here. >> Stephanie Edman >> here. >> Randy >> here. >> Sir >> here. >> John Ward >> here. >> Thank you. We'll do the pledge of allegiance. I pledge alce 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. >> All right, we'll look for the approval of the agenda as presented.
I'd like to pull the source little thing out of the consent agenda. >> Okay, we'll pull that out and put it under new business. >> And I would like to pull the policies 902 and 902B out because I just have a couple questions on that why we're not
allowing it. >> Food and drink two and 902B. >> Yep. >> We will add those under new business as four and five. Does that work, Kelly? for you. >> Okay. >> Any other additions, recommendations for
the agenda, >> Madam Chair? >> Yes. >> So, I have made a request in the past several times to have some items on the agenda and I the superintendent search is on there and I'm and I'm assuming we're going to talk about the budget during the levy discussion. The only one
that's not on there was a discussion about a seventh board member or odd number board member. But, um, you know, now is probably not the time to do that. And so, I just wanted to make sure that that's not a lost item. It's just that I'm we're still going to I'm fine with not having
it on there. I just wanted to make that comment. >> Oh, excellent. Yes. And there is kind of a laundry list of items that need to come before us, I would say, and based on urgency and importance. And so, yeah, that is definitely on the list. Yeah. knowing that we have until the election
cycle of next year to make some headway on that discussion item. Thank you for that, John. All right, I will take a motion for the agenda as amended if anybody's interested. >> Motion second.
>> Got a motion by Director Donneringer, a second by Director Heidman. Any further discussion? If not, all those in favor of the amended agenda, >> I I >> All those opposed? Motion carries. We do
have a number of recognitions and I'll just read through these if you guys are okay with that. Um, first of all, welcome back to the 202526 school year. For all our students, staff, and families, a special welcome to all our
new students and staff joining our war warrior family this school year. And it was fun to see all the new staff to the district in their um welcome as well. And congratulations to the following. Andy Rangan was awarded the assistant coach of the year by the Minnesota
Alpine Ski Coaches Association. This is the second year in a row that Brainard Alpine Coaches have been recognized by the association. That's pretty awesome. And the 2025 Distinguished Achievement Hall of Fame that was held last week. The inductees were Leslie Ambrose Bush,
better known as Bullet Joe Bush, Norman Carlberg, Christine Nes, Palansky. Congratulations to all of them. And then Jaden Barnum, Cora Clow, Preston Miller, Levi Lamir, Sawyer Riffle, Avery Vots, Drew Herkinhoff, Natalie Smith and
Cooper Katsenberger, and Maline Mau and Kellen Ellingsson and Sophia Mangini were all selected for the Brainard High School homecoming court last week. So, congratulations to them. And Preston Miller and Maline Mau were selected as
the 2025 homecoming king and queen. So, congrats. And I believe we have director Fleetton to come up and and share some some thank yous. >> Yeah. Good evening all. Um I just felt it was a proper thing to do to thank all
of our local contractors that helped us out during our water break and waterline issue at the Briner High School. Um Anderson Brothers Construction. Keith Solderman was the genius behind everything and had a lot of ideas and made it happen. and for for his help I'm
extremely grateful. Uh AW research laboratories Sarah Fogrude worked all weekend to make sure uh we could have tests that were analyzed over the weekend which they don't don't normally do. Uh Brainer Public Utilities Jason Angholm and Charlie Gammon uh full of uh
a lot of help and gave us great direction and what we needed to do. And finally Holden Electric Micah Toughness thank you to them. >> Excellent. Thank you for sharing that. Thanks >> and for the quick work of those groups to get us back online and back in school. That was fantastic. All right,
up next we've got public input. A member of the public can address the board during this time. Comments will be limited to three minutes. Complaints or allegations against students or employees may not be discussed due to data privacy. Complaints or allegations must be submitted in writing to
Superintendent Grant. The board of education and the superintendent will not converse with guests to address the topics discussed at this time. And um we give each person three minutes to speak. So we will start tonight with
Ed Shaw, please. >> Um yeah, I can grab time. >> Evening madam chair, directors, and wanted to keep it brief. I did see a looks like a worksheet about proposed reductions to accommodate the budget
shortfall, which are going to be obviously there's four different options, but they're all pretty rough and pretty drastic. They're going to have a very negative impact on the quality of all of our children's education. I have two kids in the district at Forest View. Many of my
friends have have kids there as well. This is going to be a real problem and a problem for the whole community. as a business owner, it's not going to be good for business. If our quality of our education goes down, that's not going to attract people here. People aren't going to want to come here, work for businesses, shop at businesses, etc.
It's a it is a bad situation all around. So, I would reiterate, I know you've heard this before, but it's important. The the people, the public should decide, all of us in the community should decide. Do we want to have a levy increase, pay a little more in taxes to
avoid these cuts, or do we want to have the cuts go through? We should decide. The general public, the people that live here, with all due respect, please let us decide. Don't don't make that decision for us. Let us decide. Hear from us. Thank you. Thank you. All right, next up we've got
Ruby Shaw. >> Welcome, Ruby. >> Hi. I saw on the list that a possible cut is the EGOT program and as a former EGOT student I strongly discourage that because it would close so many opportunities to kids. Thank you. Thank
you. Up next we've got I believe Susanna Leamusma. Welcome. Hello everybody. Um, I remember sitting in this exact chair 5 years ago to ask our board to do better. And that's what I'm going to ask of this
board tonight to do better. The lack of respect shown to fellow board members is absolutely saddening to witness. I remember not too long ago several of you being brand new to this role and you expecting and hoping for patience from fellow board members and our community while you learned your new roles. Regardless of how you voted, and I am
not seeing that happening now. Um, we can do better. Our kids deserve a professional, kind, and respectful board that can work together regardless of disagreements. You can be a divided board and still have a peaceful board. I've witnessed it over the last 5 years during crazy times in our district and by prior board
members who set a great example for you all. How can we expect our students at every moment of every day in the classroom to be on their best behavior and respectful at all times when we as community members and board members are not holding ourselves to those same standards that we hold our students to?
We as a community and you as a board have got to stop being so divisive. It's time that we all come together, put our views and differences aside. It's up to us. It's up to each and every one of us to be the change we desperately need in our schools right now. I can only imagine how unbelievably stressful and
thankful thankless this job is along with the workload being so much more than what you guys signed up for, especially during the extra stressful times. But it's imperative that you all come together, put your views and differences aside to bring innovative solutions and help make this district
the best educational and safe experience it can be for our students and staff. I ask you all to take a step back and re-evaluate while you are on the board and use your knowledge, expertise, and passion to come together. Ask questions from those who look at life differently
than you to understand and learn. I do believe all of you are here because you care and want the best for our students. I've done some math. And for us to raise $3 million, yes, that's not a a fix. We would need each of us to donate 6,000 of
us would need to each donate 500. As a parent, volunteer, and active community member, I would be way more inclined to donate tomorrow to a fundraiser like this to help our district if I felt those who are leading and making decisions were coming together to help bring solutions while acting in a
respectful, professional manner, especially when someone disagrees with them. We are a very passionate and caring community, so why not fundra for the immediate needs? Our teachers need support now more than ever before. What's being asked of them is absolutely
insanity. bigger class sizes and less resources has never worked and it never will. I feel like when cuts are being talked about and decisions made, we are not fully understanding the negative impact of extra stress it's putting on our teachers. They are only human and although they are strong, they can only
take so much. It's up to us to bring solutions, not keeping away, not keep taking away resources from our educators who are forming our next generation. And if we continue doing this, it will result in longlasting negative effects for generations to come. Please find a way
to unify and remain respectful. Thank you. >> Thank you. >> Thanks. >> Next up, we have Sarah Hayden Shaw, please. >> Hello. Good evening. Um, I just wanted to uh share my experience a little bit.
I um my I have two students or two kids at Forest View Middle School and they are um in the grades that had pods cut um due to budget budget cuts. So in much two pods instead of four um is where
they're at. And I gave them an a homework assignment to take to school to um a after they came home on the first day giving me stories about um how crowded their the classrooms were at the school about um fifth graders and going
into the rooms and there's not enough desks for all of the students there. Just stories like that are are going around everywhere in the school. And um I gave them the homework assignment of um counting how many students are in each of their classroom to see what
their classroom size is this year. And um it's over 30 um for every one of their classes this year. Um which is you know which is much more than it was last year. They've increased which we knew was going to happen. Um but we're
already seeing this kind of change um in the students classrooms and then looking at further cuts, further increases in classroom sizes and reduction in teachers. Um just from the outside, I hope you guys see how this all looks from the outside. That's just absolutely
unacceptable. We have a problem. We need to figure out how how to deal with it. the uh people of this community need to decide if we want to put more resources into our school. And um it sure seems to
me like those that would be um saying we can't go vote, it's because you know what the outcome of that would be. And that is that we're a community that cares about our education. So most likely um this community is going to look at what's happening in the schools and see these increasing class sizes and
seeing the pressures that our teachers um are under and um looking at the possibility of losing our really excellent teachers we have here. Um but don't think they're going to stay forever under terrible circumstances. um our community is going to see that
and most likely they would vote to give us the bud give give the school the budget they need to make an excellent education for our students and just feels like um denying having that vote is because we know that you know you know that's
what the outcome would be and uh that just seems very wrong to me. So, um please please rethink a consideration and working against people making their own decision about what their funding um will be for their school district in their own community. Thank you.
