001Yes. Can I call this meeting to order? Uh Mary, please hold the vote. >> Here. [Music] >> I am online too. >> Yeah, we got you, Amber. >> Okay. My flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for >> Yep. So uh after the financial statements and before new business uh number 46 will be patrons and others you'll have a report from job core job core students >> and that was over 46. >> Yeah that will become the new 46 >> I get a motion to approve the agenda motion to approve the agenda as amended. All in favor? Um, okay. So, um, waiver authorizations. >> No. >> Um, approve the minutes from the September 9th and September 30th special
002meeting. And that I'll make a motion to approve both sets of minutes. And all in favor? >> I I approve extend expenditures A through C. >> Make a motion to approve expenditures A through C. >> Second. All in favor? >> I. >> And 45. Financial statements A through A. Yeah. make a motion to approve the financial statements. >> All right. >> Okay. And so patrons and others, job core, Derek, >> thank you. Um so yeah, I just want to give a quick kind of program update. Um haven't been able to say much for a little while about it and then nothing set in stone yet, but um trending in the right direction, I guess. Um we weren't able to admit new students for about six months. We are now admitting new students again. So that
003contract is up and going again. Um I think between the House and the Senate, I believe the Senate subcommittee uh recommended full funding at JobCore for the next year. Um the House subcommittee recommended a 50% cut, which is a pretty big cut. Um but you know, the process goes they're going to have to work that out. Um we'll hope they go towards the higher side of it. Um but it looks like it, you know, at the very least there will be funding for another year afterwards. Um the presidential budget hasn't changed. That's still zeros out funding. So just to see some funding coming uh from the two houses uh is encouraging. So headed the right direction hopefully. Um I was hoping that by now I might have something to actually say about it, but we'll
004have to wait till the uh till budget gets passed before we'll know for sure. Um which who knows when that'll be. So we are still funded through um fully funded through June 30th of this upcoming so June 26. Um and then we'll see what it looks like after that. Um, but I just want to take a minute to kind of update. We do a lot of stuff over the summer. Um, so I usually try and take the October meeting to just kind of highlight a little bit of what the students have been out doing um, over the summer months here. I won't go through all of this. You can kind of read through this here at your leisure. Um, we're right there on the front. Um, that's a whole bunch of students there that went
005out with the National Society of Foresters. They had a two-day education program and they went out and built a bunch of uh dams to beaver dams to restore some habitat in the northern black hills. Um they did everything from, you know, installing uh new carpeting at the uh wall visitors center and the National Grasslands Visitors Center. Um tons of crews out fighting fires all over the country. Um and just a lot of a lot of awesome stuff. So please take a look at that when you got some time. I won't drag you all the way through it. Um, but I did want to highlight a program that I think we've been working really hard over the last year. Um, I brought a couple students to help kind of highlight that. Um, work-based learning has always
006been kind of an important part of our program. That last part where the students get a chance to, uh, put their skills to the test, get out, work a job for a little while, um, learn all those soft skills, employability skills, showing up on time, everything else. Um, it's something we put a lot into this last year and try to make sure that every student gets work-based learning experience. Um, built some great partnerships with South Dakota Department of Labor and Regulation. These students get the chance to go out um, work with a participating employer. Uh, Department of Labor Regulation pays their wages. Um, they match it to whatever an entry- level employee would be. So, if it's $25 an hour um, at Sanford Lab when they do an internship up there, if that's what their
007entry- level techs make, they get paid 25 an hour. um they can do that for about three months. Um and it works out great. So if we can line it up towards the end of their time with us, uh they get to make a lot of money, hopefully get to save a lot of that money so that um as they leave they're able to transition out, you know, car, apartment, um money to get them up and get her going, which is pretty important. Nice to have a car be able to get to work, right? Um then the other part of that is um it's basically a three-month interview with the employer. So, if they want to stay in the area, um, and the employers had a good experience with them. It's an awesome opportunity for
008them to transition into full-time employment with those workers. Um, we've had a ton of them this summer. They've been working with MGA Construction out on the shooting range. It's being built. Um, we've had about 70 students go through that and I think six of them hired on, decide to stay in the area. Not all of them were from here. Um, so it's a great program, a wonderful opportunity for our students. And on the high school part of it, I think we talked a little bit last week about uh that college and career readiness um that's on the state report card. This is a big part of that career readiness portion. So for students to be rated career ready, they have to go through a certain amount of CTE coursework um and they have to have
009a capstone project. That capstone project, one of the easiest ways to do it is um an internship or apprenticeship. Um this workbased learning counts as that. Um so covers a lot of bases. Um we've got a wonderful person heading it up. All of our students are getting a chance to do it. Um, and then part of the school portion of that for them to earn that credit, um, they have to do a reflection on it, think a little bit about what they learned, how they were as an employee. Um, and then they have to come tell somebody about it. So quite often I ask them to present to either our our student groups, people in their trades, to our management group. Um, but I brought two students tonight that are graduating here in November. Um,
010so coming up and they have finished their workbased learning. So I just thought I'd give them opportunity to speak a little bit about it with you guys today. Um, and with that, I'll turn it over to them. Um Isaiah, if you wouldn't mind standing up and introducing yourself and just tell them a little bit about what you did. >> The job court from Cicin uh South Dakota. It's like up in the corner by North Dakota border. Um I came here for my high school and my driver's license. I have gotten my driver's license and I'm about half one and a half credits left. And um for my work base, I worked at the YMCA in Rapid. Um I did mostly mostly um front desk stuff, filing, helping helping guest or my co-workers. Like I would
011bring stuff to the storage room, bring stuff back. They're when I first got there, their filing cabinet was a mess. It took like two days just to fix it. Um, I came here with 19 credits. They definitely helped me. A lot of back at home, a lot of my um, education didn't really help me, which is kind of just just push me along. Didn't really help me. They definitely uh stuck with me. And after I graduate, I plan on getting just a job saving up helping my boyfriend open a restaurant. >> Thank you. >> Very good. >> Thomas. >> Hello. My name is Thomas Stagnolia. Um, when I came to job core, I was coming from central South Dakota around Mobridge. Um, I dropped out at 17. High school just wasn't for me. I don't
012know. I mean, the school I was going to was all right, but I just I was a tough spot in my life, so I decided to call it quits. But about two months later, um, heard about JobCore and I decided to give it another shot, my high school. So that's why I originally came to JobCore with my high school. Um, I'm 19 now. I've been there about a year and a half. And my trade there is natural resources and wildland firefighting. Um, I would say I've done two seasons so far, um, with the Foxeller crew. Um, been to places like California, um, in New Mexico, Arizona. I know this year, um, went to Alaska for three weeks. It's pretty fun. Um, so I think once I leave job four, fire is probably thing I'm going
