001It is 6:30. I call this regular meeting to order. Uh 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, [snorts] one nation under God, indivisible, with liberty and justice for all. Good evening, fellow school board members, district staff, community members. As always, a reminder for us all, the mission of St. Francis Area Schools is to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world. Our first item for tonight is agenda item two, adoption of the agenda. Are there any questions prior to a motion being made? Only agenda before you. Any more questions? Is there a call for a motion for
002the March 23rd, 2026 meeting agenda? Second. Anderson? Seconded by Burger. Any discussion on that motion? >> [clears throat] >> No discussion. All in favor of the motion signify by saying aye and raising your hand. Motion prevails, 7 to 0. Thank you. [laughter] >> [cough] >> Our next agenda item is the Saint Star Award recognition. The Saint Star Award was established to publicly recognize St. Francis Area Schools staff, students, and community members at a school [clears throat] board meeting to highlight the positive and impactful works happening in the district. A listing of all of our past Saint Star Award recipients is listed out on our website. This month's Saint Star Award is presented to community member Juanita Reed Boniface for her many years of dedicated service to the district through advocacy, committee membership, and professional expertise.
003Her service to schools started 50 years ago as a parent. And she was involved in her children's classroom, the parent-teacher organization, and the extracurricular activities. Her role expanded as a trusted member of the community and an advocate for building a culture of understanding. Some of her work includes serving on a district-wide cultural diversity committee, supporting American Indian education programs, and expanding events to include performers of varied cultural backgrounds. She has served on district committees for nearly two decades, including extensive contributions to adult and senior community education, and as a member of the community education advisory council. Notably, she helped create luncheon line events and the popular lunch bunch topic series. She also used her professional experience as a full-time faculty member at the University of Minnesota to serve with the agricultural education department in an
004advisory capacity to reconnect the agricultural heritage of the community to present educational offerings. Through this work, she helped grow the program, provide updated agricultural books, purchase jackets for Future Farmers of America members, and help design and fund learning activities at the Anoka County Fair. She also shared agricultural stories and related activities to early childhood classrooms. When asked why she believes it is important to be involved with the district, she said, "I have found that when people are involved in schools, student outcomes improve significantly. It helps build cultural understanding and it provides opportunities for developing work skills and career direction. Positive citizen involvement boosts morale, confidence, and longer tenure among teachers and staff. Active partnership builds public trust and stronger support. Not only during school board decisions and funding votes, but community and business development. Please
005help me show your appreciation for Anita and her extensive contributions TO THIS DISTRICT. WELL, I JUST WANT TO THANK THE SCHOOL BOARD FOR this wonderful decision and also [laughter] I know this special teacher today. >> [laughter] >> It's a big surprise. I don't know how they determined it or who put your name in the hat, but whoever did it, thank you very much. It's been my privilege. I have not been an adult educator for over 16 years. Since when I retired from my long time career at the university, I couldn't leave education and I couldn't leave adult education. So, fortunately, there was opportunities right here in your home United School District. So, thank you for all the support you know through the years and for helping to really help create an excellent school district here.
006Thank you. >> [applause] >> AND I THINK YOU JUST HANDED ON THAT Agenda item four, consideration of visitors. We have eight individuals requesting to speak tonight. We will allow two minutes per speaker. I ask that each speaker, once your time is up, to please state your final comments to use respectful of everyone's time. Our first speaker tonight is Mike Starr. Mr. Starr. Well, good afternoon school board, staff, and everyone here from Brad. Thank you for coming out tonight. My name is Mike Starr. I'm here to talk about test scores for kids who are reading. They've been talking about test scores for years and years. Are you aware that 1900, gentleman by the name of Edward Stratemeyer, his goal and his publishing company was to get books out for kids to be good readers. And he
007put out the first book, Bobbsey Twins, 1904. Then he put out a book called Tom Swift, 1910. And those books worked pretty well for a while. Then in 1927, he put out a book called The Hardy Boys, which we still have in our media center. And then he put out 1930, The Secrets of Nancy Drew. And that's still in our system. So, this has not been a just a short time frame that people are talking about test scores. It's been around for a long time. I was in a reading class myself. Fifth and sixth grade. Why? Cuz we had a reading teacher that said, "Mike, you got to learn how to be a better reader." She said, "What do you read at night at home?" Nothing. "What do you read on a weekend?" Nothing. "What
008do you read do Nothing. She got me started on Louis L'Amour western books and that made me a better reader. When I tested out, I tested out at 7.9. And I remember asking that question, "What's the 7.9 mean?" She said, "That means you're at the eighth grade level." So, reading teachers do a good job for us. Now, rumor has it one time we're going to shut down our media centers possibly. Media centers should never be shut down because somewhere in that media center is a book that some student's going to look at someday and make him or her a better reader and or look for a job sometime down the road. And that's what I want to talk tonight about quickly. Please do not shut down any media centers. We need them for our kids.
009There's a lot of good books in there. Who knows? There may be a good book in there to be a good school board member. So, please do not shut down any media centers for us. Now, uh Mr. Byrd, you took my old way of doing stuff, 2-minute time frame. So, I'm done. I just want to make sure we keep our media centers open so our teachers can teach in a reading classroom. Thank you very much. >> [applause] >> Thank you, Mr. Stark. I apologize. I got I didn't Our next speaker is Chris Kerrigan. Chris. >> [clears throat] >> Good evening, school board members and Superintendent Anderson. I am here to talk about Oh, how many minutes did you use? Uh yeah, I might grab your ear and what I know. For those of you who
010know me, I'm I'm not really I don't like to speak up um that publicly and a big girl, but I'm very opinionated. Um I'm a teacher assistant 24 years ago. I had two kids that came through the district. I live in the district. I teach in the district. This is my seventh district by choice. It's this 39th year of teaching. I came into the district at a time when we were in the red because we had a superintendent who embezzled so much money that we never thought we'd see our way out of it, ever. And yet we chose to come here. And the teachers were on the brunt of that money being embezzled by not getting contracts So Now we came to a point in time when there was a great agreement between the school
011board and professional development development of teachers. And we said, "We're going to develop the best and the brightest teachers." It wasn't that we had a whole lot of money, necessarily, but we said we're going to invest our time in teacher training and professional development and making sure we attract and retain the best and the brightest teachers. And the best and the brightest educational systems because that's what our kids need and that's what they deserve. Then there came a time when we had more embezzlement. That didn't do the contract any good. Then there came a lawsuit with the board of trustees. That didn't do the money any good again. The school district district has a history of financial struggles. I get it. I balance a budget. I have a budget. We have now So we have
012a responsibility to our teachers, our future, and our students to work and find a solution so that we get the best and we train the best and we keep the best. Because that's really important for what's going to happen for now and for our future. I don't know if I'm allowed to say anything, but that's all right. Thank you, Chris. Our next speaker is Keith Forlisa Worbel. Worbel. Okay, you just want to say hi to the board. Okay. We make a good team. Lisa's my go-to. She can. >> [laughter] >> Uh Lisa is handing out with uh tonight a comparison with other districts that ranked the same Francis. Uh they are like-sized districts. St. Francis ranked 16 out of 19. Uh she's also handing out three documents from teachers here at St. Francis, young teachers,
013that wrote letters to you tonight uh considering uh moving to neighboring districts. Thanks. Uh they're waiting on your decision with negotiations as they go along. Since I've been at St. Francis for a number of years, 32 years, I've seen some things. I remember when you came to us and you asked for $113,000 cuz you were in financial straits and you needed $113,000 for us to pay our own disability. We did that. I remember when you came to the high school, you asked for $450,000 that those teachers that would be retired would not be replaced. We consented to that. We agreed to that. We were in district financial uh we had a lot of pressure going on. I remember you came and asked us to take a 12th class for $375,000. We did that. I remember
014when you stripped our veto for a year and then after negotiations concluded, you didn't give it back and we gave up $350,000. I remember when we gave up a half a sick day. We are at the point that we are asking you to meet us. We have teachers right now that we form, in Mr. Stoffel's words, a donut, okay? We have teachers at at bottom, not very many up in the middle, and a lot up high. Those young teachers have left us. And teachers will continue to leave us in the future. We cannot afford to keep hemorrhaging teachers, Doug and Lisa. We just cannot afford it. These young teachers are waiting for your answer on Wednesday. In mediation. They are waiting for that answer in their classroom, whether they're going to remain at St. Francis
015High School, elementary schools throughout the district. Thank you. >> [clears throat] [applause] >> Thank you, Keith and Lisa. Our next speaker is Ashley Christiansen. Ashley. >> [laughter] >> Well, I'm a perfect person to follow you, Keith, cuz I am one of those teachers. Unfortunately. Um I'm Ashley Christiansen. I'm a 2009 graduate of ISD 15. I'm a teacher at Cedar Creek and now a parent of a third generation Saint. I stand here tonight to honor the teachers who shaped my life and to stand up for those who are still serving this district. My teachers were my heroes. They made school feel safe. They made it meaningful. They made me believe in myself. They were the people I never wanted to disappoint. The people I worked hard for. People whose approval meant the world to me. As
