six o'clock. We'll call this meeting to order. We'll start the meeting with a roll call, please. >> Here. TJ here. Stephanie Edman >> here. >> Randy Heisman >> here. >> Sarah Spear >> here. >> John Ward >> here.
>> Great. Uh, let's please stand for the pledge of allegiance. >> I pledge to the flag of the United States of America and to the for which it stands, one nation under God, indivisible, with liberty and justice
for all. >> We will take a motion to approve the agenda. >> I'll make a motion. >> I'll second. We've got a motion by Director Edman, a second by Director Breen. Any discussion? If not, all those in favor, please
indicate by saying I. I >> oppose the same. >> Motion carries. We have some recognitions here and I don't see Mrs. Rasky back there. So, I will go ahead and read these if you guys are okay with that
>> and my apologies ahead of times for the pronunciations. Uh, Warrior Girls soccer team, congratulations for winning the Central Lakes Conference Championship. Woohoo. Uh, Niswah Elementary's monthly character and grit award winners for the
month of September are Asia Avel, Carissa Sparrow, Dagy Weber, Briggs McKibben, Lena Peterson, Rigston Greyber, Aviana Lee, Asher Smokey, Rafen Rogue, Payton Skiillings, Kimber Guy,
Vivian Danmire, Breen U, Harper Johnson, Arabella Dunmier, Olivia Fadler, Bennett Dwolf, Charlotte Francis, Reeve Grant, S Miles Madrea, Brecklin, Good Hudson Lingfelter, Juliet Claybo, Weston
Welsseek, Marley Miles, Teddy Burich, Paige Hess, Katrina Johnson, Kane Kamasoei, Sullie Mashka, Kora Cook, Lewis Bates, Ellen Larson, Stella Harding, Maverick Robertson, and Heidi
Harststead. Congratulations to all these kids. >> Did a great job. >> Awesome. >> Yeah. Excellent. some fun names in there. All right, next up we'll have public input. Uh, 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 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. All right. First up, we have Eli Borg, please. Welcome, Eli. >> Hello, board members. Good to see you guys again. I see on the agenda here, one of the topics for discussion is um
changing this Brainer High School's uh class schedule from a seven period day to a six period day. And um I'd just like to address how a seven period day has impacted my life with different electives I've been able to do. Um
specifically, I'd like to point out the work experience class um under the business teacher, Mr. Brainer. I've been able to do some wonderful internships and job shadows that have impacted what future career paths I would like to go
down. So after the meeting, if you have any questions on the internships and job shadows that I have done and the different experiences that other kids have done that have helped them decide what they want to do. I'm 18 and high schoolers, we know every adult we talk
to, what do you want to do for work? What do you want to go to college? It's a hard decision. And if we're just only allowed to do our core classes, our required physical ed, music, um it's hard to fit in those other electives
that let us explore what we want to do, whether that be accounting like I did, personal finance, I'm taking a foods class cuz I don't know how to cook and it's something important I need to know. And I put that on myself because I know that it's an important life skill. And
that's what other students are doing as well, whether that be a gym class, um something they look forward to. A lot of kids look forward to um a classes, welding, shop classes, because that's something they want to do in the future. Um it helps them stay in school, a class
period they're excited to come to school for. Um I'm sure I know Director Ward came saw one of my classes, an elective I chose. Um, and I think when you come into the classrooms, you'll see how excited students are for those electives
that bring them joy or something they want to do as a future career path. Um, so again, I implore you guys to come into the Brainer High School, see the different exciting and um, positive electives that we offer. Um, so I know this is just a discussion, but I hope
that you really do reach out to the students. I know the price tag may look awesome to you guys. Oh, we're going to save that amount of money. Is it worth taking those different opportunities away from students, though? So, I look forward to the different conversations I
will have with you guys. And please ask me any questions that you have about my personal experiences. Thank you much. >> Thank you, Eli. Next up, we have Daryl Peterson. Please >> welcome, Darl.
>> Thank you. Thank you uh board members and and superintendent for the opportunity to speak with you. I'd like to begin by thanking all of you for the role that you have had in the rich uh deep uh beautiful tradition of education here in the Brainer School District. Um my wife
and children and I came here 35 years ago. I started Lord of Life Lutheran Church and had the opportunity over these past 35 years to know dozens and dozens of teachers and administrators and hundreds of students. And I delight uh now being retired and observing as a member of that church. Um the students
who stayed here locally, those students who went away to various parts of the world who come back to visit to see the amazing uh people that they are in this world, the citizens of the world that they are. And I credit this school district for the amazing history it's had in educating students, helping them
to broaden their horizons and be equipped to live in that great big world out there. Uh this past week um I've had or the past month I've had the opportunity to attend the choose kindness event over at Forest View uh to attend the indigenous uh people's celebration at Gigi Gigami Center and
then tonight to attend this board meeting. And those are all amazing opportunities which this school district provides uh to help people have rich deep lives as they go out into the world. And so I pray God's blessing to grant you wisdom and courage and strength and whatever you need to have
in order to uh maintain maybe even strengthen u the tradition that we have received as a legacy from those who have gone before us. >> Thank you. >> Thank you. Up next we have Amy Aaho. Please >> welcome Amy. Thanks.
Good evening, Madam Chair and members of the board. My name is Amy Ao and I have been a speech language pathologist in the district for 25 years. I want to take a moment tonight to share how essential the Paul Bunan Cooperative is to the work I do each day and more importantly how it directly benefits our
our students. Every single day, I rely on the expertise and support of the Palbinan Co-op staff. When I have questions about special education law or due process, I can quickly reach out to our cooperatives, directors, and coordinators who are compliance experts. Their guidance ensures we are following
procedures correctly and protecting students and families rights, something that is critical in ma maintaining trust and compliance. I also work closely with our augmentative and alternative communication or AAC team. They provide support with communication devices for
students who are non-verbal or have significant speech challenges. In addition to AAC, this team supports special education teachers explore possible alternative technology options so all students are able to access the curriculum, which is a legal requirement
to address in all individualized education program or IEP meetings. Their specialized knowledge allows us to identify the right tools and strategies so these students can participate fully in the classroom alongside their peers. The third party billing staff play
another vital role. They help us navigate the complex process of submitting for Medicaid reimbursement, ensuring the district receives appropriate funding that we can reinvest in students for or in services for students. In addition, our school
psychologists, physical therapist, occupational therapist, aiologist, behavior consultant, low incidence coordinator, physical impairment specialist, blind vision teacher, and autism spect autism spectrum coordinators provide direct and consultative support that is essential
for our students success. These professionals bring a level of expertise that most districts our size simply could not sustain independently. Because we are part of the palunion cooperative, I have access to a team of specialists who not only support
students but also build the capacity of staff. The the collab the collaboration strengthens our ability to pro provide highquality, legally sound, and student centered services every day. In short, the Palunion Cooperative allows us to meet the diverse needs of our learners
efficiently, equitably, and effectively. Without that daily partnership, the level of service we provide and the progress our students make would not be the same. Thank you for continuing to support our membership in the Pal Education Cooperative. It truly makes a difference for our students, our staff,
and our schools. >> Thank you, Amy. >> Thanks. >> Up next, we have Camila Lindholm. Please welcome Camila. Good evening. My name is Camila Lindholm and I'm a sophomore at Brainard High School. As school board members, I would
like to take a moment to remind you of the oath you took most recently on January 9th, 2023 and January 13th, 2025 when you were elected to serve our district. In that oath, you are to establish a structure and create an environment designed to ensure all
students the opportunity to attain their maximum potential. Furthermore, you must strive to work together to lead the district towards fostering excellence for every student in the areas of academic skills and knowledge, citizenship, and personal development.
As a student who attended the AGOT program for four years, I know firsthand how important it is to be challenged and supported to reach your maximum potential. Prior to the AGOT program, I had a wonderful kindergarten teacher who was willing and able to go out of her way to find more advanced work for me.