013to go into. Um, I say once I got on to job four, I had 13 credits and at first I was pretty unmotivated cuz a lot. Um, but once I got in the swing of things and the teachers there and the education department, they all helped me. I mean, I think that I mean, if I think high school dropouts, they should better drop. I mean, it it really has helped me. Um, and yeah, >> Thomas is being a little modest. Not only did he go to Alaska, I think we look back, he was the only JobCore student to ever go to Alaska. So, that was a first. So, we should be pretty proud of that. Um, did you go out with Tonka this year? >> Yes. I forgot to mention that. Um, >> in July
014I went with Tonka Hot Shots uh for about two months. Um, went to Alaska with them, went to Colorado and Wyoming. Um, and that's probably where I'm going to be next year with those guys again. But yeah, it was pretty crazy from year and a half ago, two years ago, just doing enough with my life. Then fast forward, I'm in Alaska, fire. >> Tom, I'm going to put you on the spot here. Um, we don't get Some people take advantage of every chance they get, right? And it's very few that really take advantage of everything they can get. Um, Thomas did a great job getting all the school work done, so he had the opportunity to go out and do this stuff. Um, put you on the spot as you transition out. how much you
015got sitting in that savings account to to transition out with from all that fire that you did. >> So, I would say right now I have around probably $28,000. >> Yeah. >> I made this year as a student on job board. >> Yeah. >> I only did that because, you know, I got my stuff done. So, >> and to his credit, he didn't spend it all. So, >> thank you very much. I appreciate it. I appreciate it. We love hearing your >> probably one of my favorite things when you bring students to our meetings and we get to hear what you're doing. >> It's pleasure to get a chance to celebrate them. So, they're awesome. With that, you guys can probably sneak on out of here. Thanks. >> Thank you. Okay, new business. Um, so
016we have the item a the contract list. >> Yep. I'll run down it real quick. We've just got a few things. um certified substitutes, Betsy Silva, um at $145 a day. And then at the $135 a day level, uh Tristan Jackson, Dominic Williams, and My Lero. Um classified substitutes, uh Tristan Jackson, Dominic Williams, My Lero, Betsy Silva. uh classified work agreement for high school pair professional. Andrew Sa uh extra duty contracts. We have Carter Nelson, ninth grade basketball coach. Um and assistant wrestling coach Mai Hayes. Uh teacher mentor contracts Darren Lacroy. to approve the contract list. >> Second. >> All those in favor? >> I consolidated board of equalization resolution. So, this is the resolution that we'll sign tonight and then may usually set meetings in March and I'll bring that back later when they
017have the dates. Yes. So, we just need a motion. >> Entertain a motion. second. >> All those in favor? >> I approve this strategic plan. >> Okay. I think that was in the board packet, correct? So, it's online. I made copies and they're sitting on my table upstairs. >> I think you sent it to us. Yeah. Earlier. Yeah, you sent it to us earlier in the >> Oh, correct. Yep. Okay. So, do you guys have any questions on that or >> I'll make a motion to approve the strategic plan. >> All those in favor? >> I now have I'll I'll get that posted on the website to replace the lo. And so item D, approve the 5-year capital outlay plan. >> Okay. Do we need copies of that or have you guys had a chance
018to look through it? >> Motion. Make a motion to approve the 5-year capital life. Those in favor? I I and um approve the new Digger Athletic Records Board. >> I don't know. >> Okay. >> Yep. Um he's upstairs probably line judging. So, um it looks like um the board including all the activities was quoted by quick signs for $712 and uh $624 was donated um from the class of 2025. Yeah. So entertain a motion to approve. I'll make that motion. The records. >> All those in favor? >> I approve the rainbow gas contract. >> So this time um it's gone up uh 39. Uh it's $343 for the fixed rate. Um they feel that that's a that's a pretty good price with all the turmoil and stuff that we got going in the world. So
019I would recommend that we take that. >> How does that compare to last year? >> It was uh 304. We've seen it as high as 9 something. So make that motion. Second. >> All those in favor? I >> I >> and H approve change order for the middle school project. >> Okay. So, we've had two change orders over there. Um, one was there was a roof drain that was draining into the sanitary and we had to have that switched around so that it's draining into down into the storm drain stuff. Um, that one I don't don't remember the exact price. $16,000 a little over that for that one. The other one was moving some data cables from the hallway. They ended up being below the roof line, so we raised them up above the roof
020line. That one ended up being a little over $8,000. So, >> how much did we budget for these change orders like that? like $174,000. And how much of that have we used so far? >> I think just these two that I'm aware of. There's one other one, too. >> Yeah. >> Okay. >> So, we're still sitting pretty well for that. >> I'll make a motion there for the change. All >> those in favor? Okay. >> Um, disposal of surplus property >> in storage. We've got a lot of fairly decent sized stuff that's broken and we would just like to get rid of it. >> Shirt press is broken. >> Yes. I guess if it's broken, doesn't serve any purpose that you know it's going to be beneficial, I would say. I make a motion to
021approve the disposal of surplus property. >> Second. >> All those in favor? >> I appoint a delegate for the 2025 ASB delegate assembly. Well, >> who wants to do that? >> Wants to do it. >> I can't do it. I think it's November. It's Oh, yeah. You're already on the board. So, it's like November 21st. >> So, if you happen to be heading East River for deer season on the 22nd, it's right on your way. >> I'll do it. Sure. >> I just thought you were heading that way. We'll >> shoot a deer. Eat turkey. >> Yeah. >> All right. Um, sorry. We would need a motion. >> Oh, no. It's just a point of person, right? >> Okay. >> Um, the first reading on lunch policy EF seemed to amend the policy that was
022adopted on January 16 of 2024. Um, so Um, you know, you had some points on it, but did did you want to say anything before? >> I I can get into it. Um, >> this was the one that you adopted in January of 2024. So, our food service application that we have to do annually, this policy addresses how we have to answer it. So, we needed more clarification. In 2018 when we had our administrative review, this is pretty much I mean we added more language to this. I just incorporated the one that um Simly in uh January 2024 incorporated into this one. So um that's that's why we need more clarification. Um see I I think I might have missed this. Um, do I see in here where it's it says that our original policy
023says that students will not be denied a lunch. Um, do I see in here where it indicates that as well? >> Yeah, because that language was was kept. >> It's in the first paragraph. It says, "Students will not be confronted by school staff about outstanding lunch balances and a student will not be delighted denied a lunch due to an outstanding lunch balance." >> Okay. I have two points um that I would bring up for this purpose. Um one, I really disagree with us not allowing students to purchase seconds because they have negative balance. I understand the concept behind it, but I also think that a lot of times our students with negative lunch balance are probably the kids that need it more. Um, and so I I really struggle with the concept of us not
024allowing students who are hungry to not go up for seconds. Um, so there's that or or indicating that they're hungry, why they want seconds. two. I also have an issue with it be 1 2 3 4 5 paragraph six where it says that may progress to using the courts. Um I I disagree with using the court system to try to get some of that funding back. I understand the concept behind it. I understand that, you know, we, as much as I disagree with it, um that we're not in a position to be able to offer free lunches to everyone. Uh I do struggle with that language being in um this policy. And I would also go back to that 2019 conversation where the discussion was had about, you know, turning over accounts to collections. And
