Well, good evening everyone and I would like to call this to order the Anoga Henipin School Board meeting for today, January 26, 2026. Please join the board in pledging our allegiance.
>> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
>> Our first order of business tonight is to approve the board agenda. Is there a motion to approve the board agenda as presented? >> We have a motion for approval from Director Duchaine. Is there a second? >> Second.
>> With a second from Director Erko. Any discussion at this time. Hearing none. All in favor say I. >> I. >> Any opposed say no. With four in favor and zero opposed, the agenda is approved.
Members, our next order of business is recognitions. This is our kindness poster winners for every grade level. And at this time, I'd like to welcome Tom Shaw, our director of student services, and Britt Oolen, our district school social worker, to
the table. >> Good evening and welcome. >> Good evening. Thanks for having us. Superintendent McIntyre, Co-Chair Hookman, Co-Chair Langfield, and members of the board. My name is Tom Sham, the director of student services. And
tonight, I'm joined by Brit Leen, district social worker, in recognizing the talent and the creativity of our 2526 kindness poster contest winners. Each year, the contest encourages students in kindergarten through 12th grade in a positive call to action to
counteract the negative impact of bullying and to highlight Anoka Henipin's core values of respect, responsibility, appreciation of diversity, integrity, and compassion as the basis of kindness.
>> Good evening, school board members and Superintendent McIntyre. Tonight, we are proud to celebrate the results of our district's annual kindness poster contest. This year's theme, My Vision of Kindness, challenge students at every
grade level to illustrate what a supportive and kind environment looks like through their eyes. After each school's building level poster contest, we received over 150 entries this year for the districtwide contest. Tonight,
as part of their recognition, each winner will receive a Kindle from the Horus Man Company, and their artwork will be reproduced and displayed across the district. We would like to thank the Horus Man Company for their continued partnership in our annual kindness
poster contest. Additionally, thank you to our school board members and Superintendent McIntyre for your support and recognition of our amazing student artists. Thank you to the teachers and families who supported these students in bringing their vision
to life. Students may come forward when I call their name to be recognized and school board members are invited to join us for pictures. Students will line up here to get their prize and wait till every one is called
so we can take some pictures. First up, we have for kindergarten, Landon Daly from McKinley Elementary. [applause] Next up in first grade, Brinley Jarvis
from McKinley Elementary School. [applause] In second grade, Gabe Zuk, McKinley Elementary, [applause] >> third grade, Maggie Pervvis, Oxbow, Oxbow Creek Elementary. [applause] Fourth grade, Liam Miller, Sunrise
Elementary. [applause] Fifth grade, Jenny Chen, Jefferson Elementary, [applause] sixth grade, Kira Davis, Oak View Middle School. [applause] Seventh grade, Matteline Parrot, Anoka
Middle School, [applause] 8th grade, Amelia Lynch, Anoka Middle pool. [applause] And finally, ninth grade, Fatima Muhammad Blaine High School. [applause] Put it >> goodness.
One year warranty. >> [applause] >> Parents, feel free to come forward. You come up as close as you'd like. Thank you. [applause] >> [applause] >> Thank you guys
very >> Let's give them one more round of applause. They are amazing students. [applause] Thank you to our sponsors as well. Thank you for their support. [applause] >> Again, congratulations. Thank you to the parents and all the all the folks here
to support these beautiful amazing kids. Thanks for coming tonight as well in this cold evening. So members, as we move forward, the next item on our agenda is our consent agenda. And as normal, members can
remove items for separate consideration and discussion if that's their desire. We'll wait a moment here, I think. Yeah. No >> right here. >> But we go to presenter.
>> Okay. Thank you. >> So, as as normal, uh members, we can uh move remove any items for separate consideration and discussion if that's your desire. So, is there a motion to accept the consent agenda as presented?
>> We have a motion from co uh chair or director Duchaine. Is there a second? >> Second. >> Thank you, Director Arco. Is there any discussion hearing? None. All in favor say I. I. >> I.
>> Any oppose say no. With four in favor and zero opposed, our consent agenda is approved. Our next item is communications, delegations, and petitions. This section of our meeting is a time for our
community members to provide input directly to the school board about issues that fall within the school board's authority. We plan about 15 minutes for each item. It's my understanding that there are no cards this evening.
All right, then we will move on. The next item on our agenda is the board calendar and I invite Superintendent McIntyre to share any thoughts and update us in important things we need to
know. >> Thank you, co-chair Langenfeld. I do have a number of items tonight, but I do want to start uh briefly just by talking uh about supporting our schools and our communities during uh these times of uncertainty we've been experiencing. So the events of the recent days and weeks
have weighed heavily on many of our school community and there continues to be, you know, a wide range of strong emotions and perspectives. And as a school system with caring staff who work really hard to connect with their students, we know that this is a an
unsettling time for students and families as well. Um many of them are doing what they can to protect their own well-being during during this time. So, we've shared uh many times our commitment to safety and belonging in an Okanopen schools and our mission
statement to effectively educate each student for success. And I know as a board um these are not just words on a page, but they're they're our promise to one another. And we've made remain steadfast in this mission through many challenges, but also also to make sure
every student and staff member feels a sense of belonging. And at the same time I want to communicate clearly with as much you know transparency as possible regarding um just the activities in our community especially around immigration enforcement. Um community members have
reported that they've seen enforcement officers or agents in our in our communities and our students have had interactions with them and there was a couple incident incidents last week that we are still investigating. But I did want to just publicly confirm that last week we did have two vans carrying high
school students that were stopped by Immigration and Customs Enforcement during the early mornings on and route near the border of the city of Dayton. Uh school staff have reached out to the families involved and Dayton Elementary did send a community message and a staff
message. I know there was reports of of this uh as well on Minnesota Public Radio. Um, in this case, uh, particularly these, um, in both in instances, both encounters were brief. I'm really proud of our van drivers. They did a great job taking appropriate
action to ensure the safety of our students. Those routes did continue and students arrived safely at school as expected and were provided with support that they they needed. Um, in addition, I just want to confirm too as many districts around the metro have that
we've there were um agent vehicles that were spotted in a school parking lot in an NOA that were asked to relocate by school staff and they did so upon our request. I should note that the agents were not parked in this location to pursue enforcement activity at our schools. Okay, that I want to make sure
that was clear. We've also received some reports of ICE vehicles near bus stops in certain areas of the district. And when we receive those reports, we do collect those. We monitor um those activities and we do share that with local law enforcement as well. We have strong partnerships with our local uh
law enforcement. So um I share this there there so there's an awareness that we have had a presence and there is an impact whether intentional or not on our students, families and staff members. So as we move forward to support our students and
families through through this current time, I want to be clear that and and really proud of our school principles, our teachers, our social workers, our counselors, many other caring staff who have done an excellent job uh taking immediate action to support students and families that might be impacted uh
during this time and appreciate all their efforts. For students who need support, who may not be able to attend school, the district's approach to student support is a very focused school-based student centric approach, providing individualized or customized
approach uh and support that addresses not only family safety concerns, but really the student learning uh and the support that that requires um basically those are the staff members with the strongest connections with our students. So, please know that this current
approach is doing our best to address an individual needs. um again with the greatest connection with staff that our students have. And we'll continue to make um available and continue to develop really u is up-to-date readytouse instructional materials for
our teachers and staff that are designed to continue to help students remain connected, provide them grade level learning, minimize instructional disruption um during during any absences as much as we possibly can. So through this um feels like ever ever changing
situation, our goal continues to be um simple to continue to provide resources that can be shared with our families, with our students to ensure that um we have them in place, whether it's through printed materials or any of the digital resources that we we already have in
place and that we use on a daily basis. These supports provide schools with the most practical and impactful tools to the to do their best to maintain engagement, access, and academic progress for our students. So, finally, just kind of come back to our mission to effectively educate each student for
success. And that that is a statement that requires a commitment to serve all of our students and families wherever they're at, whatever they're going through. Uh when we do that, that's our best chance to achieve our mission. I also want to acknowledge too, it's been an exhausting time for some and yet we
must remain strong in our commitment to serve each of our students. We remain hopeful for for the coming days that maybe we can move beyond these safety concerns and um continue to um deliver what we can as
best we can to our students and the noa Henipin School District's always been a strong one and together we'll do what we can to support again our students and families that we serve. So, thank you for that. I got a couple other really uh important announcements to make, too. Um, Anoka Henipin joined districts
across the state in celebrating the dedicated staff members who serve our uh students as pared educators through the PAR educator recognition week. These individuals that work in our system are essential for our daily operations, serving instruction,
uh, special education, health, safety, transportation, and many other vital roles. We have over 1,000 PAR educators in our district. Nearly all of them live right here in our neighborhoods. So, this is a true call to service by our community members. So, to our PAR
professionals, thank you for the vital role you play in ensuring the best possible educational experience for our students, and we appreciate you not only during this recognition week, but every day of the school year. Also, I want to recognize Hoover Elementary uh in
Rapids, which was recently informed that they are the recipient of the 2026 Minnesota STEM Innovation Award by the Minnesota Elementary School Principles Association, known as MESPA, in partnership with the Science Museum of Minnesota.
Hoover received this honor for a realworld learning initiatives where fourth grade students partnered with the American Red Cross to plan and support a community blood drive. It was an impactful example of how students were able to harness a unique learning opportunity while incorporating it with
making a difference for others in our community. Congratulations to Principal Men Struce and her entire team and the Hoover community on achieving this statewide distinction. So, continuing on with a couple other school achievements, Anoka Middle School for the Arts has received national
recommend recognition for their student literary magazine called The Storm. The magazine is a journal compilation of students original writing and artwork. The process was traditionally begun in February of each year with a collection of student submissions and it ends with
the unveiling of the journal and student readings during the school's arts festival in May. The National Coun Council of Teachers of English have awarded the magazine a ranking of first class in their realm program. So AMSA is
only one of 135 schools in the nation to re reach this level. They're also only one of six schools in Minnesota to receive this award. Notably, they're the only middle school in the entire state to receive this honor. The Storm has been an annual student publication for
over 16 years since the school began in 2010. Apart of that, Fredmore Middle School produced the journal titled The Swarm. So, congratulations to the student creators and the staff adviserss for doing an excellent job every year and and uh particularly this year getting
that special recognition. And then looking ahead to next month, the district's preparing for our annual academic growth recognition program in February and in March. We will celebrate the academic growth in reading, math, and English language acquisition
for over 3,000 students district-wide. Top 10 achievers from each elementary, middle, and specialized program will be recognized at the ceremonies in February and March. Certificates will be shared with all students who who have achieved this honor at their school sites.
