund. The general community services fund, which is fund balance 431, and school readiness, which is fund balance 444, both continue to cross work. Also, as with the nutrition services projects have been expensed to continue to bring down the fund balance that had previously been advised to to bring down. So, the community services fund is also continues to maintain a very healthy fund balance. And then, I'll just speak a little bit to fund 16. That is our construction fund. Um all revenue and expenses have been recorded um in this fund, and it will be used exclusively exclusively for

102the indoor air quality and the abatement projects that will be completed in fiscal year 2027-2028. And that fund balance will net zero at the end of the project. That is what I'm reporting. Does anybody have any questions? All right. Um Any will we we will need a motion to approve the um budget. >> Sorry. >> Are there any questions prior to a motion being made? Sorry. Are there any questions prior to a motion being made? Um Okay. >> Yes. >> I appreciate [clears throat] you buying your buses and budgeting for that. It's really laddered in. You know, we can stagger it versus we bought all of us in the one time, which is a really good idea for the first 4 years. Um so, I appreciate you doing that and listening to I guess you

103all are there to support it. Um what uh do we have What are those expenses? This is not here to report to you. >> [snorts] >> Um I'm sorry. I don't remember what I was saying there. Oh, how do we handle the possible >> The quick >> No, well that but how do we handle the stadium issue? >> The what? >> Stadium issue, like >> Right now we have in May we did approve on LTM for maintenance piece we did approve or the board approved that we had we had $140 on the 140 which was that or that $140,000 of LTM dollars that we set aside that were approved to address some of these dry wells. Well, the issues and it was a lot more complicated than just filling them up and and trying to

104put PC uh PVC whatever the white plastic stuff is. Um PVC, yes. Um we don't really have a concrete plan yet. We're really waiting for the engineers to come up with a solution. I don't I think they were addressing the wavy part on uh in the in the football and soccer field. So, there we really have to do due diligence on that and make sure we're doing it right so we're not wrecking the foundation of football soccer stadium and track track's also sinking a little bit. You know, I I think that in a perfect world they'd love to have the the retention underground into a drainage pond but we like like Mr. Anderson said, it it's a blessing we have some on a fine balance because that's going to run a lot of money. That's

105going to be very expensive. It's probably the best scenario for the structure on the field but it is it does come at a pretty steep cost. >> Okay. And so I mean that what I was what I was really asking was are we just going to pay for that? Are we going to bond for that or are we going to loan for that? >> We cannot bond for it. >> Okay. >> It doesn't qualify the pavement bond. It's not It has to be close or attached to a asphalt or a that kind of surface or it's qualified for the abatement bond. So, there is not no Of course, there's bonding you can do for uh general facilities, but that goes out to a vote. That's a voter approved bond. Um I don't see us getting

106a loan for it because anytime we can't we school districts only qualify for short-term short-term loans. Um and we're not we're not going to go into any in anticipation borrowing. Um I believe we're going to have to rely on on our assigned fund balance to correct the problem cuz I don't see I don't see a voter approved bond and it doesn't qualify for the only other bond that we could we could levy for, which is abatement. >> Okay. Yeah, that makes sense. Thank you. >> Yeah. Any other questions, comments? All right. Um just asking. Oh. Oh, no. >> Do you mind? >> No. Go ahead. >> So, by approving this, we'll be falling below our 12% unassigned fund balance. >> Instantly, yes. >> Um so, is there going to be a corrective action plan to

107address >> action is this this part of the assigned fund balance, and I think that was established for 25 26. Um like I said, there there are a lot of variables right now. I don't know Unfortunately, 6 months into this, I'm forecasting us being below what we actually end the year at 4,001 students ADMs. Um and yeah, the budget of the year five-year forecast has has a a lot higher for adjusted ADMs or adjusted pupil units. So, we will be relegated to use the assigned fund balance to bring us up to the 12% if that should happen. Um I think and the biggest wild card is where we're going to end up with ADMs. And I we were at a little while ago we were talking 30 to 40 kindergarteners that we were we were