025um I found a couple of our phone address um bill how the public felt about it. And Tim, you were on the board at the time, so maybe you can address that a little bit more. But I I remember as a resident, um, you know, people being a little bit, uh, upset at the idea of us sending school lunch accounts to collections at that time. Um, and I feel like that's kind of the road we're going down with this particular policy if we don't make some minor language adjustments. Would you speak to that? >> Uh what do you think the option should be? Because we do send letters and there's no I mean we get no answer from them and their account just grows, right? I you know my biggest issue is just the fact
026that it says that progress to using the courts. I just I disagree with it. I understand that it's probably not something that's going to be changed, but I also want to voice my opinion that I think that we shouldn't be using the courts to get money back for lunches. So, you shouldn't even kids general pay for that. That's what it's got to be at the end of the day. You know what? You do have some families and it it's addressed in some of these articles that I found about it being those smaller balance amounts. If it's those smaller balance amount and I guess that would be the other piece of it, too. And I don't think it's anything that needs to be addressed specifically here. But I think that, you know, if it gets um
027if it's below a certain amount, obviously, you know, you're not going to turn it over to collections and then if it exceeds a certain amount, then um that's where you're going to be looking at that. I would assume, at least that's kind of what I'm understanding based on um my own reading that I did. But I just I really struggle with taking families who are already struggling and now let's send them to court because they didn't pay for their kids lunch. >> So I like I agree with you, Lexi, that it's just really leaves a bad taste and that these are some conversations we've had internally at the administrative level that it just leaves a bad taste um taking people to court to get a lunch balance paid for. Um but I I think that
028there are cases where it is appropriate and by a matter of practice what we in fact in the last several years and of course that's why like that's why I think our outstanding lunch balances are like isn't it something like $30,000? It's >> about $20,000. >> Okay. And it's um it's kind of a big load there. Um, I guess I haven't, you know, like like our policy in the past, you know, this had been our policy until we updated with the more a bridged one. Um, and then even since then, like just I guess I've never taken anybody to court since I've been here over these. But also, I I have to ask myself, am I too am I being a good steward of of the taxpayers dollars? Um, and as a matter of practice,
029uh, we've had a lot of discussions at the admin level that if a family is willing, like when when we make when the principles make that phone call, and I guess you you guys have heard me say this several times, maybe I should Do you know where I'm leading you? Do you know what I'm about to say, Jay? Say it. I don't >> that we're willing to work with them if they're willing to pay. I think that's the like like we we just tell these guys over and over again, hey, when you make that phone call and it even says in the letter like in the lawyer letter that they get like like if if you are willing to work with us and willing to communicate with us, we'll be very forgiving and and and
030we'll work with you. Um, yeah, if somebody is trying to make payments on this thing and even if they're even if they have a huge, you know, and we do sometimes give people with like a $500 balance, $1,000 balance, >> 2,0002500 and there has been no payment made for three years. But but if we have somebody like that, even if they have a big payment, a big balance like that, but if they're giving us if they're making a payment and they're making a good faith effort, like like we're not going to keep harassing them like like as long as it takes, we're willing to kind of float them that way. But we've also had some families that that more or less flaunt it at us that well, you're not going to do anything anyway. And
031so, >> and I know that there's been in the past there's been students who would qualify for free and reduced lunch, but for some reason the parents don't apply for it. >> How often is that an issue? >> I have made calls because we have the 30-day grace period. If they filled out an application last year, they have 30 calendar days. So, it was up September 25th of this year. and I made calls and they I'm not going to fill one out because they my child packs lunch every day. So, I mean, that's the response you get, but I don't know what to tell you. I mean, we have families that pay, you know, where they these emails go out weekly. If they have a low low balance, they make payment and then there's just
032those families that continuous calls to them and there's nothing and even in the first policy it leads that you know your doctor before it sleeps on that as well. So that's one that's what's in right now >> in pulsing out, right? Like I said, I mean my main deal is um I just I understand that we're not necessarily um in a position where we can just quote this forever. But at the end of the day, I think kids need to be fed. I love that our policy specifically says that we're not going to deny a meal, but at the same time, I also think that, you know, let's look at the kids that are in this position, you know, and let's look at um the situation. If you're dealing with a family that has other
033things that are probably more important than paying a school lunch balance going on, um I think that using the courts to try to get back that money is >> well. And I think too, Lexi, I think that if you know when we make that contact and if those parents kind of tell us their situation, I mean, we've, you know, we all have heart and and we're going to work with people on that. Um the other thing is you know about like the seconds u I you know ultimately we'll do whatever the board decides to do the policy be what you guys decide but I I will say this I think that that's a pretty standard procedure um to just to not let them buy allocard things not let them buy seconds but if but if
034a kid comes up and gets a meal whether they can pay for it or not we're letting them have a meal and then they can go back to the salad bar as many times they want that's pretty unlimited. if they're still hungry, they just can't get the main entree. They can go back to salad bar and get as much as they want if they're still hungry. >> You know, some people don't know what it is to be hungry. You know, I've had I've had a time in my life where, you know, I was pretty hungry and and if somebody would give me a free apple, I boy, I would take that, you know. And I I think I think that our policy and our people do care for kids, >> but and your point is
035well taken. But >> I have some questions. What is your time frame on >> I We're not in >> You're not taking questions. >> Well, it's up to the chair, I guess. Um what did I >> I think it's bad practice to let the public chime in. >> Okay. So we have to wait until after administrative reports and we can do public forum. >> That's okay. >> Okay. Same question. >> I think I think once you start doing that then your meetings are just >> totally worms. >> Um and the reason I bring it up is I just I struggle with that concept. I understand that the district needs to do what the district needs to do. um that way. But that is I' I've always disagreed with this. Amber and I have had that
036conversation well before I was ever on the school board about my feelings on that. Um and that's my entire issue is with >> the the idea of it potentially being taken to court. Like I mean taking somebody to small claims over a lunch bill. Well, I think I think if you don't I'll just say I'll just say this and like I said, whatever the board decides is the policy, that'll be the policy and we'll we'll gladly carry that out. Um, if you don't have it in policy, then it really ties your hands. And I think the way it's written is that it may be and as I say, you know, I've been here five years. We were we haven't in that time taken anybody small. So, >> and we did have our lunch balances paid
037down to zero >> and now they they they're back up there back up >> and >> well that was part of that got paid down because there were some organizations that help pay >> it was in the paper and we had several um donations and we still get um angel farm donations to apply to the accounts as well >> and I think if we you know and I don't as far as the core goes I think doesn't hurt to have that tool in the tool if you want to use it knowing that we'll probably never use it but that it's there. But I think it'd be good to, you know, if if organizations and people know that we have this issue like we did last time, people are willing to come forward and help out.