Families and community members can watch the live stream of the ceremony on our district YouTube page and our website. And then lastly, just one more promotion as I did last month for our Noa Henipin Education Foundation Northern Star Celebration on February 7th from 5:30 to
10 at Bunker Hills Event Center in Rapids. Another entertaining and uplifting night and the proceeds all go to support our students through the foundation to meet their unique uh learning needs that our teachers bring forward for uh grant opportunities. So, we appreciate our foundation for putting
on such a wonderful event. So, um, that concludes my superintendent's report for this evening. Thank you very much. >> Thank you, Superintendent McIntyre. Members, are there any comments, questions for Superintendent McIntyre? Yes, Director Duchaine.
>> Thank you. Um, and thank you, Superintendent McIntyre, for addressing the ongoing events in our community. I I think that's really important. Um, I'm worried for our school communities, our neighborhoods, for our state. We um sitting at this board table have all
expressed that student safety is a stated priority for us. So I'm hopeful that we can be united in a focus on this ongoing threat to student safety. Um and and that said, I want to address this. It's been weighing heavily on our community for the last several weeks and we have directly seen the effects of
this uh activity of immigration enforcement right here in our own district. As Superintendent McIntyre mentioned, um, district admin is handling these incidences as they come. And I I do appreciate the hard work that our staff is doing to navigate these
incredibly sensitive situations under immense pressure and public scrutiny. Unfortunately for me, this approach is no longer enough. We cannot keep asking how do we normally handle this? How would we normally go about this? Nothing
about the last few weeks has been normal. Our families are frightened. We have seen attendance drop because parents are afraid to send their children to the bus stop. We have examples now confirmed and continued reports of enforcement actions occurring
on our transportation routes at our bus stops and near our schools, spaces that should be safe for learning, not sites of trauma. These activities have no place on school grounds. When a 5-year-old or a teenager sees that enforcement action at their
bus stop on their bus, their sense of safety that is required for their education to continue is shattered. And not just for that student, but for all the students that they interact with, their families, the entire student body. We know that we have a moral and legal
obligation to the constitution and that includes providing an education to every single child in this district regardless of immigration status. And it's hard for us and we cannot fulfill that obligation if we do not have a broad transparent plan in place. Our community deserves to
know exactly what our protocols are. They deserve to have frequent regular communication about what is happening, what has happened, what we will do, what areas of our schools we will or will not grant access to with judicial warrants
or not. They deserve to know that staff is trained and able to protect student privacy under FURPA. Therefore, I'm I am asking as as a single board member, and I would like the rest of the board to consider joining me that we move away from a case-bycase approach and we move
toward a formal public facing plan that includes increased communication, what options families can have for continued learning. I I do appreciate Superintendent McIntyre sharing here tonight that they have um targeted kind of customized student learning supported
by the staff in the buildings. Um I don't think that's enough. I think that's leaving it up to individual buildings to self-solve. Um and that's not in the spirit of us sort of directing and leading uh for our entire district so that principles
our our teachers our para educators everyone in the buildings knows what to expect and knows what support they can get from this board and from this district. uh we should send a clear message to our families that they're safe here, that their children are protected here in our
buildings, and that we as a board will stand between the events of the day and the safety of our classrooms. So, I I would ask that we consider continued conversation. I know we have a closed session today to further discuss the ex the specific incidences that have occurred so that we have all the
information as a board. Um, I think this is really important in this moment that we continue to ask for our administration at the district level to support our administrators and teachers in our buildings that are facing these families and students fears every single day.
>> Thank you. Were you going to respond? I have some thoughts as well. First and foremost, thank you for sharing your comments and your thoughts. and Director Duchaine, I want to um circle back and thank our leaders and our teams. I've
been in the schools recently and I think at moments like this, times like this, it really is a time that tests our values. We are truly tested in that space. And as our superintendent talked about, a core value of this district has and will continue to be safe and
inclusive schools. We've um uh you see it in our mission statement. You see it foundational to our work being safe and respectful learning environments, safe and welcoming environments. And from that foundation, we have found our leaders in the district and also our
school leaders um at central office and our school communities. They've created what are called I think networks of care. I've heard that term work out there and I think it's very important that we recognize the care and compassion and hard work that's going on
to resolve and so and the resolve to make sure that our schools are safe um through the through the different efforts that are going on through care and compassion. And it truly is a time when our teachers um and I've seen them firsthand have set aside their own
anxiety and fears. They come into school, they show up for the kids, they show up for their families. And I think this is a really important note that you raised, director Duchaine, about what a heavy lift it is for them as well. Um
they've done an a yman's job in this and the stability and sense of um uh normaly for our kids. It it looks pretty normal when you walk in our schools. um that they're they're mitigating and and trying to address the fear and trauma
and uncertainty our kids are feeling and at the same time offer that reassurance and be that source of hope for our community. So if you come in our schools, you see that there's calm, there's activities going on, there's learning going on, which is very important. And I think what I'm hearing
is is the fact that we want all children to be in school and have that opportunity. And one of the things is I I am no longer um the superintendent or or a principal creating and welcoming uh creating safe and welcoming
environments, but our board has that opportunity. Um and it's a priority for us to do so. So I think it's just as our leaders and our school community folks have stepped up with compassion, courage, and resolve, we too, I agree,
must do that. And so one of the pieces that tonight in transparency to our community and and addressing this moment is um working in partnership when co-chair Hulkman and I were setting the agenda with Superintendent McIntyre, we
talked about transparency and the importance of safety and security and making sure that our community had that information. So we do have that report on the agenda tonight. I think it's time that we ask further questions and I know
that um we need to hear a lot more about what's going on for learning for the children who are not at school because talking to a mom at church on Sunday, she has five children and she is not comfortable having your children go to school, but she certainly wants them in
school. So, it's it's a hard hard um stressor on families and they're making very difficult decisions. um the community of care that we see and the network is working, but obviously um it isn't enough right now to get where we
need and want to be for every child. So, um looking forward to the safety and security briefing and further information around the steps that the district continues to take, but full transparency, I think we would all agree, is a top priority for this kind
of moment to be met for for all of us. So, We're good. >> Any other comments? >> Director Era. >> Yes. Um, [clears throat] thank you, uh, Co-Chair Linkenfeld. Got to get that one
right. Um, yeah, I'm certainly committed to the safety and security of our students. So, I I am open to all these conversations you guys have proposed and look forward to working with you on it. >> Thank you. Have any Yeah, thank you. That the focus and
purpose, the hard work that um all the people in our schools have been doing, especially the leadership teams um to secure our buildings and make certain that um we're paying attention to all those important pieces has been really um encouraging to see everyone come together, working hard to keep going
towards that goal of effectively educating each student for success. So, paying attention to that goal and ensuring that each one of those kids gets what they need. >> Thank you, >> Superintendent. >> Yeah, thank [clears throat] you, board members, and I I do appreciate you sharing um all the different things
you're gathering and hearing from our community. I I want to reassure you that and that's why we brought back our safety topic for tonight. We we did cover m um a lot of this information in August, but in the summer, not everybody's always paying attention the same way they do during the school year,
especially under the circumstances we're in. I, you know, speaking for our team, we feel like we are successfully doing a a really good job meeting individual needs of students. We are not seeing the kinds of attendance issues that other large systems in our state are. So those
other districts have made different decisions and I think that usually center around online learning, distance learning, those kinds of things. You said it well. We want our students in school and to this point uh we feel like we are providing those kind of supports and resources um to to meet the needs of
the students as best we can within our within the resources we have. Um now if this shifts in either either direction, we're going to reevaluate that constantly, right? uh we don't have a uh online school. We don't have devices,
one-on-one devices for K6 students. So that that that's another hurdle should we get to that point. And then we are tracking student attendance daily through our principles, through our district uh attendance department, really tracking making sure we're um seeing where we're at and and really
targeting our efforts if there's sectors of our district or community that we need to support. Dayton's a good example. they've um needed some added support here in the last few uh days, last week, and we we um make sure we're providing those supports for what those individual schools need based on what
they're experiencing. So, we'll have more details as our team comes up here in a little bit to talk more widely about general safety. We have not had any incidents at our schools with uh on ICE officials coming to our buildings. We have strong policies, visitor
policies, other um pieces that you're going to hear about that um we feel really strong about as far as on our campuses. Uh the challenge it clearly is out in the community with 8,000 bus stops and um lot 32,000 students riding
riding our transportation system. Um that's a different kind of challenge and and I know our team will talk more about that as well. So, um, we share the same concern and we also feel like, um, like I started with our principles, our staff, our teachers have done an amazing
job trying to do everything they can to make sure students feel connected and supported um, through what seems like a daily shift in whatever is happening in and around our region and our state. So, I know there'll be more discussion once our we get to that agenda item, but
thank you for letting me weigh in with a few more comments. Thank you. Um just as a one more comment as a followup. I know that um we have heard some things about about the curriculum and the delivery of lessons. So it would be great if the board and
and the community could get some a little more clarity around that in the future. That would be great. Thank you. >> I I will add I you know based on our my comments this evening, we are planning for another community message tomorrow, right? Oh, okay. That's another [clears throat] and for staff as well. I
failed to mention that earlier on. >> Thank you. That's important. The next item we have, if there's no further comments. Okay. The next item we have is finance. And I'd like to welcome to the table Mr. Neielen
um who will talk to us about our 25 2025 annual audit. Welcome. >> Well, thank you very much. appreciate the chance to be here again this year and present the results of the audit that we've completed for the year ended June 30th, 2025.