016a child, I didn't see the long hours, the late nights, or the financial stress. All I saw was love, passion, and commitment. Now as a teacher, I see it all. The emotional weight, the invisible labor, the sacrifices made for students every single day, and I see how much is still being asked of teachers, often without the respect and support we deserve. Knowing the stress and mental exhaustion this job carries, my heart breaks for them. I wish I'd thanked my teachers so much more when I was a student because I understand now just how much they gave and how much they sacrificed for me. I live on the Elk River Big Lake border and I commute to Zimmerman every single day. Why? Because I chose this district on purpose. Because I wanted what I had for
017my children and for them to experience the same teachers who made me feel seen, valued, and loved. I wanted to work alongside my heroes and give back to the community who invested in me as a student. But I can't do this here anymore. The cost of living has gone up so much faster than my paychecks. I even have a second job, not counting summer school, union secretary, yearbook, and I still can't do this. If things don't change, you will be losing me, a teacher with 11 years of experience and two students to another district like Elk River where I could be making $10,000 more a year. I will not continue to do this drive this far just to feel invisible when I can find a district closer that values me and a community that supports
018me. So, what are you going to do to keep me here? Or does it not matter to you? I'm replaceable, right? But the reality is I'm not the only one considering leaving. You may soon have far more than just me to replace. If one of our goals is to improve test scores, then we need to address the constant cycle of starting over year after year. I know I don't have time, but I do want to say one more thing. To all of you teachers here, thank you. You don't hear that enough and this community throws so much negativity to you, but I want you to know you are enough. You are more than that. You were a child I do think. To all of you who were my teachers, I just want you to know
019that you meant the world to me. And I hear you talking to me every single day. And I won't let you be forgotten. Thank you. >> [applause] >> Thank you, Ashley. Our next speaker is Izzy Longard. Izzy. Hello. My name is Isabel Baumgart and I'm the junior class president this year. I want to come today in support of my teachers. Kids talk and parents talk and I've heard a lot about what my teachers are getting paid and how they're being treated in their jobs. The hard thing is I know that the school does not have infinite money and infinite resources, but I also know that my teachers have done so much more than anyone could understand to help me learn, not only as a student, but as a person. Throughout my time in St. Francis
020since I was in kindergarten, I've watched my teachers. I saw how they worked with kids and noticed what they chose to teach. I also see what my teachers go through, their busy schedules and the frustrating classes. Even this year as I take a few PSEO classes, I can still see what my teachers are doing at the high school every single day. They help people feel understood, take their personal time to make sure we get the education we deserve, and many even put in their time coaching, directing, or supervising, finding more ways to help us grow. Seriously, anyone who's able to control angsty teenagers enough to go through tech week, concerts, or games should get paid a lot more. >> [laughter] >> Through these people who work on incredibly low salaries, I have become the person
021I am today. I see how hard they are fighting and I stand behind them because I know how important their jobs are. I hope that after college I will learn to be as good as teaching as they are. They inspire me to pursue teaching as a career even if I'm not quite sure what the future holds for me yet. For a little bit of context to why this is so important, since 2015 inflation has gone up 35% while the salaries of teachers in our district has only risen 9%. That means that while so many things are getting more expensive, these teachers are only getting a little more pay, not nearly enough to make up for the total inflation. And like I said, their teaching goes far beyond teaching us the course material. In my economics
022class second try, I learned more about the world, how it works, and why people make the decisions they do. When I was struggling, I was able to go talk to my teacher and get the help I needed on the time that he could have been getting other things done. In my Spanish class, I felt like I wanted more of a challenge last year, and I was given extra work. >> [music] >> My teacher found more time to find extra assignments that I could do that would help me improve my reading in Spanish. She would sit with me to go over my answers and talk through them with her. I know I've learned so many things from the complexities of the world to the simplicity of kindness, and I just hope all these teachers that inspire
023kids and help educate future generations will actually be paid what they're worth for our school and our society. Thank you. >> [applause] >> THANK YOU, AMY. OUR NEXT SPEAKER IS DEAN, IS it Polsfut? Yes. Dean. Thank you, board, for the opportunity. My name's Dean Polsfut, and I'm the husband of a lifer here, my teacher who's been here for over 30 years. I have a a teaching degree degree as well, but I took the easy way out. I left after a year and went into corporate America. I spent most of my career as an executive strategist for a few larger financial institutions, but was fortunate enough to have a good amount of success in my career. Where I found that success was to build a culture of support, transparency, collaboration, and most importantly, trust. But this
024isn't a corporation, is it? This is a school district, and it's ridiculous to think these same things would apply, right? What benefit would teachers get if they heard every once in a while from the administration, the school board, and even the community, "We understand your value. We support you. We see the extra unpaid hours each day, weekend, and summer you put in because we've lost the resources to help you." We know you spend hundreds, if not thousands, of dollars of your own money for the benefit of our students, and we know you have a hard time falling asleep many nights because you're worried about helping that one kid that, for whatever reason is not reaching their potential because they have expanded needs, a challenged home life, and is distracted, hungry, dirty, angry, whatever. We wish
025we could pay what you deserve, but we always try our best to get as close as we can and be creative in how we can support you as we're in this together for the benefit of our students. Frankly, I think you'd be very surprised at the result. To the people that have commoditized the teachers' job into something that can be done easily, I wish you'd just stop complaining. And I'm talking to you social media folks that have never taught a day of public school in your life nor spent a full day in the school to see how teachers frequently manage a basic war zone, particularly in the elementary schools with the de-escalation skills of federal hostage negotiators because regulations of student restraint and discipline are so strict that they'll often take a punch or two
026themselves so other students aren't put in harm's way. Come and spend a full day volunteering in the school. After that, come look me in the eye and tell me they aren't underpaid and unsupported. There's a reason they do what they do and that you don't. Until you do that, you have no credibility and teachers have equal right to tell everyone how easy your job is and how much you suck at it. Lastly, I ask the school board to take a step back and see the forest for the trees. If you do, you'll see that you have education professionals who have taken on the sacrifices you've asked of them, somehow maintain their passion for each child's growth and success, and as a result push your district in a much stronger position. This is an opportunity to
027forge a way forward in building respect, integrity, and mutual risk and reward. Let's put the focus back on having the best possible education we can for our students. >> [applause] >> Thank you, Dean. Our next speaker is Julie. Is it Are you there? Close enough. >> [laughter] [clears throat] >> Good evening. I am Julie at the Thomas Jefferson District. This is my 21st year. So, my entire career has been spent here. Much of it in kindergarten. When most people think of a teacher, they picture someone delivering lessons, grading papers, and yes, that is part of our job. But, teaching today is so much more. It is helping children learn how to function socially in the classroom. It is comforting a child who is scared after a difficult night at home. It is being a mandated
028reporter and sitting in court, sometimes walking alongside a child as they share experiences no child should ever have to endure. These are all personal experiences from my career here at Thomas Jefferson. It is riding with a child to the Sheriff's Department to help them feel safe enough to speak about what is happening at home, things unimaginable to many of us. It is driving a co-worker to the ER after she's been injured by a student. It is visiting a parent in the hospital after a life-threatening accident because he was heartbroken that he would never meet his child's kindergarten future or hear what his child would hear. It is being a counselor, a nurse, a mediator, and a safe place. Sorry. All while teaching academic standards that have become more demanding at younger ages. Are kids different
029today? Yes, they are. Is the world changing? Absolutely. >> [snorts] >> Should teaching evolve as well? Of course, it should. But, that takes time, takes energy, and it takes hours beyond our contracted days. Hours that often come at the expense of our own families and personal lives. Some people hear educators speaking up and think it's just about the money. But, I ask you to see it differently. I ask you to see us as professionals who give all that we have, who lie awake at night worrying about their own students' safety and well-being. And yet, even after years of service, many of us educators struggle to afford the basic necessities that we have here in the community we serve. I am proud to be a teacher, and [clears throat] I ask that you truly consider what
030that means, and to value and compensate educators accordingly. THANK YOU. >> [cheering] >> THANK YOU, JULIE. OUR NEXT AND FINAL SPEAKER is Anne Carter. Anne. Good evening, school board members and community. My name is Anne Carter, president of Education Minnesota of Saint Francis. And I've been a teacher in this district for nearly 30 years. I'm proud to work here, and I care deeply about our students and this community. I want to briefly share part of my story. When I started teaching full-time in Saint Francis in 1998, I was a single mom, making about a thousand dollars a month in my take-home pay. Money was tight, but I stayed because I loved my students and I loved my coworkers. Back then, jobs were hard to get. I couldn't go to another district to find another job.