>> Thank you. >> All right. Next, we have Danielle Addison, please. >> Good evening, Madam Chair and directors. I'm going to try to do this without crying because this is very deeply personal. There's been a lot of talk about families leaving. So tonight, I
feel it's very important that you know why my family chose to stay. Three years ago, we considered leaving not because of hidden agendas in the classroom, as some might say, which we knew and we still know is untrue, but because of a deeply personal and traumatic event, but
our children wanted to stay with their school family. And what made the difference was the compassion shown by staff and leadership. That support lifted a heavy burden and staying has been the best decision we have made. Teachers and
staff go above and beyond every day knowing students by name, investing their time and hearts and welcoming families. I've seen it firsthand at Harrison and now we have been extended that same very compassion at Forest View. This sets a positive tone that my children come home excited to share
about what they learned. This is what keeps families here, but it also is what's at risk. When budget cuts close schools, or swell classroom sizes, those relationships and that support are the first to disappear. The potential cuts that are now on the line are
gut-wrenching. With them, we risk losing even more families and failing children, mine included. It's time to put personal feelings aside and do what's right for our kids. To put it very bluntly, you need to do better. Don't punish the
children who wanted to stay in this district with cuts that take away from the very reason they remain. Thank you. >> Thank you. Up next, we have Jared Ericson, please. >> Good evening, board. My name is Jared
Ericson, and I'm a 2009 grad of BHS. After leaving Brainer for college and to start careers, my wife, also a 2010 BHS grad, and I moved back here with our two young kids in 2021, uh before they entered the school system, my wife and I both left Brainard after high school with a great base of knowledge as well
as the mindset that the world is whatever we make of it. And it was because of the education we received from kindergarten through high school here in Brainard. Just a quick story, I had the opportunity to attend Mississippi Horizons for m middle school, which I believe now is one of the most impactful educational opportunities that I had at the time. I
thought it was cool that we just had a smaller, newer school than Franklin. But looking back, I remember a few different things like the fully functional uh Apple Cafe, which was a restaurant that uh taught kids how to cook and uh run a restaurant. We had a massive art room. We had uh any possible woodworking tool
and a really good teacher, Mr. KDson, to show us how to use them properly. Um crosscountry skiing at Kiwanas Park, which is the last time I ever went crosscountry skiing. And then, uh learning how to sew for Mrs. Stelmok, which I actually just used that skill the other day. one of my daughter's stuffed animals. So, of course, the core
subjects were great and taught me so much, but these are all memories and skills that were impactful. You know, the same things that are being threatened today with the current possible budget proposals. I can name dozens of families that I personally know who are in the in our same situation. We came back because we wanted the best education opportunities
for our kids because we got the best education opportunities. There are things listed on the budget plans that would significantly affect my children and make me at times second guessess the decision to move back to Brainard. One glaring example is for my daughter who is now in second grade and in the AGOT program. I'm not here to
advocate only for my own children either. I'm here to speak up for all the children in the district who will see an increased amount of students in their classroom along with more time being inside that box uh because of the the potential cuts to elementary fied and
middle school activities. The the cuts while perhaps necessary on paper will have real and lasting impacts on our students and undercut the reason families like mine return here. If we strip down the opportunities our kids have now, why would they want to mirror what we did? and so many people my age
have done and bring their young families back to the area in 20 years. While I don't disagree with having a balanced and responsible budget that respects taxpayers, I urge you to reconsider the decisions and think long term before we make drastic cuts that will cause lasting harm. Please consider a better short-term plan that gives our community
a chance to step up and support our schools. The children in our school deserve better than this and they deserve the opportunities I had and that many of your children had, too. Thank you. >> Thank you. All right. Next up, we have, and I apologize, I can't read this, so I'm
gonna get it wrong. Um, Day or Dolly Ken, that sound familiar? Starts with a D. >> Doug. Doug. Doug Kern. >> Doug. >> Sorry, >> I was a good one. I like that. Yeah.
Yeah, you're right. Handwriting, that cursive thing. So, I um I want to say thank you for not passing the budget. Um I would I would really really appreciate if you don't without fixing the problem. When you lose a thousand students over the last few years there, you have to
figure out why did we lose the students. I know many of them that left. We have a two-year waiting list. A two-year waiting list at all the schools that are non-public. And that's that's if a levy fixed the problem, I would say do it. But the levy is only a band-aid on it because you're going to be losing more
students. I was told here in the last couple weeks, the last few weeks, that I'm a hater. That I'm a hater. I'm a bigot. Many, many names. Not just because I wear a hat. I mean, anybody can wear a hat. But when I came to the school board here a while back and I
took my magic pen, my magic red pen on this male Highlander bowl and I put lipstick on it. It's got lipstick on it. That's not a female. When you pull his junk out. >> I'm sorry, Mr. Kern. >> I'm just saying. No, we're not allowed to use props.
>> Okay, so here, okay, I'll I'll move on. >> When you look at Title Nine, Title Nine is to protect our girls in sports. You can't be having men playing with or boys playing with the girls because they're made different. Every farmer knows that. And in our society, in the school, when
you have things like that, the DEI, I want to say thank you for removing the uh equity committee. I'm not sure what happened to it, but if you could clarify that, I'd appreciate it. because we were told for years there was no diversity, equity, inclusion going on in ISD 181.
But I look at the schedule tonight, the agenda, it's not there. And I appreciate that. Thank you for stepping up and doing something. Um because we need to protect our girls in sports and we need to be teaching them XX and XY. And if we're not teaching that, we're shame on
us because we should be teaching reading, writing, and arithmetic. That's what we should be doing. And and like I say, if a levy fixed it, I would say do it. But you have more students that are looking at leaving with that waiting list. They're going to leave and then we're going to have to do another
levy. Thank you. >> Thank you. >> All right. Next up, we have Katie Marsh, please. >> Good evening, members of the board. My name is Katie Morsch. I'm here tonight as a proud parent of a fifth grader at Forest View and a third and first grade
students at Lel Elementary and I'm here to voice my concern and frustration about the proposed budget cuts. The cuts outlined in the draft proposal, some of them included cuts to the AGOT program, afterchool activities for middle school, busing changes, and contracted services that impact our support services and
special education students. These proposed cuts, they go to the very heart of what makes our district strong. These cuts may save dollars in the short term, but the long-term costs, financial, academic, and reputational, are long-term and will take many years
to heal from. All three of my kids are in the AGA program. My kids ride the bus already for over an hour and 20 minutes each way. My middle schooler is taking part in after school activities. My son utilizes special education services. So many of the things you have on the
chopping block impact my children in addition to the rest of the district. When you cut a programming, you are telling our highest achieving students that their needs don't matter. When you cut after school activities, you remove safe, structured spaces where middle schoolers can build confidence, grow
friendships, and gain leadership skills. When you eliminate bus routes, you have unsupervised children on buses for longer periods of time, likely longer than an hour and 20 minutes, like my kids are already on. And when you cut contracted special education services, you put the most vulnerable students at risk of being left behind. Let's keep in
mind that the contracted services are often the only way and the most cost-effective way that districts can federally can meet federally mandated requirements. These items on your cut list are not luxuries. They are essentials. They are the things that bring students to our schools. They are
the things that brought us to your school district. I know enrollment has been a key talking point for some of you and cannot keep saying you you you cannot keep saying you want to bring students to our district while simultaneously cutting all of the unique opportunities our
district offers. Freezing teacher salaries and increasing class sizes will only worsen the situation. We have amazing teachers in our district, but if we cannot remain competitive, we will lose excellent educators and families and the students will follow them. Enrollment will drop and with it state funding, creating a downward spiral that
will be far more damaging than the savings you hope to achieve today. The larger C class sizes mean less individualized attention, more behavioral issues, and declining achievement outcomes that are more costly to remediate later. I urge you to think beyond the short-term budget gaps. Invest in our teachers, in our
accelerated learning, in our afterchool opportunities, and in our students with special needs. I look forward to seeing and hearing all of your efforts to save our schools. all of your efforts to save our schools. And I look forward to the inclusion of our educators and community in these conversations. And until that
happens, we will continue to show up. We will not stand by while some on this board try to systematically destroy our public education system. Thank you. >> Thank you. All right. Next up, we have Bernita Morsch.
Hello, my name is Brenita Morsh. I go to Forest View Middle School. My two siblings, Auggie and Ria, are in the AGOT program at LOL. Now, um up until second grade, I went to Nisa Elementary. When Rua got invited to LOL
on behalf of the egg program, I decided I wanted to test if I could get in too. Um the um and then I got in the egg program was so perfect for me because um I was
challenged and challenges are important. It was perfect for me because it would fit my learning and learning is important. I think that the AGOT program is important. Thank you. >> Thank you, Bernita.
>> All right. Next up, we have Dan Modis, please. Thank you board members for the opportunity to talk to you tonight. Um, I know the job is hard and leadership is not easy. Tough decisions all around. I'm a class of 99 graduate from
Brainard. I had a world-class education. I remember as a senior some of the classes we had, we were compared to a dying at the time like the opportunities and the quota of education. I remember that. I'm a father of three. One has graduated through here. Two are in the system. And uh I have a huge interest
with that because I want to make sure they have the opportunities that I did or close to it. looking at the possible budget cuts from the finance committee notes and I hope I'm wrong but I am saddened that uh a few board members have prioritized those cuts over asking the public for a vote. It is arrogance
to not pursue that avenue. It's a slap in the face to me as a parent to not be offered a meaningful say in a in this tremendous decision that awaits us. I hope the holdouts on this board to a vote reconsider your stances.
You own the calamities to education of this district if these cuts are made and what I worry to happen happens which is the decline in the quality of education. Closing schools, decimating electives, encouraging online education, if I read that right, all take priority over
allowing the people of this district to have a say. I am perplexed to say the least and I am disgusted to be honest with what the priority seems to be. The list of proposed cuts no longer gets to the fat. You are tapping into the marrow
at this point. Besides what to what do drastic cuts lead to? As has already been said, it's going to just expedite the declining enrollment. Parents will seek opportunities elsewhere. Um, and it's just going to snowball from there. You have class sizes now at or above 40
in some grades, and some classes. What does the future hold? 4550 if these cuts are made of the no votes on the board. I do want to thank Director Dlinger because I know you got back to me in one of my emails. I do appreciate that. Um but your response was regurgitating
talking points by the Center for the American Experiment which is not a fan of public education. In fact, they want to see it privatized. So I look at that I look at the pro voucher stances that some people ran on or voting no right now and I just wonder the best interests of the district being met by some of the
people chosen to lead it and I I hate to even bring that up but it it just it's a concern I have as a parent and I hope I'm wrong. Please please prove me wrong. And one way to do that is to really think hard. Can we really look at doing
a vote to to to I can't say end all these cuts, but certainly minimize the harm that that might be looking at tonight. Okay. Please reeval your decision to deny the community a vote to invest in our kids. Public education is the great equalizer.
I will hold out hope that it stays that way and uh thank you for your year tonight. >> Thank you. All right, the last um public comment we have for the evening is Matt Eerts, please.
Thanks. Excuse me. Thanks for letting me talk. And I don't know if you can notice this, but I'm totally an empty neester now. My youngest kid just graduated from the Brainer High School in summer. So, I have decades of investment in this community and this school system. And to say that um I'm concerned about some of
the optics right now is an understatement. um districts falling off ai fiscal cliff right now and unfortunately as a community member we see the the the response defined by inaction and dysfunction and I think it's really
really critical of you guys coming into this retreat in a few days I think it's critical for the community that two things happen first that we see some cohesion and we see some action from the members of this room because the community needs to see that and one of
the big the big benefits of that is it's going to deliver to our kids and the community and what we need to invest in to have a world-class education system. The second thing that I'm really concerned about, Superintendent Grant, your time here is limited. We're
replacing you. So I worry about recruiting quality people into roles like the superintendent and the teachers. If the community is seeing nothing but dysfunction, what kind of candidates are we're going to get? So I really really
hope that we can kind of turn the tide on some of the optics and some of the cohesion and really start delivering for the kids. Thank you. >> Thank you. All right, we will move on to our next agenda item, which is the approval of the minutes from the special board
meeting on August 18th. >> Make a motion. >> I believe we've got a motion on the floor. >> Second by Director Heidman. >> I can do that. Yeah. >> Great. We've got a motion by Director Donnelinger, a second by Director Hydeman. All those in favor of approving the minutes say I.