I'm sure your staff are excited to put that year behind them entirely and focus on the current year and next year and future planning as well. So um [snorts and clears throat] you've got three documents before you that annual comprehensive financial report that you
submit to the ASVO and GFOA uh association of school business officials government financial officers association um for the certificate of excellence in financial reporting this year's financial statement has been prepared again to allow you to do that and
complete that submission. uh you have our special purpose reports includes the reports required by the audit and I'll hit those with the upcoming slide here and then the management reports. So the PowerPoint presentation I have before you is simply
grabbing some of the information the slides and data that we had in the management report to facilitate the discussion. So, I don't want you to feel like I'm trying to rush through anything, but I realize, you know, you're getting a lot of this information from your staff and your your management
throughout the year, and really our role is to provide that audit opinion that the information they've provided you is fairly stated and and is accurate to the report and testing we completed. So, with that, I'll move to our first slide that we have, the auditor's role as
independent auditors for the school district. uh to provide that opinion on that act for that annual comprehensive financial report uh as well as to issue our reports under required under internal control and compliance for the
financial statement audit and then the office of the state auditor's legal compliance manual requirements and I'll get right to it with the audit results. Uh as you can see for the district's financial audit, we've issued what is known as an unmodified or a
clean opinion on the financial statements. Um meaning that the financial statement fairly presents the financial position of the district as of June 30th, 2025 and the results of operations for the year then ended is
fairly stated. Uh you'll see there's a additional paragraph with our audit opinion talking about a new Gazsby standard. So again, your district uh was required to implement a new significant auditing standard that was completed um
with regard to compensated absences for this past year and we've successfully work through that process and have that incorporated as required. With regard to the audit of internal controls and compliance or a report of
that, um, we're pleased to report we had no material weaknesses or instances of non-compliance to report for testing under government auditing standards this past year. [snorts] And then my last slide on the audit results, uh, the Minnesota Legal
Compliance Manual, there's seven broad categories applicable within the manual to your district. Um, within each one of those, uh, sections of that manual, there's many different tests and inquiries that we complete. And again, we're pleased to report we had no
instances of non-compliance to have to report this evening with that testing. Uh, you may recall with last year's audit, we also talked about the federal single audit. um you're still required to undergo that federal single audit, but the compliance supplement was not
issued by the federal government until late November. So, we weren't able to complete that in timely fashion to be able to issue the two reports together. Um but the federal single audit isn't due until March 31st. So, we should have
no problems issuing that report um before that March 31st deadline. but wanted to make you aware that um we have begun the testing and should be able to easily meet that deadline for you.
All right, the next the remainder of my slides really just hit some information I know is probably um old news to especially schoolboard members and staff, but uh good for the public to see and and so I'll I'll move through it pretty quickly. I'm happy to circle back
at the end of the presentation if you want to discuss anything or if you saw something in the reports um we can try to address that as well. We share with you the ADM or adjusted average daily membership uh due to the share the size
of the number of students that you're serving really drian information as student enrollment is a big factor in the funding for Minnesota schools. So as you can see this last year we were showing 37,396
students served by the district uh this past year which was a slight decrease of about 229 students or 0.6% uh compared to the 2024 final enrollment counts for the district.
Um, moving on to the general trends, we try to pick some financial positions, some key indicators of the financial health of your school district. Uh, as you can see, you've had a stable condition for every year we've really
presented up here absent of the real um um significant changes up or down from year to year, which is what we like to see. Uh, your expenditures went up. We use that line really to help share the size of the operation for the school district. And then two of the key
indicators, unrestricted fund balance and then cash and investments as two key points that you we saw increases at the end of the year going along with the increase in the size of the operation with the growth in expenditures over the prior year.
Looking at the next slide, we break down that fund balance position of the general fund. And I've got several slides for the general fund. It is your primary operating fund. Uh as you can see here, the overall increase in total fund balance. uh but when you measure it
as a percentage of expenditures for the applicable year, you can see there was a similar uh year-end unrestricted position, a similar unassigned position, a slight uptick in both of those as you can see there and the district continuing to meet the goal of the fund
balance policy um as set by the school board. We got a couple more slides for the general fund. The first slide is a peek at the revenues. Uh we've got a budget to actual to prior year comparison uh for really to share the size of the
operation. Uh revenues this past year totaled $670 million. Uh so when I talk about some of the changes, you know, are looked very close. You can see they're uh similar to the prior year and our big dollar amounts when I think about my own
budget, but as a percentage for the size of your organization being a very large operation in the schools in Minnesota, you can see um really a consistent pattern or presentation compared to the prior year, very close to budget. Um
this past year came in over budget about 2.8% 8% so close to the anticipated final budget compared to actual operating results. Uh an increase over the prior year that was anticipated. And then as I've commented in the past,
you can see that focus in your reliance on state sources to finance the operation of the general fund. Uh this past year, state sources accounting for 75.5% of the general fund revenues. Uh you can see the next closest is at 18.2% 2% in
property taxes and then it falls down to three and a half% in that whole other category and then federal sources making up only 2.8% of the revenues in the general fund operation when looking at our next slides. So
within your financial statements a lot of the focus is on the programs where the dollars are spent on the management report. We try to provide you additional layer of detail with the split by salaries, benefits, purchase, services,
supplies, materials, capital and then all other. So you can see even it says all other many categories but it makes up the smallest component of spending in the general fund. General fund spending this past year totaled approximately $656 million. Uh
expenses were even closer to budget within 1.7% of what was approved in that final budget and then uh 1.8% over the prior year as anticipated. Um a couple of comments you probably noticed in the management report we talk
about the uh conservative budget practices efficient or effective budget management budget managers and the controls really helping to account for that um maintenance of spending within the approved amounts in that final budget.
And then a couple of the other operating funds. Uh we've got one slide where I've combined the food service and community service. Now for your district, uh being one of the larger districts, uh each one of these operations represents about $30 million of expenditures, which is larger
than some of the school districts we audit. Um but each individual you can see in relation to the general fund um you can see the fund balance position uh each of the past couple of years there was just a slight increase in the
general or in the food service fund that was extremely close to what was anticipated within $45,000 of what the final budget or final fund balance I should say was projected in the budget. uh the community service saw a better than anticipated uh increase in the
community service fund. So both of the you can see both of these funds having a healthy consistent financial position for several years now. Um I wanted to just make a couple of comments. You've got a capital projects building construction fund. Those final
resources were spent out this year. Um so that fund was closed for the construction bond proceeds that were in there. Uh the debt service fund operated as anticipated uh with the increase in fund balance
there and and operating really right as anticipated. What we have before you here is uh the internal service fund and u maybe one of the challenges not as part of the audit but just as you can see just challenges in operation. uh you
can see the net position because we're talking about a full ac cruel internal service fund uh net position has dipped to a deficit uh ending net position in the in combined internal service funds and if within the act for that financial
statements you'll see that is in just is in one fund entirely of the three uh internal service funds. So you have a positive balance in the dental self-insured fund. You have a positive balance in the workers comp. But you can see it's been the rising claims for
health health benefit claims. The health self- insurance fund uh reported a deficit this past year um when it finalized and everything came complete as we wrapped up the annual audit process. And and just to share, I know the your
management was aware of it as it, you know, monitoring it throughout the year and and um understands and is planning to work with the process to what is it going to take to make sure that doesn't continue? You can't carry that deficit
uh for extended periods in a self- insurance fund. And then the last slide, uh, to this point, we really focus on how we believe our school districts are operating on a day-to-day basis, that individual fund presentation. Uh, but what that doesn't
capture is that long-term perspective of your capital assets, the long-term obligations and debt. Um, because those funds focus on the available spendable resources to the district, what you have available to you for programming. uh the
entitywide presentation, the dual perspective presentation of governmental funds and governmental financial statements provides you the long-term position. So you can see uh the top half we try to share with you the reconciliation of the governmental funds
that we talked about and what the differences are with uh capital assets, long-term debt and some of the long-term obligations to the net position governmentwide for you. And then the lower half is a split of the individual components of your net position. So we
like to see the increase in the net investment in capital assets. It's really sharing that you're investing in your infrastructure, paying down the debt of the infrastructure um at a faster pace than the depreciation on those buildings. Um so it's nice to see that increase in that position, but it
really is tied up in the buildings themselves and not available for programming restricted. that would capture your dollars in LTFM funding, uh, food service, community service, debt service for instance, you saw an increase there. And then the the one cate you see a decrease is that
unrestricted. And I would say that was in due in large part to a change in kind of the accounting guidance with Gatsby 101 for compensated absences. So, not really a it it was not a change in how the board uh enacted anything with compensated absences, just in a
requirement of how they're accounted for and reported within your financial statements. So, with that, I know I went through a lot of information. There's a great deal of information in that Acer. I do want to thank your staff. Uh again, they've gone
through an audit where there was new gazes uh to implement. Uh there's a lot of people involved in your annual comprehensive report to get the data for those stab tables and and have always been very responsive for the process and
really helps keep that process efficient when we're going through the busy season and wrapping up these school district audits. So, >> thank you. >> So, board members, um before I before I open it for the floor for questions, um I want to give you a proper
introduction. Um Mr. Neielen. He Mr. Nielsen is a certified public accountant with LB Carlson. So, >> I wanted the public to know you were the real deal here for us. >> Thank you. I should have known better by the number of presentations I've done. I should have done that. So, yes.