108going to be down at the beginning of 26-27. That might surprise us, we might get an influx in August like we did last year and it's not going to be what it it's going to be that's why it's so demanding of us by law by statute to do an adopted budget by the end of June and have it approved. But it is so preliminary because like I said we could gain those 40 kindergarteners back and now we're having a whole different conversation for the revised budget. We actually do it we we obviously have a lot more information as we go into the year and start the year and that's why that revised budget really impacts and looks at that fund balance. The adopted fund balance is a is a placeholder. It's it's a it's a

109beginning. Um like I said I I'm hoping we gain all 40-50 kindergarteners that we're thinking we're going to be down to. Like I said that's a whole different conversation. I mean that's a million dollars. >> Right. >> If I could add a little bit as well and and Mr. Bell and I have talked about this and we're all kind of thinking the same thing. I think it is um as soon as we receive the budget or the audit for the fiscal year 26 which ends in just a week, that will give us a really important snapshot because that will go into all of our calculations for five-year projections and it'll enable us to update you know the the budget projections as well for next year and uh I I'm very confident that there will need

110to be a corrective action plan after we get the audit. So it's just a matter of the scope and exactly what areas we need to address and then we'll be we'll be put that will be our top priority for the rest of the fiscal year. >> I mean if right now we have the assigned but like like Superintendent Anderson said, we we will be in a corrective action mode whether that's a reduction, whether that's you know, I mean that's what we're going to analyze as soon as we have some year end data. That's really our biggest principal concern right now. And hopefully getting those 40 50 pupils back, right? >> Any other questions or comments? >> I have I have one more comment. I'm just not comfortable I'm going to vote to approve this. I'm

111not comfortable approving it knowing that right now this budget is below the 12% that we've set as a mark. So I'm really not comfortable approving it. I will vote for it, but I just want to make it very clear that I'm going to be looking for a corrective action the minute we get that audit because we can't continue to spend Um we need that fund balance and assign for things like the stadium. And if we have two or three things like that happen in a year, we're really in trouble. So >> I will just state this. We are mandated by the state to have an approved budget by the end of June. If by chance it doesn't get approved tonight, we will lose all our funding for July and August. A lot of things will

112cease and personnel that a lot We both have a very good indication we won't get any ideas statement. We will have a legal compliance. Um and that's and that's it. >> That's why I'll vote for it. I'm just making it very clear I'm not comfortable. >> No, I mean I wish I had better news, but I am forecasting I don't want to say it's doom and gloom. I'm forecasting 47 kids less than what we ended this year at and I mean I'm hoping I mean from all the projections we've heard with the with the elementaries, this is that's the target unless they have a surge. Last year they had a surge in August that we didn't expect. I'm hoping the same thing. So, and you know what? That'd be a welcome surprise. >> I have

113a follow-up question to that. So, what's 12% is what we said at? What are we at? Your prediction and then what is the dollar >> We're at 9.3. >> 9.3, yes. >> Like and like I continue to say, if we gain those 40 students, I mean, and we don't and we don't fill those special little six special ed positions, we're back up to close to 12%. I mean, so there those are the bearing factors. Plus, you know, we did have two extra FTEs with the two I want to say two Crossroads closing. We had the the tenured staff, we had to find a home for them, and then the tenured staff that we did place were at a much higher cost than the probationary staff that were non-renewed. So, there are some costs to the

114to the establishments or the Crossroads closing, which will be a one-year correct I mean, that's a one-year thing. It will correct itself this year also. But, yes, I do agree with you. There has to be some corrective action. >> Anybody >> Thank you, Dad. We're already uh making adjustments as we go. So, we've made some some transfers uh to open positions instead of hiring you know, for those positions, and you know, doing things like that kind of behind the scenes, and that'll make a dent in some of this. But, the real work will be next year after we get the audit cuz then we know exactly where we got to go on. >> I >> Did you say audit is in two weeks? >> No. No, year is in two weeks. We start the audit