031Later, when I wanted to buy a home, even with excellent credit, I couldn't afford to live in this community. The closest community that [clears throat] I could afford was Rush City. For years, I commuted 80 miles a day just to continue teaching in Saint Francis. Today, many of our teachers are facing that same reality. The The family income in Saint Francis is about $112,000. The average home costs about $380,000. Yet, the average teacher salary here is about $71,000. That gap matters because it affects whether teachers can stay in this community. We are seeing the impact in our turnover. A large percentage of our staff are in their first 2 years of teaching across our schools. And when teachers leave, students lose relationships and schools lose all that teaching experience. In 2010, we had 40 teachers
032start their careers here in St. Francis Area Schools. Today, only one of those teachers still remain. One. >> [music] >> That tells us something important. Let me be clear, teachers want to stay in this district, but right now too many are leaving for districts that allow them to build a life. I love St. Francis Area Schools. I've spent my career here because I believe in this community. But, the decisions you make about district parameters and the salary schedule will determine whether teachers continue to leave or whether they stay. And the community will see the direction the district chooses. We need to move our teachers forward on their salary schedules so they can realistically remain in this district. We need to support a voter-approved operating levy or this pattern will continue. So, I will leave you
033with this. Do we want St. Francis to be a place where teachers start their careers or a place where they stay and become a part of this community? Because when teachers stay, students win. Thank you. >> [applause] >> THANK YOU, ANNE, AND THANK YOU TO ALL THAT SPOKE TONIGHT. We appreciate the input and the feedback and our engagement with each of you. Uh just like every board meeting, there will be no discussion on anything that was discussed. After hearing presentation of this year All right, our next agenda item is consent agenda. There are six items on tonight's consent agenda. Uh this will be a roll call vote. Are there any questions or requests to remove an item from the consent agenda before we have a motion? Seeing none, is there a call motion to approve
034the consent agenda? So moved. All right, is there a second? Second. Thank you. All those in favor Any discussion on that motion? See no discussion again. Good job. So, in this continuation of contract for the 2019, uh is that I'm sorry. Are those Are those Is that a done decision or is it because we will have See, but some people are for the policy and some people are for Is not the outcome. Is it a budget decision or what's the Um it's my office. Okay. I I would recommend the really good teachers that came down and did anything wrong. >> [clears throat] >> Uh and then um there are some others where they may have trouble, but I don't know. But my primary They are both done decisions or is that just kind of like
035a kind of like a coach set of You guys Is that my position to coaching if it comes to the next year? Are all those positions Are all those teachers that you have listed in these um done done and done? Is there anything else? Um yeah, and uh perhaps Mr. uh Nelson could uh respond on the positions. Yes, so the result of those two resignations are a result of a staffing process where decisions are made in staffing for numerous reasons. It might be um reduction in students, so we need less staff. And maybe because of the performance. It could be um cuz they're a long-term substitute and their assignment ends at the year and it's best practice to non-renew. And then um finally, and this is where we have many where they are not guaranteed
036a license beyond July 1st. We cannot request another license until after July 1st, but we cannot non-renew later than June 30th. So, um there are many that are in in a place where they have one-year licenses. >> [laughter] >> Um they [clears throat] could very well be hired back, but we um we do not uh we can't put them on [clears throat] before July 1st. So, to answer your question um about the done deal or not, this if this is not approved, then the staffing process is not complete and we would have to go back and um make any adjustments to that process. So, I think that clarifies it nicely. There are then people on this list that they will be hired back next year because of either having a one-year license or other situations
037that It's very likely. Okay. Thank you. Any other discussion? All right, I'm seeing none. I already said this will be a roll call vote, so uh when I call your name, I if you agree or you approve, nay if you do not. Mr. Olson. Mr. Hi. Mr. Schonrock. Hi. Ms. Locksmith Poehler. Hi. Mr. Workman. Yes. Ms. Roe. Hi. I am I am Ronald Washington Poehler. Thank you. All right. As we move forward into items informational items and reports, again try to let the presenter finish before we ask any questions. We have four informational reports this evening. Our first one tonight is St. Francis High School Student Council. Uh it looks like we've got a few rockstars tonight, Ann [clears throat] and Elsie. And they're here to provide us that. Good evening school board, cabinet, Superintendent
038Anderson, and the community both here and online. I'm Elise Overby representing the St. Francis High School Student Council. We are once again very appreciative of this opportunity to speak and represent ourselves at this school board meeting. We are trying to finish the second week. We as the St. Francis High School Student Council are in the home stretch of our school year. And as such, we are currently only have two events left in our schedule for this year. The first item is a hopeful full council event of our highway portion. We are hoping to find a day with nice warm weather so we may get out and clean our strip of the highway. Our second is one of the most important events of the year, senior sunrise. We will be celebrating the class of 2026 on
039May 19th. There's expected to be speakers and playables, food trucks, yearbook distribution for seniors, and many more fun activities to celebrate their time here at St. Francis High School. Otherwise, the only item left for the student council is our election of next year's executive board, which will take place sometime during this trimester. Any questions? No questions? Excuse the volume. >> [laughter] >> Good job. >> That was really well. That went really well. Good job. I know you were both nervous. You were saying that you were a little bit concerned, but you did a good job. Thank you. Thank you. Good job. Thank you. >> [laughter] [applause] >> Our next agenda item is 6.2 student discipline data to be presented by Good evening. All of us discussed discipline data presented in your board packet as well
040as uh we discussed our strategies and plan of action. And as you can see by um I'm glad that we do have elementary middle school and high school uh principal representatives here. Uh they did not come with a presentation in mind, but they're here to answer some questions. Um so a couple of weeks ago there was a request to add a student discipline to the agenda. And so there are multiple documents included in tonight's uh meeting. Uh first of all, there's kind of a summary um in terms of how we're meeting our goals with regards to this year. Uh and that same document includes a list of strategies and initiatives that we've had over the last three or four years. Uh we continually update the document. In fact, today I had some information from the
041principals uh updated. I did not include those changes in this cuz they're pretty substantial changes in the document. Uh but at least it outlines uh the different strategies that we've been focusing on. Uh this summer uh we will review as a group together uh before we bring updated lists to the school board uh for review. Uh other documents included um are the um the major data through February first based on school and by levels that are elementary, high school, and then transfer. So you can see [clears throat] where we are month by month compared to previous year. And And then the introductory page kind of gives just a a real snapshot kind of that feeling as far as you know, some of the relevant behavior data. And so I did go building by building and
042listed the percentage of students with no majors in February. So for example, at the elementary schools, there were about 97% to 98% of the students that had no majors in the month. Uh in terms of the percentage of students with no minors in the elementary, it's between 92 and a half and 95%. Uh I also included bus infractions as a percentage of total infractions through February, so that would be for all three years so far. So you can see depending on the site, uh we go from 0.73% at the high school for bus behavior infractions and so forth. So the reason for that is they mature. [laughter] Uh they grow along the way. Middle school has about 4.74% of that infractions that are on the bus. And then you can see the elementary schools range
043from 8.77% to about 12% for the bus infractions. So you can see we have a pretty substantial number of kids who you know, bust by the bus stop. Uh and then another stat I really weighed whether I should include this stat in there. Um but we track data um for individual students. Um so we can see how many infractions, you know, each student has uh during the year. And you can see that um you know, I took the the top five students [clears throat] with the majors this school year for those more serious infractions, like fighting, harassment, some vandalism, and those kinds of things. I took those five and then I I totaled them and took a percentage as far as the number of majors in the the school so far. And you can see
044at the elementaries, they range from uh 25% that those five kids um have uh committed this year uh to 47% at Safe Schools. So, uh middle schools 22% and 23% at high school. And uh again, I really hesitated if I if I would would include that because I don't want to blame the kids. I don't want to blame the parents. Um but it's an indication as far as you know, what needs those kids have and the struggles that you know, our staff members have with certain those kids. So, that's why I included it. Um you can see that the percentages go down because as kids get older, uh first as I said earlier, they mature. Um you know, uh behavior generally gets better over time. They learn uh how to act as students. Um but
045then also the setting um becomes an important factor. You know, part of our goal as educators is to make sure that we have kids in the appropriate setting where they will succeed. Uh sometimes that means um a certain um rotation in the elementary classrooms. Sometimes that makes a difference. Uh sometimes it means uh going out to >> [clears throat] >> uh work with a special education teacher or having uh changes to other uh activities that in school. Uh sometimes [clears throat] it means uh being placed uh in another district program uh that really specializes um >> [clears throat] >> working with kids who have some of higher behavioral needs. And sometimes it means placing kids out of the district. Um and uh you know, for a lot of those programs, what we call setting three
046and setting four programs, um generally we cannot place kids there unilaterally. We agree with the parents through the IEP process. Uh and that's a very complicated and time-consuming process. But as we go through a different phases, um you can see the percentages they go down um because we're placing kids where they need the help the most. So, it's a testimony to the work that we do as public educators um that uh we do work with our kids and that you know, eventually some of those behaviors uh decrease uh with time. I added a few notes and I'll just briefly mention them just for the good of the people here cuz I'll leave out the the notes on the report. Uh Cedar Creek, uh some classrooms I noticed um have significantly more needs because they might
047be holding kids um with higher [clears throat] behavior rates um in those specific classrooms. At Eastgate Bowl, uh one thing I noticed is there are significantly fewer minors this year compared to last year. >> [clears throat] >> At St. Francis Elementary, we have more majors and minors this year compared to previous year, but I think that could be largely because of kind of a difference of emphasis on documentation with our new principal. That's also a factor in this report. You know, my personal feeling is as I walk through elementary schools, it feels more hectic this year or busier this year than some of the previous years. But I know that our teachers, our educational assistants, and principals are doing really good work. But that's just how I feel. One thing I'll note at every level
048is that you know, the kindergarten kids this year were born right when COVID started. So, you know, there's some speculation on a national wide that that is impacting you know, our kids you know, 5 or 6 years later and it was actually anticipated by educational experts. That you would go through that phase. Middle School, there's significantly more minors in February compared to last year. And compared to other months, there was a jump. And so, I know that Ms. Critchley and the administrative team there are carefully analyzing that. And then at the high school, there are fewer minors this year. They mentioned that because of changes to cell phone expectations. So, teachers are expected to have a cell phone holder in their classrooms so that students will place their cellphones Uh in that in the holder
049unless they get permission to uh use to use them during the class. And uh and they believe that they will make a difference. They've also worked with teachers on setting expectations for more students in the classroom. There's still cell phone violations, but still better. Um That's how they explain the decrease in numbers. So, those are the documents I have. I don't really have a formal presentation. I just wanted to kind of mention some of the things that we're sharing. Mr. Kersten, are there any questions for Kersten on the this part? What kind of results have you had with the safe learning environment chart? Sure. Let me make sure I have it pulled. What What uh Ms. West is referring to is uh the attachment called the Yearly Discipline Data and Strategies document, which is at
050the bottom of that list. for the attachment. And uh this is related to the um the goals and the metrics that we have for the district. And as you may recall, every June and July, we review those goals together. Reading goals, math math goals. Uh we have department goals, and we have um student behavior goals or student discipline goals. And so, that is this document is here. The format looks different uh this year compared to what I've done in the past. I think this way is a a better way to see it more easily. It was way too complicated before with colors and um you know, a bunch of extra data that made it difficult to to see. Uh but if you don't mind, I'll just go over each one of these metrics. And uh
051the very top one is the the number of major discipline incidents uh that we have from year to year. Again, this year's data is not included the year that we are finishing the year. >> [clears throat] >> Uh but you can see that in uh the 20 2 23 school year, we had nearly 1,800 major incidents throughout the district. And then you can see that it has improved each year uh since then. Of course, um after the uh we're starting in 23 24, we added uh assistant principal in each secondary school, as well as assistant administrator in each elementary school. That was a part of it. We did a lot of other things that were described in the strategy and initiative part of this document. Um but you can see improvement as far as the