>> Anyway, so I appreciate that. Um, board members, at this time, uh, questions for Mr. Nielsen? >> Director Duchaine. Thank you, co-chair Lingenfeld. Uh just first thank you to you and your team for these results. It's been a number of
years that you have been doing this uh internal audit with us and I always appreciate the way that you present the information, give us the concise summary, and then all of the backup. Um and with that, a a big thank you to Michelle Vargas and the finance team here at Anoka Henipin for the participation in this audit. Uh I I did
just have one question if you wouldn't mind giving just a brief overview maybe like a summary high level for the public of what that compensated absence change was so that it's maybe more in plain plain language that they might understand. >> Yeah, thank you. >> I'll do my best. Maybe you can help me
clarify. Um so in the past the focus with the compensated absences uh really was left with how many dollars for compensated absences would be paid out upon retirement. The uh under governmental auditing standards there's
a strong belief in the budgetary process and so with the annual budget you would anticipate when people would take sick days that would be part of the annual budget process you would have people anticipate in substitutes for instance so um the biggest example is in the
teachers because often cases some of the in the recent history most of our districts have uh they no longer pay sick days when people retire, which is the case for your district for the most part, but there's some of that that are paid out as retirement benefits. But the
portion that they use um in future years that they've already earned, we would not capture that in the liability. So, that is the part that's captured now in the liability is what is anticipated they will use in future years. So there was kind of a one-time adjustment for
the part that will be used subsequently versus what would just be paid out upon retirement for individuals. So compensated absences would capture not only vacation, which is always captured, um, but sub the sick days and other types of leave absences. So we're
actually grabbing more, not just what's paid out upon retirement. >> Thank you. >> Thank you. >> Other questions, comments from the board? Superintendent Superintendent M. >> Just a [clears throat] couple. I think it's great for the public to kind of get
a sense for like like how many weeks was your team or were they here with the audit? I I lose track. Uh >> I know it's a pretty heavy three weeks on site at the end. um in more the October time frame, it's uh probably
just shy of a week for preliminary work and then all the back and forth between them and then there's a heavy load that we're working on remotely because of the financial statement preparation and back and forth. >> So, just for the board to hear the multi-step um extensive time put in,
including that on-site time where we're all available answering questions, providing information. So, thank you for that. And then um you know just want to acknowledge the board's work um and maybe you can speak to where this shows up but we've just went through three phases of budget cuts right so 22.2 2
million and I know that was necessary to help us land where or you know with this report um knowing that um you know you said it well earlier we rely heavily on our state funding
>> and um when that's really a fixed range between two and 3% annually and we are like many other sink costs exceed that revenue stream. Um we are I want to commend our team and and our district for continuing to find ways to
operate within those those kind of tight parameters. Um so to hear you say about 75% of our of our budget is is those state funds. So that's really a result of very strong budgeting practices. You said management and controls uh all very
sound that that's how we get it done honestly. So, I don't know if you want to have any comments about that, but I want to make sure we didn't miss the hard work this board has done over the last few years with budget reductions just to keep us in the best financial position we can. >> Um, absolutely. It's it's always
difficult to know what you want to include in, you know, a presentation. I I'm heavily leaning as the board members know and you know inside of the management report we've got a table of that basic formula allowance and you can see almost every year there it's 2% and
there's yeah I think it's less than a handful of the years that it's you know a couple years with 4% and one with a little over two 75 um so I'm really heavily leaning on including that slide now in my presentation um when our
inflation was at 0% which I would still said was tough for school districts because that was across the board and we're our school districts are are so reliant on human resources. Um sometimes that gets lost in in the impact of
inflation saying it's 0%. But um I appreciate the comment because I it only probably presses me more. I probably should have a slide for that. >> That's why we ask, right? But uh and just I I want to echo again um director's
uh comments and yours as well. Just the appreci appreciation for our team. This has only gotten more complex with added rules and regulations and laws >> and we have a small but very mighty team that gets this done and you I stack them up against you know anyone in the state
right now. So um with that complexity we we have done a great job to you give us clarity on what what our position is. So, thank you for mentioning that. >> Other comments, questions?
I have one um just for clarity's purposes. The federal single audit, tell me a bit more about what that is and when that came to be. >> Well, um I've been auditing schools since 96 and I know it's been in place
for that. So, I'm I'm not sure exactly when those rules existed, but even prior to that, >> uh the threshold has increased over the years. Uh for this past year, the threshold was $750,000 if you're over that. And and now they're
shifting it to a million dollars. Okay. Uh, as as you can see, you're re I think we rec recognized federal dollars for you of 18 or almost $19 million this past year. So, you're
well above the threshold. Um, and even at $18.8 million, it only amounts to 2.8% of your funding >> within the general fund. But um with that federal single audit, we have to just isolate your federal dollars and
expenditures and perform additional testing um to the specific grants in accordance with the requirements of that federal single audit. >> Thank you. I appreciate the clarity. Um as we wrap up too, I also wish to express gratitude. Um thank you for a
very clear and concise report. Um, and again, I know there's a lot behind all of this, and I know that uh our our uh CFO is extraordinarily good with the with the numbers, helping us through, but it's always important to have
outside looking in, making sure we're we're where we need to be. So, I appreciate that. That gives us all confidence moving forward. Um obviously with all that all the the different kinds of expectations and and um
opportunities that that we have um to have through this audit. That's why it's so intense and takes weeks and lots of preparation. So want to thank you. I want to thank um Michelle Vargas and her team as well. Small and mighty. I think
that's well said. Uh there aren't a lot of them. So to have this information is very good going forward as we tackle the next steps in terms of school finance and want to make sure we have spent every dollar the very best way we can for our kids. So thank you so much and
thank you for your presentation tonight. >> Thank you. As we move forward, our next item is elementary and secondary education safety and security update. And at this time, I'd like to welcome Greg Cole, our chief operations officer, and Tim
Palmir, our general counsel, to the table. And I see that we have Tim Farnier as well. Good evening, co-chairs Langenfeld, Hulman, and Superintendent McIntyre, members of the school board. Um, as you
heard, I'm joined by Tim Paul Mater, general counsel, and Tim Fornier, manager of safe security and emergency operations for the school district. And this evening, we're providing you an update on safety and security for the Inoca Henipin School District. Um, as
Superintendent M. McIntyre mentioned, we provided an update back in August. Um, as the board discussed and Superintendent McIntyre mentioned, uh, recent events have, uh, created more questions and concern among community members and, uh, the need for an update,
um, was requested by board members. Um, so I think just some key things uh, for us to to set a framework here. First of all, when you talk about safety and security, it means a lot of different things. uh it depends on what's happening and specifically what we're talking about. So we're going to cover
uh what I think are uh some of the main points or concerns uh related to uh the services and facilities that we have in an noa henipin uh specifically inf infrastructure operational safety communication and strategic growth for
the future. Um just so people have an awareness of some of the things we're planning moving forward. Uh this school board as long as I've been around uh has been very supportive of safety and security measures uh uh in a number of ways, but uh
they've certainly put their money behind it and some of the upgrades that we've had. Uh I can speak to uh since I've been in this role in 2019, we've done a pretty major uh security or safety upgrade every year. Um, so that type of
uh investment and commitment by our board uh I just want our public to know that that's really important uh and appreciated. So just for a framework uh we we like to look at safety and security as layers of security and support. Um, the other
thing is I would characterize what we do as continuous improvement, continuous discussion, and we're constantly learning from uh others in the metro area, the state of Minnesota and across the nation. Uh, we don't ever sit and think we've got it all figured out. We try to make sure that we're as up to
date as possible at what's out there and what's relevant to our schools and our students and our staff. I think the core pillars of what we're going to discuss here today uh are physical safety that has to do with our facility hardening and monitored entries
our operational safety um that has to do with drills and incident response and then relational uh for example law enforcement partnerships and uh very important staff and student connections. So just with regard to infrastructure
and access controls, uh it's vital that we maintain a secure perimeter through standardized technology. Uh these are some of the upgrades that I've talked about. Uh single point of entry. Uh it was just five or six years ago that that wasn't necessarily the case in our facilities. If you remember, we used to
have a lot of portables all around the district. We don't have any of those any longer. Um, we have a single point of entry at every uh school site with a visitor management system which screens visitors against databases and local no entry lists. So, we make sure that we
know who we're allowing into our buildings and why. Uh, a standardized electronic locking. This is a a multi-year project that we have completed which essentially centralizes locks for all exterior doors allowing for instant monitoring and rapid
district-wide sightsp specific locking. Um this this another feature of this is making sure that our administrators know when exterior doors have been breached. Operational readiness and response protocols. So consistent terminology and rigorous drill schedules throughout the
district. Uh real world testing. This means that sites are encouraged to practice drills during high traffic times like lunch or passing periods. Um, we try to make sure that we prepare students for that. We make sure our drills are age uh appropriate so that
we're not uh creating an environment where we're retraumatizing kids or making them afraid. We really try to make sure that they're prepared for those. But, uh, varying them um is important so that we know how to respond in different types of situations. Um and
there's different types of drills that are done depending on um that we we basically follow state guidelines with regard [snorts] to that. Um protocol terminology we use clear, consistent and direct language for incidents. Um district-wide radio communications.
Communications are vital in um any type of crisis situation. We have radios that are sight specific, but all our radio radios are also capable of communicating from anywhere within the district. Meaning you if you're in one building in one part of the district, you can
communicate not only within your building, but also to other buildings throughout the district. Um, so Tim Fornier in his position, he can basically be a command center in many, many situations. it doesn't matter where he is in the school district or which school or staff member he's talking to
who has a radio. And then camera surveillance. Uh we have more than 2500 cameras throughout the school district and that number will be growing. Um that that is a constant challenge as technology changes. So we have plans uh
five years out into the future to ensure that we continue to upgrade and maintain our cameras and their ability to record information. school culture, community trust, and communication. Um, so as I think you're aware, we have a
50-year uh relationship with our law enforcement partners and SRO's in our schools. Uh we have 12 SRO's districtwide who support our facilities. Um we have trusted adults supporting students and families. Um, I go back to
a number of uh seminars that I've been to and I think Tim has been to with regard to homeland security who will uh repeatedly point out the fact that school culture and climate and relationships are the number one most important measure that you can take to
keep your schools secure. We rely on our students to support each other, to share information. Um it's a really big deal and those relationships are key uh to preventing things from happening and for getting information to us so that we can
intervene in situations. Uh we have various methods for alerts. Uh parent view for emergency updates. Uh those are the only district verified sources of truth. Uh I will tell you that um uh social media is always
something that uh is faster than we are. Uh information gets out there. Uh I just think it's really important for people to know that uh we will share information when we feel that we have it accurate information. The last thing we want to be doing is sharing information that we don't think is accurate or we
can't verify. So we try to do it as fast as possible. We know that's really important to people, but accuracy is very important. We also partner with our cities and law enforcement agencies to be sure that we coordinate communications uh so that we don't get out ahead of each other. Um that can compromise
investigations in some cases or compromise safety in other cases. So, we always want to be sure that we coordinate very closely. Jim Skellyy and his team have relationships with all of our cities and their communications departments and our law enforcement agencies and the same. So that
coordination is key. Um anonymous reporting. So the district tip line remains a critical tool for see something say something that operates 247. Uh we also have many students who share information where with us on a
regular basis. We follow up on all those things. Uh sometimes maybe they're just a rumor uh but there are times that there's there's truth to them and they allow us to take action on something very important. Uh community members are key. Uh we get not only information from
community members, our parents um and guardians uh but also feedback on their concerns. That feedback we always take seriously. We investigate it. We look into it. And often times those are the types of things that lead to our continuous improvement. We make changes
based on what we hear. Privacy and safety, a commitment to schools as safe learning environments and we strictly adhere to legal protocols for access to students and student information uh during the school day. So that goes back to our visitor management system and the
protocols that we have in place when um people visit our sites to specifically see students. strategic growth and technology exploration. So we do have targeted investments in visibility and communication. Um we are looking to
expand surveillance prioritizing the expansion of our camera networks. Mobile surveillance that is another area that we're planning to expand our ability uh to support different types of things. I would characterize one big example are major uh athletic events that occur at
high schools. We have large groups of people in our in our stadiums and in our parking lots. And so, um, that's just something that some of the feedback loops that we have with committees like our district health, wellness, and safety committee and our facilities committees provide us feedback and just
direct communications with our principles and athletic directors and coaches about some of the things that they feel would help make our large events safer. Uh, communication exploration, choosing a mass uh, notification application to better reach traveling teachers and staff in
non-traditional classroom spaces. uh we feel that we're very close to an application that we'll be able to implement in the next few months. I want to just uh wrap up here before we take comments and questions to the board. And I want to uh just highlight a
few things. Um, I want to highlight the building support staff that we have. Um, meaning counselors, uh, social workers, principles, assistant principles, teachers, pair of professionals, custodians, you name it. Uh, the people who are working directly with our kids.