038And I think sometimes it we just need to make that known >> that we have a $20,000 lunch balance that's sitting there. But well, part of my issue with that being the language is that okay, maybe no one here is going to actually, you know, go that route. But what about when we're no longer here and that policy is still there? It enables it. >> Kind of like at Walmart, do you take your shopping cart back if nobody's looking? No, I'm kidding. Of course, I I just Sorry. So, I mean, and like I said, I mean, I know we're not taking action on this tonight, um, but I wanted to make my feelings on this particular issue clear. Uh, most of the language in it I don't have an issue with. The part I do
039have an issue with is the courts. Would it would it uh would it help if it said something like to the effect that um that the district may um like the district may pursue um I don't know is there some other language that would that would suffice or >> is there any circumstance that we would go to court? I you know I can think of some and I and I you know you got to be careful not to use any identifiable one there there was a case that was pretty uh we felt pretty egregious and we didn't take them to court but we that was one of the like one of the ones that's like yeah this person probably should go to court and then eventually they they did come pay it. Um but I
040yeah I think that there uh there could be some but really like like we try and exhaust all other efforts and really work with people. Um >> so then when they graduate I mean when they're seniors their account their balance has to be paid off. >> Amber Amber would like to speak. >> Oh >> go ahead Amber. >> Hey guys. Um, I just wanted to I mean I know where Lexi's coming from, but when it comes down to it, the policy says may we have the choice if we do it or not. Um, I think policies are in place for a reason in case we have a situation that comes up, but in this case, it's not saying we're going to. It's just saying we have the option to. >> Yeah. And that's what I
041feel that way too of that we have to have that policy in there to cover, you know, if we do need that at some point. And Lexi and I discussed that that sometimes sometimes we agree to disagree and it's okay. >> Could some language work that say something like uh delinquent balances on meal accounts? uh the district may seek legal remedies or is that basically saying the same thing? It's >> well I think that line up here where it says may progress using the courts um you just maybe want a different word than courts like using legal action. I'd have to think on that a little bit. I mean I think that legal remedies um is essentially saying the same thing. Um, but I think that, you know, with your wording, if you want it
042to essentially indicate the same thing without state courts, you also don't want it to be so big that it's not enforceable, >> right? >> Um, I'd have to think on that one. >> Okay. >> But I just, like I said, >> kids need to eat. >> That's my bottom line. >> I mean, kids need to eat no matter what. And it does eat, >> right? And the other thing I think that this policy really what we really try to do with this policy is separate like like we try and make the lunch bill a parent problem, not a kid problem. >> And I agree with that. >> We do say in there that we're not going to turn away a kid. And there have been school districts that >> that have shut off that pipeline
043or they'd say, you know what, you can have a peanut butter sandwich. Like we're not doing anything like that. We're not trying to humiliate kids. Um, we're really it's it's not the kids' problem if the parent can't pay lunch bill or won't fill out the form to apply for the free and reduced or it's not the kids problem. So, anything else? No. Okay. So, anything else on the line policy that we didn't the first reading? >> Okay. Okay. So then 47, administrator reports, superintendent report. >> Okay. Click through. I've got a few things here. So, uh, Amber Deers and I met with some folks from the Deadwood Chamber as well as the mayor of Deadwood and and we kind of talked about, you know, we've got some some and and we we talked about that
044I think in our last meeting or in the strategic planning meeting maybe it was uh where there seems to be a little I don't know if I if friction is exactly the right word but but just scheduling conflicts with people that nights next year and our start date of school. And I think there's some misunderstanding that that's that some people misunderstand that that start date of school is kind of an arbitrary thing and uh you know so when Amber and I went and met with those folks uh we talked about because nobody wants to have open container in front of the elementary school when school's in session. I I think everybody agrees on that. The chamber agrees on that, the business owners agree on that. Um, but then also they have, you know, it's their
045livelihood. They they have businesses to run. Uh, we also have a school district to operate. So the initial ask was for us to move our start date of school back a week or even till after Labor Day uh because the way the calendar is being pushed the Sturgis rally is being pushed back a week and then if they don't push pool deadwood nights back they'll be back to back and it creates a little bit of a hardship for city workers and for um hospitality workers and so that that's kind of the rub and we had a really good meeting. was really productive. And one of the compromises that came out of that was um perhaps uh they well not perhaps I think they agreed to do it uh I think on like Tuesday, Wednesday, Thursday
046of Cool Deadwood Nights, which would in 2027. I think that will become that'll be that'll be the first week of school as our calendar rolls over. I think next year um it's it's not our first week of school is going to be before school debit nights, right? Is that the way it sound? >> Yeah. >> Y >> So anyway, they would push the the start time of open container back to 5:00. So 5 to 10 with open container rather than 10:00 a.m. or noon. Uh and then and then they would really like to have Friday um to be able to still have the earlier hours. Uh, so we talked about in 2027 maybe we could adopt a calendar that would have either a noon release on that Friday or maybe don't have school that Friday.
047And we've kind of talked too internally that uh having a shorter school week that first week might be an okay deal. So and and I don't want anybody to misconrue this as me saying this is what calendar is going to be because we've got quite a process we go through with that. Like one way that could look in 2027 is maybe inservice on Monday and then Tuesday, Wednesday, Thursday are school days and Friday is a day off and then like the following Monday would be Labor Day. Is that right? >> Yes. >> Okay. So that would give like Labor Day would be like a 4-day weekend. They could have their open container earlier. U kind of everybody's happy that way. The other thing we talked about is could you just move the sign on that
048side of the street instead of having welcome to Deadwood Elementary >> open container at 10 a.m. >> like the signs are literally one in front of the other cross >> and they were kind of like oh yeah like maybe we could put it between the Franklin and the school like hey there you go that'd be great. So, you know, it was like I said, it was a productive meeting and there were some things and even like today I was at the chamber meeting and I kind of got, you know, we were talking about this issue and everybody said, "Yep, we had a great meeting. We kind of agreed on some things and then we had another chamber member bring up, you know, like we need to go back to starting after Labor Day. Why can't
049you just" And then then this person said, "Well, do you have any do you have any research that says it's better to start when you start and I and I just I said, "Well, no, we don't have like any peer-reviewed research on that." Just like if we would ask these business owners around this table, you know, why don't you just close your bar at midnight instead of 2 a.m.? Well, we don't want to do that because we'll lose revenue. Do you have any peer-reviewed research that will say that? Well, no. It's operationally there are some things that you know work well for your operation. And that that was kind of the analogy I used. And um I I think I think it connected kind of went okay. So I guess my point is we're going
050to try and collaborate a little more with the chamber and with the city on some of those things, but I think we've also kind of made the point that the school kind of has to do what is best for student learn. And that that's what the way we're going to operate. But if we can make some tweaks here and there um that would help us work together, we're willing to listen to that, willing to do that. One thing I would like the district to consider, and it's not I didn't make any promises, but I know like the meeting school district adopts a two-year calendar. and like the the chamber thought that that would would be kind of helpful if we would adopt a two-year calendar then they would be able to plan and forecast and
051I said we can certainly talk about that and I kind of explained them to what our what our process is and and that kind of thing. So >> any questions on that? I wonder if I they want this, you know, idea research and starting earlier. We know we don't have the research, but I wonder if we couldn't use something anecdotal like, hey, you know what? Um, this was our average test scores taking semester tests after Christmas break versus last year when we went to doing them before semester test breaks, >> you know, or I mean before Christmas break. Did that increase our overall test scores? Because that could also explain to everyone this is why it's important to do our testing when we do it because it's about our kids. It's about their learning and