115process. >> Yeah. We're at the end of the fiscal year at June 30th. We're just over a week. And then, when is the timing of the the like when you and I will see some of the preliminary results of that? >> By the end of July. >> Okay. >> And they're still doing a lot of closing their books for everybody and and getting the reports and doing the adjustments. So, you you really don't see any really very good data until the end of July beginning of August, but we'll uh we'll have a tape recorder by then. We'll uh have something to show. Any other questions or comments? Okay. Now, we will need a motion to approve the minutes as read. By the chair. So moved. Second. >> Second. >> Um discussion on the motion. I

116have something. I would like to um amend the motion to approve the budget to um include um that the administration be directed to return to the board with proposed options to restore the unassigned general fund balance per policy 714 to the recommended 12% um by our regular meeting scheduled for August 10th. I would like to add that to it. And the reason um I would like to have that is because if all this doesn't come to fruition, I want to be ahead of the game, not behind. I want to be up in front of it, proactive. So, I would like to see per the amendment to the um approval, I would like to amend it that there be some work done to show how we can get closer in line to that 12% by the

117August 10th meeting. Just ideas, different options, different things, that. So, that's my my amendment to that um budget approval. >> So, what we'll need is a second to that amendment, and then we'll vote on just the amendment, and then we can vote on the full motion. >> Okay. That's my Sure. >> Okay. And you made the emotion originally. >> the emotion. >> Okay. And who who seconded it? >> I did. >> Okay. Are you agreeable to that? >> I agree. Yes, I have a question first. we have to discuss it. >> Sure. >> So, I worry about just options. Are we cuz I feel like we're going to put a lot of work on them >> [clears throat] >> for July and August when they still don't know if those 40 kids are coming or

118not. And we're still going to have another budget come what, this fall sometime. >> Once the audit is, you know, closer with your numbers, I'll have concrete on balance. And then I always do a working budget because like I said, an adopted budget is a placeholder. There's a lot of unknowns, and I mentioned a lot of the unknowns here. So, I do a working budget, and I submit that to the board saying, "These are the changes that I that I see in enrollment. Um we are not sure where we're at with compensatory right now. There's still a task force. We know we're going to lose 27%, which is almost $800,000. Um you lose $800,000 in compensatory, and you know, we had increases in salaries and balances, which is every every year, which is part of

119it. Um but our biggest thing is making sure our enrollment um that we get those kiddos back, and if that we do it, then that's to be a whole another a whole another conversation. So, I won't we won't know that till the end of middle of August. Was it last year? >> Well, um like other school districts, we have big bursts right at the end of August and then the first week of school. >> Yeah, and I think I understand the position and I whatever the board decides, I just don't know the first meeting in August will be it's going to be probably too soon to say, "Hey, this is what our fund balance is or we're moving." And we won't I what we won't know our our general count is October 1st enrollment. Our

120first our first concrete enrollment count is is October 1st. >> And I guess for me we're just making a lot of busy work with going to be hypothetical. I don't know if I want to put them through that at this point because we're going to be a way off. People are going to forget. Time has passed. So, I would rather wait until we know how many students we actually have. >> [clears throat] >> Okay. >> I see what Jill and Annette are saying. I have a little bit of a different take than Rob. I think they're already going to be doing that. So, it's kind of like I and the board already because it's policy it directs everyone underneath it that we have a uh 12% uh fund balance. So, I think they're already going

121to be working towards that when we submit and I said they're already doing with that. So, I don't know if it's necessarily adding, but I think a report early might be another uh I completely get where you're coming from with this list, but is if it's too early or is it just another guess at that point if it's worthwhile, but I think I'm trusting our staff to be working in that direction anyway, even though we are above the 12% um um I'm under the impression that voting for this budget is this is where we're at right now. We all know that we need 12%, so from that we will make the necessary cuts. That's kind of how I [clears throat] take it. >> Joe, I'll follow. >> So, last year we didn't have our audit