>> I. I oppose the same. Motion carries. The consent calendar, we have hires that are approved, pending negotiated contracts and agreements, and district approved acceptable uh background checks, as well as donations and gifts,
some lease agreements, some items that we had on the finance committee agenda earlier in the week. I'll entertain a motion. I'll make a motion that we improve the approve the uh consent calendar. All
right. >> Second it. >> We've got a motion by Director Breen and a second by Director Dondelinger. Any discussion? >> This is the amended consent agenda. We're voting. >> Correct. So, we're pulling off the MS or we're pulling off the 902 and 902B
and we're pulling off the source contract. Thank >> Madam Chair. I just wanted to make sure. >> Yes. Appreciate that. Any other discussion? If not, all those in favor of approving the consent calendar say I. I
>> oppose the same. Motion carries. We'll move on to our presentations. We have two tonight. The first one is um regarding OPED. So, the other post-employment benefits presentation. And I believe we have
director Lord and Jill Erdall joining us. Welcome. Thank you for joining us. >> Thank you for having me. All right. >> Um this is Jill Erdall. She's with Hildy. Uh well, USI. I previously Hildy.
Um and they do our Gazsby 75 actuarial study. So she's going to go through all the nuts and bolts of that. I know the high level. I'm just going to say that. Do I speak into this microphone? Yes.
so that you can see. I'm Jill Erdol. Thanks for having me this evening. So, I'm a fellow of the Society of Actuaries. So, I've been doing actuarial consulting now for 35 years. So, the color of my hair gives me away, but so I've been working with Brainard for many, many, many years. So,
please uh feel free to ask me any questions as I give you the highlights of your most recent uh actuarial report. And what we'll be studying or reviewing tonight is what you uh provide to your employees when they retire in postretirement medical, dental, andor
life benefits. So, we're not talking about any of the public pension benefits in this report. So, again, all the benefits are in your contracts. We refer to them in short as OPEBS, other postmployment benefits. So the other
means other than pensions. So again, postretirement medical, dental, or life benefits in I know Marcy attached also the full report for you. So, just so you know, if you want to look at any of the detail there in the back of that report, all
the benefits that we're going to be talking about tonight are described in the back of that report in the plan provision section. So, you don't have to look at it now, but if you're wondering afterwards or want to take a look, they are all summarized there. So, you don't have to look through each contract. So, they're again, they're in the back of
the report. Do I just page down now? Okay. Okay, so an overview. Um, again, these are your post-retirement medical, dental, and life benefits from the Briner Public Schools. And there's really two kinds of OPEDs that your
district has. The first we refer to as direct subsidized benefits. So, when an employee retires from your district, you at least have to offer them the access to your medical and dental plans indefinitely. And the kicker is you have to offer them
the same blended or group rate premium up to Medicare eligibility due to our state statute in Minnesota on insurance continuation. So we call that benefit the implicit rate subsidy benefit. And then again you have any direct subsidized oped benefits that are
described in your contract. So for example, how much of the medical premium might you pay once somebody retires for how long in uh either a teacher's retirement or your custodian or principal for example. So again you have
direct subsidized benefits. How much of the premium may you pay for how long? And then there is that access or that implicit rate subsidy benefit to due to the Minnesota statute on insurance continuation. So, I'll give you a picture of what that implicit benefit is
um to be able to understand that a little bit better. You have um most of your contract groups have sunset clauses in them, meaning there's certain employees that can grow into getting these direct subsidized OPED benefits
when they retire and some will just grow into only getting the implicit or the access benefit. So, you do have sunset clauses on most of those direct subsidized benefits in your contracts. And in this most recent study, we looked at 887
active participants, 93 retirees on your health plan. And we do these studies every other year. So, the 2425 fiscal year was kind of a another base year in your cycle. and we'll use these results
then to develop your disclosures next year also. So we kind of look at the study every other year and kind of do our number crunching every other year. So um quite a few years ago we were asked so we're just keeping track for you too. Um how many of those um of the
887 you know can grow into getting those direct subsidized benefits when they retire. So about 260 of them um can grow into getting those direct subsidized benefits. So those are in essence are the grandfathered employees, right, that were hired before the certain dates
within each contract. Any questions at all so far? >> So that number continues to go down. >> Correct. >> Years tick by. >> Correct. >> Are these negotiated benefits? >> Yes. Uh they usually within the contracts, you know, over the years they
have been negotiated. Sometimes there's plan changes that are negotiated um in the in the OPAB benefits. Yes. >> Except for the uh one that's required by state law. >> Correct. Yep. That's it's um statute
471.61 on insurance continuation. Yeah. Don't quiz me on any other statute numbers, but I do know that one because I live there. Yes. >> Thank you. >> Yes. So, here's the picture of that insurance continuation statute. So, if I
was a teacher at Brainard Schools and I retired at age 60, I would run about $1,400 in claims every month. But, uh, the group or blended premium rate for single coverage is about $900 a month. So, I'm really getting a hidden or
implicit subsidy of about $500 a month, even if I have to pay that full 900 myself when I retire. um my what I'm paying in in premiums aren't running close to what my claims are. So that's an implicit or a hidden subsidy. So as we age, our claim costs under medical
tend to increase. So it's really a benefit as an early retiree just to be able to stay on the plan and be offered the group rate instead of being age rated and having to pay closer to the claims costs. So there's the implicit benefit and then
how much of that $900 might you pay in a direct subsidized benefit? >> What drops off at Medicare age? >> Yes. At um so you only have to offer that blended or group rate to the early retirey up until Medicare eligibility. So because there's just more uh benefits
and availability in the market then at that point that's what the state statute says they have to be offered that sure >> coverage until then. Okay. Thank you. >> Yes. So this um the last slide was just a single example just to kind of give
you a flavor for for that liability. And then this is just a picture to show you what it looks like in total. So we're valuing that hidden subsidy or that implicit subsidy in that blue early retiree box. So again, claim costs tend to increase or the angled line as people
age, but of course then the premium rates are offered in that flat manner. So, we're valuing that uh liability in that blue early retirey box for your implicit and then add to that how much of the premium might you be paying in the direct subsidized benefits and that's what forms your liability then
here at Brainard schools. So, the next slide just gives you a picture of the process that we go through every other year and in the off year we do calculations with Marcy and her staff also but the bulk of the uh calculations again happen once every
other year. So we gather your actual census information, your assets and claims information, and then your specific OPED provisions from your contracts. So each school district, just to keep us on our toes, has very different OPED provisions from one
district to the next that developed that way for one reason another over the years. So we gather all those input items and then we do our calculations um in that actual black box. just do all the liability calculations and then we come out with what you have to disclose in your financial statements for these
liabilities and it's under Gazsby75 government accounting standards board 75. So if you search in your financial statements under OPBS or gazsby75 then you'll find uh what Marcy and I work on every year.
So, some highlights of your most recent valuation then are here on this slide. You won't find the present value benefits in your financial statements because Gazsby just says we'd want to know what you've acred at your district based based on people's service to date
or your employees service to date. So, the present value benefits is like a uh if you had that 26.7 million uh sitting in the drawer at the school and you could earn that 43 4.3% discount rate, you'd have everything you need plus the
earnings to pay all your OB benefits off for the current group of um active employees plus retirees that you have. But Gazsby says, well, we don't want to know about uh what you think will be earned in OPED for people's future service. just tell us what you've been acred to date. So that actuary acred
liability or in your financial statements it's called total OPED liability. That's the 19.9 million. So we take your present value benefits and then we allocate it over people's careers and look at what they've earned based on their service to date. So then
may you might ask of the 19.9 acred liability how much is from that implicit or that access benefit and about 7 and a half million is from that implicit and then the remainder of course is from your direct subsidized benefits at Brandard schools.
The acrruel as to what people uh what your employees are earning this year towards their future opeds is called the service cost. So it's about 700,000. The acrual style of expense that shows up in your um financial statements is that OPED expense of about 1.15 million.
But more importantly, you probably want want to know what are we paying out approximately each year in these OPED benefit payments. And that's about 2.3 million expected for this 24 25 year. Marcy and her staff are working on trueing that up right now, but um it's
been close to that the last couple years. So I believe about 1.6 six of that is the direct subsidized benefits that you pay and then the remainder is due to those implicit benefits. So again about 2.3 million annually of oped benefit
payments. Now the good news is if we remember that 19.9 million of acred liability you do have an irrevocable OPUB trust that was established many years ago to back up uh these liabilities andor benefits at your
school district. So as of July 1, 2024, your trust, the value in your OPEB trust was about 15.9 million. So you can really think that you're about 80% funded on your current acred liability at the district. So 20% of your
liabilities are unfunded and 80% are backed up by the monies in this irrevocable OPED trust. So as I've highlighted there in the bullets too, this trust can only be used to pay OPED benefits as they come due. And it's viewed very very positively by
anybody reviewing your OPED situation that you've got assets backing up your liabilities. Across the nation, OPED benefits both at corporations and at public entities typically are not funded at all. But in Minnesota, there was
about a year and a half window many, many years ago where you could issue OPED bonds to back up the liability. So that was done. And then those uh that OPUB trust has been managed then um and is allowed to invest in certain asset classes differently than what your
general fund can. So the goal would be to try to earn investment return to pay for future OPED benefits rather than just current cash too. So, it's very unusual to have um a well-funded OPED plan uh as you do, but we see that more in Minnesota than we do
uh nationally because of that year and a half that districts were allowed to issue OPED bonds. >> Do we invest that money in the uh do we control the investment in the trust, the irrevocable trust? >> Yes. So you as a district are left up to make the decision as to how you want to
fund uh these oped benefits as they come due and you're in charge too of setting that investment policy. So I think currently you're about 65% fixed income types of investments and 35% equity from is that about right? >> Okay. So yes, so that investment policy
should be reviewed uh you know you don't have to do it annually but as as appropriate and that investment policy can always be adjusted you know as you decide as a district and a board but that's currently where you are now >> what do we earn in a year Marcy
approximately or don't you >> yeah I'll tell you the last couple years have been um from 23 to 24 was about 9.9% and the year before that uh which of course included some of the 22-year was about 3.3%.
But your kind of the target is about a 5% rate based on your asset mix right now. So 9.9 to 3.3 the last couple years and then we'll see what it is in 2425 here pretty soon too. >> Thank you.
So along with that investment policy too as I noted um you should also just have a written funding policy for your ops. So you know just take into account uh what you have in your oped trust um what you might fund with any monies from general fund monies and then what you
might apply for in from the state in an annual OPED levy. So those are really the three sources of funding that you have your oped trust general fund and then anything possible from there is a state statute that allows some to be levied for but they won't let you uh
levy for too much if you have an oped trust that's well funded. So I did a quick calculation for you next to let you know if you do want to levy some um what's available for you to levy for OPED purposes. So again, this statute on the OPED levy was put in at the time that the statute
changed on issuing OPED bonds. So you can still issue OPED bonds to back up your OPED liability, but now it requires voter approval. So we see less of that or none of it since that has changed. But at the time that changed, the legislators put in this statute on
annual OPE levies and there's certain rules. you have to have sunset clauses on your direct subsidized ops, which you really do now um across the board in all your contract groups. So, whatever portion of your acred liability of that 19.9 million that's unfunded,
you can then take your benefit payments for the year, multiply it by that unfunded percentage, which is about 20%. So, this 2425 year, you could levy for about 450,000 if you chose to do so. And that's an annual decision. So, if you
decide to do that one year, you don't have to do it the next. It could be anywhere from zero up to about 400 or 450,000. Once we get the final benefit payments, we'll know what that final number is. And again, it can be an annual decision. If you don't do it one year, that doesn't mean you can't do it
the next. So, you can look at it each year. As long as this statute remains and you have some unfunded acred liability. So, for years, you were probably used to not doing that because you were pretty close to 100% funded of your acred liability. So, this is a
newer topic or another a newer funding source for you than it has been in the past. Any questions at all? I moved through that pretty quick and gave you the highlights on your OPUBs. >> This only applies to employees who
actually retire from our school district. If a teacher leaves after 10 years and they go somewhere else, they're not part of OPED, are they? >> Correct. It's they're mainly, you know, meant to be uh right retirey medical dental life benefits, right? It's so
they're not uh not a portable benefit from a in a termination situation, but yes, there's age and service requirements, right? Along with a certain hired date to be able to grow into these OPED benefits. >> What would happen if everybody worked until they were 65?