I can't tell you how important those relationships are to ensuring that we have safe, supportive environments. Um, I'm I'm going to say it again. That's number one. Um, and our staff are amazing. Um, I want to give a couple other shout outs here, uh, to the two
Tims on either side of me. Uh, Tim Ponteer has many connections with legal counsel across uh, the metro and the state. Uh, those contacts prove valuable uh, in terms of getting information that help us make uh, sound legal decisions.
Uh, he has tremendous knowledge himself. Um, I had the fortune of working with him a long time ago when he was a special education attorney supporting an Noah Henipin school district. And so that breadth of knowledge is invaluable to us. Uh Tim Fornier uh has connections
to police chiefs uh all around the the certainly around our district, but around the metro area and around the state and other law enforcement agencies. That allows us to get access to information to have communication loops. Um and that information is
tremendously valuable in helping us make uh good decisions. Uh Superintendent McIntyre uh reaching out to other superintendents around the metro area and so forth. Same kind of a thing we learn from other school districts um and and we always are curious about what
they're doing um and how they're doing and whether or not that might make us better. And then finally, just our relationships um that we've grown uh with our city managers and city administrators in the communities that we serve. Um I can't tell you how much that has improved my own knowledge and
and the information sharing and and collaborations that we have with them have proved to be very beneficial. Um I hope our public hears how important it is for us to have all of these connections with our community leaders.
Um, not to mention our political leaders all around the state. I think those connections matter a lot and I think they make us more secure and I think they help us make better decisions. So with that, I'd take any questions or comments from board members.
>> Board members, director. >> Well, thank you guys very much for the presentation. Um, it's always good to see all the safety measures we have in place. So, I guess I just had a a follow-up thought. So, I know I believe it was Champlain Park High School, there have been a couple times within the last
year where there's unfortunately like a weapon found. What things [clears throat] could we do to just I mean within reason essentially make that impossible like metal detectors for example, is that just out of the question or like what what are some things we could do to just make
sure that never happens again? So, I'll start and I'm going to have uh Tim Fornier piggy back um because I think we both have perspectives on this. Uh first of all, I would say we we don't we never rule anything out um in terms of that. I would say that um the systems
we've have in place right now uh have been tremendously helpful because we figured those situations out. Um now, the fact that they were in the building is not good. I'm not going to sugarcoat that. Um right now with regard to
certain types of medical me uh sorry metal detectors um those systems aren't perfect and then the other piece that we have to kind of figure out how to manage is flow of students. So you know we have high schools with two to three thousand students that come into the buildings
and leave the buildings in large groups at a short amount of time. So those are things that we have to figure out how to manage better. Um, but I will tell you that we continue to look at any type of system out there that we think would improve our situation. >> So, I don't know if you want to add to
that, Tim. >> No, good evening, uh, co-chair Langfeld, Hookman, members of the board, uh, Superintendent McIntyre. I Yeah, I agree. I think there there's good technology out there. I think there are things worth trying. I think it's worth uh looking at um and deciding if it's
right for us as a district and the size of our sites. I think the metal detector systems that are out there and if you ever gone to the Twins game and have gone through the metal detectors there, those are pretty much the the best ones you can get. And it does take staff. It takes it takes uh it takes kind of it's
like it's a culture change uh to the sites. And is it impossible? No. It it's just a big change. So, I think it's something that needs to be taken uh you know, it's not to be taken lightly. It's something to look into. I think we've explored some of this and um with the
with the direction we've been given so far, I think it's we haven't gone to the point of experimenting with that physically yet, but um nothing's off the table, but I just think it it takes that kind of preparation and change, especially a district or sites our size that we'd be looking at uh when it comes
to the technology and the personnel involved that would make that work. But if you've been through the ones at the Twins games, those those are the types we've researched. uh and their applications uh at our sites. >> I will just mention there are other types of systems out there. I think uh
the the part of those systems that um hasn't necessarily been of great interest is that um they they don't detect things that are concealed. So they have the they have a system if if there's something that is out in the
open um then it'll detect that like in a parking lot or some you know in that regard. But um you know, usually if that's the case, we're going to see it pretty quickly ourselves. Um so I think
the types of metal detector type systems that you're talking about are certainly ones that we've looked more closely at, I would say, but uh we haven't landed on anything yet that is is affordable and practical and and we think helpful uh to
to actually making the the schools safer. So, um, are you saying then if they had like something in their backpack, it might not even be detected? >> Yeah, that Well, it depends on the system that you're looking at, but yes, that could happen. It depends on the
nature of what it is you're looking for. >> Yeah. >> Yeah. >> Well, just throwing this out there, not asking for any kind of action, but I I would be in favor of just tightening up security in some sense to make sure no weapons are ever found in our buildings again. But it seems like the solution is
pretty complicated. So, >> other questions or comments? Director Duchaine, >> thank you and thank you so much for this presentation. I really value the work that you all do and the connections that you have made with our communities and law enforcement. Uh I do think it's
really important and so thank you. I wanted to start there. Um, a couple of questions on um, [clears throat] safety and security specifically for our transportation routes at bus stops or on our buses. You know, we heard and we've
talked about the incidences that have occurred. What what legal authority do we have as a school district on our bus routes or at our bus stops? What safety and security measures can we take and and what can we not take? Um, and I I don't know what the answer is. uh you
know and I think it might be an important piece of this transparent communication that we're asking for for the public right now to understand what they can expect from us as a school district. >> So maybe I'll start and I'll let Tim Palmir finish just with regard to buses
and vans and vehicles. Uh we have we have always provided our drivers with with training. I will tell you that more recently we have given them very specific talking points and direction with regard to um interacting with
anybody that might um pull them over. Uh uh so that that's uh definitely been something that we have tightened up and given them pretty specific things that they can have in their hands to help them through those types of situations.
So we feel good about that in that direction. I'll I'll turn it over to Mr. Palmir with regard to bus stops right outside of our vehicles. >> Sure. And I I will add with respect to um transportation um a number of weeks
ago we actually did provide uh clear guidance to our drivers understanding that there was this increased enforcement action that was going on. Um we've learned from uh last week uh in two instances um that we probably could
benefit from giving even clearer support to our our drivers. Um, so I've worked with um Greg and and BJ and um Tim has also had an eye on this uh about giving uh more scripted um kind of um direction
really to bus drivers because when you are are pulled over and it's dark outside and you're approached um by uh by um ICE officers um it's a daunting thing, right? So we're trying to give words and additional support. Um, I will
share with you that bus stops are a challenge for us because while we have in in a loose sense jurisdiction over bus stops as it relates to student behavior at a bus stop, we have very limited um authority
as it relates to really kind of managing [snorts] those spots in the community. Um, I know that that has has actually ended up uh maybe being a little bit more organic at least at some of our bus stops, more parents out, uh, more
community members out that are that are providing support in those situations. Um, but I will say that that the ability and this is kind of where the line is really clear between our buildings where we've given really clear direction on what's required. Uh, for example, and
you mentioned it earlier, we are requiring a judicial warrant uh before um any um ICE enforcement uh effort is is engaged in the schools. We can't do that in the community um because that's out in the public. that's open to the public and um by statute and by
authority um uh the ability of immigration to um uh intercede uh to approach someone to ask questions is much different than if you're going into a business. Uh certainly much different if you're going into a home. So, um I
know that that's an unsatisfying answer, but I I can't I can't say that we're able to do much more than maybe um would it be fair to approach an individual and ask them for their identification perhaps? Uh but in that instance, it's certainly different than if they're
actually on school property. And if I could just piggyback on that, um a challenge is that we have more than 8,000 bus stops in the school district. And um they change from year to year depending on [clears throat] where where
students are. So you might move them down the block a little bit the next year because maybe somebody graduated from a you know that from high school at a particular home and then the population shifts around. So we are moving those around. So, it's just the sheer number of them and then they're
not always in the same spot. So, that's it's just a challenge. >> Yeah. Thank you. And um I do think that the honesty of that answer is what's needed and what's important. Even if it is unsatisfying, that's the sort of transparency and information that I
think our community wants to know. Um, I don't know if it's a matter of an FAQ being updated or something that goes along with the communication plans that the district is already working towards hearing that the the board does have um commitment and kind of general agreement on more communication, more transparent
communication. I think those types of answers are important for us to to get out there. So, thank you for for answering that. Um my my last question is just uh about the role of our SRO's and if if there is any role if there are
enforcement activities you know if um federal agents are on district property or in our parking lots or do come to our schools. I understanding that that hasn't um happened yet aside from the parking lot example. do they play any role in supporting us? Um, or is that
kept fairly separate because their role is one more of kind of community building and working with the staff and students inside of our buildings? >> So, maybe I'll just jump in to start and then these two can chime in. Um, I would say that uh we have always had law
enforcement or SRO's support us if we have a different law enforcement agency show up in a building um for some reason and they wish to speak with a student. So that would be consistent with how things have been in the past. Um it's not something that happens very often.