122presentation until December. Um I completely understand [clears throat] where you're coming from. I think I would agree the summer months the next 45 days ish until that August 10th meeting you're already going to be developing ideas of what would jump forward. Um I think you're hearing very clear direction from the board that we want to hear what's going on, and I'd be more comfortable I I don't need a a full plan by August 10th, but I need an update at the July meeting at the August meeting what progress we're making on what we're going to do if we have a significant shortfall knowing that we have significant expenditure with the stadium and all the other things because I think you know, you're you have maybe the same board coming back next year, but you know,

123there's going to be people running for school board in July applying and having either a no clue the financial issues of this district um and getting on the board and thinking they're going to you know, hire all these teachers and do all these things and we're not in that predicament or that situation right now where I'm predicament where we don't have money. We're going to be looking at cuts. It's going to be a harder time in this district and and people that are thinking about considering applying for the school board need to realize that it's not going to be sunshine and roses, you know, it's going to be a lot of hard decisions the next couple of years. >> Well >> I just want to know is it going to be a lot of extra

124workers this work that you already have on your mind that will need >> Yeah, we already have a working list of changes that can be made to add staff, uh bring them back on staff. And so, we'll just be accelerating those efforts, you know, in July or August. I think it comes down to expectations. Like, if you're looking for the plan, you know, we won't have that. If [clears throat] you're looking at a way that we could reach the total percent expectation, you know, we can do that. Uh but it will be revised repeatedly during the year. >> And from my perspective, I am used to reporting to a board on with ongoing financials more than twice a year. And that would be and what I'm generally used to doing and what I would be

125prepared to do every other month saying where we're at. Every month, I mean, I'm prepared to do that. I'm used to having I'm used to doing that with other boards. I don't I'm not used to just reporting twice a year on an adopted budget, which is an adopted budget. There's a lot of assumptions being made. And our biggest assumption is enrollment. And and Chair West is correct. And and and and Ms. Anderson, we do have to have a plan if all these expenses come to fruition when we fill these special ed positions. We have a contin- It's not a contingency, but I placed earmarked, you know, an extra $350,000 for some transportation discussions we've been having. So, those are things that if they don't come to fruition, that frees up obviously those budget dollars. But

126I wanted to I wanted to capture every expense that we were talking about that was on the table right now that we had placeholders for. So, yeah, it does look scary. But not all those are going to come to fruition. Some of the the placeholders we've had for some of these open positions could possibly not get filled because we just can't find the the candidates that are qualified for these positions. So, there are things that are in the budget that are placeholders. They're not contingencies. They're not like putting money in there just to have a buffer. They they had a real they had a real purpose, but they may not come to fruition. So, I mean, then you know, that's a million dollars swing right there. And the enrollment I keep coming back to. So,

127All right. Um I have a lot of concerns. I don't want to approve this budget, but I know I have to to continue to get paid. Um and I would like to see the amendment for the options as a proactive Um so, my amendment stands as a motion. I'm looking for a second. Anybody want to second it? Has any interest in seconding the motion and then taking a vote on it? Seconded by Jake. Um and so, the motion has been made and seconded. This is the amendment. Um >> So, are we doing the friendly or just doing a separate >> I think based on that discussion, I think we should vote separate or we should just vote on the amendment and then we'll go back to the motion with or without the amendment depending on

128the vote. >> So, what I'm going to need to do first and second is to just change >> I Okay. So, I I brought the motion. So, >> Okay. >> And then it was seconded. So, and the motion is that was first and seconded was to include that in administration be directed to return to the board with proposed options. This isn't going to be hard. This isn't going to be This is what we're going to do. These are our options should the numbers not work out that that we are prepared to, you know, address those options. Um to restore the unassigned general fund balance per policy 714 to the recommended 12% um by our regular meeting um on August 10th, 2026. Is there any hard numbers or anything? These are just options that will make