052their performance and examinations and you know grades. I think that's some data that we definitely need to look at >> where I'm a little cautious about bringing that to that conversation >> is because then that kind of opens the door that now we're bartering about how the school does our business. Like I don't walk into Saloon 10 and tell them when I walk into Saloon 10, I maybe order Coke and that's it. I don't >> I don't tell them how to how to serve it or when to serve it or >> you know, >> put six ice cubes in there. >> Yeah. I think that we I I don't think we want to open the door to debating and of course it's a little different because we're a public entity. >> My thought process with
053that is, you know, if you're going to sit there and try to pull this with us as far as, you know, well, you guys get to start later because that's what's more convenient for us. Well, we're also trying to take our students into account and many of those students have families that work in the hospitality industry as well, you know, um and they also uh you know, your kids are being educated here too and we want to give them the better opportunity, >> right? >> You know, for success. And another thing that is really hard, like you don't really need a study to to argue the point is like at the high school when you have semester classes and you have a a American government class in the fall semester and one in the spring
054semester and they're the same class, you know, you're offering it like some kids take it in the fall, some kids take it in the spring. Well, already we have a disparity of of 10 days between the two semesters. If we push our start day a week back, then that pushes our end date a week back. So that takes five days away from this semester and adds five days to the other semester. I think according to my math, that's an additional 10day disparity. So now we're going to have the same class for the same credit, teaching the same standards that is one of them's 20 days longer than the other. That's a month. there's a month of school difference in those two classes that are supposed to be the same. Um I >> Well, maybe that
055would be the conversation that we have instead >> and we did share that. >> Yeah, they were really receptive with that. They uh they kind of had that education background for a couple of months. They had like a teaching background to understand how important those classes were. So they >> Yeah. And I do want to stress that it's like and I get a little fired up about it because I it's something I really believe in, >> but I really want to stress it was a good cordial meeting, >> right? >> There was a lot of listening on both sides and so >> um and then also on the Deadwood Events Committee, this is something that came up from conversations I think with with the Ambers and with Lexi. You guys brought up having a um
056having a representative on the Deadwood events committee. And so we're going to cover that now every month with either Amber. Um Zach or I will attend those meetings every month. So we have presence there. And we kind of like to make Zach go a lot of the time because he's really tuned into the events and the calendar >> uh more so than than I am. You know, Amber's tuned into everything. So um I guess I'd be all right, too. One of us three will cover those meetings and and they're really receptive to having that voice here. One I guess this is kind of a fun one. You guys got this. See like we can I don't know where we hang it. Maybe >> we're gonna have to get >> and so congratulations to our board
057and uh you get that gold level award uh based on and you can see not all of them are gold but most of them are gold and the different levels you know there's gold there's silver and then I think there's just brown uh just the wood no but I know there gold and silver and that's based on your board's participation in uh educational opportunities and that kind of thing. Congratulations to our board achieving the highest level of gabble with associate school boards. Um, our culture and branding committee is kind of working on something and Jamie and Zach and I kind of working on um like a district update mailer that we're going to send out to uh to our patrons. And it's a little bit it's not really a recruitment type letter, but it's more
058of a just an update for our taxpayers, for our patrons, people that may not necessarily have kids in school. kind of telling some of the positive things that are going on and a little bit about just some things about the school, what our budget looks like, some things like that. So, that should be coming in the next what month and a half or so >> hopefully. Yeah, in the next >> hopefully before Christmas time that'll get mailed out. So, kind of watch for that. Um, and then I've got a little little lengthy update on our land use committee. This is I apologize. It's going to take a little time here, but there's kind of been a lot going on. And so, go ahead and pull that up on my computer. So, I have my notes.
059And I guess one thing, you know, it's really exciting uh working with this project and we've had um we've had a committee of some very involved uh community members and people that are in kind of the uh a variety of industries, construction industry, housing industry, uh you know, Emma from the uh the uh e economic development has been a part of that. Um anyway, the the committee has really studied ways to utilize the resource of of the school land uh to to help some of our staff housing shortages as well as our um you know maybe our enrollment issue with uh lack of uh reasonable or available housing. And it it's been really tough. There's I'll I'll go through kind of some of the things that the committee has accomplished and then I'll also kind
060of go through maybe some what some of the next steps are as well as maybe what some of the barriers have been. And so one thing I guess I'll say and this this became evident today. We were up there, um, Bill and I had a meeting with, uh, some folks from the city because we were looking at, you know, how feasible could some of the, uh, utility connections be on some of that land. You know, it's got some challenging land. And so, we're up there going through some of that. Uh, we had some people from Terasite Design. One of the guys is a civil engineer in there and kind of going through all that. Then we had some neighbors, people from the community stop by and kind of join our meeting and they gave us
061their opinions on and and basically uh yeah there we've had a lot of positive in a lot of positive feedback. Uh people are glad that we're doing this or that we're pursuing this project looking into this and hey it's really a need. Uh, and then there are some people that live right in that area that don't want any additional houses in their area and they feel very strongly about that. And so I guess as I want you guys to I always want to be transparent with the board and with everybody and I want you guys to think about some of that stuff because there will come a time where we've got to kind of decide, you know, if we're going to put some resources into this and we're kind of getting to that tipping point
062where to really move forward. We we do have to expend some resource and we'll have to expend some resources there. Well, the the question will be, you know, do will we believe in the project enough um to face the people that are unhappy about it. Um you know, because it feels pretty good when everybody tells you you're doing a great job and it's a great idea and all that. Well, that's not everybody's opinion. I would say probably in the community from from what I've seen that's probably a majority opinion but I think you know honestly there are some people that you know it impacts their neighborhood and they they have strong opinions. So just kind of going down a list you know what's been done so far. If you recall we we formed a committee
063a couple years ago uh to study the problem make some recommendations. Um, and again, the main problem is we've got over a third of our staff that live outside of our school district. Okay? Um, and nothing wrong with that. You know, it's it's free country. People can live where they want to live. But I think we have a number of those people that if they had the option, a more affordable option would probably live in the district where they teach or work. Uh, also along with that, um, we've experienced, uh, and this is kind of anecdotal. I don't have hard numbers for you, but the principles can either say I'm full of baloney, or they can say, "Yep, we've experienced that." But we've had situations where we've offered employees contracts. We go through the interview
064process. We get it down to this is this is the person will be the best teacher uh for this position, offer them a contract, and within 24 hours they call back and say, I well, I started looking at real estate. I can't I can't afford to live in your district. There's just no way, you know, and so the problem the committee has started to look at is if the school had somewhat of an inventory of homes that we could rent to these people. um to kind of get their foot in the door cuz I think we all agree that if you really want to live in lead or deadwood and if you're patient you can probably find an opportunity but when you have to find that opportunity in the next two months before your job