052number of majors. Minors uh roughly the same uh the first few years, uh and then they decreased uh quite a bit last year, actually. Uh but we think those numbers are going to go back up again. Um so, uh we will be continuing to improve that in that area. Uh number of confirmed harassment incidents I didn't include uh data for 22 23 and 23 24 uh because they were way too low. Um you know, we only have uh a handful of actual harassment reports that were given to the district office. And so, the numbers were skewed. Um but in uh '24-'25, we had 60 um, uh, incidents that were confirmed as harassment by Mr. Nelson. He's one of my officers. So, he reviews all the harassment reports and then he confirms them. I still think
053that number is >> [clears throat] >> way too low compared to what actually happens in the school. I wish more people [clears throat] would report those incidents so that we can make decisions based on that. Is that just student-to-student [clears throat] or is that student-to-teacher or student-to-staff or what? Yeah, it's everything. It's uh, an act of harassment committed by a student. And what about student-to-staff reported? Uh, very few. Yeah, very few over the last This is my fourth year here in which we've had very few. Do you know what happened to either of you? >> [clears throat] >> How many were reported last year? Yeah, if um, you know, and I know it sounds strange, but I want the number of harassment reports to go up. But I do because we know that those incidents
054are happening just like it happens in every school across the country. Public, private, charter, it happens. It happens way too often. And it's better for us if people will report it. They don't have to filter out whether it's harassment or not. They can report it and then we review it and see if it meets the criteria for harassment. If we're going to make a difference, that's one way to do it. I think kids are reluctant sometimes to report uh, because they worry about the consequences uh, because some people will make assumptions about who reported it, Uh, uh, what could have happened, and those kind of things. Our preference is that it's reported so we can take action, uh, but I think that's why you know, students don't report. Do you think it's more harassment than
055reported? Yeah. Okay. Yeah, we've had a lot of other people report it. It's getting quicker to get it reported. Yeah, yeah, much much better if it is reported because that, um, that means that more pulse pulse in line stream, uh, you know, what's happening with that group of people or that particular situation. So, we we want people to report it. And again, they don't have to decide if it's harassment, that's our responsibility. So, I'm glad you mentioned that. Um, so, we'll see what happens. Um, I usually compile that at the end of the year and I forget to sign the reports for Mr. Nelson, so I I don't know if that's going to go up or down yet. Um, my guess is that it's going to be roughly the same, but let's see what happens
056in the last few months. Number of out of school suspensions, uh, you can see is decreased significantly from 319 2 years ago to only 43 uh, last year. Uh, that is largely because, uh, we really emphasize having in school suspension or better yet, uh, referral to the Genesis program or referral center. And we think it's really important to do that, uh, because the last thing we want to do is send kids home because of an out of school suspension so they can play a clock. You know, or hang out with their friends and do whatever they do. You know, um, Um, you know, so we believe it's important to have an in-school uh, and trusted adults where they can at least keep up with some of their own work. Um, and hopefully learn some lessons
057with the trusted adults that they're working with in the suspension learning objective program. Um, one thing that's we're going to be continuing to work on is kind of resetting the Genesis program to make it even more effective. And we'd love to expand it at some point cuz too often we say no to referrals when we don't have the space in the program. And that makes it really challenging for our teachers and administrators. >> [clears throat] >> Do we Do we have the data to show the percentage of public school suspensions um in regards [clears throat] to the in-school? I mean, is the in-school program that you're talking about um offsetting? I mean, is it helping? Oh, that's a I'd like to see that information. Yeah, let me write that down. Um And then I'll add
058one more data point. Um, if kids are referred to Genesis, do they come back a second time? And send me your feedback. I think that's important. So, I just want to take a moment to Yeah, one thing that um Yeah, we can compile that information. There um it might be a little bit complicated sometimes or a bit a a bit confusing because sometimes, for example, they spiritually will assign maybe 2 days of Genesis, and then she wants the third day back in the middle school kind of as a transition back into the middle school. And so, you know, I'm not sure how that would be counted necessarily when I run the data. Um, you know, what it counts as. And it's the Genesis and it's the Genesis suspension or something like that, but I can
059I can run the numbers, so at least we can do a a rough comparison. >> [clears throat] >> Thank you. You got All right. So, I appreciate um the framing my framing of the community since last time I came and I had uh parents uh in the same that 96.8 .2 96.82% of students really have issues. I think that's a very positive outlook to really show that it's still a positive outlook, so hopefully that's appreciated. Um, and I got And I don't share your concern with the board. I don't work here, so maybe ask the members. You have to follow the board of ed crack line with this percent of majors. Uh, applies to the students. That's the thing that everyone should be looking at that part um because this is what we've been told
060over and over and over again, and if we have a certain amount of money, and we have a lot of people who really need help, and if we're spending any money towards any of these people that by choice are being little jerks, and then their parents aren't backing them, and they aren't backing up the system, which is what you're supposed to do when you're in Yeah. How do we I go about this? Right? You can tell your kids no. You can tell your kids to do what they're supposed to do. That's what an adult does, in case anyone missed that memo. Um, so, I'm not as concerned. I'm really glad that you would share that part actually because I'm losing patience and so is a lot of our public education system with that that our
061hands are tied. The reason why private schools are getting our lunch is because they can kick these little troublemakers out. We need to be more consistent, we need to support our teachers and our classroom workers and our EAs who are doing good and we need all these things. We need to also support more of the people that we are supposed to be supporting with that by no choice of their own need the help that they need. But the people that are constantly and you listen, no one's no one's perfect. If you have a problem that's what we have all this stuff for but if you're repetitively causing problems and disrupting the system, I highly suggest we take a look at doing anything we can and Brandon this is the policy I was talking about to
062get harsher on things and to have the, you know, when they can come back in the school I want to have their their parents, both of them if possible, at least one of them or whoever can come and sit with them for maybe a probationary period of a week or something. I just I just don't believe in wasting our money if if the kids and their family structures are not really doing their job then getting in the classroom. We're dealing with five five kids and these five kids are in the 5% five kids causing 39% of the problems at Cedar Creek. Five kids are causing 25% of the problems at East Bethel. Five kids are causing 47% of problems at St. Francis Elementary School. Kick them out and not let them back in. Or let
063them back in once they decide to finally come into society with the rest of us. We only have a certain amount of money that we can pay our teachers and our EAs and our bus drivers. So the other part of that equation is hey let's make the working environment better. We would do that if we had support from parents and students that are behaving or learning that are really angles. So, whereas I really appreciate and understand that see where you're coming from that you had a hard time putting that out there, but that's I would put that on its own page. And I would have brought that out for everyone to see. Um this is also why we have uh an extra about $100,000 principal at each of our elementary schools and two at the
064middle school and two at the high school. I mean, I appreciate that, but principals are pretty important. They can do other things about their our scores and everything. You know, I think we should perhaps save money instead of spending about $108,000 on additional principal just for these uh disciplinary actions. I think my dad had a great idea to just get a bunch of old crap and hire guys to come in there and tell these little craps to get in their seat. I'm tired of this. Everyone's tired of this. We are losing control of public education because of this and everyone knows it. Everyone knows it. Everyone says it. Everyone believes in it. I've had this conversation with a whole bunch of people that are wearing red shirts right now in this room. And and they're
065not afraid to say it either. It's We need to We need to help those who we who we need to help the most. We can't do that if we're spending so much time helping the people that don't deserve our help and once we try to give them help, they're not doing anything about it. They have no parents. I also don't blame the kids. I definitely don't blame the kids. It's the kids and it's the parents. We got to take care of our house and give our third graders at the school the best foot forward, but you know, if we're not going to get it from our students, then we're not going to definitely get it from our parents that's backing them up, though. They're going to have to find things elsewhere. I mean I wouldn't
066even grace them with this attention. This is that's a program that's needed for people who fall off for a different kind time to go through the correction, but I don't know if it's allowed. I think it's a good system. I I think that we really need to get serious though forever ever ever going to change um public education for the better and address It has everything to do with the stores. It has everything to do with the retention of employees. Uh I mean we need we need we need to get serious on that and rather than that's the policy change that I was talking about. Thank you. Yeah, I don't know if you want me to respond I wonder. I don't know if you want me to um but I do feel some obligation. We
067have a we have an oath that we are responsible for following and everyone almost everyone in in wearing the red today has the same that we support every child. You know, regardless of their parents. Regardless of their medical condition. Regardless of their um they had a traumatic event happen. You say that? Um and I know some of these kids and and they're awesome kids. And they have [clears throat] awesome parents. Who care about their kids. Some of them do. Some of them do, but this is not a This is I'm not talking about the kids who have awesome parents who have never done anything traumatic to them. Sometimes we are, but that's what If you continue If If I have a kid who gets killed by a drunk driver, you know, they were a drunk
068driver, so it's not as bad as if they came on the road and killed my kid, but they still killed my kid. The long and the short of it is we need to focus our resources on what actually works. Not the emotions of it all. The emotions of it all is leading us exactly where we're at and have been and will be and this is You know where this is going. I mean it's it's You do You do not care about all the kids and I you You do not Not you. I mean you know what I'm saying. I mean One does not care about kids if they're neglecting them. 96.8% 97.90% 97.14% 95.26% and 98.26% at the junior high school level. It's It's really coming down to the fact that the the few that
069need it are running the show. And what I'm saying is we can find better alternatives that treat that give them the help they need somewhere else so they're not also interfering with what we got going on and at the same time we're preserving it for those of us who work here and who want to learn here and things like that. Yeah, I I do think that we agree that what we want is the best possible [clears throat] environment for all of our Of course. Yeah. It's not happening this way is what I said. I agree that's the goal is to what can we do differently to help make that happen? I agree. Uh now we do have parameters. Mhm. Uh we we have to follow the law. Mhm. Uh if we don't um we lose
070our jobs. Right. Uh and we get sued. So um and well, you know, we also want to do things like that for the for the charter organization. Um so and we do have those parameters that we've got. You know, we can't we can't just kick out kids. You know, um and uh we can work to make sure that they're in the best placement for them. >> [cough] >> I know that principals and actually teachers, principals, and special ed department are really um diligent in this to document these concerns uh to discuss with parents and uh and find the right place. We're hampered a little bit um by internal space and also by availability of spots in other places. Uh for example, Rum River Educational Cooperative or Special Education Cooperative, I'm not sure. It's Rum River.
071It's called Rum River. Um often times uh the district and the parents have agreed that, you know, the child should be placed, you know, like in Rum River. I and there just isn't space there. You know, space issues they have staff they need to do. So, we're kind of hampered as far as some some of those placements. Rum River is expanding. They're adding another site to the north of us. And uh we've been meeting with them about the possibility of being I can't think of the uh the name. It's not a full blown member. Associate. Associate member. Thank you very much. Uh to be an associate member as part of Rum River, there would be a cost to that. Um but uh we think that might be a a useful way to to place some
072of the kids who really need that avenue. So, I'm sorry. I'm going on way too long. Um Not at all. This is I think the most important thing. I was also wondering if you guys have ever charged the insurance company for the assessments when their kid is in the treatment. Uh we actually um No, we we we we can't charge kids for being in our program. You know, we need to be a free and public educational However, the federal government does provide some reimbursement uh for access to uh certain um certain services that that are provided. So, you know, we don't charge our parents directly, but you know, often times we'll fill out paperwork and then uh we get reimbursed from the federal government. I really think that doing something different and continually trying to
073do the same thing over and over again in public education is ushering in vouchers rapidly. You see it all over the country. It's coming and it seems like there's more and more people who are fired every single time we put out test scores, every single time we put out data that shows the same thing even though we hired a whole bunch of people and nothing's really changing. I mean, I just think we need to we need to be able to preserve the greater whole that is public education, which would include the 96% of people, not the 3% of people, because the 3% of people, they need extra help that we're obviously not giving to them right now in the status quo, because it's not working. And so, let's find something else to do with this.