>> That's Yeah. So you would have some of the groups um have a certain number of years required but most of them go to Medicare eligibility uh the the OPED benefits and you wouldn't have an implicit benefit anymore either because right there wouldn't be any of that
access benefit to um 65. So you're you have a couple groups that have subsidized benefits to age 70 or I think some of the directors but your liability would be much much less much closer to zero. >> Okay. Thank you. for OPUBS at least.
>> I was just um I was just going to add that the Gazsby 75 is needed for our financial statement which is why we have to do it. And then that levy that she had discussed that is new because we were overfunded previously. So that's a whole new option for us. So we'll have
to keep that in mind going forward. >> Thank you. >> And that decision needs to be made annually. So voters approve one year, they we have to go back to the voters the next year. >> So we don't have to go to the voters for it. It's part of what we presented last
week, that ley document. I could have added a number on there. >> Got it. >> With this information. >> Okay. >> Minnesota Department of Ed does ask for an application and checks through it. >> Okay.
>> Yes. But but it does it's not a a voted item. that Minnesota Department of Education is reviewing each application. >> Okay. >> It sounds like this we're in we're in good shape with this. >> Yes. A lot of districts don't have an
OPED trust anymore to work with. They maybe have fully, you know, drawn theirs down. A lot of districts, even if they issue OPED OP bonds, maybe didn't um invest any of it in equities, you know, to earn a little bit more. So, um yeah. So, you're in a good situation and that
you've got the three levers, you know, available to you for funding and you have a wellunded trust. >> How did that trust get funded? >> Yes. So, back in it's probably 2007 or eight probably. That's when the OPED bonds were issued. They could be issued
up to what your acred liability was at that time. >> Okay. Okay. Was that a that was a one-time deal, >> correct? >> Okay, cool. We we didn't know it at the time that it was a onetime deal, but yeah, then that window closed about a year and a half or two later, but that's
when they put this annual OPEL levy statute in. >> What do districts do that don't have a fund balance? >> Yes. Or an irrevocable OPED trust. >> Yeah. So, they're um budgeting for their OPED benefit payments from their general
fund. Okay. or if they have sunset clauses in place on their defined benefit ops in their contracts, then they can also apply for the annual OPED levy. >> Okay. >> Yes. So, um, so they just don't have the possible funding source of of an OPED
trust, >> right? >> There were some districts that chose not to issue OPED bonds back at that time. So, it was it was a mix, but um most most did that had a more sizable um liability. And then some some when I
when I first presented it um we we didn't issue the bonds but of course I was just presenting the numbers but some said no but then about a year later they had me back and they decided to do it but so it was uh and then some did a portion and others didn't do it at all.
So it was really a it was really a mix and it is up to each district to decide what they wanted to do and the opeds are very different from one district to the next too. Any other questions?
>> All right. Thank you. >> Yeah, thanks for having me. And if you have any questions, go ahead and get them to Marcy or me too at any time. >> Great. Thank you. >> Thank you. >> All right. Up next, we have an MCA presentation with Director Londren,
please. >> We have to vote on anything regarding. >> Okay. It's just a presentation. >> Gotcha. Gotcha. Gotcha. Gotcha. Gotcha. >> How good we're doing. >> Keep me in line.
>> Good question. Welcome. Hi. I had done the slide, but okay. All right. Well, good evening. It's good to see everyone. So, uh, we're going to take a look at our districtwide just a
broad overview of our MCA data from last spring. Uh, before we get into the data, uh, there's a few grounding slides just with some information provided by MDE around um, assessment assessment systems
and and how we use that information. So the the word assessment um is the process of how we gather information about student learning and we use that information to inform our instructional
decisions and how we support our students in our classroom. And there are a variety of different types of assessments that we use in schools and they're all intended for a specific purpose or that information. We use that
in in different ways. And it's important to remember that not one single assessment gives us everything. we layer these uh different assessments and the information that we gather um to to help us uh support our students and and make
decisions about how we move forward in our classrooms. So this is an image provided by uh MDE that gives a a broad overview of the different spaces and types of assessments that we um engage in with
our students in in schools. Um and it on the on the left hand side it provides the the key so the the purpose for each of those types of assessments. So just looking at that key uh some assessments inform immediate next steps um in the
classroom for learning uh with teachers engaging with students. Uh some assessments are intended to provide a measure of individual student achievement. Some assessments help inform our instruction and planning. Some are for more district level program and policy
evaluation. and then others are indicators of uh students who may need additional support um and how we can target those specific skills. So in the three columns to the right of that um there are classroom assessments um so
those are those formative assessments those snapshots in the moment that give information to our teachers about where students are at in their learning and how they can respond uh to to students in that moment. And then there's also formal classroom assessments. So that
may be uh something if you're familiar with an endofunit test or a quiz at the end of a of a unit. Those are more of those formal classroom assessments. And typically we use those um in our grading or sharing of information with with
families about student progress. And then there's our in the middle column the district school. Uh the one we're probably most familiar with that we talk about is the the screening assessment. So, FastBridge is that screening tool that we use three times a year uh to to
check in to see where our students are at. And again, that is used to to help us identify students who might need additional supports and how we can respond to those students. And then in that uh final column to the right at the state level, uh those are MCA uh
assessments and that really helps us to make uh program and and policy decisions. It's that one time a year, one moment in time snapshot um that helps us to to look at our our programming.
So again, just to kind of to follow up with that, the the MCAS uh show how students are learning skills and knowledge as outlined in our Minnesota state standards in reading, math, and science. And really the intent of that
information is to help us um as as teacher groups and at a district level to to look at our curriculum and our instructional design and and make decisions about how to move forward. So for example, this is just a a quick
example. Um at the top that is the grade five reading standard one uh the first one and at the at the bottom of the table in the bottom left corner that is one of the benchmarks under that
standard. And so um across the table we have information about um their performance level descriptors or what a student would need to do to be in each of those categories. So after we get our
MCA results, uh we can dig into those benchmarks and look at those pro those uh performance level descriptors and we start to ask questions about uh what does our instruction look like? So if I look at that meets column, do we actually
provide instruction around that specific benchmark? How do we assess the the learning around that particular benchmark? If we are not providing instruction or maybe there's gaps in instruction or maybe we assess to the
partially meets descriptor uh that information makes allows us to make changes in that uh curriculum program for our students. So that's really the intent of of this information is for us to kind of review our curriculum
instruction and assessment program that we have. So this is the the statement from MDE. Um just as a reminder about consequences for a school district or individual student for not participating. Um so we
do have families that choose to opt out of their students taking the MCA. Um so the consequences of that for us again is the student will not receive an individual score and um our data picture is is incomplete and um some of those
those students are included in that that calculation. So if we don't have a score they're not going to be proficient or meeting um those particular benchmarks. Uh we did look into uh whether or not we could get that specific information about how many students did not
participate last year. Um that data point wasn't readily available. So we're working on getting that information. >> Christina, Madam Chair, >> is it is it possible for us to do our own calculations? >> We could. Um I did talk with our data
and assessment coordinator about whether we could get that information and uh she said it it would take some time. So in the time span that that we had available um she wasn't able to do it at that time but yes that's something we we could do.
>> Why do people opt out? >> Uh that is a good question. I I think it's a variety of reasons. Um you know I think students get anxious about taking tests. So that's part of
it. Uh maybe parents don't >> I would agree there's a lot of reasons. um we we don't always see the immediate impact of MCAS. So some sometimes families choose to opt out because students take so many other assessments.
This one might be one that they could um opt out of. So to lessen the burden of assessments for students, students that have a lot of anxiety um often opt out or um they're absent that day, they opt out so they don't have to make it up.
There's no one reason. They do it for all kinds of reasons. >> I was curious. >> Yeah. When you were on the other deal where you do the um what is it? What page is it? Page three. >> Where you do the two to three times a year, the fast bridge? >> Yep. >> Is is that a requirement from the state
that we do those tests three times a year or is that is that a districtwide thing we're doing? >> It's a requirement for the read. >> Gotcha. >> Okay. Do opt outs don't affect our MGA scores? >> They do. >> They do. Yeah. >> So it's it's I mean essentially they're
does not meet is what they count as. >> Yeah. >> Yeah. >> Um do we offer um MCA testing to homeschool kids or um >> kids that live in our district?
>> Yes. Homeschool students need to take a standardized test. They don't have to take the MC. >> They mo most of the um homeschool families in our region take the Iowa basic skills test that we all might remember those of us of a certain age.
>> Um um but we do offer it. >> I was wondering if that impacts our district scores then or are those separate? >> Uh they're not separate because they live in our attendance area. >> Okay. >> Um but there isn't a significant number. >> Okay.
So it affects us on the numbers of the people that didn't take it. >> Correct. >> That's how it affects us. Doesn't knock our scores >> if they opt in. Doesn't they're not enrolled in our district. So it doesn't count against us. It only adds to our score if they >> for homeschool students. But you're saying
>> I'm trying to understand this if you opt out of the test. >> We got the stuff from MDE. Randy, you just sent it to us a month ago. Yeah. >> That says that it doesn't affect our score. So you know our proficiency scores, but it affects something else. Is that the deal? I is there is there other stuff tied to
this? >> Well, and I think it's it's counted in the total calculations that they are they're do not meet in in this broad category here. >> I'll give you a Forest View example because Forest View is the only school
that we have where every student is assessed on an MCA. So if we have 1500 students that are enrolled in Forest View and not 1500 of those students take either a math or a reading or um science test is only in
fifth and eighth grade. Um but that is included in the calculation for our proficiency as a district. So if students opt out, it's considered a does not. That's why I think it's important that
uh if we could work out some how to give us a true indication of data of uh >> exactly >> it used to be on that report card. It's not >> it's not on there anymore. >> And you were saying that you don't have
an idea at this point how many kids chose to opt out. Correct. >> Yeah. Yeah. I I connected with our assessment coordinator to see if we could get that data for this evening and it wasn't readily available, but it's something we'll we'll work on getting.