However, being in a class with students of deferring abilities, I wasn't my teacher's top priority, nor nor should I have been. Although I was academically su successful, I wasn't academically challenged. Once I entered the EGOT program, I was pushed to new limits. I
had finally received the opportunities fit for me. EGOT allowed me to attain my maximum potential during my elementary school years and set me up for success in middle school, high school, and beyond. Cutting the egg program would deprive hundreds of future students of their ability to reach their maximum
potential. We all know that success in academics is closely tied to strong relationships between students and teachers. If class sizes grow, those relationships become harder to build. That means less trust, more students slipping through the
cracks, and an increase in behavioral challenges. And outside the classroom, extracurricular activities like athletics, student council, unified warriors, and more teach us skills we'll use for life. Teamwork, confidence, problem solving, time management, and
perseverance. These are the foundations of good citizenship and personal growth. Cutting these programs at any level would weaken student leadership and reduce the sense of unity that makes our school so special. I once again want to take you back to the oath you have taken as schoolboard members. You are to serve
as education's key advocate on behalf of students and our schools to advance the vision for our schools. I ask that you keep the students and our schools at the forefront of your minds as you make decisions that will affect our futures for many years to come. Thank you all for your time. >> Thanks.
>> Thank you, Camila. Up next, we have Mike Stanick, please. >> Welcome, Mike. >> Hi. Evening board, Madam Chair, Superintendent Grant. Uh, my name is Mike Sanic. Most of you know me as a parent of three in the district, avid supporter of education, and current
member of the district advisory committee for Garfield Elementary. First, let me say that I'm thankful for those that advocate for our educators, administrators, and support staff. All three of my children benefit from a 504 plan or IEP within the district. If you
don't know what that is, it's parameters put into place to assist education of students who may need adjusted accommodations to include but not limited to staff. However, the support is not present currently due to reduced financial support for those staff.
Superintendent Grant, I haven't personally been able to met with meet with you throughout your tenure here, but I want to I want to apologize for the dysfunction of this current board. Your short time here has been very impactful. Whether you believe it or not, it has been. It's been refreshing
to witness your passion for youth, their education, and your willingness to lead with both empathy and honesty. Many in our community recognize and appreciate your servant style leadership and maturity amid the divisiveness surrounding the board. As one citizen stated last month, the
quality of applicants for any leadership position in this district will continue to decline as long as the board remains dysfunctional and fails to support his its administration, educators, and community stakeholders. To the board, some of you believe the loss of hundreds
of students was because of mass and parental choice during COVID. Yet, now you're taking that same choice away from the community by not allowing stakeholders the right to vote. How hypocritical. I once was a proud champion for this this district, even running for school board in 2022. Now I find myself
considering pulling my children and selling my home because of the selfish manner in which some on this board operate. My career allows me to witness firsthand the incredible work that our educators and staff who show up every day despite the lack of support that they receive. They deserve better.
Politicizing our local district with national narratives is irresponsible and dangerous. It divides rather than unites. You want to get to the root of the problem? Well, nearly a year in, what have we learned? This isn't a personal business venture. It's a public trust. If you truly want to get to the
root of the problem, step into our classrooms and see for yourselves how teachers are doing everything they are with what little they are given. My work takes me to school districts across the Brain Lakes area. And sadly, this district has become the laughing stock of the region.
It's embarrassing and it's heartbreaking to have those conversations with surrounding superintendent, principles, and administrators. Common sense has become uncommon. If our community wants the opportunity to financially support our schools, why
wouldn't we welcome that? Let them vote. A levy won't fix everything, but it will ease the burden and provide resources that direct directly impact reading, writing, and math. the very basics you claim to support and run ran most of your campaigns on. Again, how
hypocritical. The solution is simple. Collaboration, not confrontation. A balance of reasonable cuts and an approved levy will move us forward. I'm always available to talk. You all know how to get a hold of me. >> Thank you, Mike. All right. Up next, we have Esme Malloy.
Please welcome, Esme. Hi, my name is Esme Malloy. I'm a junior at Briner High School and more specifically, I am in the choir and orchestra. And as a student in the music
program, I am directly impacted by taking a 7-hour day and turning it into a six-hour day. I want to be in three music classes next year, which will benefit my education in the music program, and it will help me develop my
musical skills into my career in the future. And it will also help me with scholarship auditions. And if we cut it down to a six-hour day, I won't have enough room for my core classes to take any music classes that I need. And it
will if we make it into a combo music option that will decrease the value of that musical education and it will dampen my chances at success for scholarships. The music program has provided opportunities for many students
to have a safe place to go. It has helped them grow with their peers and it has helped them connect with teachers, connect with people in the community and it is a really important thing and if we cut it down to a six-hour day then all
of that would be negatively impacted. So just something to consider. Thank you. >> Thank you as up next we've got Austin Asher Adler and Caleb Rodomacher please. I got a mic.
>> Thank you so much. >> Welcome you two. >> Thank you. >> Thank you so much. >> Hello. Thank you for letting us speak here today. I'm Kayla Broadmacher. >> And I'm Austin Asher. >> And we're here just to share with you some concerns we have for changing our
school day from a 7-day period or from a seven period day to a sixth period day. >> So we are concerned about how it's going to affect us students and we are worried that they are going to miss their certain opportunities for careers. So we have a vast amount of year-long courses.
>> Did you try again? >> Sorry about that. Um, now I'm off my um, we we're cons we as a student body are worried that we're not going to be able to fully take a take part in all of the
year-long courses that we are provided at the high school such as our band, choir, orchestra. Those are all year-long course, excuse me, courses that are allowed. Our language courses are all year-long courses and most colleges do appreciate you having two years of college. So if we are moved
down from a seven period day to a sixth period day, we may not be allowed access to all of the band, choir, orchestra that we may want and a language class while also pertaining to all of the core classes that we need as well to graduate. So we are concerned and
worried that if we don't have those, how are we going to be able to fulfill our careers in college and beyond? >> Yes, I would agree with that. And I would like all the students here from Brainard High School to please raise their hand. So, as you can see, we have a lot of
support here today for this specific issue. I would like to add to what Austin said. Um, it's not only the arts that are truly impacting people with our electives. It is also, um, like their intro to engineering and design classes, engineering class, welding, um, metals
and motors. All these key classes are something that people are actually going to fulfill in their day-to-day lives versus maybe taking an English class that they will never use again. So, what I would say is that electives are just as important as core classes. And having enough time to fit every single one of
those electives that's important to you and your future into your school day and into your schedule is very important. I know that if I weren't given the opportunity to have a seven period day, I probably wouldn't have taken the full year intro to engineer and design course, which for many people, not personally myself, has impacted their
career decisions, including people in this room right now that I know. So, that's what I would like to say about that. I know there's been a lot of focus on the arts, but there's a lot of electives like um what Eli Borg had to say earlier that are focused on trades in your career as well. So, thank you.
>> Thank you. Thanks, Austin and Caleb. Up next, we have Kate Marsh, please. >> Welcome, Kate. >> Hello. Good evening. Um I'm Kate Morris. Usually I come here with an exactly three minute speech, but it's one month into school and we're all over the
place, so I'm a little less prepared. But I went back and looked at my notes from our last schoolboard meeting. And I made all of these, uh, you know, furiously writing when they were talking about the MCAs, about the the the data and the scores, um, talking about, you
know, the teacher education and the inservices. And I kept making all of these notes about this, where's the data? Who's looking at the data? why aren't we re re uh revisiting the data? We had questions about, you know, why is this one school um their scores
increasing and other scores decreasing? And really what I want to say tonight is you have experts as part of your school district. You have leaders in your school district. You have a superintendent who has given you smart information as subject matter experts in
these areas. You need to listen to these people. There is while I appreciate you allowing the public to come up and speak, I am not an expert. I'm a parent who cares deeply about my children, about the children of this district, but ultimately you need to look at the
numbers. You need to look at the experts. You need to listen to the recommendations that they're giving you. Uh we heard a high school student uh just before me who referenced research. That is exactly what all of you should be
doing, right? You all need to be looking at what the research says. What what do we need to do to bring students into our school district? I can almost guarantee that none of those uh any studies are going to tell you that it's cutting core curriculum, cutting classes or cutting
hours, uh cutting electives, um increasing uh class sizes. None of those things are going to show up. Now, again, I'm not an expert. I encourage all of you to do that hard work and hard research, not the Google searches, right? Because or not the politicized uh
talking points. That's not what we need to make our district strong. Um, ultimately at the end of the day, I just please do not try to balance the budget on the backs of our students and our teachers. Please utilize our smart folks
at the table, our former educators, our current educators, um, people who have the expertise to advise you on what needs to happen. We already heard um earlier uh at a school board meeting the recommendation that we
should be doing a levy because so many other school districts are doing that to be able to provide the opportunities that our students need to be successful in their future careers in the things that they want to do. Um so thank you for what you're doing.