065starts that maybe isn't sometimes enough time. So, if we could have an option that we could that that's attractive, we could rent to people as we hire them and maybe it's a year, maybe it's two years, but so they can get uh get their foot in the door and and find an opportunity to live in the community. Uh also, we believe the committee believes if we could just increase the overall housing inventory um at a reasonable price and it's just so far out of whack. I remember when I bought my first house uh 30 years ago. Um it was I it was $100,000 and it was just two blocks from Mckennon Park in Sou Falls, which is a pretty pretty nice neighborhood. And I remember like like some of the older adults in my life
066were like, "How in the heck did you buy a $100,000 house?" Like I'm like, "Wow, things are going well." Well, you know, I make I make almost 20,000 a year, you know. Yeah. I don't know. But, uh, so now it's hard for us to wrap our heads around some of these numbers that are out there right now. When we start talking about affordable, reasonable housing, and we're talking about a half a million dollars, uh, for a family, a two-income family, it it's it's hard to wrap our heads around that, but that is where it's at, and that's where it's heading. And so, uh, those honestly are some of the price points we're probably looking at. Um, anyway, uh, so, so committee was formed to study the problem, make recommendations. Uh, the committee vetted potential uses
067and ideas for the school district land, uh, to meet specific goals. Uh, and that is, uh, we don't want to increase the inventory of, um, vacation homes, uh, or short-term rentals. That that's not really what we're looking to do. We're looking to um increase the inventory of homes for school employees and families that would potentially have kids in school. Um the school board set a direction for the potential use of land. You might be saying we did. Yeah, we did. Uh board also gave guidance that it does not want to just sell the land or dispose of the land uh unless there's strong and reasonable assurance that the sale will substantially impact staff housing uh and student enrollment uh and boosting the housing inventory. I think I think that's kind of been the the will
068of the board even as the board's turned over a little bit. I think we've all kind of agreed on that that yeah, we could maybe do something with that land if it's going to do this, but if it's just like we're going to get x amount of dollars and then it's going to be more vacation homes or whatever and we're not really interested in that and we can just sit on it if we need to. Um the school board has agreed to explore the sale of 2 to 3 acres of land uh to Black Hills Energy for a substation up there near the water tank uh that would serve this potential future development. And really we're being told that would also serve uh existing customers uh for more reliable service. And Tim, you know kind
069of how that works. I is that sound like that's an accurate statement? >> I would say so. Yeah. >> Yeah. Okay. um proceeds from the sale of that land of the substation could be utilized uh to take on some of the design or site work that we're looking at. Like for instance, uh doing some surveying that we've kind of got that lined up and we've got um money in the current budget um about $50,000 and we're hoping not to spend all that. But uh anyway, we in the current budget to get the surveying done that we're doing, but then also that land that could be sold to Black Hills Energy could offset some of those costs or even some future costs so that it's not just a constant thing on the taxpayers as we as
070we work to I guess the other thing I would add too is I think the importance of exploring this and in the end we may decide this isn't the right thing to do but I think the reason we're exploring this it kind of it goes to the viability of our school district. You know, talk about uh our decline enrollment. Uh we talk about some of the difficulty just in general in hiring staff, not just our school district, but everywhere. And I think that uh you know, if we had done this, you know, if we' had a crystal ball and we did it 20 years ago, um I think our district would look a lot different now. Um but the the old saying is the best time to plant a tree is 20 years ago. That's
071kind of what we're looking at now. Um school board and administration has worked with the city of lead to annex the entire property. We have that done so it's all within the city limits. Makes it a lot simpler than some in the city, some in the county. uh land use committee explored options for for developing that land through an RFP to developers and we kind of found out that and that was really good um in kind of solidifying what our goals were, what our approach was going to be to this and in the end we kind of figured out that RFP thing just wasn't because at the end of the day we have to sell the land to the highest bidder and uh regardless of what other criteria we have. That's what the law is.
072Um, we've had a master plan drawn up by Terasite Design. They did a lot of inkind work or a lot of uh I guess I'd say proono work for us for uh designing a a master plan with uh 54 plus lots uh proposed roads, proposed utility hookups and all that. So, we kind of have a master plan that developer could use to take it to the next step. uh the administration school and a school board representative to work towards uh doing a boundary plat and that's some of the surveying that's coming up. So, like I said, we have money budgeted for that in the current fiscal year and that's kind of in the works and getting scheduled right now to get that boundary plat set up and and there's going to be different phases and
073and one of the big things uh that we'll talk about here. We got challenges and obstacles. uh the the big picture thing of doing 54 different lots and all these roads and all this stuff in there um might have to be on hold for a little bit and I'll get into a little more of that here just shortly. Um and then we've also uh worked towards in in in addition to that boundary plat uh preliminary and final plat for a number of lots like six to eight lots initially that could have houses on them in the next two to five if we would take those steps and those would be some of the um some of the immediate staff housing needs. Um and then we've also drafted covenants uh that are going to be uh
074recorded on the land and that's going to be kind of how we the mechanism we would use to ensure that um the land gets developed per our wishes and you know keeping the vacation rentals out of there and making the type of neighborhood uh that's going to be conducive to families and and staff members. Um and then we've also pretty extensively explored um options for utility hookups. Now I'll talk about like a little bit of the challenges we've encountered. Uh in addition to the RFP thing kind of not working out. Uh, another big challenge is um, you know, we had thought we could get that like say in the next six months or so, um, to a place where we could put it out for bids that we would have the covenants recorded on it,
075the developer could come in and buy a section of that that would be, you know, I think on the latest map it would be like track four or something like that. one of the tracks that would have like 50 some odds in it and they could start developing that put in the roads and what we found the biggest problem is getting a sewer system to work like where we had initially thought there's a lift station down um right by Jacob's Welding and that would be a logical place to gravity feed everything down to that lift station and I think the sanitary district is saying that lift station I guess we didn't know that was it's 50 years old and it's kind of at capacity so it would take a substantial upgrade there. Now at some
076point somebody might upgrade that they might upgrade that at that point it might be game on for the rest of this but for right now we don't have a place to go with that. So where we've pivoted a little bit is okay, we can't, you know, we can do what we can do to get the big thing platted and kind of ready for a developer, but with with that big utility issue, I don't know anybody's going to bite on it right now, but we can kind of get it ready. And then in addition to that, there are some areas where we've got some lots that border an existing street and some utilities are already there. like along Greer Avenue, you know, if we put some houses along there and it's pretty steep. You go off
077that curb, it's pretty steep down there, but there's already water running right along the curb. Okay, so water's right there. Um, could we perhaps get that get the sewer system to gravity flow down and connect at Mountain View down below there? And that's kind of right now what they're looking at some of the viability of that. And uh it's um again that's where you might get a little bit of push back. Like we kind of look at that as lowhanging fruit, but that's where the next say in the next five years you do one a year, you could get five houses in there. Pretty decent houses, maybe a half a million dollars a piece over time. We're also looking at up towards the water tower up there. There's there's some area that we're looking at