>> Yeah, that would be interesting information to >> look at. >> Okay, so this is again just the broad um district level overall picture. um know that um as we move into the October,
November, and December uh schoolboard meetings, our principles will be bringing forward their CIP P plans. Um the review of last year's uh goals and then their goals for this year. Um and our assessments uh fastbridge and and
MCAs will be part of that that conversation um as we look at those plans. Uh so reading MCA uh this assessment is uh taken by our third through 8th grade and 10th grade students. Um it is on the it's this was
the MCA3 last year. Uh just a note that we will be moving into full implementation of the 2020 uh ELA standards and so reading will be moving to the MCA4
um this upcoming spring. Uh so our uh overall summary of our proficiency uh we had 51 and a half% proficient um in that again all those all those students for reading and then on the
right hand side um at the bottom you can see the the breakdown um in those four performance descriptor categories. So 13 and a half% were exceeds 38% met uh
22.4% 4% partially met and then 26.1% did not meet. Above that um is the breakdown for the for the state as a comparison statewide. Our math u moving into math. So math uh
the math MCA is taken by students in third through 8th grade and then our 11th grade students. So the summary of our proficiency data on the left hand side at the bottom in the green uh we were 45.6%
proficient. Above that is the the statewide percent proficient and then to the right of that um that is the breakdown by performance level descriptor. So we had 15.5% exceeds,
30.1% met, 25.2% were in the partially meats category, and then 29.1% did not meet. And then this is just an overview of our uh reading and math and and science MCA
data over time. The proficiency percent. Um if you notice, we'll move into science next. Uh we don't have a data point for science this year. Uh those results are not available yet. So our science um MCA um this year was
the first year of the MCA 4 um in in science. So the results are still being normed um as we move through this fall. So those be available later this fall. Um just a little bit of information about the science MCA. It's a this one
is a fixed form. Um so all students that take the same version get the same questions. This one's not adaptive. Um and it is a phenomenonbased assessment. So in science students uh get a uh some information about an
observation or an event. We call that a science phenomenon. And then there's uh questions uh related to that phenomenon. And there are uh both multiple choice and constructed response questions on on this particular assessment.
>> Will it be fixed form for the others two tests going forward as well? If this is just they're still adaptive. Yeah, I think they're still working on the um the reading assessment. I know they have their uh
the first version of the performance level descriptors. They're working on that piece. um that is out for public comment. Um but yeah, this time the reading and the math are adaptive assessments. >> It usually takes a couple of years um of
administering like the MCA3 or the MCA 34 >> to get enough questions in the test bank in order for it to be adaptive and for them to understand like the cut score. >> Sure. Okay. >> It usually takes a couple of years
before it gets reliable. Makes sense. All right. So, we are um in our fastbridge season for our fall screening. So, we'll be we'll be coming back with that fall
screening data in October. Um but with that, any any other questions? >> Yeah, I've got some >> Okay. >> Comments. >> Okay. I dig a little bit further than just at the high school level. for those of you that are attending in person and
on YouTube or however we um I'm concerned I'm concerned about uh um
a couple of elementary schools myself personally uh and and and I'm not throwing darts. I'm just explaining to the public 2024 at Baxter Elementary and this is
MCA's and I understand it's a snapshot. I get it. I I really do. But when some of the numbers are this off, it should concern all of us. All of us in this room.
Uh Baxter 2024 math was 68.2. 2 2025 61.8 reading was fairly steady. Riverside was was fairly steady. Uh not a lot of ups or downs there.
Harrison uh the math just went through the roof. Gosh, it was 42.4 in 2024, 54.4 in 25. So, whatever they're doing in math, boy, that was good. That was
excellent. Garfield, this is a concern. This is a concern. Math went from 50 to 32.5 and reading went from 49.1 to 33.6.
I think we need to be concerned about that. Now again, these are MCA scores. I get it, Christina. I really do. I'm not and I'm not throwing darts, but mans what what happened? I I I don't know. These are just numbers. I get it. I get
it. um low. Um yeah, reading that should bother us. 70.7 down to 63.4. A little bit of a drop there. So
understand that these are just their numbers. Uh, I I understand it's one day and kids, yeah, they get a little anxious with tests and whatnot, but I think we should be concerned about those. And I don't know uh what we
should do about it or just right now forget about it or if we should have more discussion about it. Is is it the curriculum? Is it the professional? I I I don't know. And again, I'm not I'm not throwing I'm asking questions,
>> you know? I mean, if if we're to have and I want to read read my notes here because I don't want to say something that's goofy, but I mean, a lot of the stuff that I've read on improving scores and outcomes. Um,
investing in quality proven curriculum. I'm assuming we're doing that. uh invest in quality professional development for the purpose of implementing curriculum with fidelity and to ensure teachers are using proven methods of instruction. If we're doing
that gosh, what's going on then? I I'm just asking. >> Well, I can speak to reading. So, um especially if we're focusing on the elementary level right now. Um, as you
know, our teachers participated in the OLA, the online literacy training all of last year. >> Um, and it's an it was a very intensive, time conssuming process. >> Okay.
>> And, um, we are in the the implementation of that learning. That's the work that we're doing this year. So, um, we had a a group of teachers working this summer, um, from different grade levels
>> looking at how do we take that learning and put that into practice into our classrooms around those uh, the structured literacy instructional practices. And so uh part of our
professional learning plan this year is around um implementing in small doses the that implementation. So we have uh at each of our inservice days, we have a dedicated block of time looking at um
strategies and structures so that we can implement those uh practices with consistency across our our buildings and then um reviewing our progress data. Um what's working, what's not working, what
do we need to revise as we move forward. and all of our elementary schools also have a a literacy goal as part of their continuous improvement plan. So in addition to that um kind of the collective literacy work that we're doing on those
inservice days um individual sites are also doing uh learning and and work around that as well. Um, another part of the work of that group is to review our our resources and to evaluate our
resources and how will they align to uh those instructional practices um and to look at if we have any gaps in those resources that that we need to address. So that that is the work of um our elementary teams. That's a primary focus
of the work this year is around that that structured literacy component. Um we are also layering into that um some work around the the benchmarks um and
understanding what those benchmarks mean because again um if I break down a benchmark as as a teaching team, we we look at are we really providing opportunities for
students to learn how to do these things that are in this benchmark that's going to be assessed on the MCA. >> Are the benchmarks always good benchmarks? I mean, I know they come from MDE, >> but I mean, do some of them not make sense once in a while? I mean, some of
the teachers and some of you guys look at them and you say, "What?" >> Sometimes sometimes they're very complex, but the benchmarks are approved by the commissioner. They don't come from the commissioner. They're they're done by committee. So, they're written by teachers across the state, business
owners. Um, there is very specific statutory language about who can be on a standards >> committee. Okay. >> Um, and sometimes, just like with anything else, when you read complex things over and over again, sometimes you lose sight of that fine detail. >> I understand complex. Well, it might
make sense to the committee and then um somebody else that is not familiar with that work might look at it and needs more details, which is why MDE provides something called those performance level descriptors that Christina showed you. >> Sure. >> So, it adds that level of detail so
teachers can take action in their classrooms >> and be confident that they are teaching those grade level outcomes. >> Yeah. And again, I'm not throwing darts at anybody here. Uh I know that we went through a lot of training with read with Redact and whatnot. So um ju the numbers
some of them just kind of woo kind of hit me in the face. >> My concern if you go to like page nine. >> So page nine up there. >> In my in my mind that graphage >> that graph should be going boom boom boom boom because kids have bad days and
it's just a test on one day and all the stuff we hear, right? But that those those are going one direction. within those two and a half years and I got here we were at 55% reading now we're down to 50 51 and a half you know it's like we're continually going the
same direction and it doesn't feel right to me and I just wonder if we're changing quick enough if you can make the changes if there's something you need us to do to help you >> we're we're here >> um I don't know >> you know I mean it's it's you know I
thought it was co I mean that was the deal well co been gone for 5 years now. I mean, it's like we got to get on this. It's not fair to these kids, you know. Um, believe it or not, I've done a lot of research on this MDE thing, these MCAs,
and proficient is 40%. So, if you can do math at 40%. You are proficient. It's not like So, how does that work? I mean, so that means that to be a prof 51% proficient, we're not even at 50% of our kids are reading at grade
level, >> right? So are you equating the grade level score of let's say for fourth grade 440 with 40%. Because 440 is what meets goes from 440 to 465
is exceeds and below that is partially meets or meets. >> Yeah. But when you go to this proficiency number which is the the basic numbers that we're going through here, right? I >> mean, you did show us the ones the the
different boxes for the the percentages where they go. Um, >> so it's determined by benchmark and the weights that are in the MCA test by benchmarks. Not all benchmarks have the same weight. Um, some have more. So,
I'll get I can't give you a math example off the top of my head. I can give you a reading example. uh for sim for things like that are really important to making meaning when you read like main idea and detail. There'll be more questions about main idea and detail than author's
perspective. So they're not all equally weighted. Um which is why they have those um they don't necessarily go by percentage, they go by those. They're called cut scores for each grade level. And it's whatever grade level you're talking about. That's
the first number in that hundreds column. >> Yeah, I see. I I know what you're talking about on that. >> Yep. >> Yep. >> Randy, and I'll I'll address you too and say the questions you're asking. Every elementary principal has already asked. They started talking about that at their
leadership conference or work session this summer. They've brought it to their um continuous improvement teams and their leadership teams back in their buildings. Many of the people sitting in the audience tonight are part of those leadership teams. >> Um, nobody is sitting around shrugging.
>> Oh, no. >> You know, like, is this okay? They're definitely not okay. >> And I think you'll be pleasantly surprised when you see their CIP goals in the next few months, >> Madam Chair. >> Well, and that's good. Uh, just one other uh I skipped over the senior high
school. I mean, for reading for 2024, they are at 60.3 and they dropped down to 43.4. 4 in 2025. >> Part of that is to participation >> and the training whatnot. I mean, were we training at the high school level for uh the reading act >> in special education?
>> Yeah. >> Okay. In special >> it'll be later for >> Yeah. >> And and and and that's good. Uh I'm I'm I'm glad Director Rouse said uh there are people that are on the same
wavelength and we want kids to to succeed >> 100%. I mean, we want to graduate smart students and we got a good staff. I mean, I'll just share this. I was at Baxter Elementary opening day and there were a couple of meltdowns and I'll tell you the staff at that school were
absolutely fantastic and we have good staff. So, now it's just a matter of okay, we need to, you know, it would be nice to start seeing the fruits of our labor, I guess, would be a way of putting it. So, and in no way, shape or form was I
trying to be derogatory or anything about you guys, staff, principles, etc. So, and I'm sure we'll we'll hear more at DAC. >> I've learned a lot there. >> Yeah. >> So,
>> thank you, Madam Chair. >> Madam Chair, >> um I want to make a couple comments, several comments. Um, number one, I we over test kids in my opinion. This is just an individual opinion. We spend a lot of time on assessments and I just
read something recently about um gez I hope that we um aren't teaching to tests and um letting rather than letting kids learn, think, process, evaluate, uh
fail, succeed, etc. Um, we're over test in my opinion. We're over testing kids. Uh, and and it's important to test. It's important to have achievement tests, but it but in my opinion, when we over test, it's not good for it's not good for any any
child, any staff, anything. Period. The other thing I want to say is, you know, for too long we've been avoiding what's what's going on with the, you know, with our educational system. And we've gotten away from investing early
because we know that the brain most rapidly develops from 0 to 5 years old. And that's where we have to invest and we don't invest there. We've got to invest there. Um, we know that we I'm I still am problematic with cell phones. I mean, you want some answers?