Please continue to utilize your uh your experts in the school district and uh the teachers that are here. Thank you. >> Thank you, Kate. Well timed. All right, last but not least, we've got Cameron Malt, please.
>> Good afternoon, all members of the school board. My name is Cameron Mole. I am a sophomore at Brainard High and um when I first heard about all the things that are going to be um changing to school, I was almost um extremely
heartbroken. I am a very gifted kid and I am in three AP classes this year and I'm and I am already basically planned out my schedule to take at at least almost um 11 in my entire um
school career with the shortening of the day going from a seventh period to sixth period. I might not be able to fit any of those in. My dream college is a very prestigious college and I'm trying very very hard um in order to impress them in these in the shortening of the days is
cutting back on all the potential that I'm given and many other students just like me. Another thing I'm also in orchestra just as as me has said as she's been impacted as a music student I am too. I've also been a child of music almost my entire life. I was thinking
about um changing my schedule in order to try to fit another music class in but um but soon trying to readjust it for the sixth period day that simply could not happen. I was also looking into engineering too and that would be impossible. Also I know it may I know it
may seem like um a really really expensive just to try to fix it but why just quit? Why just stop? We need to at least try. We can't give up. Our students are very important here. No ma no no no matter whatever what anyone says no matter what anyone thinks the
students are the youth of America and are the people that we need to rely on. So, I really would like any of anyone basically to just listen to any of the comments that have been here and
hopefully that something can spark any sort of creative creativeness throughout this entire meeting to hopefully make sure that our our seventh period day is saved to make sure everyone can have the perfect opportunity that they can at Brainard
High School. Thank you very much. >> Thank you, Cameron. All right. Next up, we'll look for the approval of minutes from our last board meeting. >> Second. >> We've got a motion by Director Edund, a second by Director Ward. Any discussion?
If not, all those in favor signify by saying I. >> I. >> Oppose. The same. Motion carries. >> Uh, next we'll take a look at the consent calendar. I'll look for a motion to approve. >> Madam Chair, >> I'd like to uh pull out of this consent
calendar u a discussion on uh staff changes and leaves and have it as a separate topic at the end of the meeting. >> Is there um some kind of motion attached to that or just a discussion not
following I thought we can just if somebody wants to pull something and >> discussion >> we can discuss a discussion later. Yeah. >> Yeah. >> Okay. We will add that as um
under new business number five. That work Kelly. All right. With that change, we'll look for a motion. >> She'll move. >> Second. >> Got a motion by Director Hidman, a
second by Director Dandelinger to approve the consent calendar with the removal of staff changes and leaves to add later in the agenda. All those in favor signify by saying I. >> I. >> Opposed the same. Motion carries.
All right. Up next, we have a presentation. Director Christina Lungren is going to walk us through site improvement goals. Nope. Did I go? Did I skip one? >> No, you are correct. >> Okay. >> And I'm I'm going to introduce and then
we have uh our principles joining us. So, okay. So I am here to introduce our first installment of the site continuous improvement plan summaries uh for the board and the community. Uh we will have
three um at this October meeting uh three in November and then the remaining in December. Um just a quick overview of our our process. So each year sites set goals uh for their building um in the
purpose of improvement. Uh at the end of the year this year in June they they met as a team to review their goals and the progress towards their goals and did some uh conversation around whether they met their goals. If not why not and then
uh they set new goals for the upcoming school years uh school year one of which is a literacy goal. and then they uh developed a plan of action um as a team as to how they would work towards successful completion of that goal. Um one thing that is different this year,
we do have dedicated time at each of our during each of our inservice days uh for sites to meet around progress towards their goals. Um do shifts in their plan uh participate in any particip uh professional learning that might be connected with their goals. So, they
have some dedicated time to do that over the course of the year, which is a a shift from a previous year. So, our first uh site that we're going to take a look at tonight is Riverside, and Jill Borgi, the principal of Riverside, will be coming up to talk.
>> I am on my own. I thought we were a team. >> We don't fight. >> Except for when it matters. No. Good evening. Uh, and I really appreciate you taking the time uh, to let us share what's happening in our schools in terms
of data. I promised I would keep this short and sweet. And if you know me, there's not much other than my height um, that I keep short when talking especially about data. um data is uh critical in our system. So when you look
at this um we are based on our goal from last year. It was a heavy focus on our fourth graders. So it was a group of kids going from third grade to fourth grade. Um they did not we did not
achieve the goal we had set. Um I could again talk with you about the five million variables about why we did not grow. Um that being said there was growth again not that you can
see in this data. uh the number of minors that we reported. We did a heavy uh lots of planning around our behaviors in our building and our behaviors increased by four
our minor behaviors. Now, initially when we looked at like how's that possible? But we have over 400 students in our building. So, if over 400 students in our building have two minor behaviors in a year, well, I mean, how many minor behaviors do your
children have at home, right? So, we thought, you know what, we need to have a different goal. That goal probably wasn't one of our best. So, for this year, um, we decided to do a heavier focus on growth in terms of some
realtime data, not the MCA. The MCA is kind of like an autopsy, right? It's here. It's gone. Um, but we are going to do quarterly goals. >> Good. Good plan. >> Real time. >> Good. Yeah. >> Quarterly goals. So, we're using our CIP time that's being talked about, our
continuous improvement time, our grade level meetings, our team meetings, our um buildingwide uh continuous improvement meetings to track uh these goals and grow as time goes on. our second, third, and fourth
grade is still ga gathering their siteword data. Uh they already met their goals, which was a good problem to have. So they set goals in August at our CIP time and when it came time to uh
acquiring the data, um they had met the goals they had set. So now we're moving from reading high frequency words to writing high frequency words. And it takes a little while to write 400 high frequency words. So, uh, we're still compiling that data, but like I said,
it's it's all in real time. I'm having regular meetings with the teams. Uh, I think the really important part about this work is, yes, we want to see student achievement. It's critical for us to see it. We want to see growth. Uh,
I cannot say enough about how proud I am of our Riverside family, both staff and students. The amount of time that they're investing in learning and working uh to achieve goals. Um, not just these goals, but goals that they have set for themselves personally, both
students and staff. Um, it's very inspiring that in the climate of where our district is at right now, they're choosing to stay positively productive and focus on the kids and and do that good work. So, uh, I would love to meet
with any of you uh, to discuss all of the variables about why our data looks the way it looks. Uh, so please feel free to set up some time to meet. >> Do you have questions for me? No question, Principal Burgi, but just
uh a note to uh thank you and your staff and your families for the awesome bingo night. And it was great to see the families together having fun together. Um the literacy that we pro provided that night along with the fourth view uh
kindness night also were were remarkable. So nice job on that. Thank you. >> No, thank you for coming. >> And uh there was a bunch of us there. Yeah. >> Um that were able to participate as well. So >> yes, it was spectacular. You are always
welcome at Riverside. >> Thank you. >> You're welcome. >> Thank you. >> Welcome, Principal Kennedy. >> Thank you. I'm pretty sure I'm next. Um so the first slide we're going to take a look at tonight is reflective of our
last year. Um, I'm going to honestly tell you on behalf of the Garfield Elementary staff that we have some data that was astounding to us. Um, we have spent a lot of time reflecting since our MCA test results came in and trying to figure out how other data points we have
that indicated 50 to 60% of a group of children should have passed a test yielded us results that did not show that. Um, we have some disconnect in data. There is no doubt. Um, and I know that an MCA is one data point. And I think when you
look at data, it is critical that we all understand the need to look from a triangulated path or multiple data points from different places to determine root needs and causes and not one data point.