074Um and this is also a brainstorming like, you know, early session. I don't have the answers. I'm just getting I'm just an elected official. Like it's it's I just am a parent or like, you know, couple kids that you know, listen to us or whatever we're supposed to be doing I guess, but it's it's What I'm trying to say is we need to do something different or uh we all I think know where this is going and I think that would be I think that would be a magnet to our district that we could I mean, we could have I want to work here. I knew I wasn't going to get beat up. I want to work here if I was this year. Point of order. Can we either wrap up this discussion or have
075all the other board members have a chance to weigh in on this topic again or anything to say? Perfect. That's exactly what I was going to say. Thank you for reminding me. I appreciate it. Any other comments from board members? Okay. I do have four comments for you. First thing, as we were talking through looking specifically at the document yearly discipline data and strategies. Where you have the one database to track student behavior and clear definition of minors and majors. Yeah, we're going to be reviewing that probably in June. The real issue has to do with the elementary schools because the different elementary schools handle things differently. In the end, the data still lands in one spot. But, you know, I think it'd be easier if we're all following the the same reporting system. The
076other tie to that is the middle school also relies on that data from elementary schools over the patterns. And so, really it's it's probably a KG decision or even a K-12 decision, but I would envision that's going to happen in June. [clears throat] We don't need school board action, procedural anything. And you know, the easy solution is to put everything in Infinite Campus. That's high school, middle school use, two of the elementary schools use. The problem is that, you know, the other elementary has really clean discipline data, especially when it gets reported to the state. So, I just want to make sure that I really don't want to make a quick decision just because most of the schools follow certain patterns. So, but we'll we'll decide that together as principals and staff. And then, either
077you or the principals that are in here, can you speak to the use of the PBIS coaches? And then, the best practice review that is listed in here, and when will we see the best practice review? Yeah, and actually Stacy or Ms. Piper might be able to answer the second part of this part of where we are with best practice review for PBS coaches. I want to more of the uh principals who would like to comment on uh the impact of PBS coaches in their buildings that that might be Is that what you Is that [clears throat] what you mean to say? I'm okay with that. Volunteers? >> [laughter] >> Who are the PBS coaches in the room? And And that's fine. We don't need to put anybody on the spot to talk that night,
078but maybe for our future I'll cheer. uh discipline one, we'll have someone that can speak to the use of the coaches in the end. I can deliver that in the next meeting. Okay. Yeah, yep, we can look into that as well. We very much appreciate the coaches that we have and might be blessing So that Um it would be great to have just a little bit of information ahead of time so we can follow up with that. Yep. Uh and then you list on here a K through 12 roles and responsibilities of sped versus building leadership. Um is there going to be a working group prior to that review in June? Uh will you put from everyone or what does that look like? What do we expect to see from that? Yeah, and that is
079it and to really start it earlier before Christmas. Uh but it had to be delayed um and so >> [clears throat] >> uh right now it's slated for >> [laughter] >> uh thorough discussion between the special ed administrators and building principals. Yeah, and to me that particular issue is really important. Um and and it's when you see the impact of this year uh because there Look. Who was formally responsible for certain areas. Uh, it was an implement many years ago and before I even started here. And then the document surfaced. And so, yeah, that that's a really important one that we have to address. Okay. And then my last one, um, for [clears throat] maybe consideration to add to one of the strategies to consider is the standard procedure at all facilities on how we
080respond to after all this, uh, to reports of student on teacher discipline issues and then teacher on student. Uh, we have seen multiple failures in communication and rumors and other things across the the district and having something in our procedures that everyone knows we're going to follow when something like that happens or a report and it may help with our reporting of concerns as well if that is a standard we can move forward. Maybe we talk offline, Mr. Woods, to make sure I fully understand them and some of the questions. That won't be a problem. >> [clears throat] >> And then I'm just going to reiterate the um, you know, state laws that help guide us in what to do and how we react to behaviors and discipline and that we should continue new conversations
081in a in a working group as well as in policy on what we can do and how we can provide resources for the district to get after some of those percentages that we talked about. And we all know that a lot of that comes with funding as well. I will be down at the state capital tomorrow talking to education finance on some things and this was been added to my list. So, I encourage everyone to reach out and to go to those events and talk to that because there are very important things out there that can help us with resources to affect what we're trying to fix here in St. Francis. By the way, if I could add something to wrap that up, there is a bill that's being considered in either the House or
082the Senate that would give us greater flexibility in terms of like an out-of-school suspension for kids in grades K through three. Right now, we cannot do that. It's not an option for us. Uh I think our district handled it really well. This person came up with a Genesis program. So, at least we can fulfill the requirements of the law, um but I still have a a different, you know, setting to change. Uh the the law that's being considered, though, would give a school district the ability to uh remove the student you know, the day that the incident happened as well for one full day after. And uh I think because I haven't solicited any of the principals or cabinet, but I think that would really help settle things down, calm things down, especially if we
083don't have room in the Genesis program. So, if you have a chance, if you hear that, you could advocate for that. Yep, that's that's on my topic list. I have heard two cabinet members on that. And not in Valley? And not in as well, so that's helping me with my my topic list. >> [cough] >> All right, next agenda item is the administrator's report. Now, Mr. Madison, the floor is still yours. All right. All right, first uh item on there is uh the powwow. Uh it occurred on February 28th. Uh the reports we got um were that a decent number of people attended, but I think it was more than that. I think it may have been more than 1,000. I think that's a conservative estimate. And by all accounts, it was an amazing success.
084And uh you know, I've been in in schools before, you know, with large numbers of our community kids. And I've never been a part of of something like this. So, I think you should really remember AI program and impact of what you did. Overnight field trips, we talked about this at the policy committee meeting today. Uh but at the last meeting, there were questions about whether the board should approve overnight field trips if they if they occur before the board has a meeting to approve it. So, this always This happens often with state tournaments. You know, if we reach the state tournament on Saturday, and the state tournament is the week later, but we don't have the board. Um and so, we would have a quite a back and forth, which By the way, sorry
085that it it it was back and forth because we actually agreed on you know, you know, it's a better way of doing it. But we still argue about it. I need to vote. Yeah. Um but the I think the best resolution is for me just to include you know, have an administrative approval just at the next board meeting. So, that we can be transparent about that with the public, and we have you know, we don't have to hold for something. Uh so, that's what I'm planning to do. Standard operating procedures uh will be shared an update will be shared with the board after the board meeting. Uh I did attach the latest version uh just for your review in case you have any questions. Uh there again, I made some additional changes uh in the
086document, nothing that would be worrisome in any way. Uh but I will be issuing that. Uh and at any time, you can contact me if you have questions, if you have concerns uh because they're changing the procedures. So, we can do that uh, when needed. Uh, there is a special session uh, on March 25th. It's Wednesday. 20 26th? >> 26th. Thursday. Uh, Thursday. Okay. We have mediation on the 25th. Uh, this report's wrong. Says March 25th, but it should be 26th. So, my apologies for that. Uh, the meeting does start at 7:00. Now, not 6:00. So, I just wanted to make sure that everyone is aware of that. It's a really important meeting. Uh, we have the presentation by the community group. Um, you know, about their um, discussions about facility needs for the district.
087Is it recorded? Is that going to be broadcasted? Yes, so it will be recorded. Uh, it will be broadcasted. Or we're just recording it? I think we're just recording it. If you do it it will be live. Okay. All right. But yes, we're going to record it. We're going to put a link on that facility's webpage as well after it's done. There will not be during the during that special meeting. So, it is recorded. It will be live streamed and posted on that facility's website. And that's the only thing on the agenda. The only thing on the agenda. It's the only thing on the So, Thursday, March 26th at 7:00 p.m. Uh, the city of Oak Grove is changing their representation um, uh, for liaison between the city and the school district. >> [clears throat]
088>> Angie Gray Gray is replacing Paul Tradeau. Uh, school calendar uh, task force uh, will be meeting to discuss options for the 2027-2028 school calendar. >> [clears throat] >> file file So, they'll be reviewing that, probably adding information depending on the options. And then I'll jump back to the measles discussion. Um and uh I I felt like I had PTSD and I learned from the state, you know, the the the key issues in terms of making sure that our kids um as many kids as possible have the measles immunizations or a doctor's objective form on file. Um and so the health department, um Mr. Schloman and I have been talking about it and so we're going to bring forward some information about that. And uh cuz I personally think it's really important that vaccination immunization
089rates are as high as possible. We eradicated measles in the US. The last thing you want to do is allow that back. That's my personal feeling. Um and we need to follow state law. So uh it was glad to really get this Uh but that will be at the meeting in April. I'm hoping for the first Monday or the first meeting, but I can't say that. Any questions or comments? Mr. President. Mr. Jordan. Just to go back to what you were talking about. Thank you for finding the words to describe that because needed you know Thank you for coming. Wait. You thank Mr. Burr because after the meeting he pointed out that our policy actually allows it. So that had not been the practice since I've been here, and I probably would have never even
090found that, but policy actually allows it. So we don't have to change policies. You know, we're just changing our practice. Thank you, Mr. Burr. You're welcome. Any other comments, Mr. President? Thank you, Mr. President. >> [clears throat] >> All right. Our next item, uh is action items. We have a few tonight. I want to >> [clears throat] >> start by saying thank you for all of you that stayed. Uh this next item is very important and I'm glad that everyone's here to listen through it. Uh 7.1, approval of budget revisions for current year 25-26. Our director of business services, Dawn Revell, will provide an overview of the revised budget. All right. Good evening to you board members, Superintendent Anderson, and staff and community members that are still here tonight. I thank you for coming and
091having me share this information. So, tonight I'm speaking to to present the 25-26 Yep. Oh. Just if I take a minute. I'll just wait a second till it pops up. There you go. All right. So, tonight I'm speaking to present the 2025-26 winter budget revisions, as shown in your board packet that you have received and you've had a chance to review. This is the report that typically is given at this time every fiscal year school districts. We take this opportunity to revise the budget for the current fiscal year based on uh more concrete information that we are given the through the first half of the fiscal year. It's always a good practice to make sure the budget is as accurate as it can be to the actuals that have been provided to date. Tonight I'll
092be speaking on the revisions in the general fund, which is fund one, the community service fund, which is fund four, and the construction fund, which is fund 16. The food and nutrition service fund, which is fund two, had no revisions from the original budget. I will say the revisions truly did take a village to complete. As I was very new to the district, well, not new to school finance, but we reached out to all stakeholders of the programs they manage and really dove into a comprehensive audit of each program. These meetings included the stakeholders from various departments, Superintendent Anderson, Adam Lloyd, Brandon Nelson and myself. I analyzed over 17,125 lines of day data line by line to make sure I was understanding the full scope of this budget revision. I also want to publicly thank
093Adam and Lloyd even though he's not here for all the work he put into the revisions before I came on board. It truly made finishing these revisions a much more cohesive endeavor. So, the top part of the presentation is giving a reflection by program and funds such as unassigned fund balances, restricted fund balances, and assigned fund balances. The details of the budget revision are on the last page of the presentation and are as follows. So, if you want to scroll down, you can ask me to go to the last page. It's >> [snorts] >> probably hard to see. Thank you. So, the details of the revision are on the last page as I stated. So, let's start with the expense side of the budget revisions. We'll start with operating capital, which is fund balance 424.