>> Cell phones. Um, uh, investment early, um, mental health crisises that we have that we didn't have 20 or 30 years ago or 40 years ago or 10 years ago. Mental health crisises. I've been visiting schools, too. I visited Garfield where I
saw a classroom of 29 third graders and 29 third graders, and you couldn't see. The teacher went to bathroom with the kids 2 by two down the hall. She couldn't see the end of the line as she was turning to go to the bathroom with her kids. 29 third graders is too many.
There's a Riverside classroom that has 27 first graders, 13 on IEPs, 48% on IEPs. Um, so we got to we got we we we've not been working on reducing class sizes,
we've been increasing class sizes. And we've been doing that because the state and the feds aren't doing their part. But somebody has to step up then. And thank you all for your comments today, this this uh
this evening because it's going to be up to us local taxpayers to invest in our kids. And good job, sweetheart, for being here and other little sweetheart and all the little sweethearts that are here. We It's up to us. It's up to us. And we refuse to do that or
We we people don't one of the things that I I want people to understand is yes, we can't put an operating levy on a on the a ballot this November, but we can next November. And that's maybe what we need to shoot for. We've got to get we can't
rely on anybody else to get it turned around. It's up to us to turn it around. It's up to us and it's up to us to work together to turn around. And somebody said that tonight as well. So, we can sit and define and talk and debate assessments, but there's a lot of things
outside of assessments that are also impacting assessments. And I just wanted to point that out. >> Any other questions, discussion for the group? >> All right. Thank you. Thank you. >> Thank you. Thanks.
>> Thank you. All right. We'll move on to new business. For action tonight, we have uh the preliminary 2025 payable in 2026 proposed tax levy presentation by Marcy Lord. Director Lord.
It's okay. Oh, I see. Okay. Thanks. Sorry. >> No. Okay. >> All right. So, in your board packet is a document that is a lot more detailed um than my presentation. So hopefully you
had a chance to review that and if you have any questions let me know. This is a very um slimmed down version of that. So the timeline September 8th is when MDE actually prepared the first draft of the levy which is why we have a later meeting this month. Otherwise it would
be very difficult to get you guys the data that you need to approve this. The uh last week we presented at the school board work session went through this document. Um hopefully we got some of the all your questions answered there, but if you have any more just let me
know. September or tonight we will um present this and have approval for the maximum amount and then mid November the county will actually mail the proposed tax statements out and then December 8th will be our public hearing and then a final approval on the at the regular
board meeting. So the the tax levy that is tonight is for taxes payable 26, but it actually is 2627's budget. The revenue will be recognized that year. The estimated increase as of Friday is 4.66%.
Uh a lot of the levy elements are based on enrollment. So I did put in the little chart of our projected enrollment for 2627. You can see the adjusted ADMs is about 5500. And then the adjusted pupil units is the amount when the waiting is applied to
the grade levels. So K through uh six is a 1.0, 7 through 12 is a 1.2 waiting. This is a breakdown of the levy by fund. So 46% of it is the general fund, 2% is community service, and then 52% is
general debt service. Not a very big change from last year's chart. We didn't have any major changes on the levy this year. Uh levy by fund history. So the 5-year average is about 3.84% increase and the 10-year average is
4.82. A big chunk of that is because of the um 2019 increase that was about 19% due to blueprint 181. This is the general fund by category. You can see a multiple lines are
decreasing and again that's due to enrollment. The largest increases are our LTFM funds. So we did qualify for that 1A funding and approve our plan in July which is a large chunk of the increase in the general and then a
smaller increase is in operating capital. That's based on our building age. So, as our buildings age, we actually get more money for capital. Any questions so far? I know I'm going fast.
Uh, all the other funds. So, community services increase primarily is due to the school age care. Um, that's something that we can if we need more staff, we can increase the levy on that. And then debt service is primarily due to the reduction in debt excess for
future refunding. And then overall you can see that bottom line is 4.66%. This is our outstanding debt service. I know at the work session there was a question on why was it going up the debt payments. So I just want to point out on
here in the 2019A column you can see it goes from 1.6 almost 1.7 in principal to 1.98 but the interest doesn't drop by that amount and that's
just based on the debt schedule. So that's it's all based on how the um debt schedule is prepared when we issue the debt. So, I know that was a question at the work session that was kind of weird. >> Can I ask a quick question? Yeah. >> Why wouldn't it just be the same?
>> It's all about trying to make >> I can see that you think you paid it down >> that the principal would keep going up and the interest payment would keep going down, which it kind of is. >> When we when we issue debt, they try to backfill if there's off years so that
our levy isn't fluctuating like crazy. >> Got it. Okay. Um and then this next slide is the market values. So 2025 market values are not
known at this time. Um but we do have the historical 5 years and the referendum market value excludes certain properties, largest being egg and seasonal wreck. And then the net tax capacity is taking those market values and putting them into classes and then
um assigning the value based on their classes. So all three of those calculations are part of um the levy. And then Ellers puts this together for us. And um at the time when they pulled it together we were estimating 4.65. So,
it's not exactly the 4.66, but it's pretty close. And if you look at this, uh, residential and commercial should be based on the projection seeing a decrease in their taxes. And then the seasonal wreck will be the ones that
will be seeing an increase. Mercy on the on the U M chair. >> Yeah. >> So, Mercy on the uh market values. We'll go back to market values. >> Um the net tax capacity in 2024 is 3.5%.
>> Which uh that seems so low. What >> it was an increase from the last year. So we were at 106 and I believe this is billion in value and we went up to 110 billion in value. >> Oh, okay. All right. Got it. >> Yep.
>> All right. Thank you. Mhm. >> So, this is in billions. >> Yeah. >> Well, why did you put that on there >> again? >> I was looking this thing over and I'm like, I don't even know what I thought I finally had this down after 3 years of it. You know, I'm starting to get
smarter about it and I'm like, what the hund what I'm like this? I don't know where this number came from. >> Yeah, >> I get it. >> They're decimals. >> Well, they don't Yeah. Put some more on there. Some zeros or put in the top. Okay. Okay, >> I will note that on >> all values are billions.
>> Got it. >> I was just like what is I'm look what am I looking at here? >> So this is probably a dumb question but what is the percentage mean on that last column like when you look at the net capacity
and you get the 5.7% down to >> Yep. So that is just going from year to year. What are we seeing in our changes market value changes? Oh, got it. >> Yeah. Okay. >> So, you can see um from 21 to 22 we saw
a huge jump in market values, right? >> Yes. >> Yes. Okay. >> A lot of people were moving up here. >> Okay. >> With COVID and whatnot. >> Yeah. >> Okay. >> And didn't the formula change at the state level state at that time too? >> Uh I don't know about that.
>> Your friend, >> where did this thing come from? I think it's you >> really making the rounds and and actually that is a good thing to I just want to point out a lot of times when people get upset that maybe their taxes went up it's not necessarily that the
entities are increasing taxes it's that maybe their market value went up >> right >> and it doesn't mean more money for us it's just spread uh differently so the administrative recommendation is to approve the proposed 26 property tax
levy at the maximum, not at the dollar amount because then that still allows for changes through September 30th and then we will bring that back to you in December to finalize the amount. So then you'll know what it's actually going to be. >> Mhm. Correct. >> See, I learned that part.
>> And uh just to remind all of us, everyone is that um if we approve this, we in December we could we uh we can't go up, we can go down. >> Correct. You got it. >> Yeah. All right, we'll look for a motion. >> Motion. I'll make motion.
>> I'll second it. All right, we've got a motion by Director Doninger, a second by Director Breen. Any further discussion? >> If not, all those in favor signify by saying I >> oppose the same. Motion carry. >> Thank you.
>> Thank you, Director Lord. Next up, we have the approval of the 24 to 26 coordinator and department support compensation and benefits handbook addendum. And director Olsen, welcome. >> Madam Chair and directors, uh doing a
little more clean up here. Apologize we didn't catch this sooner, but in our coordinator and department support employee group um we had a couple positions that were brought on a while uh recently more recently before me but uh more recently in our indigenous ad
and um they were originally school year positions didn't get vacation. Our our coordinator then went to a 215day contract because it required summer activities and parent events and things like that. So under our um under the
provisions of that agreement, they would qualify for vacation. So that would be the recommendation to permit them for vacation uh and then remove their access to personal days per the handbook. >> Can you do vacation or is it PTO?
>> Uh in this group it's vacation. >> How does that work with the uh the uh ESST or whatever it is? Earn save time. >> That's that's separate. Yeah. >> Well, have you guys thought about maybe trying to change that?
>> There's a lot of things we're looking at for changes. Certainly. >> Yeah. That's not a good deal. >> I'll entertain a motion. I'll make a motion that we approve the coordinator and department support
compensation and benefits handbook addendum for the indigenous coordinator position. >> Got a motion. Is there a second? >> I'll wait to a question. >> Can I ask a question?
Is it too late? >> No, you you >> So, how many personal days compared to vacation days are they going to get? Is it going to be the same? >> Sure. Um there's personal days uh two personal days to start under that schedule and then after four to seven
years they'd receive four days. Um the vacation is 8 days to start and then after um two to four years you'd go to 12 days. And this is just this one position we're talking about, right?
>> Yes. >> So 12 days plus 8 PTO. >> No, there's no PTO for >> 12. >> All right, we've got a motion on the table from Director Breen. Is there a second? >> Well, I'll second it. What are we going
to do? Okay. So now we know >> we've got a motion by Director Breen and a second by Director Dondelinger. Any further discussion? >> If not, all those in favor signify by saying I. >> I. >> Oppose the same. Motion carries. Thank
you, Director Olsson. >> Thank you. >> Oh, I'm sorry. Wait, we we do have one more question. Sorry about that. >> Totally totally unrelated. >> Oh, boy. >> Um, and this just I'm I apologize but if it's unrelated to
this >> it's an HR question though >> but I mean can you >> okay what do you want me to bring it up then >> as a board business or should we >> well I mean then let's get it added to the agenda this is a separate >> agenda
you put it where you want madam chair I just >> it was it was an HR question and I I I wanted to raise the raise the question >> I appreciate that we can add it to an agenda but it's not on the agenda. Thank you. All right, we move on then. Next thing on the agenda is approval for school
district administration to engage with MSBA regarding the superintendent search. So, we know we we have an upcoming search and um we used MSBA in the past in Bartourne and we we let her know that we would let her know when we
wanted to re-engage and we'd love to be first on this list knowing um there are probably lots of districts that are going to be vying for their time. >> So, I'll make a motion. >> Second. We've got a motion by Director
Edman, a second by Director Donninger. Any further discussion? >> Oh, go ahead, somebody. >> No, go ahead. >> Um, so I'm wondering if we need to do um MSBA. Um, I know that u you know, I've been
I've been uh MSBA journal that we get we all get every month. >> It's a great source of information. It's got a lot of good stuff in there. And Barb said the heavy duty superintendent searches from January until May. And I am of the belief and I'm I'm the one
that keeps saying let's put this on the on the agenda and let's get going. Um we we need to get out ahead of the the uh curve the job. And um somebody even said tonight um you know what kind of candidates are we going to get or whatever. I'm
wondering just to throw this out. I want to brainstorm this a little bit. Um, should we see if there's any internal candidates first? And I'm I'm just going to throw some stuff out, not do MSBA, just advertise
it on our own. Um, and maybe set up a search committee um with uh community members and students and past superintendent. Um
I you know I think um rather than you know spend some more money to go out there again um try to do it on a volunteer basis or a board basis or whatever and internal candidates then
if not then maybe a committee to look at the process. I wanted to throw that out to my colleague to see what you think about it. John, is your main intention um for going um inhouse
um as a cost savings decision >> part of it? Because what is the projected cost for >> Yeah, I think it depends on what services we ask them to do. You know, like the the community forums or the
surveys or those sorts of things. >> Yep. Okay. >> Um >> all have different costs, but I think it was right around 146,000 >> for that search. >> And I I agree. I think it's money well spent um because it it keeps us legal in
the process and keeps it transparent and um keeps us honest in how we go about that. And if there's great internal candidates, I think it gives them an opportunity to shine as well. What I appreciate too, having gone this
through this process before is the vetting that they are able to do that the the access that they have to multiple recommendations and and um referral
sources. So I I feel that would be overwhelming for us to try and do that individually. That >> does anybody remember what we spent last time with MSBA? >> I think it was 16 >> 16 grand. >> Okay. >> They guarantee us, you know.