So, as we look at last year's goals, um we can see we were working hard to have a predictive growth rate or a test increase in MCA proficiency from 49 to 55. Rolling into that test, all of our fastbridge data said we should achieve
that. Um unfortunately, you can see our results in reading. Third grade, 18% of our learners passed. 14th grade showed 51% of our learners passed which yielded us an average of 34.5% which was certainly not on track. Um
with regard to math we also in third grade saw a 25% proficiency rate and in fourth grade 42% which yielded us a 33.5% which was again not on track. We know that our children have isolated skills.
We know that they have foundational skills. What we are struggling to see them put together on their own in an independent manner on a very high stakes test is the ability to keep their focus and work on really long multi-step
problems over time. Um, an MCA test does ask for application level learning which is not the most basic level which requires kids to take the skills they have acquired and apply them towards other pro problems with different
strategies. Um, and we know that that is an area in our growth plan for this year that we hope to be building a better foundation for, providing children the opportunity for that independence and giving them that chance to learn those mistakes from
their own um, opportunities and challenge and not as much whole group opportunity where they may more passively be able to participate. Our second goal last year was to increase our staff's understanding of self-regulation skills and strategies
instruction. Um, this has been a core focus area for us probably for the last four to five years with that goal continuing to evolve and our learning continuing to deepen. Last year, we received some Northern Pines training to
help us dig deeper into the executive functioning skills of our students. We were finding that that group of third graders and younger were struggling to have the executive functioning skills to manage themsel independently. Um the
organizational skills to manage themselves independently. And that is probably part of our disconnect in our test result was when they were forced to do some of those things on their own, their ability and self-confidence to do that on their own wavered. Um,
again, we've had lots of conversations about all of that, but we are on track for the pace and path that we are taking with that learning around self-regulation and building those skills and strategies as teachers to better help support our kids. Our last goal last year was around fastbridge
implementation. Um, knowing that we are kind of rolling into last year was our second year, we were asked to take a look at a report called the screening to intervention report which allows teachers to see children and how they could possibly be grouped for deeper
interventions when they are demonstrating lagging skills. And we had a vast majority of our staff implementing those fastbridge interventions to see and support those gap skills. We felt like we were on track. Um, and rolling into this fall,
we definitely saw data hold. Um, sometimes you hear about a summer slide. Kids when they aren't practicing things over the summer, data gets a little worse in the fall. We actually showed some of our data paths from last spring's performance in
FastBridge um, holding those skills through the summer and into the fall. So we were very excited to see some of our fall data. Um so last year's challenge brought us to one goal focus for
literacy and data. Um that goal is centered around typical and aggressive growth through the fast bridge system in reading for all learners. Um an MCA goal kind of targets two grades and says good
luck kids. Um we felt it is critical for us to take that read act training opportunity that we got last year through OLA to implement those strategies and skills and instructional practices that we are utilizing to strengthen our entire foundational
system K4. So this year's goal will be our current performance right now is 59% of our children in reading and math have the foundational skills and are making the typical aggressive growth goal. Our hope is to grow that to 69% for this end
of the school year. Um our second goal is again a continuation of that student regulation ability. children being able to self-regulate by increasing the staff's knowledge and the application of some trauma-informed strategies and deescalation practices. So when we meet
on the professional learning days that are offered this year, that is our focus is some trauma-informed strategy learning through some source well opportunities and resources and also continuing to deepen our skill set for
helping to support children when they are struggling. Um, I would gladly invite you, I think as principal Borgi said, to visit. I believe it is critical at this point in time in our district that you have
the awareness of the constituents and their children. I am not sure right now if you know who is sitting in the chairs of our schools and the needs of the children and the
families who attend and walk through the front door of our building every day. And I know you have very difficult decisions ahead of you. But you cannot make those choices
without looking at those children and supporting and seeing the instructional practices of those educators who every day give 110% to those kids of their energy, of their heart, and of their
soul. So please do not make decisions without seeing these people and witnessing the excellence that they provide those kids and also witnessing the needs of our children. Brainer has changed
and you need to meet that need. >> Are we going to ask questions or are you going to have your soap box? >> Well, they're going to be >> ask You're welcome to ask questions. >> Well, I don't know. Do I have to wait till the statement's over or >> I mean I don't understand. I thought you were come here to give us a report.
>> I am. >> Well, I have also here to advocate for our children. >> Okay. Well, so am I or I wouldn't be here. >> That's where I'm out. >> Oh, that's good, Mike. >> Okay. >> Let's have order, please. All right.
Director Donner, you're welcome to ask questions. >> What is What does foundational growth mean? Foundational growth would be that children have a basic set of skills that they can acquire. So, as a kindergartener, foundational growth looks like learning your letters, learning the sounds, learning how to
write them, learning how to identify that so they can take that basic skill set and convert that into eventually reading, pairing letters together, making blends, um, knowing the patterns of vowels as they are met as a reader so that they
know which path to choose when they see those new words that they have not seen before. So that's what you mean in your in your literacy goal? >> Our goal is centered around typical and aggressive growth, which means that every child is making that year's worth
of growth or more. That is our goal for next year. And we currently sit at 59% of our kids in grades K 1, two, three, and four sitting at 59% prepared for making that average year's worth of
growth or greater amounts of growth in a year. Our goal is to grow that to 69% of our population >> as the year goes on >> by the end of the year. >> What do you think happened to this? I mean, you got the same teachers, right? You're the same principal. I mean, how
does one grade get that? Is there Can we catch them up? Is it possible? Can you do it? >> We have interventionists working every day to meet the needs of kids who are showing gap skills. We have teachers working every day to build core instruction and classroom tier one interventions.
>> Do you think it's possible >> to get them to 69%. >> Well, just to get >> showing a year's worth of growth. That is absolutely why we put it up there. We believe that is possible in our building. Well, there you go.
>> Thank you. Any other questions? >> Yeah, Jody, do you think do we do we make a big deal out of the MCAs? I mean, like in the buildings, I mean, you kind of brought it up a little bit. >> It seemed like your some of your students were kind of on edge
uh with, you know, taking the tests and whatnot. >> Yeah, it's very unnerving for a third grader. They never taken anything like that. >> I agree. Do you think we make a big deal out of it within the building? So now all of a sudden the kids are thinking, "Oh god, we got MCAs." I mean I mean I
didn't like taking tests when I was in school either. >> Truthfully, honestly, we try not to make a big deal out of it. When you make a big deal out of it, kids are more nervous. They're more scared. They're more worried and more anxious. >> Yeah. >> And again, you know, from the last board meeting, I mean, MCAs are just for me,
they're just a snapshot in time. that uh you know um so fast bridge didn't work well or there was something missing >> in last year's data pool it doesn't match but in you we can look back
historically I would love to talk more data I have lots of it >> um we knew when we were in our previous system um that any scores we got through that were a direct indicator ator and
almost a direct correlation to an MCA. This past year with MCAs and Fastbridge, we did not connect I can't we have again troubleshot problem solved and looked at it from 80 angles. >> Do you think it's because it's so new
maybe or >> I think that group of students taking that test on that day had a hard day. >> Okay. Okay. >> And I think that can happen anywhere. Oh yeah. >> For any child. >> Yeah. No, I don't don't disagree with that. So,
>> thank you. >> Thank you. Any questions for Principal Kennedy? >> All right. Thank you. >> Thank you. >> Good evening. Welcome, Principal Abogi. So, I won't sit and lament on all of all
of the data because you've heard a lot. Um but one of the things that um we switched our our focus um away not away from the MCAs but we we were utilizing like the other schools um more
fastbridge reports and um you can see on that top goal that um 90% of um our MLAP students um met their predicted score. um our academy one and two those are our
ninth and tth grade programs. Um 70% of the students um met their predicted score and 67%. So on a whole on a whole it was 75% of our students um met their predicted score.