078doing a a preliminary or doing a plat of one large lot that could house like that could hold like three to four call them we're calling them tiny homes but about 400 450 square feet with a little garage with it. Uh, and those would be built by the school district, could even be built as part of a building trades curriculum, like say do one a year on those and those would have a shared septic system and uh those could be and they're they're just they have really a beautiful view. But the idea would be like uh if you have a a young single teacher coming into the district, they can't find a place to live. Hey, we've got a place, really nice place. We rent you for, you know, set amount, whatever it is. Uh
079for a period of time, and I think that could be really an attractive drawing card for those teachers. Um, so anyway, that's kind of where the thing is at. And some of the next steps are getting those preliminary plats done. Uh, getting some of that ready and then coming back to you guys. Uh, and I can give you a written summary of all this stuff. And I I didn't want to print it out for you today at the meeting because just quite honestly, I got pressed for time and I I don't I didn't want to print out something that might have grammatical errors and just different things like that. So I can I can give you a summary here in the next few days. >> Are any of the lots done multi? >> Um no,
080>> but like some of that would be part of the plan. That's a good question. So uh part of the master plan has that and I when you say and I guess maybe Amber could help with this a little bit. She's really savvy on the don stuff. He dropped off. >> Oh, okay. >> Yeah. >> So, there there's no zoning that would preclude like a multif family thing. Like I don't know that we're going to go up there and build a big apartment complex. We might do like a duplex, triplex, forplex, something like that on some of those. And in the master plan, there is some of that already there. And like there's uh definitely some plan for like like a town home situation. So, >> have there been conversations? I assume there have been
081conversations with the city of the me as far as water >> extensive. Yeah, water is no problem. There's there's plenty of water capacity there. Uh because the water tank is up on Lost Irishman Road and the and >> I guess my concern is would we be taking on that um responsibility for getting water where it needs to go or would that be a Well, like it kind of depends what what you're talking about. So, with any of the utilities and really the water is pretty cheap. Uh the sewer is the bigger concern. Okay. But with any of that, so like if we're going to build a house on Greer Avenue, for instance, and the school's building it, we're going to own it and we're going to rent it to a teacher, maybe a principal, you
082know, something like that. Um, yeah, if we're building that, we would be responsible for running that from where it is now to the house, >> right? And that's not the situation I'm thinking of. I'm >> Yep. the big development that would be on the that would be on the developer. We've got language in the covenants that also spell that out that the developer would put in such infrastructure to serve all of the lots in that development. Yep. That that's a good question. Um and you know like like the the folks at the city of Lead like like for sure the city employees and I would say to a large degree the council and the zoning board they all seem pretty amenable to it. You know there there are some questions some concerns. Um, like I
083say, the the people that maybe raise objections are people live right by that. I mean, that's pretty typical that we all would like to have an unobstructed view and not have any neighbors, no close neighbors. I get that. And then I think it's important throughout this thing that the school district tries to be good neighbors. Well, at some point we might do something that not everybody loves. Uh but the we're not out to just ruin anybody's day either. >> That makes sense. Any other questions on this? >> I think you got it on. >> Okay. Sorry. I Yeah, I just I know it sounds like a ramble and that's true. It's fair, but there's just a lot a lot going on. So, okay, that's that's all I have. >> It was It was pretty short
084except for the one item. >> The one item. >> Okay. >> So, food service food food service. Sherry. >> Oh my gosh, I have so much to talk about. [Music] >> Um, just a few things. I mean, it's been going so good. I love my job over there. It's so fun. I mean, it's got to be the funnest place cuz I don't have to teach them to be smart or anything. I just feed them and everybody likes to eat. Yes. Yes. And um you know, has been a few things. I mean, I'm sure you guys have heard about like trying to get everybody to fill out the um free and reduced forms. And so we tried that at the beginning of the year trying to kind of take the stigma out of it, you know,
085tried to just get everybody to fill it out. And we did get a lot of forms. We don't know what the the whole end thing will be yet till the end of October and then it'll kind of all come together. But I think we did a pretty good job. We got a lot more applications than we have in the past, but we'll see how that all turns out. Um, we do have I've gotten a lot of compliments. I haven't heard anything bad yet, but I'm open to that, too. If anybody hears any bad stuff, let me know. I'll try to change it. Um, we do have our numbers are up. I mean, considering that our enrollment is down, we do have kids more kids eating. Um, what else? Um, we have some new stuff that
086I'm trying. We do have a day that the the chefs have a choice. And that meaning like if the kids come up to me and say, "Are we ever gonna have this that's not on the menu?" I can put that in. Or like if I need to get rid of something or there's a sale on something, I can do that. And I did put out a where the kids can pick a choice. I put out little slips and let them sign up for something that they wanted to have. and I put that on the menu for their favorite and I'm going to do it down at the elementary also. And what else do I have? I've got um you know, my little junior chef program is going to be starting. The teachers get to pick
087who is you know up on their grades or has good behavior or however it works and they're going to get to come and help out in the kitchen. And I'm also doing a lunch leader, inviting someone from the community to come in and help serve lunch and see what we're doing. It I think my first um person is going to be Dr. Pearson's going to come down to the elementary and serve so that the kids, some of them already know him, you know, before I bring in someone else, you know, like the mayor or, you know, the president of the school board or the vice president or, you know, so you guys can come in and see what we're all doing. Um, my favorite thing, and you know, the I don't know if you guys
088have walked through the lunchroom. I tried to make it a little homeier and you know cuz that's their fun time to kind of relax and visit with their friends and you know that kind of thing. And I do have pictures of my lunch on my phone so anybody can look at it if they want. And my new micro greens. Not everybody knows what they are so I brought some tonight so you guys can try them and take them home. The leftover ones. Um because I know some of you know what they are. They sell them at blinds and all over the place. And there's a little QR code that you guys can take a picture of. And but everyone should try them. They're so fun. And we put them in the salads. We put them
089in our rafts. We But I mean, and this is what they look like. They they uh have what they are. >> This is all the varieties you have. >> The varieties that I serve. Yes. And like she brought these on a And look at them. They're fun and they taste so good. There's peashoots, there's um cabbage, broccoli. I This is the kids' favorites. And I serve them at the elementary, too. And I'll just um open them up and you guys can try them. Sunflowers are their favorite. >> That's my favorite. >> That is the kids's favorite. Broccoli. What's the other one? Cabbage. But look at them. They're so fun. So, you get these from the people in Deadwood? >> Yeah. Um, they grow them right out here on tub. >> Yeah. >> Look at how
090cute. >> And I've got little um containers and you guys can basically >> She puts them in everything. >> Yeah. Everything. >> The kids love it. >> Kids love it. >> The kids love them. Like the elementary kids especially, they get we put them out, they'll take them all. >> If you had one that tasted like pizza, the middle schoolers, >> oh yeah, we put they put them on top of the pizza and Yeah. >> Those would be good on pizza. They're good on hamburgers. >> Yes. And you know, some of the restaurants in town already serve them and the ones that weren't found out that we were serving them at the school and they're doing it now, too. So, yeah, they're fun. >> Yes, >> I'll try to You can smell them. >> I'm
091just going to use the same. >> Yeah, that looks easier than it does with all the I was just >> I give you a hand. I'll >> Yeah, you do it. all coming. >> You guys try to figure out what they are. You can just reach in and grab because I and then you guys can take them home >> tonight what's left cuz I'm going to get um another batch. But I was like I always talk about these and I know some of you have never tried them. >> I've tried them. >> Yes. I got samples this summer and I Yeah. right outside of town. It's um is it Dan Elmer? Some of you guys know them. I'm dropping them all over the place. >> But it's fun. Me, too. >> Thanks. >> You go.