094This is a budget revision of $619,557 due to bus bus purchases that were not originally on the original budget in operating capital. To date, we've ordered five buses. One was a replacement bus from an insurance claim we had in the fall, and we've received two of the four buses that we've ordered today. So, two are in two are in and received. Uh two are still coming hopefully by the end of the year. The next revision is the READ Read Literacy Act. It's fund balance 456. We added a budget revision of $29,360 for the spend down of the prior year fund balance. Uh, these dollars are one-time awards, so we're trying to get them spent down. They are something that will not be taken away. We just have to spend them down before the Minnesota Department
095of Education gives us more concrete deadline. We want to be ahead of the game [clears throat] there. The READ Read Act training, which is fund balance 457. We added a budget revision of 75,000 for the spend down also prior of the prior year fund balance. These dollars are also one-time award that need to be spent down. The state's giving us the money, so we are actively working to spend these dollars down. The We won't get them back, so they are one-time award. The Literacy Incentive Aid, which is fund balance 412. We added a budget revision of $58,049.71 to move allowable salary and benefit expenses that are applicable to the statutory requirements of Literacy Incentive Aid, which then frees up general dollars. It frees up our general funds. Staff development is our next budget revision. Excuse
096me, next budget revision. It's fund balance 403. A budget revision of $23,356 was added to increase the budget to match the anticipated revenues that were not on the original budget. There was nothing budgeted on the original budget, so we had to we added budget dollars cuz there are expenses there. The next one, there are a few, so >> [laughter] >> the next one is the American Indian Education Aid, which is fund balance 420. This budget revision was a decrease of $26,066. It was to decrease expenses to match the 25-26 budget allocation from MDE. So, when the adopted budget or the original budget was created, we over estimated what our allocation was going to be from the state. When we got our allocation from the Minnesota Department of Education, and it was less. So, we had
097to decrease that. We can't go into a deficit fund balance in American Indian A. So, that that was not a decrease in funds. It was just that we over allocated budget on the original budget. The learning and development uh fund balance, which is 428, this is a revision of um minus $183,683. This was to decrease expenses and move them into the general fund, as this fund can not go into a deficit at the end of the year. Our next revision is gifted and talented, which is fund balance 438. The budget revision of negative $8,996. It was due to some small staffing changes in basic skills. [clears throat] Next one is basic skills, which is compensatory, fund balance 441. The re-budget the revision of $21,148.29 was to show a small adjustment for the replacement of Title
0981 dollars that were lost in 25-26. And on to student support personnel, which is fund balance 471. This budget revision is a negative $23,198, which is to lower expenses and move into basic skills, as this fund is another fund that cannot go into a deficit at the end of the year. And our last um adjustment and transfer revision in the general fund uh was to transfer uh $1.8 million into from the assigned fund balance, which is 462-02, uh into the unassigned. Uh we did this to stay within the district fund balance policy. So, we're in alignment with our our district fund balance policy in the unassigned fund balance. So, those are the revisions that we have in our general fund. Are there any questions in the general fund? Um if not, I'll go on. So,
099the unassigned balance is at the 12%. So, we So, we don't have extra funding. It's not extra funding. We just we moved the one type funding that we had to satisfy the policy, otherwise we would have been uh well underneath the fund balance policy that the district that the board has set. Can you explain what the unassigned fund balance and the assigned fund balance the differences is? >> Yes. The unassigned fund balance, uh we call it unassigned unreserved. That fund balance, those are our operating dollars. That's what the state gives us to do all our operating, pays our salaries, benefits, it turns our lights on, so our operating dollars. Our restricted fund balances are the fund balances that the state says we're allowed to have, but we can only use them on restricted things like
100operating capital. It has to be on equipment, it has to be on capital purchases that are tangible items. We have long-term uh SBLM long-term facilities maintenance funds. Those can only be used for projects like remodeling or um uh indoor anything indoor or outdoor that's remodeling. Top of my head, it's it's been a while, but um so, we have those and we have all these other assigned fund balances that I talked about like student support. Well, that has to be used to support students. The literacy aid, that's to by third grade. So, there's some goals they have to be used for those those parameters that the state sets forward. So, our unassigned are all our operating dollars and the rest and there's many assigned fund balances. Those are very restricted in what they can be used
101at for the parameters that MDE and the state legislature sets forward for us to use. So, we're at our 12% um in this projection as we've already projected for what um our parameters are in negotiations for all of all the labor agreements that we're negotiating or have negotiated. If we would change that parameter at all we would have to go into that. Yes, that would affect our our our unassigned fund balance. So, we'd change all of that. Where we're at now, we we did transfer. We're looking at moving these monies to keep us within >> [clears throat and snorts] >> our policy parameters. If those things change, then our fund balance changes. It would be negative fund balance. It would be lower. It would be not in alignment with policy 714. Right. Okay. Excuse me.
102I see the American Indian negative negative 26,000. They've been asking for another employee to help with the heavy equipment there. We're going to come back to the biggest just figure that out. The American I'll go ahead. Carson Yeah, maybe I'll jump in since I've been here for a few years with that program. And uh I think uh we develop that I have a pretty similar way of constructing budgets. That's the philosophy uh which is different than maybe what's happened for many years here. I'm not saying that our way is right and that their way is wrong. I mean No, your way is right. Yeah, well, yeah. Exactly. Yeah, there's are different ways of doing it. You end up with the same information. Um for the same results. But, um how we do it uh is
103you know, we look at the revenue we're receiving like through the EIA program from the state. It's about $80,000 for this year. So, that's how much we're getting in. And uh we actually spend more than that already on the program. Uh so, the rest of the general fund actually subsidizes uh 30 or $40,000. Uh so, the actual program costs that much more than the $80,000, but we use compensatory dollars to pay for it. Uh and so, when this budget was uh set up, I'm assuming that uh previous uh director of business services just looked at the overall cost and put that on the special line. Whereas, you know, Don and I, you know, want to say well, $80,000 can be spent out of the out of the out of that account, and the rest of
104it's being spent out of the compensatory line. So, we're squaring it up in the budget process. So, you know, the American Indian Education program did not lose programming or hours because of that change. There's no impact there. It's just a matter of how we record it. I hope that makes some sense. So, can that money be used instead of putting it back to whatever that money is for hiring or going to the general Well, it's not new money. Um you know, we don't we didn't have an excess of $86,000. Yeah, can that old money be used to hire the people that you've been asking me about for so long? I think you have to almost disassociate um the two issues. >> [clears throat] >> Um what was what was what's listed here is just how
105budget was here and you know instead of having Let's see the number. Instead of having about $115,000 coded to [snorts] >> [clears throat] >> Indian Education uh we only coded 88,000 because we're already subsidizing the other 12,000. Sure. So the money's already spent. Yeah, I guess that's what I get. I guess you could say that. I mean uh we could decide to add more positions. Um you know for American Indian Education or cultural liaisons or teachers or you know anything uh but that money's already being spent on American Indian Education. Thank you. I guess I do have a question about the community educational 625,000. Yeah, I haven't gotten there. I'm I'm I'm on my next part. Okay, so I've got to go on to community ed. Um we'll start we'll start just in the order
106that that you're seeing them on on your screen. So um early childhood family education which is fund balance 432, um we did put a budget revision in there of 40,000. Um and it was added as a contingency for for potential fencing in that area. Um there were some concerns about safety close to the street so we put it in. We're hoping it happens this fiscal year but there's got to be a big proponent in whether we're able to get fencing in before June or or at time. These fencing companies get busy but it's in there. If it doesn't happen this year, um 26-27 is is probably uh 90% chance. We're hoping for this year though. So the community education fund balance 431 that you were indicating the revision of 625,000, um that was added for
107project expenses to replace the youth soccer field lighting as well as iPads for children for the youth program. So, um that that is what that fund balance fund balance is for. So, we did we are in the middle we just got the open bids for that lighting project. So, that's up and running here shortly and and iPads are are I think they're I think they're already here almost sitting there. Yeah. Well, I just wanted um it it's a large sum of money, but it's not something that can be used. Like, it can only be used for specific projects. Projects. [clears throat] Yeah. Well, the community service fund um for any dollars that that fund generates, because they do generate money and and they do have a war fee program. So, any dollars they generate has
108to be used for community service or or things to >> [cough and clears throat] >> projects like the lighting for the youth soccer field. Um we can't take it in the general fund and say because of our general fund is short, we're going to take community education dollars and move over. We're not allowed to do that. However, if the community education fund goes into deficit, the state mandates that we as the general fund have to bail them out. So. And so, some of the ways that the community um education generates money and funding are through Fees for Yeah. They charge fees for all the recreation [clears throat] programs. So, that's the that's the big thing. I think I'm going to let Carson speak to that cuz I'm not sure as I'm like 3 months into
109it. I I I'm not sure what programs we all have in community service separate early childhood. I know we we have a sliding scale for early childhood. Um we have pathways for school readiness. Um and everything else is a recreation based. And we do have some adult based stuff, but maybe you can provide a little more insight. Yeah, the primary programs [clears throat] do include adult-based education, preschool, ECEAP classes, and probably the biggest money generator would be child care. And so, those are the some of the the programs that generate fees for community And then we have a we have a local levy that goes to community education and we receive state aid. And it all depends on the different factors for each program as to how much it is. Wow. I believe the rental
110fees are directly related to gym space and any fields. Yeah. That's Right. Yeah, and it's I mean it's you know, you've got a really great mechanism in your community service fund. Do you Do you mean iPads iPads for child care? Like Is this tuition or are we giving a whole bunch of these little iPads? I I believe it's for our preschool program, early childhood preschool at 4 year old. And And it's a it it's an education mechanism. Yeah, we're not giving it to our daycare kids. >> [laughter] >> Yeah. No, it's going for the early childhood program. They've asked for iPads and I think these kids would they It's probably sad, right? Huh? It was sad. Yeah. Yeah. And I know I know thinking some of it I mean they're looking for educational iPads also.