You heard um Principal Kennedy talk about how they are um moving to a growth um score. We are also going to do that because the predicted score um I think gave us some false hope. So, we're going to continue on with this goal but change
it up just a little bit. The next um goal was regarding the MCAs and um we wanted to go from 4% to 8%. Our results were 2.9% for proficient for our 11th
grade math students. Uh for our middle level students, it we wanted to get to 24% and we reached 6.3%. And 37% partially proficient. One of the biggest focuses of an alternative
program is an on-time graduation. So, we like to um spend our time focusing on that and students um being on track for graduation, but also not forgetting about our middle level students that we
we serve in our building. So, one of the um goals we had last year um was that students were um on 75% of the students were on track for graduation by the end of the school year. And that what that means is that they were earning the credits that they needed in order to
graduate in four years. So as you can see 83% of our 9th graders um were on track, 67% of our 10th graders, 60% of our we have in the se excuse me second
semester of um students 10th grade year they can come to the ALC or when they turn 16. So we had a group of 10th grade students that were not participating in our seatbased program. So 60% of them were on track for graduation and the
11th graders there were 33% on track for graduation. So overall that was 61% of the building um on track for graduation. We still have work to do there. our goals um looking um into next year
um like I talked about um we were we're going to focus more on the growth score on the group growth report in FastBridge. We'll continue on with our math accountability um in both the um 11th grade math and
also um with our middle level students and then we're also going to continue to work on that on track um for graduation. One of the things I did want to highlight though tonight that's not on um this information is um our graduation
rates and we have in 2020 our graduation rate um was 39.5% and reported in 2024 the state of Minnesota is always a year behind what we actually have just
graduated the class of 2025 but then that data comes out in 2024 >> I don't understand why. >> Well, comes from the state. >> Neither do we. >> Right. So, but this year or last year, the latest report was um 50.7%.
So, we've made some gains in that area. Um the other thing that I also wanted to share with you that you won't see um on an enrollment report is we currently have 203 students enrolled at the Brainer Learning Center. We typically don't see 200 students until after the
winter break or after first semester. And so the reason I looked is because my teachers are like, "We're we're really full. We don't have a lot of seats left." And I said, "We'll find more chairs. We got this." Um so I dug into the data a little bit and um
the students that we enrolled in the month of September um we enrolled 42 new to our district students new to our district. So that means they came from Peekquat Pillager Crosby online homechool
Eden Prairie online Minneapolis. So 42 students to us. Typically we um take our referrals from Forest View and the high school and we did we we um um enrolled
37 students new stu new to us students as well. And so we are getting to serve that many more students that would those 37 students that we we got from Brainard High School or Forest View. If no ALC we
they would have gone somewhere else. They would have gone online. They would have gone to another district gone. >> Some of them might not have quit. >> Could have quit. Absolutely. And and we get those too. We get the ones that have quit and come back.
>> Do we do the surrounding schools have anything like this or are we the only one in the region? >> We're the only one in the region. Pillager has some credit recovery options. Um, Crosby sends their kids to us. Um, Peekquat, >> Mine's Peekquat kid is going
to to BLC. >> Okay. And sometimes Peekquat sends to Pine River. Um, sometimes they But parents can choose. >> Nice. >> Yeah. >> And they know the other surrounding districts know that we have this program.
>> Absolutely. >> Cool. >> State of Minnesota knows we have this. We get probably three to four districts a year that come and visit our program to see what we're doing, how we're doing it, how we're making it happen because they don't have something like this or
they don't have as robust of a program. >> Cool. This might be a dumb question, but do we get um full ADMs for those students coming to BLC or full uh financial support from the
state? >> So, that's not a dumb question. Okay. Um ALC funding is a little bit different. Okay. >> So, those kids that I was talking about in our middle level program and our nth and tth grade program, they are a seatbased program. So, they get the full ADM. Then the kids in the independent
study or in 11th and 12th grade they earn or they um yeah they earn we generate the revenue on them when they earn 11 credits. >> So 11 and the reason it's 11 is because at Brainer High School we they are
required to earn 44 credits to graduate. So divide that out by four that's 11 credits per year. So once a kid hits that 11 mark, then they earn that full ADM. Because we have an ALC in our district, um our district uh for students in
grades 9 through 12, we are able to generate the additional.2 ADM above and beyond 1.0 um if they earn more credits. So if I have a student in my program that earns um 15 credits, we generate additional
ADM Okay. >> So, um, when you're talking about kids being on target for graduation, as kids come to the BLC,
when you had that that up, um, th those kids when they come first come to to a BLC are usually way behind. >> The kids that have been there for a year or a year and a half or two years or more >> are are pretty caught up. >> Mhm. So, does your data reference kids
that is it all kids like you mentioned the 11th graders, 10th graders, 9th graders? Is that all of them or is it just the kids that have been there for a while or you understand what I'm saying? >> I do. Um, so the the on track for graduation in our goal is for our kids
that that we have um that we had enrolled on October 10th so that that >> okay, >> it was that we were making the impact. We it it based on how many credits a student has when they they come to us or are
referred to us is all dependent on if we can get them or they can get themselves I should say caught up to graduate on time. >> So those figures um could be um higher or lower depending upon when some of those kids have been
there. >> Absolutely. >> Yeah. And I also want to just make sure that we as a board understand that um um 0% would be graduating if they weren't at the BLC.
Um a lot you know I'm I'm familiar with alternative education and uh um the just like the elementary schools do a wonderful job um and high school all of our schools do. Um, but the dollars that we get from those kids going to BLC are
additional dollars that we've lost already and will continue to lose if we don't have the BLC. So, um, statistics and data um from from uh alternative ed or Lincoln education center, whatever.
All of that is very important to the operation of our district and the financial situation in our district as well and to our kids um being successful period. So kudos. Jessica, you had mentioned that 203 are
enrolled now which is kind of on the high side. So, do we expect more to come to us then later on during the school year then or do you think we got the in influx right up front and we won't have many coming in at the end or the middle or whatever?
>> We always see an increase. So, I would anticipate um if I was just guessing 30 to 40 more. >> Would those be existing students or would they be new? >> All depends.
>> Okay. Okay. um if if they are existing students coming to us from Brainard High School, um I would say without our option, >> right? >> You know, they would leave. >> I got a boogie boogie. Yeah. >> Mhm. >> Cool. >> Any other questions?
>> All right. Thank you. >> Thank you. >> Thank you. >> Right. >> Yes. So up next we have a presentation on the 2425 comprehensive achievement and civic readiness annual report.