129it more comfortable for me to vote for this. >> I'll most definitely. >> All right, motion's been made and seconded. Um any further questions on that one? All right, all those in favor I don't know if we have to do a roll call or not. >> I don't think it's necessary to do a roll call. >> Okay. All those in favor of the amendment to the amendment In favor of the amendment to the fund. >> Made a motion. >> All those in favor, say I. >> I. >> Opposed? Okay. All right, so then we'll go back and vote um for the uh Okay, let me find my space here. >> Approval of the 2027 budget. >> Right, approval of um All right, okay. Approval of the 2026-2027 as presented with the amendment. All in favor

130of approving the budget with the amendment signify by saying I. >> I. Opposed? All right, all opposed, no, signify by saying nay. All right, um motion passes with the amendment. Vote of 5-0 to approve the budget 2026-2027 um with the amendment to it. Thank you. All right, so now we're on the agenda item 6.2, approval of long-term facilities maintenance plan, Sandy Balow will present an overview of the recommended plan. There will be a roll call vote. >> All right, this is the easier of the two. Much easier discussion. So, tonight I'll present the um long-term facilities maintenance revenue and expense 10-year plan. This is an annual process that is required by MDE in this time of year. It's a 10-year plan that's adjusted annually and submitted to MDE for approval of the plan documents. The

131approval is imperative as this information will feed into the levying information system for the 2026-2027 and 2027-2028 levy certification. All of the LTFM expenses that I will be presenting have already been approved in in May when the board approved the 2026-2027 operating capital and LTFM projects. And you guys board had a chance to review both the revenue and expense budgets. Thank you for doing that. So, I'm going to go over the revenue side first. The 10-year revenue spreadsheet has amounts that MDE has already pre-populated specific to our district, such as pupil units that are highlighted in yellow. Excuse me. The pupil units, they can be adjusted if need be and I did adjust them. Then, all districts all districts do receive the same formula allowance of $380 per adjusted pupil unit. Along with the $380

132that is the legislatively approved amount, we also engaged in two different projects that we sold bonds for in the fall of 2025. The total bond amount for the indoor air quality project and the abatement project totals $36,225. I just want to mention that the entire tax impact has been recognized up front, so it was recognized in December um for January in the truth of taxation. So, there will be no additional tax impact for the projects to the residents of St. Francis. This has already been recognized. Um this year's LTFM plan includes the second bond issue, which will happen in September of 2026. Um and uh for expenses for '26-'27, and there'll be another um bond sale in November for the project costs for '27-'28. So, we'll have two separate bond sales um in September and

133November. Uh but again, all the tax impact has already been recognized, so there's no future impacts to to the residents of St. Francis. And I just want to mention that all the plan documents for both indoor air quality and the abatement bond project, including any and all resolutions, were submitted last with last fiscal year's plan. So, we don't need to repeat that in the 10-year plan. They've already been approved um at the state level. Uh so, now we're going to move on to the expense piece of it. Um as with the revenue spread, the expenses are adjusted annually, and estimates are entered to complete the 10-year cycle. Um in in the expense spreadsheet has multiple categories. So, if you review the spreadsheet, there's a category one, category two, and so on. So, I just want

134to say that category one expenses are tied to that $380 per pupil that I mentioned on the revenue spreadsheet. This category includes like the health and safety pieces of the LTFM plan. Um and that's like our our management health and maintenance, like the building or the maintenance uh supervisors, some of his salary falls under that uh category as he works on on health and safety um projects. Uh category two expenses are the health and safety capital projects that are over a hundred thousand dollars per site per year. So the indoor air quality and the abatement bond they that were entered that we entered into the in the fall fall under category two. As you can see I've broken the project out into three fiscal years that it will contain to complete these projects. The next

135category that affects St. Francis School District is category five expenses. These are also tied to that three hundred eighty dollars per pupil that I spoke to on the revenue side and they make up the deferred maintenance piece of the LTM plan such as the elevator repairs and the dry well repairs we've been talking about tonight. So that falls under that deferred maintenance category. Um So that that is the detail of the ten year plan on the revenue and expense side and I have it all detailed and I guess this is a shorter report because we've approved all this in May already. We just have to do the formalities with MDE so they can move on forward with our money. Does anybody have questions? This must This will be a much easier conversation. >> This process