111Teaching students They probably can teach more than better than we can. Better than I can. So, is there any other questions? I just want to make sure that if this is a large chunk of money that we can't touch >> Yeah. it only goes because of it's not right. It's generated separately in a separate fund. Yeah, I just want to let the stakeholder and the staff community just reiterate that. Those are dollars that the general and the operating parameters do not use. They're generated for community service, they stay in community service. Thank you. We'll see. Want to make sure you're Okay, so now let's talk about the construction fund. Um we had a revision of $5,364,033.62. And it was added for project spend down in 2025-2026. Site Logic has a bond for project draw schedule
112that we're using. Um and being that this happened in November, um it wouldn't be on our original budget, so now it was added to the revised budget and it's following their draw schedule through June 30th and then we will decide on the original budget for next year. And that is for the inner air quality Yeah. and capacity building. Yeah. for the 14 million. Exactly. That's right. So let's move on to some revenues now. So the Area Learning Center, um ALC revenue, we revised it $900,000 because it wasn't budgeted on the adopted budget. They didn't have any dollars um attributed to the to the on the adopted original budget. And the ALC does get per pupil revenues because we have obviously this district hosts an ALC, so per statute they get so many dollars per pupil
113to fund that Area Learning Center. So this is $900,000 this year, so this didn't get on the original budget. So we did add that to the revised budget. And that came out of general fund. So it came out of general fund dollars and comes and goes into the ALC and that's per statute. And that's a funding formula per pupil. Student support personnel for our Facebook course Facebook fund balance 471. This revision in the amount of 145,465,000. It was due to a formula increase in 25-26 that was not accounted for on the original budget. I'm sorry I call it adopted. I'll try to remember original. So it just wasn't on there so we added that revenue to the revised budget. And again the construction fund 464. The revision is to account for the indoor air quality
114that Chair Burr indicated. So that's bond revenue that was received in November and it just wasn't on the adopted budget because came in November. So we did add that to the revised budget. So as you can see we did a very deep dive from the adopted original budget to the winter to the winter revisions to come up with a very comprehensive winter revision. If there aren't any more questions, then at this time I'd ask the administrator the administration recommend an action to approve the presented winter budget revisions for the current fiscal year. If you have any more questions I'm happy or Carson or Nathan, Chair Burr is happy to answer also. Any questions before we get into the budget? Can I have you reset again what is our unassigned fund balance? >> [clears throat] >>
11512. It will be with that with that with with moving those dollars. Yeah. We'll be at our minimum. Yeah. And [snorts and clears throat] then what's what is the effect of us having that minimum? What is it had on us as a district as keeping it at 12% or higher? What is the impact? Maybe Carson wants to answer that. Well the impact that I think of right away is that fund balance doesn't have bond ratings. Yes. And so that helps when we ran the IP project, we got a better bond rating, therefore a better rate. And so that saves taxpayers money. It was good for everyone. And that's That's the the big one. And then obviously the fund balance will generate more interest revenue, which goes back into the general fund as well. Now on
116the other side of that, um it's a very important to maintain at least year policy fund balance being we don't have an operating referendum in this district. Um it it's a lower fund balance I've seen in districts. I mean, I've looked at uh three other districts that didn't have operating referendums and this is it's important to maintain that district fund balance cuz those are you know, those aren't a lot of months worth of operating dollars if something happens. >> [clears throat] >> I'm I was just going to ask that. What would you suggest in our situation a good fund balance percentage would be? I've in this in I would say nothing under 18%. That's where I think that sweet spot is, especially without operating referendum. It just gives you that cushion in case things there
117there's things that happen all the time. Um it's just a good cushion spot to have a little higher fund balance when you don't have an operating referendum. Can I ask the same question with the superintendent? Yeah, so I was a school district superintendent many many decades ago, literally. And uh so the first auditor I worked with suggested two months Mhm. of operating budget or of operating costs. So that would be 16.67%. Uh you know, roughly there. I think, you know, a lot of schools have a 10 or 12%. So, I don't I don't think our percentage is too low. I think the ideal, you know, by my 65 is not sure now. Mine actually could be a little higher. It just gives you a little more room to budget, you know what I But, I
118mean >> Our policy does say 12%. Yes. And so, that's why we are in compliance with that. And hence why we decided on made that decision on the lowest dollars to sustain in the line with the district policy. And this puts some context on that 12% when we last voted on and approved by the board, it was a 3-month operating is what the parameters we used talking with our business services and then our financial advisor provided as well with the 12%. As I had mentioned in that 15% in this discussion about the line of 12 because that was the 3 months of operating. I know with this but personal budgets, there's always like 6 months or a year in those instances. I think we do the most of every most people would buy. Is it
119that So, are you using maybe like 24% or are you using like a higher? I mean, at the same point, we're also a public institution, so it's not like The government's really bad at hoarding cash when we have especially if we have needs that are going to be It's not really being as hoarding cash. I don't view it like that. Um You do that? No, I I I don't, right? And And that's okay. I mean, we I just adhere to whatever the district policy is. I Every Every district has their own comfort level with fund balance and then this district's comfortable with 12%. I'm So, Jake, I'm going to throw it back at you that this is a policy discussion. Yeah. if you that we can have so when that policy comes back up or
120if we need to push it earlier to the policy committee and push it earlier to the board. Yep. But that's a discussion we will have. I sent that to you. And then we can have recommendations from our financial advisor to agree with the panel and what that is. And I think now with budget increasing every year 3 months is above 16. You know, so we're below that threshold now. Below what we would what what our intent was to be at 3 months. That's what we said. Yeah. We set it at 12% cuz that was What was the budget at the time? The budget at the time. Right. It's always like you said, it's a budget it's a policy committee discussion at the board. Yeah, just to clarify you know, the first 3 months they I
121I mean for a reason. Let me clarify that the 3 months would be you know, 1/4 of the school year. So that would be 25%. Whereas 2 months is 16.7%. 1 month is 8.3%. So just you know, I mean we're all we're all using very similar terms and different numbers and different recommendations. But you know, the admin team is not allowed to change the funding balance policy. So I think we're wild that I have the community and obviously we will support you with uh school board policy to do. Uh but the administration is not looking at increasing 25% this time. The bottom line we're leaving the policy at a minimum of 12% from now. In the end. Yeah. Sure. And that's what this will ensure we're doing. Agreed. Okay. All right, is there a call
122for motion for approval of the minutes? I just want to show them this. I want to say like so >> [laughter] >> Why do we Why do we need that 12% in the I don't know the question, but Does the state pay us or do we do the federal government? But why do we need that 12%? That's that's a great question. And the state does not pay us all the money they owe us in the same year. They pay us a certain percentage. So we have to float some of that from year to year. Often times during the tough budget situations, they will pay us less in the year they should be paying us. So sometimes they might be 60% or 70% of the amount. That's when it's really important to have that fund balance
123at the beginning of the year. Plus, you know, expenses rise and fall, you know, throughout the year and you don't want to borrow money for your payroll or something. And I'm certainly not saying that we're close to that, but you know, some schools that have a 2% or 3% fund balance, you know, might be doing that periodically. So we're not in that situation. In fact, [clears throat] we're generating money from interest that helps the overall financial situation. So [clears throat] when you say you have a 12%, that's just looking at the overall budget. But if you were to take a snapshot of the time, there could be times where we're down below that 12%. Yes. Yeah, it's different than the cash balance. Correct. Yeah. And it really is in flux, you know, depending on the
124month of the year and what the expenses we have in that calendar. And really the the 12% is the amount you know, that it's derived from the You see the you know, which ends on June 30th. And so that's what we capture and that's how we determine the the unreserved assigned fund balance. That's how we determine the assigned fund. It's all based on the June 30th. And that's given in the capital. Okay, now is there a call for motion to approve the 2025-2026 budget revision. We have a motion. I'll second the motion. Thank you. Any other discussion or any discussion on the motion itself? I'd like to thank uh Ms. Goodell for her work. She just started the second week in January. And um and she knows school finance really well. You know, she's done
125it for several years. Uh she's learning Skyward, which is a big part of uh uh changing budget figures. And like she mentioned, she's reviewed almost 18,000 accounts. And uh she'll learn more each year. You know, she knows more about the district. And she's done a great job so far. Yeah, I will echo that. I saw the spreadsheet with just over 17,000 [laughter] uh lines. Uh and she seriously went line by line and that's why you're seeing more data or more accurate data on our budget um revision that you see today. So, I thank you for the work and time you put in. Uh it's going to help us as a district as we continue forward. All right, uh that's it for discussion. All in favor of the motion signify by saying I and raising your
126hand. I. Motion prevails 7-0. Thank you. Next agenda item is approval of response to the American Indian Education Parent Advisory Council letter of non-concurrence. Superintendent Anderson provided a brief overview of the changes from the first reading. Okay, yes, for sure. Um the American Indian Parent uh submitted the issue of findings of non-compliance with education programming serving the U.S. Uh, and I said this before and I'm saying it again cuz people are here. Uh, that's not an act. It simply indicates that uh, we all need to do better for our Native kids. And we have to keep improving. The problem [clears throat] uh, is the difference and we need to do better. Uh, so the list of non-compliance were were pretty reasonable. Um, and they made a lot of sense. So they presented the board um,
127[clears throat] I developed a first draft. Um, you know, we shared it with the board and we presented the last meeting to get some feedback from that. I did uh, chat with the parent committee after that second revision. Uh, they had additional suggestions. So this is actually like a third draft of the response. And um, and so it's been vetted by not only the school board but also by AIPAC and the district as well. Uh, and it doesn't stop here. We're going to keep working on different statements as they arise. Um, uh, but the recommendation at least for me uh, is to approve the response uh, approve the resolution approve the response. Thank you, Mr. Anderson. Are there any questions or comments specific to that? And is the board aware this has to be turned