It has happened. Uh I think too our buildings um it's not just law enforcement obviously they're they're instructed to reach out to Mr. Palmir as well if there's sort of any concern or ambiguity about whether or not somebody should be having access to a particular
student. So that is a a practice that we've always had where they have helped us um provide that kind of support to determine whether or not it's appropriate to be having that interaction at that time. But I I don't want to say that it's just them. I I I don't know. I'll turn it over to Mr.
Pauler as well. >> No, I think that that's accurate. Um and I I do appreciate the remarks because we still even though I recognize that we're in unprecedented times, we try to find those parallels that we rely on in the past. And um we have had such situations
where um perhaps law enforcement comes to a particular building, wants to interview a student about activities over the weekend. Um and our and our strong practice in that regard has been that we're not a place um just kind of where students can be held and then um
where law enforcement can intercede, right? Um so we have we have generally if for example we've had situations where perhaps Bloomington police are coming up and um we would then uh connect with our local SRO, our inbuilding SRO, perhaps they're
contacted in advance. Um, and so we definitely use that kind of as a as a parallel for the anticipation of what happens if if uh uh federal agents were to come on uh school property. Um, we have said multiple times in direction to
our to our um to our administrators that calling local law enforcement is an absolute appropriate uh kind of response when someone shows up at your building. Um, we know from what we experienced this past summer, we've had people that are posing as law enforcement, um,
calling 911, uh, with the expectation where someone shows up, um, representing themselves as a federal agent or otherwise, uh, and then picking up the phone and calling 911 to find out whether or not this person is who they claim to be is an absolute uh,
appropriate response. I think um, Tim Foreer, I'm sure, would echo this sentiment. um that that's what we want community members to do if there's any concern about who is this person coming up to me asking me questions. Um so we do rely upon that uh and they certainly have an ability and uh much like Tim's
experience they have um they can speak with authority, right? Uh when a when a um a local law enforcement officer is is interceding and asking questions um there's going to be some respect that's going to be owed to that individual officer. So Tim, I don't know if you want to add to that. I think yeah,
you're absolutely correct. We've had other agencies visit our sites. We've had um federal agencies visit our sites and um the officers, if they're there, if they're on site, if it's a middle school or high school, they're good about engaging who who's on the site. Uh
if there's a suspicious vehicle on the site, the officers are good about engaging it. So, uh, we haven't had that yet, but I would expect the SRO's would would engage anybody on that site that, uh, that they would think is worth, you know, asking
questions of of why they're there. And whether that information is shared or cooperated with, we don't know at this point because we haven't had the situation occur. But uh I have no doubt in my mind the SRO's uh would want to intercede and and be that bridge if possible because that the staff depends
on that and they've done that in the past. So um that would be uh my expectation is they would do that and it depends on where their their their general orders are coming from from their own department too. So, there's a lot of things that that are at play here, but uh from the from the
conversations I've had, the SROS are absolutely all about um making sure if they need to be a bridge, there'll be a bridge if they need to and help that administrative staff work through these issues. >> I think the key is there's no need to rush, right? >> You know, it's important to verify, make
sure you get the appropriate information, so forth. Um >> that's that's key unless of I mean the exception would be an emergency, right? >> Yeah. >> Where somebody is posing a direct threat. >> That's a that's an exception. >> And we have had local law enforcement um
make contact with ICE agents that are nearby bus stops in some of our cities and have the conversation. Hey, we received a call. Neighbors are just concerned. And so they've made they've had that interaction. Uh and that's gone very well. So >> Director Hoffman
Thank you. And thank you for the update. All the um work that's gone into making our buildings safe, adding the security at the doors so essential. um and the attention that you all are working um to look at all the details, all the places that we can to make certain that our
schools are safe because these situations from um you know looking at local situations that are coming about um to past situations, the tragedy from September um in Minneapolis to the
um abduction that happened in the neighboring district from a bus. I mean, these are really serious situations that we have to work hard to make certain that our students are safe and that our parents feel comfortable sending their kids to school each day so that they can get that great education. Uh, so thank
you for your attention and I am in support of all options um from surveillance to communication to um whatever we can do to make certain that our kids are safe every day. >> Thank you. Thanks. >> Other comments?
I have a question. Um, we talked about visitor management systems and increased enforcement action. I just um having conversations with people. I think one of the asurances that people are looking for and it goes back to the transparency
and the question that's asked often to me recently especially is is the district do I feel the district is doing everything we can do within our legal authority at this time to ensure the safety and well-being of our students
and staff at school. Um, based on what I'm seeing, I I can answer that, but I I think it's important to go on record what what the experts here at the table are uh sharing with our principles.
>> I'm happy to to uh go first on that. Um, I think the answer is absolutely yes. Um, and we're continuing to learn, right? um this situation's evolved over the last uh 3 weeks or so. Um you're always
balancing um when you're kind of in this in this new territory. We're u we've actually one of the things a couple things I'll mention that we've done. We actually uh did meet um with the teachers union last week, had conversations. Um, we are, um, we have,
uh, a nearly completed draft. I'd say probably a completed draft of of some clear guidance to staff in terms of, um, how they can support students if they were facing um, uh, immigration enforcement action, for example. Um, I
want to point out the the kind of delicate dance we do in those situations because we we and our staff is fantastic on this. they they want to do whatever they can to support families. Um we encourage that. We want that to be the case. We also need to make sure that we
give them guidance to that doesn't run them into an issue um in their own right, right? Because we have to protect them as well against um uh you know maybe stepping in the way of uh of an enforcement action having a obstruction
of justice or interference kind of um um assertions made against them. So, I I I will I will say we've we certainly have um uh rolled out a lot of guidance to our principles. Um a a lot of direction.
We've we've talked about specifically plans about what to do if enforcement actions come to the to the building. We, as uh Greg had mentioned, we talked to our transportation uh providers and our and provided uh information to our bus drivers. Um
and then we're always balancing, right? we're always balancing really in in a in a new kind of unchartered uh territory for this time. So, >> I thank you for that answer. I think that um I appreciate the conversation and the the me mentioning that we're
learning as well. Always looking for to improve if there's opportunities and having those ongoing communications um with our with all of the partners that you just talked about. I'm sure everyone is talking to one another at this very important time. Yes. Go ahead.
>> One thing I I will mention and maybe this um maybe this is an example here. So we um and communications did a great job with this in terms of of rolling out um some questions that community members would have and we have that posted on our website. uh what what happens about
do do we release student data if we're approached uh and ask questions by immigration about students email, address, phone number, that type of thing. We have very very clear guidance that indicates that that information is not provided. Um it would not be provided again without a judicial
warrant. Um so that FAQ is is out there. We've tried to address the most common questions, but one of the questions um I heard from Director Desaine tonight was what about bus stops? Um and frankly I mean one of those it was a it's been a struggling uh an area of struggle for us
to think about what can we what can we say and u maybe the what we can say with respect to that is is that while we this is this is the community at large and we don't have jurisdiction in that area we don't own the property of the bus stop.
um you know parents who um uh have the capacity and time who wish to you know be out and and uh at a bus stop and we always encourage that anyway, right? We have we have families out at many many of our 8,000 stops particularly with our elementary school students uh where the
parents are waiting there every day. Um and so they're whatever the case might be, a strange car pulls in. um a person who we've never seen at the bus stop walks up um they're they're there and we um you know we're grateful for that.
We're thankful for that. Um but that's kind of the that's almost kind of a community effort um because our jurisdiction doesn't exist really uh wholly in that. Um so I I I thank you for that because I think that's something we could add to our to our FAQ as well and we will continue to do that.
I mean we built this with the idea that we would add on to these um questions. Excellent. And I would call that part of the network of care that's out there that people are putting together to have people at the stops and things as well. >> Can I just add one thing too? >> Sure.
>> Um I I do want people to know too that uh we don't think we have it all figured out. Um we never do and um I think that's really important. Uh that that you know you don't you don't rest on your laurels or think that everything is
is just okay. Um, you know, a prime example is this recent situation that the two that that came up where we decided that we needed to give we had given instructions to drivers. Um, we felt we needed to give better instructions and we also needed to
improve our um markings on our vehicles that are transporting our kids. We have markings on them. We think we need to we could do a better job of um signaling that to to others. We worked with uh uh BJ Ice and our transportation director, reached out to the state patrol to get
some guidance on kind of making sure that we're in compliance with certain uh laws with regard to that. But those are kind of two recent examples where we're going to make changes if we think we can do better. Um and I just want people to know that we'll continue to to look at things that way.
>> Any other questions, comments? Director Ducha, >> just briefly because I just want to echo what you just shared because I think it's very important acknowledging that we don't have it all figured out yet and that we're open to the continued conversations, open to
learning from others around us, from what's happening here. I I am so grateful that you acknowledge that and shared that because we haven't experienced this before. Um, and the fact that immediately you're thinking about can we mark our transport vans better? Do we need different signage in
our parking lots? I, you know, I don't know what the the questions might turn into, but the fact that you're willing to say we're not sure, but we're going to keep looking into it and we're going to keep pressing on what we can do to continue to make safety a priority and a better experience for our students and families is so important to me. So,
thank you. >> Thanks. >> I appreciate your time and certainly your report. It's very timely and um it's something that our community can listen to in true transparency. That's what our intent was when we had the
conversation to have this and I we may have you back if that's okay in the future for for good good stories, too. So, thank you so much for all your hard work. All of you appreciate keeping us safe. >> Thank you. Thank you.