>> Yeah. >> That's kind of >> Well, the gu Yeah. >> Yeah. I mean, we burned up our guarantee, but um >> Yeah. >> Uh, >> you know, the other deal is that we're concerned with a bunch of things. One is this we're not we don't know what we're
doing. you know, I mean, it's like we don't remember all those different websites that they put all those resumes on and all that different stuff. >> Like I'm sure we could learn it, >> but um I don't know. I'm definitely with Michelle and Sarah. I like that. I like the background checks.
>> I like to have a little level of comfort there that they're, you know, doing the research on these people because it's pretty important job. In fact, what's what's a bigger job than the superintendent of this >> who's responsible for more people in the whole county than you guys? I mean, it's
it's a big deal. >> So, I'm not I wasn't displeased with uh MSBA's efforts at all. I thought they were great and we ended up with a a good uh great uh interimm. Um I just wanted to throw that suggestion out >> and brainstorm about it.
>> I think it's a great idea and those people can apply though too, you know. Yeah. But but I had heard I had heard a tweety bird tell me that uh Superintendent Grant was going to maybe think about a third year, >> but he he he didn't deliver. So a tweety
bird. Are you talking about the cartoon Tweety Bird? >> I think he's talking about the cuckoo bird myself. >> No, I I I know. >> I'm Felix the cat. >> All right, we're going downhill fast.
Um, we do have a motion on the table by Director Edman and a second by Director Donninger. Any further discussion on um engaging with MSBA to get us on their calendar >> and this will be immediate. We'll get this going right now. >> Well, Barb, don't forget now you were in
the meetings with me. Barb said the biggest week, the biggest deal is Christmas >> because everybody's got the time off. So, she didn't recommend running anything before like the 15th, 20th. So it hits their inbox when they're on their, you know, break trips, whatever.
It kind of is the from what >> she told us when we were sitting here. She was like, "That is >> Christmas to New Year's is when we see >> 60% of our applications come in or something like that." >> Y >> and last time we missed that because we didn't even know till the end of March, >> right? >> So I think we'll get a lot a big
difference this time. >> That's a good point. And there is a lot of pre-work for us to do as a group um coming up with questionnaires if we want to do community surveys, those sorts of things. >> I agree with you, John. I'd like to get it going sooner and get some of the
ground work done. We don't have to put something out out there, you know, but let's get some of that ground work going. Yeah, you betcha. I am 100% beyond that. >> I was talking to Sarah on Friday or whatever it was or Thursday, whatever day was about, you know, writing a little better questions this time. You know, we didn't really know what we were
doing. I think we are all brand new. >> Yep. >> Um I think we'll be I think we'll we'll we'll be a lot smarter this time around. >> So, >> all right. Um we've got a motion on the table. If there's no further discussion, all those in favor signify by saying I.
>> I. >> Oppose. The same. >> Motion carries. We've got two items here that we pulled off the consent agenda to address. Um the first is the source wall contract. So, you want me to talk about that since I'm the one asked to have it pulled off?
Okay. So, I don't really have a problem with source. Um, but I would like to see is is there other options? All right. Like this inservice date is the source will train our teachers and our administrators. Is that pretty much what they do? Right. Is that what you said in your email?
>> More than that. >> Well, I understand. I mean, I know we buy things through them and >> but they provide a lot of staff development. Yeah. >> Yeah. Well, I'm just thinking is is there other options out there? Does every school around us do they all use source
>> in the region? They do. >> So like Peekquat, Little Falls, Piers, Crosby, they're all using Sourceville. >> So they're training all the teachers in all these different schools >> pretty much if they >> Well, my point is >> to use your sources.
>> So we don't have to use them. We could do some of this internally, couldn't we? My question is this is our scores keep going down and we keep doing the same thing, hiring the same people to do the training. So, I'm kind of concerned. It's like why do we keep doing that? You know, I don't It's like
I'm just I'm just a business guy, but if your business is constantly going down, you make changes, right? And we seem to be our scores are going down. You know, I I >> the only option though, DJ, is there isn't another entity that will give us
the same service for that price. >> There's the deal. >> You pay for what you get. >> That's right. But nobody else can compete with them because it's a package deal. So, it's a volume deal and it happens all across the state of Minnesota.
There's nine regions. >> I know >> they're all they all do the same thing. city, county, state, and school district. >> Do those nine regions, Peter, do they use the same contracts that Sourceville uses or >> pretty close.
>> Will there be somebody down in the southeast? >> State contracts. >> Okay. >> That's how you win on volume of sales. You go through state contracts and >> Right. But I would say like so there's nine service cooperatives and they all
kind of cater to their geographic area. We have different demands and needs in our region than they do in the southeast. So if you if you looked them up, they would offer different trainings based on the demand from their districts. And so the service cooperatives have to respond to what the
needs are of the region. >> Would would they be using different providers though? >> Depends depends on what the training is. I mean this this is an opportunity when you aggregate that training that you can bring in somebody nationally or somebody
that's you know professionally accredited or whatever that is that we couldn't necessarily do on our own. >> So who's picking? Are we picking? >> Are you picking Peter? >> No. >> Christine, >> we have a board that does this. >> Who does?
>> Source. Well, >> so they decide what we're the style we're going to teach. They're going to they're going to >> I probably shouldn't be answering. I should probably have Christine or answering it or Carrie. >> Well, that mean these are the things that confuse me about the deal. It's
like who decides this stuff? We're all elected. We hired you. >> You hired all these guys. >> Now you're telling us to hire source. Well, I do understand that this is your advice. Just hire source. Not completely, you know, dense. But >> here comes the expert.
>> Yeah. Help. Who picks what we I mean is that who comes in this in service day? >> So not all the time but but yes but really we've only been utilizing source well staffing
last year and into this year. So this is a newer model for us and in part because we are trying to provide differentiated learning for our teachers. So instead of having all 512 teachers participate in
one session, we're trying to break it out by content area so that they can do specific learning around their content area. So what we've started doing is um with our focus on tier one so classroom
instruction and specific around the benchmarks uh for each of those content areas. We have a support person from sourceful who is a content area specialist and they partner with our
team. So, for example, we have a literacy and humanities coordinator, Melissa Cornnea, who you've met. Um, she works with the social studies content specialist, the English language specialist, and actually the world
language specialist to um do planning around the learning that we want to provide for our teachers. And then we also bring in our curriculum leaders um into that conversation. So
the the planning is really a partnership between Sourcewell and our team and um last year was really the the first year we've really fully done this. Um >> what we do in the past? >> So we've used different um some of the
network services. So they have professional learning networks or cohorts at Sourcewell that our teams, teachers, uh principles can participate in. So that would be um so for example,
there's a a social studies cohort. Uh teachers from around region five go and participate. It's almost like a a professional learning community and that is facilitated by the source well uh
content specific area leader and then it's a a learning together in that model. So what's working at different schools, what's not working um there's maybe some specific learning if the group identifies specific learning. So
in the past I would say that was one of the major uh items that we participated in. Um and then we also utilize they have it was used to be called tech mobile. Um it's now called STEM bound but it's uh I'll call it a division um
where they have equipment rentals that you can use for STEMbased learning. So for example 3D printers, 3D pens, robots, things of that nature. And so um we utilize that in the past especially
at our elementary level. Um I think there was some principal leadershipmies that we participated in. So in the past that was more what we utilized and then this last year >> well in part because we we actually have
a small team and there's you know 500 plus teachers and to provide targeted learning for our teachers. We just we need more people basically but we do partner with them so they don't tell us
what we're going to be doing. we we work with them to say this is what we want. These are our needs. We bring in our teacher leaders into that conversation and then together we we plan that learning and based on last year um it
really um evolved over over time even what that looked like over the course of the year. So it's it's really uh based on so the data is our feedback and and what's happening in the classrooms. we shifted what that professional learning
experience looks like. And for the most part, it's been our secondary content area groups that have been uh we've been utilizing the content specialists to help facilitate the transition to new benchmarks and some of the different
instructional practices. >> The state's fishing. >> Yeah. So for example, social studies which is coming along in the next couple of years um that's moved to more of a inquirybased model um where students and
it's similar to I would say science where there's a a problem or a situation we gather information we make decisions so on and so forth. So it's a a shift in in what some of those learning expectations are. So, our source partner
is helping provide professional learning around those instructional practices um to help our teachers make those shifts in the next couple of years. That would be for an example. >> And we have no choice on those shifts. >> Correct. Because those are the the
learning outcomes that >> MDEs are Yeah, those are our state learning outcomes that were approved going through the process. So, but that's that's our relationship with with Source Well, and it is actually a fairly
new model for us um last year um and into this year. So, >> well, thanks, >> Madam Chair. Um, as I'm looking at uh the uh information I received before
prior um 2526 contract uh career cons includes career consultant contract 110 days of career consultant a value of $108,000 218 108 108 $218,000
the district cost $16,000. Last year, the district received under 2425 contract $34,374 in reimburse in reimbursements for a number of projects. District also last year received a total of 277 hours of
free support besides the uh professional development that was uh listed as part of the contract. Um so from that standpoint, we're getting a very good um money for our dollars in my opinion. Um,
I think it's well worth it. I think uh anything that they produce for us has been quality and um I just think it we need we need to go with we need to do it. >> The only thing I'm going to say is let's
look at the results. I I agree, John. I mean that's a it's a heck of a bargain. I mean that's fantastic bargain, but what what are we what are we getting? Uh that that would be my question. Do they provide curriculum or do we choose our curriculum?