136is important for the bond purchasing process in November as well, right? >> Pardon? >> This approval is part of the bond purchasing process for November. >> It's all been approved already. It was approved last year with all the resolutions so we don't have to repeat that process. We just have to show the state that there's going to be expenses in the fiscal years that are affected. That's what MDE wants to see. And that we shouldn't have any expenses after 2027-2028. >> Any questions? >> Okay, we will >> I'm sorry. I'm just going to make a motion. >> Okay, so we will need a motion to approve the fiscal year FY 2028 LTFM resolution. Are there any questions prior to a motion being made? Is there a call to motion for approval of the FY 2028

137LTFM resolution as presented? >> So moved. >> Um a second. >> Second. >> Okay, so moved. Discussion on the motion. All right. Roll call vote. First, if you are in favor of the motion, signify by saying, "I." If you are opposed to the motion, signify by saying, "Nay." Mr. Humphrey. >> Aye. >> Mrs. Anderson. >> Aye. >> Mr. Showalter. >> Aye. >> Mr. Working. >> Aye. >> Mrs. West. >> Aye. >> All right. Motion passes 5-0. Thank you, Don. Thanks for your time. Thanks for the conversation. >> [laughter] >> And it's done. You're the best. >> All right. Um Just I know the numbers. >> Yeah. >> Agenda item 6.3, approval of instructional instructional program supervisor's work agreement, 25-27. Bradley Nelson and his association's team is available to answer any questions. We will need a

138motion to approve the um mo- the instructional program supervisor's work agreement. Did you have anything you wanted to say first? >> Just kidding, Brandon. It's your turn now. Just kidding. >> I wasn't saying >> Just kidding. >> Are there any questions prior to a motion being made to approve the instructional program supervisor's work agreement? Any questions prior to a motion being made? All right. Is there a call to motion for approval of the 25-27 instructional instructional program supervisors work agreement as presented. >> Second, Chad. Any discussion on the motion? >> I just Yeah, I just like to say one thing. Thank you, Brandon, for um all your work on all of the work agreements. Um and I also want to thank the program supervisors for working with us on this agreement. >> Second. >> Yeah.

139>> Both of them. >> [laughter] >> I'd like to say the same. That was uh not the longest negotiations, but holy cow, we had parts and all different and blah blah blah, so really appreciate your expertise and everyone on both sides of the table kind of understanding situations we're in. Thanks for the game, Brandon. >> Oh, yes. >> I just wanted to say I had a good team, so I had a good team, everyone. >> All right. Um all in favor of the motion signify by saying I. >> I. >> All opposed to the motion signify by saying nay. Motion passes with a vote of five to zero um for the approval of the 25-27 instructional program supervisors work agreement. Can I have that three times fast? >> It's tongue twisting. >> Jeez. Um agenda

140agenda item 6.4, approval of directors [clears throat] work agreement 25-27. Brandon Nelson and negotiation team is available to answer any questions. We will need a motion to approve the directors work agreement. Oh. >> Gil. >> Second. >> Are there any questions prior to a motion being made? Sorry about that. Okay. Now we're looking for the motion. Jill? >> So moved. >> All right. >> [clears throat] >> Second was Chad. Discussion on the motion. Jill. >> Um on this one I'd like to thank uh um the employee side we had Deb and and Chris at the table representing the directors and on the district side we had Carson. Um This again was a very quick thing to negotiate. Um there was a lot of um discussion, good discussion, and I'm very happy with our results on

141this one that we came forward with a good agreement. Um it didn't fulfill all of the employees' requests, but we have a path forward to try and address some of those concerns. And I want to thank everybody for participating. >> Any other discussion on the motion? Thank you, Jill. All right. All in favor of the motion um signify by saying I. >> I. >> Opposed? All right. Five zero in favor of approving the motion for the directors work agreement 25-27. All right. Agenda seven, upcoming meetings and preliminary topics. Are there any questions or comments about upcoming meetings or topics? No? Okay. Agenda item eight, school board member reports. Member Anderson. >> Um participated in two um negotiations that we just approved this evening in the last two weeks. And I think that's everything I participated