>> All right. The next item we have um board members is uh learning and achievement in curriculum adoption process and superintendent McIntyre. >> Thank you co-chair Langenfeld and board members. This is meant to be a very brief kind of check-in and update and
really a preview for your work that's going to be coming to you starting at our next work session. Really just to get this on your radar. So our goal is to continue to improve on um our process. we were maybe moving from a
over a decade old um heavy lift model to something hopefully more nimble and um we just don't want to ensure that we're not just doing those uh adoption steps for the sake of steps but to really get the best results in our classrooms
um also without without burning out our staff in the process. So in your packet is just more of a heads up. We're not going to go through those details tonight. Um, but it's it's a preview of the upcoming work that um the discussions we want to have with you around honoring the current approach
with the two-step process to does the board have interest working with the administration on continuing to even improve upon that. Um, so we're really again kind of some like three big takeaways as as I want you to uh prepare for the the coming um work session.
um moving away from that um you know nearly 40-step process to a streamlined model that does consist of um kind of a pre-work or what we call igniting the process um followed by two major steps and that would reduce some redundancies
that would make uh the management of the continuous cycle more nimble as we have state standards continually changing in multiple content areas. It would also secondly prioritize our teacher time. So managing the workload of our staff and
we know their expertise and and their their input is so critical. I think of our literacy adoption how valuable our teacher involvement whether it was a steering committee or the piloting teachers um really uh making sure we're
maximizing that feedback loop as we you know look at that implementation phase piece. And then lastly, just the operational transparency as far as, you know, the selection and adoption and how that unfolds with logistics, things like
budgeting, vendor negotiations, are are the materials aligned to best practice and um research. Um how do we do those analyses so that the board has confidence and trust in that process? And that's just going to need some digging into it together with you. And
as the co-chairs and I were kind of planning this meeting, we thought it was worth mentioning this ahead of the work session and upcoming meetings because we're going to have a lot of the curricular areas coming to you now in the coming months through the spring. Um so we thought we'd just kind of tee it
up a little bit uh tonight. And in the meantime, between now and February 9th, please feel free to reach out with any questions, any additional information you want ahead of time that we can provide to help you formulate, you know, what you want to discuss ahead of time
so that Sarah Hunter and our team can be as prepared as possible for you and be on point and focused with that. So, that's it. I didn't I'm not asking for any more uh deep discussion tonight. It's more of a preview for our um work session February 9th. So, thank you.
>> Okay. Thank you, Superintendent McIntyre. Our next agenda item is elementary and secondary literacy update. And I want to welcome our executive director of learning and achievement, Sarah Hunter. Welcome. >> She's in a little bit of pain here today
with an injury, but we're >> gonna be patient. >> Thank you for being here. >> Of course. Good evening, co-chairs Langenfeld and Hookman, U, members of the board, Superintendent McIntyre. I also have a relatively brief update this
evening. Um, we are looking forward um to being able to share um a much lengthier update that will include um midyear student data in March. Um but I wanted to provide a relatively quick update about what we've been doing um since the last time we spoke about literacy, which was back in September.
Um, so our and I'm gonna have lots of quick clicking. Um, so you can probably go two slides. So I'm going to share progress on our um our adoption. The next slide just um speaks to our um board priority around improving literacy in all grades.
And then this um just is sort of referring to where we are in the process. So when we think about um the K5 literacy adoption, we are now in what I would frame as initial implementation, right? So we are we have deployed resources to all of our schools and we are looking to gather information from
students, families, um teachers, literacy specialists and principles about how it's going. All of this information was shared with you in September aside from that we have checked off that final one. So functional morphology training um has been given to all of our K5 teachers or
four five teachers I should say. Then the whole next slide is new new information. So um we have provided that same training to our supplemental and intervention teachers so that um the teachers who are working with our students who have um the greatest gaps
in literacy learning are also receiving um instruction using high quality materials. Um and we did a second round of CKLA which is our um knowledge building curriculum um training for all of our K5 teachers during their their professional learning day in October.
Um we then followed that with um functional morphology coaching training for our literacy specialists. So they are the sort of eyes and ears that of of us our learning and achievement team in schools. Um and they have been for a number of years um providing coaching on
bridgeto read. Um they now have u received training on how to coach um functional morphology as well. So supporting our teachers and using that resource well. Um and then just this month um we provided bridgeto-read training for our ML teachers. So teachers who are working with our
students who have the gift of multiple languages um making sure they have access to materials that support with um reading uh with those students as well given that um some of our intervention time uh students who receive ML services are receiving services from their ML teacher at the time. So we don't want
them to miss that um high quality instructional material. And then the biggest deal, which is one of the things I will want to share lots more information with you um when we come back in March, is that um part of our contract with CKLA includes um full day
coaching visits at each elementary school in um the last week of February. So every elementary school gets um either myself or a member of my team alongside a CLA coach um who will be working with them on both observing in classrooms, working with if there is a
grade level team doing collaborative time that day. Um and then providing us and then each school feedback on implementation at the close of that week. Um so that again is one of that's one of sort of the biggest deal things that we are doing as a team this year to support CQLA.
This slide is all about that. So that is what we're doing the last week in February. Um the other piece that I just wanted to mention as um I've mentioned that the literacy specialists are sort of our eyes and ears in the elementary schools and our coaches are in our u middles and high schools as well is on
each of the three curricula that we um are using this year. We are providing support for our specialists so that they then know how to support the teachers, right? Because they are the ones that are sitting with um each grade level team on a weekly basis. um to support
them in using the materials. Well, all right. So, a couple updates um that are more related to the big picture or um the Minnesota Department of Ed. So, I had shared in my September update that we were anxiously awaiting um MDE's release of their approved intervention
resources. All of the materials that we have talked about thus far are our core tier one materials. We know that there are students for whom that's not enough. Um and so one of the things that we are doing now um MDE released their intervention materials in December um and we have a cross department
departmental team including special education um members of my team ML um our supplemental folks etc that are working on um the process toward um piloting and then adoption of intervention materials so that that second scoop for students who need it is
um as high quality as the resources we have in core. Um and again my hope would be to share sort of bundled with the student data that we're sharing in March an update on that process. Um the data I'll be sharing with you. So
we are currently almost at the end of our um universal screening window for winter. Um and then I'd mentioned earlier this year in um grades four through eight all of our students will be taking the CAPY assessment which gives us that much more granular um data that we can use to inform intervention.
That data will also help us to make um the best choices we can for what we purchase for intervention materials. Right? So once we have that data for our students, we'll know what we most need. Um and again, I plan to share that with you in March. The other layer that is just sort of
looking to next year um is that we are um finishing up phase one of the readact um professional development. So that's predominantly our elementary folks um in addition to some special education teachers and ML teachers. But starting next year, we will be um transitioning
up to secondary. So um the the teachers who are the bulk of that um training will be our secondary ELA teachers. So middle school and high school ELA teachers. Um and we have a plan for how we will support those folks that um I want to frame for all of you when we come back. They have just released the
there are like four options um to take uh as a district in terms of the professional development that those teachers engage in. So that's part of what we'll present to you in March. >> Thank you. >> Questions or comments for Miss Hunter? >> Well, I'm impressed. Anyway, a lot of
work has been done in this space and um I had the privilege uh last week to be part of a team at the Minnesota School Board Association where um they were a huge success. Sarah and Lisa Simser in particular, Superintendent McIntyre were
kind of on the side. He and I were on the side chiming here and there, but um what what it told the story was where we are in the process. And what I learned as I was listening and talking with different folks in the in the audience
with me and and um finding that a lot of our school districts are not where we are yet. um and the open the door to come and see um bridge to read at Monroe huge um response is what they've gotten
from what I understand from the principal which is really important because it starts to to not only and I know superintendent you can maybe speak to the fact that legislators are already have already been there too but I think this work is so vitally important um and
I have seen just the small benefits as we start to make these transformational changes. Um, it looks ambitious. It is ambitious and it's a a a labor um that our teachers um really um need the
support and want the support and are doing great uh with it. So, it's a a great team effort, but again, I appreciate you sharing with us where we are in the process. Really looking forward. I I have a special interest in CAPD and the data that you get from our
students to see what our our students that maybe had slipped through the cracks in the past are going to be telling us as well. So, any other comments, questions? Yes, Superintendent M. >> I got to take the opportunity to just uh mention the word is out about our
implementation and results. We had the chairs of the education, finance, and policy committees last was January 15th come to Monroe to see it in action. so they could see how this is taught and how how we are implement implementing because they're hearing about it. And I think that really helps us as we get
into the legislative session being a a model u example of how to roll this out and an opportunity to continue to ask for continued support to make it work the way it's supposed to work, right? So, um we continue to get those opportunities.
>> Thank you for that. Thank you, Miss Hunter. Appreciate all the work you guys are doing. And next, I see Dr. Cherry back there, our chief human resource officer. Um, I invite you to the table to talk about
the teacher master agreement. >> Good evening, coach Langenfeld, members of the board, Superintendent McIntyre. pleased to be here this evening to announce that our teachers uh who are represented by a noanipan education Minnesota local 7007
have ratified a new 2-year agreement with the effective dates July 1, 2025 through June 30th of 2027. Uh a special thank you to the members of the union and the district bargaining teams who worked very hard in negotiating an updated employment
contract. Uh this contract has updated terms and conditions which include step- in longevity movement for each year of the contract. Um uh as well as variable increases to the K12 salary schedule um in an effort so that each teacher would
receive at least a $2,500 increase with step movement each year of the contract. The K12 schedule includes a new top step in year one that is $2,500 higher than the previous top step and also drops the first step in the
second year of the contract. It also includes a one-time payment of $2,500 for active K12 teachers who were on the top step and would not have received step movement to be paid in October of next year. Uh, another uh addition to the uh
contract is a $2,000 annual stipend for our teachers at River Trail Learning Center. Uh, the uh contract includes a 2% increase to all extra service agreements and hourly pay starting in the second year of the contract
and uh also increases to contributions, district contributions to medical insurance. In year one, uh the increase is $40 per month for employees who hold single coverage and $315 per month for employment employees with family
coverage. And in the second year, the district contribution increased an additional $95 per month for singles and $145 for employees with family coverage. Uh and um in addition to that, the district contribution for dental
insurance increased $5 per month. Uh some other negotiated terms and conditions include preapproval process for credits to be considered for lane advancements. Um a reduced threshold for personal leave that may be taken uh in
any given day. So the the threshold previously was 7% of teachers within a building or program on a given day. that was reduced to 5%. Um as well as an elimination of the substitute deduction penalty that was previously in place.