>> We choose our own curriculum. >> Good good it really is. >> Correct. >> Yeah. Our our team. Correct. And and with the the teacher groups. So >> for example, our high school English department that that brought their
resource to DAC last year that was in coordination with our team and then the high school teacher team. >> Correct. So the sourceful wasn't a part of that decision-making process. >> So this is the really the first year we've really delved in really deep on that
>> last year. Yeah. >> Last year. >> Are they too are they doing all the MTSS training and training and all the other stuff we're doing? >> Uh we we work with them with MT. So in terms of at our like an inservice
>> periods means service days. Is that what >> So this year um our the way our inservice days are set up we have um half of the day is district time if you will and then the other half of the day
is designated for site CIP work. So um sites can dig into their plan identify specific learning that they want to do around the goals that they have set for our district time. Uh two of the days in
the the morning our district time we have um uh kind of a mini conference style. So we have a lot of choice sessions uh for teachers um most of which are available for license renewal in those categories that they need to
renew their license and then the other sessions are focused around that tier one instruction benchmarks. Um, so for our uh special education uh some of our intervention teachers, we've tapped into
the compass team um from Sourceville, which is that MTSS group. Um, but that would be something new that we we haven't utilized that last year. So that would be a new part for that. >> I'm kind of with John, you know, on these all these surveys and it's
FastBridge and it's Sabers and it's this and it's that. And in the meantime, I don't think that it's like I'm with you and I don't think this teacher's fault, but I mean, they can only do so much. And now you got 29 kids in there and they're trying to give them their fast bridge test and trying to get their savers done, trying to get this done.
They're trying to get that done. And they don't have they're tired, I'm sure. I mean, it's like they don't have time to get to the things that you're going to need the rest of your life, you know. >> Um, >> good enough for me. Answer my questions. >> I'll entertain a motion. >> Thanks, Crystal. Thank you. >> I'll make a motion.
>> Second. >> Got a motion by Director Edman and a second by Director Heidman. Any further discussion? Thank you, Christina. >> If not, all those in favor signify by saying I. >> I oppose the same. I >> motion carries. And the next item that
we've pulled from the consent agenda is the policy um let's see 902 and 902B regarding the Gazbe concessions policy food and drink
>> and I just I wanted to know why because I think didn't we just allow one group this summer the music fest >> it didn't work out good or >> we did allow them on a trial basis and and Marie brought that information back
for us and I think it went fine. Um and they did create a a search charge so that at the end of the summer they could clean those seats and um >> Yeah. >> Did we So did we lose money or just >> in our work session we addressed this
issue and and Marie presented it on Thursday and you weren't able to be there. So that's why we already knew about this and >> kind of the consensus I thought was that we just going forward didn't want um
>> to run the risk of food and drink being in the actual auditorium. We can still do you know little >> um receptions in the lobby and that kind of thing. But that so that's that's where that came from.
>> Good question. Thank you for that summary. >> What do we do about the um the GZ rates? We talked about it in the workshop. So, do we put this on the agenda someday that we want to raise them or do you or is it just up to Amarie? Huh?
>> We should do that in a work session. >> Okay. >> Okay. >> Let's do it. >> And the signage I guess >> I think it's coming. >> Is it coming? >> I think so. >> Been coming for a long time. the drawings of it. It was in one of our
LTF on lights or whatever. >> Yeah, they had the money. >> All right. Well, um I will entertain a motion on >> the policy then. >> No second. >> Make a motion. >> Make a motion and then second. >> Okay. Go ahead. Michelle, >> go ahead.
>> All right. That's >> We got a motion by Director Edman >> and we've got a second by Director Breen. All those in favor signify by saying I >> oppose the same. Motion carries. All
right. We do have someformational items here on the agenda and we can start with kind of a recap of the work session and that happened this last week. We had the student activities update from
director Freeman and he talked about the number of participant participants out in activities this fall. Gave us some updates on governance for 9th grade activities and things that are happening in the conference. He also did a thank
you for the Brainer sports boosters which I would like to extend at this event. um as well for uh the the video scoreboard at down at the stadium and just the the huge support from the community and the sponsors out there um
for our activities and for our students. So that was pretty fantastic. We in the finance and legislative portion, we talked about a couple different contracts that you saw on the agenda tonight. We talked about budget
scenarios which um I believe have kind of infiltrated. I know they're they've gotten out and I just want to address that a little bit that that is in no way, shape or form finalized. That was meant for this group to see and understand what levers are available um
to help us manage the budget. We we did at that session ask um Superintendent Grant to now go back and put together a recommendation on how we might move forward um protecting as well as we can
the student experience in the classroom and the educational opportunities in the district and at the same time putting together how a plan for how we might bring the community into this conversation and staff into this conversation. so that we're we're in
this decision-m process together. It's not um us doing uh things to folks, but we are doing this >> together. Bless you. >> So, I just wanted to give an update on that. And then we talked about the gibe,
which just came to to the last question. Um and we talked about future meeting dates. And the one thing I want to mention on one of the future meeting dates, the the board retreat. So we do have a scheduled board retreat this Friday. And the the purpose of that is
we brought partner Ed in uh who helped us through our strategic planning process to help us think about how we work better as a board. And so that will be a closed session because there won't be any board business being discussed. Partner Ed has interviewed each of us to
kind of um feel out the themes that we need to work on as a group so that we can best serve this community as a unified group of one making decisions that that we've got integrity behind and that the community can trust us. Um and
so we've got work to do on that and and that's our time to do it. So that's what's ahead and that's what came out of that discussion. Yeah, >> I currently left the foundation off for report. So if you have something apologize.
>> Sure. Um, anything you want to report on the foundation? >> So they're um they are doing an awesome job. They're starting to do the warrior club level memberships. They um had everything
ready to go to see if they can sell more um memberships to their warrior club. Their big fundraiser is going to be in February at Grand View again and then they are thinking that they'd like to move since they uh since
they are giving so many scholarships away in the spring and Forest View cafeteria is getting so small. They're thinking they might try to move it to the GZ center because um they just get where is my number? They had given the
number that scholarships that they had given away last this spring was amazing. And Jessica and Steph are doing a great job with fundraising and everything. I think they have like over $5 million in
in the scholarship fund and everything. So, those two are doing really good. >> What is the Warrior Club? >> Um, it is right here. They sell so like for a premium membership for $10,000.
get all this recognition. You can give a grant away for $2,000 in it would be in your name to a student and everything is all I can show it to you if you want to. >> I'd like to think >> it's on their website.
>> It should be okay. I can I can check. >> The advent of that is they used to get sponsors for all of their individual events and now they've kind of wrapped them into just sponsoring for the year >> and you it's kind of then you can pick and choose at what level. So they don't
have to go out and do the community ask a number of times. >> Okay. >> Yeah. It's a win-win all the way around. >> Yeah, makes sense. So thank you Stephanie. Uh wellness task force. So, the wellness task force is
meeting on I think it's October 2nd for the first time this year. No, no, no, no. The wellness task force is meeting October 6th for the first time this year. Okay. And then I'll just go into the safe and welcoming schools committee
is meeting October 2nd for the first time this year. Right. >> So, nothing to report yet. Thank you. Our business services report. Director Lord. You're busy tonight.
My steps in. I need them. Uh, so the enrollment report, it is the first one of the year and I'm just going to put a big asterisk behind it because it does look very promising. However, uh, the 15-day drop would be after 9 September 23rd. So, this report was
pulled as of September 19th. Then the 15-day drop is, you know, if they haven't shown up after the 15th day, then we they would no longer be on our reports. So there may be kids on this report that have never stepped foot in school. >> You're just going by enrollment. Is that the
>> Yeah. >> How do you No, that's enrollment. Gotcha. >> Yep. Um and then the second So, so I'm what I'm saying is is if there's a variation next month, that's probably why like that's going to be in there. The
following page is the open enrollment. Um, this is normally presented in August and with the meeting being cancelled last week, last month, I'm presenting it tonight. And I just I I can't say enough about that. We've talked about that frontline analytics. So, this was a
report that I had previously done manually, right? Requested data from the Mars coordinator and put it in an Excel document. This is all just from frontline. So the first page is the two h the kids that we have come in that are
non-residents net against the kids that we lose to open enrollment. So for 2024 the very bottom line is 584. So that's what we net. And then if you look at the next page it's broken out by grade level. So you can see in each grade how
that 584 breaks out for 2024. And then the next page is the uh kids that we have that come in. The grand total is at the top. So 404 come in and and for 2024 and then it breaks it out
by which district they're coming from, excuse me. So you can see um the largest number on that one is Pillager. And then if you go to the next, not the second page, but there's outbound and that the grand total on
that is 9.88 for 2024. And then again, that breaks it down by district. So you can see the largest one where we are losing to is also pillager. Any questions on those reports? Um, also in the packet is the financial
report. So, um, everything was within 2% of last year's activity, so nothing to note. And then I just wanted to let the board know we did receive approval from MDE on a cyber security grant for 80,000 just this year. It's not reoccurring.
And that can cover cover our cyber insurance security awareness training and then potentially our radios. So that was good news. And I didn't say it during the OPED report, but I do have bound copies if some of you guys like the paper version.
>> Quick question on the enrollment report. The Cross Lake Community Charter School numbers, just because that's one that seems to be growing. >> Yep. >> Is would you say that's online school? >> Yes. >> Okay. >> Thank you. Yep. >> I just was wondering how you would
classify that. >> All right. Thank you. >> Do you believe that? >> All right, we'll move on to the superintendent report. >> I have really just two items. First of all, usually in um February is board
appreciation month. Now it's September, correct? So, um, I think it's important to thank the board for the hard work you have to put up with and do. Sometimes it's not
fun, obviously, but you didn't run to have a joy ride. So, you've from my perspective, I want to thank you for the time you put in to the community, to the schools. Um, anybody can run, but that doesn't mean you're going to get elected. And then of course once you're
elected um pull up your bootstraps because it's not going to be easy. So I want to thank you for all the things you do for this district and for our community. Then the I just I want to make a comment about the start of the school year. It was pretty good. I felt bad for the high
school. Um water main break on Thursday. They get out of school at 10:30 whatever it was. Then they don't get to go to school on Friday. Then we have an E day on Monday. They get to go to school on Tuesday until noon. They couldn't have
any water until we had bottled water for them. And um so they had the water dilemma at the beginning of homecoming and then they had the water dilemma at the end of homecoming. [Laughter] >> So it was an interesting week for the
high school, but overall it's been a good start. Um you know, mother nature, other than the rain, has been pretty decent to us. So, uh, it's a good start to the year and we just want to make sure that we are more proactive than reactive and, uh, if we stay on our toes
and we do that, um, things should be fine. But, um, that's kind of where we're at. >> Thank you. Um, there's a list of future meeting dates there. Um, take a look over. There's lots of upcoming concerts
already into the season. And don't forget the retreat on Friday. >> What do you want to handle my request? It was an unrelated question to the retreat, but there's a question. >> I made a note to put it on the agenda or
for us to talk about being on the agenda >> for next meeting. >> Yeah. Okay. >> You'll get it back. Okay. Um, >> I'll make a motion. >> So, we got a motion to adjurnn. >> To adjourn. I'll second >> and director Breen. No second.