092You're feeding us. I know. >> Yeah. We're serving them. >> I was Oh, and the other thing us lunch ladies have bragging rights. We got uh best overall float at the homecoming. Um it was pretty amazing float. >> Yeah, the chicken float. >> I asked Sherry to wear a chicken out. >> I was going to wear that board meeting. I don't know. I'm >> I was going to come in wearing that. >> Then Sarah would had to take a picture and put her paper. >> Yeah. I'm serving salad tonight. So when everybody comes in with the cookies and the donuts and I come in with the micro greens. >> Yeah. >> Now this is also leading to discussions about potential future things with micro greens. >> Oh yes, that too. I should have brought that
093up. >> We want to do like green houses, >> stuff like that. >> Yeah. Was that radish in there or something? >> There's a radish one. >> Yes. I don't know if you have >> Yes, they are. >> And then you don't even need to put dressing on your salad because it's got such flavor. >> Next thing you know, you're going to be growing micro greens in the classrooms. >> Yeah. Yeah. >> Well, if nobody's going to taste them, I'll take them. I think I am. >> Mr. You're the middle schooler that >> students are good by gone. Mr. Beagle eats them all the time. Tell me your buddy. >> Jay says her mom makes her eat them every day. >> Does she? Very good. >> Yeah. >> Oh my goodness. And I thought I
094dropped it off. >> Share. >> Somebody can have the whole thing >> here. Tony there. >> All right. Check it out. >> Oh yeah, >> that QR code and you can see the nutritional value of is unbelievable. >> Yeah, it was like 25 >> good. Did you get >> They're delicious. He packed right in. >> Oh, also we got 100% on our first um inspection at the high school. >> I think we're proud of them. I think that's about it. Oh, and I kind of named the um lunchroom or both lunchrooms. I've been kind of calling it the digger diner or digger dining. So, if you see that around, it's kind of it. But I've been having a blast. So any ideas you guys have, send them my way. I love it. >> Thank you.
095>> Well, thank you. >> If you have any questions, >> can I just report on something? >> Bruce Hens is going to start um the audit early. We have already sent him reports. They're not on site yet. They're still being um juggling between different entities. So he didn't want to come tonight cuz he said hopefully at the next he will come in hospital but like I said I have been submitting reports and stuff so they are working will be here soon I >> think that's it. Okay public forum Sarah did you have questions? I did, but my phone died, so I wouldn't be able to record what you told me. Anyway, >> you can write it down. >> Yeah, >> it's recording, Sarah. >> So, so the what would be a time frame, I guess,
096that you would take those overdue large balances to court. >> So, really, it's a two-part question. So, what would be the time frame? And then secondly, what would be the balance that would make the court costs worth the effort? >> Well, it would be I think it would be small claims court. So, I think the cost there is pretty low. And I just I you know, I struggle to answer this because obviously you're doing your job. You're going to print the answer to the paper, but I don't want it to sound like I don't want it to come across like you're not really gonna do anything. You know what I'm saying? So, I think it would have to be fairly egregious. Like, we don't have a set threshold, but again, if it is in the
097uh upper hundreds of dollars into the thousands of dollars and they're just making no effort to to whittle it down, uh then it might be a situation. But again, if if these people are at all willing to work with us, our our practice our past practice has always been uh to be pretty forgiving and and work with them. And you know, we've had people that say, "Oh, yeah, like like I just started a new job. I I'll get paid next month. I can send you $50 and then we'll kind of go from there." And then they don't do it. And you wait a couple months. You call them, they're like, "Oh, you know, like like it kind of goes through a lot of that stuff. That's that's not a real concise answer, but yeah, at
098the end of the day, we're we're a school district serving families and we're not legs. So, we're you know, we really try and work with people. That answer your question or not, I think as much as you're going to out there that wants to donate, >> right? Well, that was something I was wondering too is if efforts could be increase to try and raise funds for those overdue balances in the community. I like that you know um before Jackie Pearson of a story >> on the delinquent meals and honestly within the last couple weeks we had a former employee here with and her birthday wish was to have people donate to Angel Fund. So, we did receive about, you know, four or five checks um to go to the angel. So, and the person that
099asked me, she was, "Can I share this?" And the superintendent, he said, "Of course." So, I don't know who went on Facebook or what. So, um I do know that we shared. >> Oh, yeah. >> Eric, I believe it was you and I that had a conversation a while back. I know for sure Amber and I, Amber Deers and I have this conversation, too. um about uh different community based options as well. Um and this was long before this policy came up. Um this was probably been last spring that we had the conversation just about um community members who do want to give back and how can they potentially do that? And I've had those conversations just through my own work >> um you know about not only my particular work but also I've specifically
100brought up issues like this. I have not used our district as the example, but I mean, this isn't something that's unique to us. And so, this is something that I've had those conversations with other organizations in our area. Um, and it is something be able potentially whether or not people would choose to, you know, come forward and assist with it, I don't know. That's that's up to them, >> you know. And um a couple weeks ago I did get from Northern Hills Federal Credit Union. You know, they they gave us a donation. >> Could you ask for some of the parking funds from Deadwood? >> I don't know that you could because I do I I'd have to go look at it again. Um but I do believe you I think you have to be
101you have to be a nonprofit. >> I think you have to be a nonprofit for those months. Anything else? >> No, I'm done now. >> Well, thank you. >> Yeah. Anything else for anybody? >> No. Uh, our next meeting will be Tuesday, November 11th at 5:30 in the boardroom and want to recognize Shay before Oh. Oh, yes. >> So, Shay Allen, you are our new Are you our new student representative? >> Sweet. >> Wonderful that you're here. Thank you for coming. Is it okay if she shares a exciting bit of news? >> Yes. >> Go ahead. She >> go ahead. Before >> Oh, yeah. So, at the end of this month, I'm going to Washington DC because I'm the South Dakota state representative on the national student council board. >> So, it'll be like a
102bunch of people from all the different states and we're all going to Washington DC and we have a bunch of meetings and things. Um, one of the days we're spending at Capitol Hill and then there's another guy from Sou Falls who's going so he'll do a meeting with my grounds and then I have one with John Thoon and we're basically trying to push for the same funding for just public schools in South Dakota. So, we're doing that and then we also have just a bunch of speakers and stuff and that's at the end of this month. >> All right. Wow, that's really cool. Make sure it's on the credit. >> Okay. Anything else?