142in. >> Okay. Um >> member Schommer. >> Uh I put a board report online to highlight Peggy and the transportation of the director of the Legion Girls State program that was held at Bethel last week and my daughter was part of and I knew a little bit about it before she went, but seeing her go through it and just every little detail that goes into it, I mean from a city government or a county government or from a state government, the girls just learning nonstop just that you literally woke up at 6:30 in the morning and would go to bed at about 10:30 at night and there was three meals in between, but there was stuff always going on. So, thanks to Peggy for all she does with that. It's been going on for years

143now. I just appreciate the work she's putting in tonight. And that's all I got. >> Great. Thank you. Um member Humphrey. >> Yes, I have a report [clears throat] from the national debate tournaments. Neither Jack or Skyler won, but Jack being in Senate made it to the like he just lost he just lost getting into the finals. So, that's as far as anyone that were he's the only one from Minnesota that had made it that far and he was that's the furthest I guess anyone in St. Francis debate history has ever gotten and I'm going to talk to Jack after this to see what he thinks of that stuff. And then Skyler, he wasn't in Senate, he was there's kind of a I don't know what you call it, a side bar like not a

144consolation thing. Well, some people who when they don't make it further, so they have something to do the rest of the week, they can compete in this other competition, which is just kind of a I don't know, extemporary speaking type of thing and he out of 15 rounds he made it to 10 rounds, which is really neat. So, that was we're excited for both them and thank you to coach Tool, Mr. Tool for facilitating that process. So, that was awesome. >> Just as two words. >> Um, out of Skyler? Out of Skyler there were, I think it ends up being a thousand. >> 2002? >> He made it to like close like something like, I can't remember, 14 or something or 15. Yeah, so he was literally down like that and I couldn't catch the

145final round >> would have been It's It's 72 or something or maybe that was the one he was in and I can't remember. I don't I told Jack to send me the synopsis but he's at a table so somewhere not by hot dogs cuz of the strike. I think that's why I don't have that report. This all comes up from my mom so. Anyway, that's all I got. Have a good summer. Go beat your kids. >> All right, member working. >> Um, I just want to reiterate and say thank you to everybody participating in the negotiations. It's a challenging process, tough conversations. I thank you glad. Jake, I want to say thank you for getting that video. Props to Jake for that idea. I mean, what an awesome keepsake it is for our graduates. I

146was there live obviously but watching the video was so much more fun. So, shout out to him. That's all I got. >> Okay, and then member West. Um, first off I just want to thank my fellow board members and administration for your support, your prayers and patience during my period of absence. And then I want to thank Nate for these detailed meeting notes. I managed to mess up a couple spots but wow, he's he's got this nailed down. And then I just wanted to mention cuz in my conversation with Nate today I was up in Duluth and the Grandma's Marathon was going on this weekend. Um, and he mentioned that a St. St. Francis alumni placed first in one of the women's categories. Anybody have the name? She told me about it. >> Dakota Workman.

147>> Dakota, thank you. Yes. Yes, so I want to give them kudos to her for her performance in the Grandma's Marathon. Um that's fantastic. So that's all I have. All right. Um any questions prior to adjournment? Are there any other items on the agenda? Are there any >> questions prior to a motion being made to adjourn? Is there a call for a motion to adjourn this meeting? >> So moved. >> Second. >> Discussion on the motion? All in favor of the motion, say I. >> I. >> Opposed? >> I. >> All right. Discussion on the motion again. >> Opposed. >> Okay. >> I hear one opposed. >> [laughter] >> Adjourned. >> Opposed. >> Adjourned at 8:37. Thank you, everybody, for being here. >> Good job, Annette. That's not easy, girl. >> Thank you, Annette. >>

148Thank you, everybody. >> You got a light?