128in to the state by the 27th of March with all signatures regardless of which way you vote? So whether or not we still all have to sign. Mr. Anderson. Um, I the only feedback I got is in the long run of yesterday having to report this to the state. [snorts] Um, but are there timelines for any of this? Like for us two or three or four or whatever in there? Is there anything [clears throat] with timelines or is it okay to just leave it open? Yeah, let me um Yeah, some of them um I don't think it makes sense to have a timeline timelines, but there are some other uh timelines listed. So, for example, uh >> [clears throat] >> under request two, you can see by the end of this school year, um you
129know, the the elementary principal will create a shared Google calendar for spaces and everything. Uh the AIA coordinator liaison will have access to reserve spaces and uh procedures will be developed and shared. Uh so, that there's a specific timeline for that. I mentioned in the last meeting, really it's going to take 20 minutes for me to finalize that and then share it with the elementary principal to get her calendar. Um Uh and then prior to the meeting uh the '26-'27 school year, um each elementary principal will identify spaces for use by the liaison. So, and the reason that's in there is that, you know, our needs change. Sometimes we we can find a better spot, sometimes, you know, we have other needs that force us to move. Uh before [clears throat] the beginning of the
130school year, we're going to have those identified. Uh under response number three, Carson, Andrew, you're looking at that now? Mr. Humphrey said that there's not a date set on there yet because we haven't approved it. And some of these actions require superintendent to direct his team to do things. Uh specifically like the counselor, the PE PSEO. Uh so, yes, we want to put a a set date on that, uh but we haven't coordinated it yet because we haven't approved the response. So, we haven't an exact date yet. Uh however, I do know that last year's liaison conference, Superintendent Anderson has that as a working document and I have notes and what he does actions and I think that we can probably use this and we'll do an evaluation as well to show hey where's the
131progress with that and the things we said we were going to do. I added that to my Those are good two good points and I'll reemphasize the second point that I use the same document. I have columns so you can kind of see a status update. Under request four Or I'm sorry request number three and a lot of those are just ongoing. You know there's really not a specific timeline. You know I go to all the meetings but I don't know what's possible. So it's not like by September 1st And [clears throat] if I can tell you that an update in the meeting I'll see you back at the school if that helps you with human Yeah and actually that email it's really not a but I set up it's just a working working email
132list. So the the two co-chairs are on there. Dale and I are on there. And Justin can you receive any emails that are sent to that group? No but I there's an issue with my email that's I have an IT ticket so Okay yeah that's what I was afraid of so I'll do my best to remember to send this out to your your email address until that And then request number four Oh yeah this one does not have a timeline and that kind of gets to what Mr. Burr was talking about. So um But some of them are kind of contingent on preparing the meeting wanting us to join them and then people tell us what day works out for them. Thank you. >> Any other questions for the personnel sub letter? Seeing none. Is
133there a call for a motion for approval of the response letter as presented? So moved. Is there a second? Second. Thank you, Mr. Working. Any discussion on that motion? You will notice that something if you don't mind. I'll let you know uh uh Vanessa will have uh the resolution ready for you to sign tonight. Since you're all here, we'll get them before you leave. So please stay around for Perfect. All in favor signify by saying aye and raising your hand. Aye. Motion prevails 7-0. Thank you. Oh, wait. Uh we're going to do a roll call. Cuz it is a resolution for the response. So, Mr. Humphrey? Aye. Mr. Shaw? Still aye. Mrs. Aye. Mr. Humphrey? Aye. Mr. Shaw? Still aye. Aye. All right. Thank you. Roll call vote is complete. Thank you, Beth. Thank you
134here, Vanessa. All right. Agenda item 7.3 approval of education assistants work agreement. A summary of the agreement is provided in the board packet and Mr. Norton is here if you have any specific questions. Are there any questions prior to a motion being made? Seeing no questions or questions. Just a summary. I'd like to thank the EAs for um negotiating with the district. We had a lot of good dialogue and I'm glad that we came to a resolution on this um agreement. Brandon, do you have anything to say before the motion is made? Is there a call for a motion for approval of the education assistants 2015-2017 work agreement? So moved. Thank you, Mr. Working. Is there a second? >> Second. Thank you, Mr. Shaw. Any discussion on that motion? Seeing no discussion, uh signify by
135saying I and raise your hand. I. I. Motion prevails. That motion is carried. Thank you. Uh agenda item 7.4, approval of memorandum of understanding with the teachers. This MOU is for summer school. Director Nelson will provide any details as required. Do you have any questions? Are there any questions prior to the motion being made? All right, seeing no questions, is there a call for a motion to approve the MOU as presented? I move. Thank you, Mr. Adams. Is there a second? Second. Thank you, Mr. Shaw. Any discussion on that motion? Seeing no discussion, all in favor signify by saying I and raise your hand. I. I. Motion prevails. That motion is carried. Thank you. Uh agenda item eight, upcoming meetings and committee topics. Are there any questions or comments about upcoming meetings as presented? Or
136topics A couple of additional issues that I'd like to add to that presentation that we're going to put on. There was a question at the meeting tonight that I was requested there. Um after this meeting on Thursday, >> [clears throat] >> we're not voting on anything. We're just having a conversation. When is the follow-up meeting cuz people are here asking this. What happened after that? And I know uh I went through the schedule and I didn't see anything under the part of the follow-up meeting. You're talking about the community engagement? >> Yes. Yes. So, um we're going to base that off of the input from the board that night. If we need to have a continued working group, if there needs to be an action item or something. There's nothing that's set yet. But we
137need to get the feedback from the recommendations. I don't know what we're going to do. My assumption is we're going to have all the working groups to go through their recommendations. And then that would be, you know, find out after that. Okay. So hopefully that helps people understand that question. Yeah, there's no set action coming out of that recommendation. That's all up to us. We have to ask the board to What we're going to do is the recommendation that they provide us. Thank you, Mr. Any other questions about Uh agenda item nine, school board member reports, member Anderson. I've been attending both commissions and mediation. The custodians, teachers, and aides. As you see, we approved the work agreement with the aides this evening. Mediation with the teachers is Wednesday, and our second round of mediation
138with the custodians is on April 10th. That's all I have. Mr. Shaw. Just wanted to say everybody in the audience for staying and listening with the whole meeting. And majority of the people did, so it's just nice to see people in the audience. So thank you for being and that's all I got. Thank you, Mr. Oakley. I would like to take some time to say thank you to our music and choir, our band and choir teachers who are actually inside. So these guys went on a on the trip to Arizona, and something cool about uh Mr. Stillman's is you know, they're going down, they're going to sing their national anthem, all of them. Choir arts and such, and he ahead of time set up singing at a uh pre-season baseball game. One of the things
139he does is is is things like this. Um I would have Mr. Work has taught both my kids music ever since they were a recorder and I just I really think another thing that draws people um draws my family honestly is the same principle is the fact that um it's so strongly arts from theaters and choir and all that that entails. I just really appreciate that but Mr. Silverman said he remembers seeing him at something again and and I just thought that was really cool and that he's an innovator and he's really kind of outside of the box and he really took it all up and beyond and that's the main experience that I mean that those kids all talk about and all that and all that and all that and all that and That's
140all I got. Thank you Mr. Holman for your Uh the student mediation with Jill and um insurance advisory last week. Otherwise I got nothing. [laughter] Um just so everyone is aware on the board that this email is not working at all. We've been dealing with it for months. Uh so if you have to get a hold of her you have an email that you want to make sure she read the best is to call her at the office or and then make sure you're CC'ing her something you want to send her or something I'm not sure Yeah. Um but we're trying to figure it out. Not sure why it's taking this long but we'll keep you updated. >> [clears throat] >> Once you're clearing that up I was going to say something else. Never working.
141No, my turn. Um I just want to say thank you to board members and staff uh for all the time and energy that we got going on with these negotiations. We understand that these are tough conversations um tough situations but we appreciate everything that's going on. Thank you, Graham, for all the work that you're putting into it. Um, on a community level, I just want to say thank you to you, Miss um Excuse me. Um What was I going to say? Thank you to uh Miss King. Sorry. I I was getting there. I was getting there. I went I got voluntold {slash} volunteered to be the official bingo caller for the PTO events um this last week. So, Miss Wayne and Miss Hare were all there and helping out. It's a really fun event. Um,
142but yeah, I was the celebrity whatever that means uh bingo caller. Super fun. Had a lot of good times. So, thank you very much. Thank you, Mr. Graham. You did a great job. Anyone needs a bingo >> should have yeah, should have yeah. I added it to my resume. Thank you, I'm working. Number one. All right. I recently attended the Community Education Advisory Council. Um, and would like to highlight a valuable resource for our um families through our collaborative effort effort between um SFAS and the local Methodist Church and a partner church in Blaine. We have uh boxes of non-perishable food are currently available for families in need. So, I would encourage anyone seeking assistance or those who know of a family in need to reach out to Chris Lindquist, director of community education, and
143his contact details are available on the district's website. Thank you, Ryan. Uh for myself, again, um did the EA second round of mediation with teachers on Wednesdays. Uh and then I was able to attend I don't know Carson was there and there might have been a few others there but the show choir post show which didn't only highlight the high school, it highlighted the middle school and the elementary. So it was great to see that uh uh the performing arts center packed with family only. Uh Chris is not here so I don't think we broke any curriculum uh violations that night but it looked awesome in there. It was great. What an awesome performance from the pre-show to the post show. Uh two completely different um performances and it was amazing to see the growth
144in both of our uh show choirs and then the Be the Change. So Be the Change had their uh show choir their finale uh this week as well. Absolutely awesome. If you want to go and get your heart filled, again go and watch our third through fifth graders singing uh and the passion that they have. I'm excited to to see that program continue to grow uh with Miss Porter and uh the help of everyone else. So absolutely awesome to see that. Uh that's all I have for reports. Carson, do you have anything? Uh we're going to move on from there. Okay. Are there any questions prior to a motion being made for adjournment? Is there a motion to adjourn? So moved. All right, I see there's a second. Second. Thank you. Any further discussion on
145the motion? All in favor We need to make sure everyone signs that document. This meeting is closed. 3:40.