Director Lundren, welcome again. It's a mouthful. It is a Okay, so this is the annual report. Um so just coming to ask for approval of the report um of the progress of our of our goals towards the
comprehensive achievement and civic readiness uh formerly known as world's best workforce. So it was uh rebranded so to speak um in 2023 and uh of the four previous goals of the world's best
workforce there was a fifth goal added. So, uh, schools are required to set goals for each of these, uh, categories and then, uh, we submit a report to MDE each fall. Uh, so just bringing the the
report. So, uh, just going through our our goals. So, again, the two items that were linked to the agenda is the presentation and then just the the document that would be submitted to MDE. So, the first goal category, all students are ready for school. um the
goal that we had for last year. So again, this is looking back uh to last year. Uh this was the goal set by our uh early childhood center. Um they were working on uh learning in 2324 around a
tool called uh teaching strategies gold or TSO assessment tool. And last year was their first year that they implemented that tool uh to collect information uh different components of uh early childhood and readiness for
school. Uh so that goal was met uh for last year. Uh they met their mark 83 uh.9% uh met or exceeded the area of of literacy that they had set for their goal. The second category uh is to close the
achievement gap between student groups. Um so again we were looking at closing the proficiency gap uh between our special education students and non-special education students on the state uh MCA reading test. Um we did reduce that gap. So uh we met that goal
last year. And some of the things that we're working um on to meet that goal. Uh again, we implemented that FastBridge reading screener. We were working on growing the capacity of utilizing the progress monitoring tools in FastBridge with our special ed students. And then
again last year we did that OLA training that was for our K6 classroom teachers and all K12 special education teachers. So that professional learning component. Uh third category uh is all uh students are career and college ready by by
graduation. So the data point that we uh have used for the last few years uh around that category is the uh MCA on the MCA reading test the number of students that meet the career and college readiness benchmark. Um so
students that meet that cut score of 1047 or higher are considered college and career ready. Um so we did meet our goal uh to increase from 14 to 17%. We had 25% of our students meet that goal last year. Um so some of the work that
we're doing at our high school level um again continuing that implementation of the reading screener in FastBridge and then our um high school English department worked on a curriculum art review uh to implement the new standards
and benchmarks this this year. Uh the next category all students graduate. Um so again this is that legging indicator. So we were looking at the 2024 uh graduation four-year graduation rate
and this uh this number is across all schools. Um so uh BHS, BLC, LACE. Um so we did not meet our goal of 88.9%. Uh we had a confirmed graduation rate of 87% for all those sites.
And then the new category uh for this year is preparing students to be lifelong learners. Uh so what we did with this um as part of our high school career pathways program uh we collected
uh student survey data around uh profile of the graduate components that we had identified as part of our strategic plan. And then we did add a a question as to whether or not they believed their experiences in high school prepared them to be a lifelong learner that they would
continue with that curiosity and and uh willingness to be a learner as they move out of their high school into uh college and and career. So last year was just our first year of giving that survey. So our goal is around setting the the
baseline. We were hoping to have um uh at least 90% of our seniors respond. We had uh 51% of our seniors completed the survey. So, we did not meet that participation rate, but we did meet um
we were hoping that uh they they did feel ready to be lifelong learners. Um so, um the data on their responses was there. So, we're going to try that goal uh one more time this year. um and then dig in a little bit deeper with especially with that career pathway um
for a goal setting for that lifelong learners component. So then our our last slide uh these are the goals that we've set for for this year in in our five categories. So contentwise they are very similar. Um,
our ready for school goal is is based on a data point from that TS Gold assessment tool. And then we've just uh redefined the the goal, the the outcome data point that we're looking for in those other four categories.
Any questions? >> How do this the students the seniors take this survey? >> It it was a Google form. So we um we had uh over the course of the year during uh check-in connect we had some designated
time to do work around the pathway uh using the school links tool and then collecting survey data from students. Um so we use that time to complete the survey and then uh we did send it out through email um posted in their
information hub uh especially for students that were PSO or maybe not present on those check and connect times to try and capture more participation. >> Christina, I got a a couple of questions and then um with the all the students graduating,
what happens to the ones that don't graduate? Do they come back to 12th grade or do we just send them on their way? And I mean I'm I was just curious >> that that is a good question. >> I Yeah. >> Yeah. I don't know. I mean I think some it Well, so
>> Oh, >> Jessica. >> I was going to say Jessica. >> Welcome. >> Oh, okay. >> Well, some go to service, someone go to work. >> Okay. Okay. And then um I'm I'm a little bit confused
on the 2526 goal for all students ready for school back and maybe I'm not reading it correctly. That happens once in a while. We confirmed all students graduate uh in 2425 was confirmed at an
87.03%. Correct. >> Mhm. But then when I'm when I'm looking at the 2526 goal, we are talking about increasing that from 78.4 to 81.4. Well, we already met we we're already at
83.89. Am I misreading something? I'm not trying to I'm not trying to throw it. >> Are you so are you looking at the all students graduate goal? >> All students ready for school? >> So, it's actually a different assessment. Okay. Um so they um the goal
that the early childhood team set this year is around a different objective. So that's around rhyme. So it's a different >> Okay. >> data point. >> Gotcha. And then uh for the boards um and for the the public um most of your
um CACR goals, most of these are in our strategic plan. It's good design. >> Any other questions for Director Lungren? >> Make a motion. >> All right, I'll second. We've got a
motion by Director Dondelinger, a second by Director Breen. Any further discussion? All those in favor of approving the Khacker report signify by saying I >> I >> oppose the same
to sneak that in. >> I was going to say it, but then I'm like I better. >> Thank you. >> All right. So, the next item we have on the agenda is something that we talked about at our work session. We had Ellers come in from um or Matthew come in from
Ellers and talk a little bit about some of our bonds that we have out there right now and repricing them at a a better rate. And so we thought that was a great idea and that's why you're seeing this on the agenda so that we can save our taxpayers some money by um
getting a better rate on this. So >> I'll make a motion. >> I'll second. We've got a motion by Director Donelinger, a second by Director Edman, and this is a roll call vote. So, we will take a roll call. >> Dlinger, >> yes.
>> Stephanie Edman, >> yes. >> Randy Hidman, >> yes. >> Sarah Spear, >> yes. >> Ward, >> yes. >> Breen, >> yes. >> Thank you, Kelly. The next two items that we have on the agenda came about through discussion at the work session
as well. um asking the administration to dig into some items that we would like some more information about before making decisions on restructuring um or anything that looks like that. And the the two that are on here are shifting
the Brainard High School schedule from a seven period to a sixth period day. We wanted uh a little bit more information on what that actually looks like, what the impacts would actually be. And then also the middle school activities, moving those to a community um education
type function, what that would look like and the impacts would look like. Um the the official actions to ask the administration to dig into those was just so that we could have that on record. If there's anything else that we want to add to that list tonight, we sure can.
>> Do you want to take them one at a time? Yeah. >> Well, I'll make a motion on the seven to six. >> Okay, I'll second it. We've got a motion by Director Donnelly, a second by Director Edaman. Uh, any discussion? >> Yes, Madam Chair.
>> So, um, as we all know, all of these all of the suggestions, all of the things that we've talked about as a board um are difficult. There's a lot of different words that we could use about it. Um we've heard tonight from many
students and parents and uh others that uh um 7 to six, you know, about that. Um we we've also had some meetings with Peter about and and the staff about the um the pros and the cons of that. The fact of
the matter is um uh you know that we haven't been able to do a a bond referendum this year. Maybe next year is my is my hope. Um but until then we've got some tough decisions to make and some of the decisions have to be made sooner than later
>> um because of uh of the work that's involved in in these changes. And just because and I want to get this right. Just because we're voting to uh to allow the uh administration to look at it doesn't mean that we're approving it.
>> Correct. Um because there's a lot of there's been a lot of discussion amongst board members um also community members on um what we you know what we what we need what we need to do what we don't need to do you know those kind of things
and um um I appreciate all of the input I think we all appreciate all the input um but this is just to make sure that we have told our superintendent and his team to look into this and see what can happen. We've heard some feedback tonight. Um
we as some of us have as board members have also presented plans and ideas um and we've discussed those as well and this will be further discussion. It's not just a oneanddone deal. >> Yeah, >> I wanted to make that pretty clear. >> Yeah, thank you for making that point.
And I do suspect this is just the beginning. And um what we're formally asking for is for them to put together a study, a presentation, gather all the input and the impacts so that we can be well equipped um to make
some decisions around that. >> And this is a high priority because it's going to take a lot of time to ship through the all the classes and whatnot. Um I have just a question. Um
what was a what when did we go from a six to a seven hour day? >> It was just it had to be >> Does anybody know? >> It just had to be recently. >> 2019 maybe. >> Yeah. >> Like four or five years. Five, six years ago. I think >> it wasn't that long ago at all. It
wasn't that long ago we were. >> And why? >> Well, it would be nice to have uh um an administrator who was around back then become engaged in this discussion as well. >> I think Christine and I we just talked about it.