Uh we've identified a religious leave option. So teachers may take three days per year that are deducted from their sick leave balance um specifically for observance of of religious holidays. Um
and uh I think one of the the large large increases to this contract is the addition of our preschool teachers. Previously, our preschool teachers who are also represented by Education Minnesota, Anoanapan Education Minnesota, um have um uh now been uh
folded into this contract and um are on a pay schedule uh very similar to our early childhood family education teachers. For our EBE teachers, we have 33 employees here. The total compensation package includes an 8.45% 45% increase
or approximately $194,000 in new money with a total package of $4.8 million over the course of the two years specifically for AB teachers. For ECF teachers, we have 21 um in this unit. The total compensation package
includes a 10.96% increase or $170,000 uh in new money with a total package of approximately 3.2 2 million over the course of the two years. For preschool teachers, we have 33
employees here. The total package uh includes a 11.88% increase or $252,000, almost $253,000 in new money with a total package of approximately $4.5 million over the
course of the two years. And our largest group within this teacher group is our K12 teachers. Here we have uh 3,180 FTE. Uh the total compens compensation package includes a 7.28%
increase or approximately $27.9 million in new money. The total package cost here is $800 million over the two years for K12 teachers. In some this contract equals $812.7
million over the course of the two years. And at this time, I'm seeking approval uh of the contract as presented in appendix uh N of your packet. >> Thank you. Are there any questions from
board members at this time? If not, members before us is approval of the 202527 teacher master agreement as presented in appendix N. I would entertain a motion to approve the 2025
2027 teacher master agreement. >> So moved. >> And there is a motion by director Duchaine. Is there a second? >> Second. >> Second by director Arco. Is there any discussion?
>> Yes, Miss Hulkman. Co-chair Hul. >> Um, [clears throat] thank you. Anoka Henipin's greatest strength has always been our classroom teachers. They're the heart of our schools. Their dedication drives what happens in those classrooms every day. And I have deep respect for the
work and immense gratitude for what our teachers do and their commitment to our students. And it's because teachers matter so much. It is a responsibility of the board to ensure the long-term stability of the system that supports them.
And that is a financial reality that cannot be ignored. Anoka Henipin, as we heard tonight, has already cut $22 million from the budget, including staff reductions simply to maintain a balanced budget. We're facing ongoing pressures
from unfunded state mandates and additionally declining special education reimbursements. When contracts exceed the funding provided by the state, the result is predictable. deficits, cuts, and fewer resources
where they matter most, in our classrooms. Unfortunately, through this negotiation pro process, the union's leadership has not presented an accurate picture of the district's financial situation to
its members. The approach limited the solutions that we could find to fairly compensate the teachers and balance that with the fiscal responsibility and the needs of our students. We have urgent priorities. We heard about safety. We heard about
literacy needs, other curriculum things that need to be attended to. Every dollar diverted from our students into this contract is a dollar taken away from those essential investments. The agreement as presented is not
sustainable. Approving a contract the district cannot afford jeopardizes the long-term health of our schools and ultimately harms both students and staff. For these reasons and with sincere respect for our teachers, I
cannot support this contract. Any other comments or discussion? >> Yes, Director Argo. >> Yeah. So, I greatly appreciate the comments, Director Hulman. Um, I think you kind of stated it very eloquently
there. I just want to highlight the difficulty of making decisions like this that are by its very nature unsustainable that will lead to things like more budget cuts after we just cut over $22 million. Um it the problem with the conversations
that you know the community has about the or just how the conversations are had is that it's always presented as this sort of black and white like this is the right thing that's the wrong thing. But I mean, the reality is we just live in a world of painful trade-offs and you have to choose
uh how to balance those things. And so I'll be voting for this contract. Um but I also share the concern that we want to make sure we have a sustainable contract. Um we balance other expenses as well. And then one of one of the more
disheartening things, if I could just point this out, something I realized along the way was, you know, just kind of how the union was messaging this to the teachers is I mean, it's just a it's just a simple fact for anybody that was following the budget cuts that while we did maintain classroom size, and that is
definitely my goal. Like it was and it still is my goal, there were some teachers that were cut in those budget cuts. And so one of the things I don't I'm almost certain actually the union did not communicate this to its members is that if we exceed a certain threshold
just going to push us right back into budget cuts and if we wound up cutting teachers before even when we were trying very hard not to. It's not a guarantee of course the board has to make a choice but it's highly likely that will wind up being the case again. And so that's not
an outcome I want. Um it's not something I I want to find other solutions other than doing that. But it again it just highlights the nature of the painful trade-offs that are involved in choosing how to allocate money. And then another thing just again just worth mentioning is in the many conversations that were
had um the idea of how expensive insurance had become was also one of the biggest constraints, one of the biggest difficulties. And again I agree it it went up I believe it was 22%. It's a staggering increase. Um, one of the things I was doing behind the scenes is trying to better understand like what's
causing that, if there are solutions other than simply just more money. And while I'm not going to bother to go into that here, there are it does seem like there are possibilities that can help alleviate some of those problems that didn't just go directly to a contract change. So, or just an increase in
salary. So, but again, it's stuff like that that just it has no chance in the public discourse to be brought out because it's detailed and details were not things I don't think anyone was looking for trying to hear. It was kind of just pressure is really what I felt
is what I saw and a lot of emotion and I get it. It's perfectly perfectly fine and normal to have that emotion. But um yeah, I think there are there's nuanced solutions that are still being investigated to kind of address some of these other issues as well. So just
throwing all that out there. It was a difficult process. Um but I think this is the the best possible path forward that we could find. So I I am in favor of it. >> Thank you. Any other comments at this time? All in favor, please say I.
>> I. >> I. All oppose say no. >> No. >> With three in favor and one opposed, the motion is approved. Thank you, Dr. Cherry. At this time, we are nearing our last board agenda item. It is board
correspondence and communications. This is the time, members, that you have an opportunity to share any happenings in your community, report on committee assignments, or other items of interest. Does anyone have anything to share? Director Duchaine,
>> thank you. Uh, you briefly mentioned and I'm imagining that you'll share some more, so I'll keep my remarks brief, but I was able to attend the Minnesota School Board Association uh, conference uh, last week, two weeks ago. Now, at this stage, the days are blurring together. Um, really helpful sessions.
The keynote and the closing speaker were very good. I'm I'm still uh learning from them and reflecting on on takeaways that I that I had from that. And just another shout out to our literacy team and to the folks at Monroe for the presentation that they gave about our um
readact efforts. It is inspirational. It is an a pure example of when this board can work together and be unified behind something that is in the best interest of students, the the progress and the good work that we can do. Uh and I really look forward to us finding more
opportunities like that and um the ability to showcase those. A few quick highlights. We have great success in many of our sporting teams. Uh the Champlain Park boys swim and dive team is having an excellent season. and I got to go to one of their meets recently
against uh Rapids swim and dive team. Wonderful swims by both groups. Uh similar for our basketball teams and our unified clubs. I think that the joy that it brings me to watch our students participate in activities that they love
and that bring them uh fulfillment is is just one of the highlights of this role. Um, and it keeps the dark and heavy parts uh of the work that I know is being experienced by our families and our our staff um at bay some sometimes,
you know, in those moments of of joy. Uh to that, you know, I've spent time this last week at Dayton Elementary and at Champl Brooklyn Park Academy. Um I'll be at Champlain Park tomorrow uh or on Wednesday. And I think just extra time
and care for our staff and and awareness of what's happening in our buildings is so important and informative right now. So I encourage all board members to to do the same. >> Thank you. Thank you. Other board director.
>> Yeah. I um well just uh thank you to Principal Shepard at Sunrise Elementary. I got to attend the science fair they had there and be a judge for some of the projects. Um they were pretty impressive. Um I love the creativity. Also, I don't know why I get such a kick
out of this when they students are presenting. Like some of them would quite literally turn around and face their project and not even be facing me as they're like telling me about their project. I just [laughter] I absolutely love it. Also, some of them were clearly done by parents. Also kind
of funny. But I overall I I loved I love the science fair chair. I I look forward to going again next year. So well done to the students. >> Very good. >> I have um the the schoolboard association um opportunity was an
excellent one this year. I think that the breakout sessions were many and afforded a multiple uh multitude of options for people and um uh different vendors were excellent. They offered different food programs [laughter] that
that uh we got to do a lot of sampling. I do want to share with you director Arco, you were missed. I had several people ask if you were present. So maybe next year you can join us especially our friends from next door of course where there are some of them are neighboring
district as well. Um I am wrapping up my third uh visit to teach uh Minneapolis Institute of Arts program at Monroe Elementary. I've been trying to decide if I'm smarter than a fifth grader and I'm not. Um, if you're not familiar with
that program, the Minneapolis Institute of Arts affords volunteers to be trained and go into the classrooms um at various schools. It's a coordinated effort with a lot of volunteers. We spend a half an hour with our grade level uh hosts um
and we introduce two pieces of art um each time we visit and have great conversations and quite frankly uh it brings me great joy. It also helps me uh get a pulse on the incredible work. Um
there is having been spending most of my teaching career at higher levels secondary there is something extremely joyful about elementary that you can't capture at high schools and middle schools in terms of just um where they
are in their headsp space and and I would offer that um again what going through the schools right now at this important time is what I was speaking to this evening having seen directly and been in our elementary schools with
teachers who recognize the heaviness of the moment but are making sure that they're showing up for their kids and families each and every day. So, a big shout out to all of our teachers again. Um, and uh, wish me luck tomorrow. I'm going to try to outsmart them, but they
always have me, these fifth graders. They are geniuses. We call them the geniuses as well. So anyway, that wraps up my comments and uh Superintendent McIntyre. >> Yeah, just a quick shout out to you, Director Langfeld, for achieving your 100 points for the is it the director's
award from MSBA and you were recognized at the conference as well. So I appreciate your commitment to your own professional learning as a board member. Thank you. >> You're welcome. Thank you. All right. Now we have a closed session. This is item 12. It will be conducted in close session. The executive session will be
closed pursuant to Minnesota statute 13D.05 subdivision 2 parent 3 to discuss private student data. The close session will be held in the Michael Sullivan room. I would entertain a motion at this time to move to close session.
>> We got a motion to go into close session by director Duchaine. Is there a second? >> Second. >> Thank you, Director Arco. Motion by uh director Shane, seconded by director Arco. Any discussion at this time?
Hearing none. All in favor say I. >> I. >> Opposed say no. With four in favor and zero opposed, we will move to close session in the Michael Sullivan room. Should we take a five minute break? All
right. And that'll put us back at 8:45. I'm wondering what >> could be a good story but I