>> It's like between 15 and 17. It's 15 16 or 17. >> Okay. >> Okay. >> Is what Christina thought. >> Okay. >> And why did they decide to do it? I have no idea. >> I don't know. >> I don't know. >> Well, but these are all >> but I mean those are just questions. >> 16. You bet you >> 16. Okay. >> Okay. >> Yeah.
>> The the idea, as I recall it, was to um allow more opportunities in different classes with less time in every class. Obviously, when you go from six to seven, you're going to have less time in seven classes than you are in six
classes, which also provides more opportunities. And we heard that tonight from some of the students that there's more opportunities involved now because of a seven period class. Um, so that was that was the reason, >> okay, >> that I that I remember that uh that that
that took place. Um, >> is there such a thing as a six and a half hour day? >> He told no, I'm just asking a question. 30 30 minutes is 30 minutes. >> Nobody can get anything done. I think we need lunch.
>> Yeah. Yeah. >> All right. >> 30 minutes. >> So, this is good discussion and more discussion to come, I think. um once we've got some more information from the administration. Right. So >> the other thing too is you know we as a board have talked about lots and lots
and lots of ways to try to make up uh Mars. Is it 3.2 now? Where's Marcy? >> 3.2.2 and unassigned >> 2.2 and on a sign. >> Okay. You know a $3.2 million deficit.
So it's you know this is just two of them. There's a lot of ideas out there and people that have been at the board meetings um or even in the community as they read it in the dispatch, you know, there's all there's lots of um and none of them are really good
really great uh things to happen, but it's it's what we have to do. It's what we have to do to try to um you know, write the ship until we can get it writed permanently. So these this is just two of the many
many many possibilities. >> It's probably never just so everybody understands it's never going back to what it was. The state's not willing to fund it. They keep passing all these things off on the school. Unemployment, family leaves coming this year. Um
there's more things in the pipeline and they seem to have these ideas but they don't want to fund the district. And so no matter what happens in the future, we're never probably going to get back to the good old days, for lack of a better term, of the way the schools
were. Um, and that's not just in Brainard. I think it's kind of a statewide deal. And who knows, maybe there'll be some change of heart down in in St. Paul and they'll they'll change their ways. But right now, this is kind of what we're doing.
>> All right. Any further discussion? Well, not just St. Paul in DC as well because the feds in 72 promises promised us a nice >> for 50 years. >> It's 50 years. No, I don't think we're going to >> So, not just the state but feds as well.
So, >> yeah. >> I want to make that point as well. >> Great. Okay. >> All right. We've got a motion on the table by Director Donnering, a second by Director Edman. All those in favor signify by saying I. I >> I
>> oppose the same I >> opposed. All right. Motion carries. >> Yeah. How does that work? Is that what you're supposed to say is I >> or nay or >> what are you supposed to say? Nay. What are you supposed to say? Boss. >> Yeah. Is it I? >> Yeah. >> So, same. Same sign. >> Last month I wanted to do the same thing
and I just let it go because I didn't know what to say. >> But yeah, if we don't tell you how to do it, you can never oppose. So, that's good. Um the the next item on the agenda then is asking district leadership to explore the idea of
um moving middle school activities to community education and what that would look like and what the impacts would be. >> And again this is just a discussion. >> We're not voting to >> correct. This is just to have information. I'll make a motion.
>> We've got a director or motion by director Heman. Is there a second? >> I'll second it. >> Got a second by director Dondelinger. Any discussion? This is um this is a big deal in a way
too because um if we want to chase families out of our school district unless we don't get this right, we will lose families. I I believe
>> um >> I think yeah >> sports are a big you know athletics are kind of a big deal. Well, this is this is music too, I think. >> Isn't it? >> No, >> no, no. >> I'm glad it's not music, too. Jeez. >> Um, is there any way is this, you know,
just a question for Peter, I guess, Randy, I don't know what you think or what? I don't know what anybody else thinks. Um, is this just going to be a one-sizefits-all type of a situation? Is there I mean, so, for example, is there more of a hybrid thing? Is it like, well, this is how much this is?
I've seen the number. What you guys think it costs us? Is there like a well for half of that we could maintain? >> Is that how this presentation will go to us? >> We're going to find out. >> Okay. >> Oh, I like that better. >> Okay. >> Okay, that's good. I mean, I just thought maybe it was going to be a all
or nothing. Here's your option. >> Yeah. >> Um, >> we're going to look at it all. >> Good. Perfect. cuz there I mean looking at a sheet that I don't even know if it's current or not but from 20
2022 uh there are a ton there are a ton of middle level activities for grade seven grade eight five and six fall winter spring got a lot lots of stuff going
And some of it is offered through uh community ed now. I believe >> all the five and six stuff is >> this document says soccer for boys and girls are offered through community ed now. I don't know if it's again if this is up to date or not. >> And Randy isn't football like bya and
basketball bya >> not at middle school >> I think for fifth grade fifth and sixth grade I think it is. >> Mike but I think >> after you get to seventh and I think it goes school ball but I think fifth and sixth it always was. I mean, football was >> ask Josh
>> and I think uh >> Josh, what do you got? >> For example, football sixth grade is something that fourth and fifth grader. >> Okay. >> Yeah, >> that's a little bit different than some
of our others because our others don't have sixth grade month in school. Um and then in some programs, basketball for example, we have fifth and sixth grade month. Okay. >> How does BYA get funded these days? I mean, I used to always have teams, but I
don't have anybody asking me anymore. Is sports boosters taking >> registration? I think they have a a fee for sponsors, too. I think then sports boosters kicks in a bunch bunch of money. >> Do they? I'm so It's coming through sports boosters. They used to have their own thing, but I think that it was smart
that they kind of reeled everybody in because everyone was going for the same same people, you know. >> Yeah. True. All right. Any further discussion on this item? >> I do want to say this, Madam Chair. >> Yeah. >> Um, you know, we're going to talk about
these potential possible cuts. Um I hope we will also at some point in time discuss um you know the the reserve and and just using the reserve to make up for what we are needing to cut. Um you
know it's 3.2 mil. So if we go to the reserve for 3.2 obviously uh that spends that down and and uh puts us uh not in great financial shape. Um but that has to be on the table as well. the cut the cuts have to be on the table. Um
and you know each of us have our own opinion about individual cuts but I also hope that we will all of us will bring uh or think about um just using the reserve until we can try to rate the ship again.
>> I well the last two years though we've taken over 5 million out of the reserve. We just I don't feel like we can keep taking because we if we keep taking we'll have what three years left. >> We not even understand what you're saying.
>> Well, I agree. And >> we're we're taking three out this year. >> That's done. >> Yep. For for 25 26. >> So, every year that that uh Sarah, I don't know about your first year, but for Michelle, Randy, John, and I, every year we've been on this, we've been dipping into the kitty.
>> Yep. I understand. lucky and got some extra to go back in there which worked out pretty nice for us >> a couple times. Um, but I don't I don't think there's any more CO money coming. >> All right, we are getting a little bit off topic so I'm going to reel us back. >> I don't think so, Madam Chair. I think we're on topic right now.
>> I think I think uh you know even talking about uh um we've been dipping it out for the last you know which I wish we would have gone for an operating levy this year but we didn't. So that's water over the dam. So that's why we've got to try to, you know, think through the whole thing and it's a budget thing. I
don't think we're out of talk at all. With all due respect, Madam Chair. >> All right. Thank you. Any further discussion about middle school activities, giving district leadership to go ahead to explore it and give us more
information on the impacts and what we're looking at. If not, all those in favor, please signify by saying I >> I >> oppose the same. >> I >> I >> And I'm not trying to be difficult. These are two two items that I want to
keep. So noted. Um >> motion pass. >> Yeah. >> Four to two. >> Yep. >> Okay. Um, let's move on to we had we added a
number five which was taken off the consent calendar >> and that was staff changes and leaves. Before we jump into this conversation, I just want to remind us that we can't talk about staff out loud at the board
table um by name. >> Understood. >> Okay. >> And that was not my purpose. >> Okay. My purpose was um I I I seriously think right now with the situation that we're we're in um
Superintendent Grant, I would like to have a hiring freeze for the rest of the school year. Unless there is a position that absolutely positively needs to be filled, I just think uh you know we should take a look
at a hiring freeze. And uh I'm just throwing that out uh for discussion. Uh it's all it is. >> How do you determine what position is absolutely necessary in what position? Is it is there
>> Well, is it a new is it a replacement >> or is it a new position, a new hire? >> That might be one criteria. >> Yep, that makes sense, >> Michelle. And and and again, I'm just throwing it out for discussion to to get the barometer of of the other board
members at this point because we do have obviously a budget problem. And why do we want why add to it if we don't have to? >> But I think that's how we're functioning right now to be honest with you. I think and I don't want that shouldn't matter. I don't want to assume, but I think
we're we're scrutinizing hires right now and where and how replacements are new. >> Does that include additional like substitutes? >> Probably not.
>> No, because uh >> you need Yeah. >> Yeah. I mean >> there's there's so many positions for a substitute and so we >> I mean if the >> try to fill them. Yeah. >> They're not full-time people. >> Yes. Okay. Yeah, that's true. >> It would be, you know, okay, yeah, trying to understand.
>> Yeah. And I Well, I agree with you because yesterday when Michelle and I had our meeting, I brought couple pages just of all the employees and just it was no schools. It was just here and districtwide to find out what they
actually do and if we need, do you know what I mean? There's just so many people in the district that I don't know what they do and if they're getting covered by grants. So, I do agree with Randy that we just have to have a hiring freeze if it's not
in place now. >> And this might be something that is on the table. And I think we've hired Peter to be in charge of the staffing and to control that. And so, if that's something we want to ask him to h have
more scrutiny over, I think that's fair. Um, but we can't micromanage who's doing what. And no, >> and what we're asking them to do, >> I think that >> we sure shouldn't be adding any. I I I feel like it's it's it's a poor management to add positions that we
might have to cut next year. I don't think it's fair to the person we're hiring. I don't think it's fair to the schools. I don't think it's fair to really anybody. And I find it um I I don't I I I find it like a I don't I don't know what the word I'm looking for
is, a lack of caring or or whatever it is. I don't understand how we just treat these lives like this and create new positions that we know we're not going to be able to keep. Um, so I think it's like the gravy is what we got to go after. We can't be raising class sizes and we're going back to that conversation again. I'll just get off
it. But I I'm kind of with you, Ry. It's a good idea like we should just kind of like stop the stop the madness. We need to find savings and and people have to do it with their personal budgets and businesses have to do it with their budgets and schools and governments should be doing it, too.
I I do want to point out, Madam Chair, that you know, if uh the kid we're going through some assessments, I mean, assessments happen, assessments on children happen all year. But if a kid is assessed and found that he he or she needs a 504, IEP or whatever, and part
of that IEP says, you know, that child needs uh uh one-on-one educational assistant, that would be something that we have to do. >> Well, that's different >> by law. But I I wanted to I just wanted to make that clear. >> Yeah. >> And I I think this, you know, on its
face, it's a great idea and in in theory and I think in practice, you know, you have a teacher that has to step out mid year and you're hiring a replacement, you can no longer hire a replacement. You've got an empty classroom. Or if you've got, you know, athletics that are
happening in the spring and co no coaches for them, we still need to supply those coaches. So, I mean, I when I look at this list, I don't necessarily see extraneous or extravagant staffing,
and I'm I'm hoping that that's happening and trusting that that's happening at an administrative level, and we're not just, you know, willy-nilly. >> I think I made the comment that replacements are different. I'm talking
about new positions, I think. And I I trust Peter, too. I mean, I'm not I'm just raising the issue because it we've never talked about it >> and we're in a budget crunch and uh so something to throw out there.
>> Well, I think that's something we can ask of the administration is to um >> we have open positions now. We can't fill anybody that's applying. Are those new positions or replacements? >> Replacements. >> Okay. >> Yeah.
Yeah. I think you told me that back in the day there we'd have a stack of Now the stack is down here for people applying for different jobs. Yeah. >> So, um
>> um >> I don't know if this needs a motion or uh if it's just I guess It's just an u >> it's a little unusual because you you're wanting us to approve the hires and the changes and the transfers and the fires
and all that stuff and you used to give us the list. Now there's no list. >> Yeah, there is. >> There's the list. >> Where's the list >> in in the >> You have to click on it. >> Oh, I clicked on the other one and uh before I left and it wasn't there. >> Yeah. No, it's it's still there. >> I pulled up the new one tonight because
I noticed on this uh bonding thing. >> Yeah, >> it was the same thing. I didn't get the link. >> Oh, yeah. >> Oh, yeah. There it is. >> Randy, would you like to make that into a motion or are you comfortable with the conversation? >> I think it's it's more of a comment. >> Okay.
>> And a thought and I trust Peter um that he will make the the proper I think he knows we're not going to go out and hire a whole bunch of new employees for new positions. It was more of a It was more of a
bringing it up and and talking about it, I think, more than anything else. >> Appreciate that. >> Yeah. >> Okay. >> Do we still need to approve? >> We still need to approve then register of staff changes and >> I'll make a motion we approve the staff changes. >> Second.
>> All right. We've got a motion by Director Breen, a second by Director Ward. >> Any further discussion? If not, all those in favor signify by saying I. I >> oppose the same >> motion carries.
All right, we will move on toformational um from the board retreat update just because that was a closed session. We agreed as a board that we wanted to bring a statement forward. So, I'm sharing this on behalf of the board. At our recent board retreat, we spent some
intentional time working on how we can function more effectively together on behalf of our student, staff, and community. Trust, respect, and open communication were central in our conversations. We agreed on sharing uh on shared commitments that we actually
have here with us today, such as listening to understand, engaging with care, and remembering our role as a governing body, and we're going to help each other do that. We also identified ways we can strengthen our work, including proving how we share information and hold ourselves accountable. Importantly, we committed
to kindness, honesty, and respect in all of our interactions. And I think we did a pretty good job tonight, and to keeping students at the heart of every decision as we face important decisions in the month ahead, including budget challenges and hiring our next
superintendent. It's our sincere hope to work better as one voice for students. Uh, one that the community can count on to move forward in the spirit of collaboration and shared purpose. So, thank you word for the hard work that you put into that.
All right. Uh, next up forformational reports, we have the Briner Public Schools Foundation with Director Edman. >> Okay. The Briner Public School Foundation raised $1,500 with um with our erase the need campaign this fall.
So these dollars are being used in ISD 181 family liaison to support students in need across the district. And um it also goes to um help like food, clothing and essentials and school
supplies. And we would like to thank some of our donors which was um Chad Olsen and Francis Law Firm. And then um they also raised 20 um 28 thou $2,830
during the warrior war sale. These dollars have been divided across the district for buildings to be stocked their on-site food and essential pantries. Thank you to everyone who um donated gently used warrior gear for the sale. And for those who want to still go
buy some, you can go visit Fard for the um sale that they're still having there. And finally, the board is excited to announce that they have allocated 58,000 for a 4A grant program this year. All
ISD 181 staff and coaches are are invited to apply for this special product projects or program needs. The first cycle closes on October 21st. So, get your paperwork in.
>> What is it for? It is for 4A grant programs. They got 58,000 for it. >> What does that mean? What does it mean, John? >> 4A. >> For a Yep. >> No, it's art, >> academics, arts, athletics. >> Athletics. It's through Brainer Public
Schools Foundation. >> And so, it's for teachers to go like to like conferences or something or >> they usually do a program within their um classroom or something. >> Oh, I get you. That's nice. All right. Thank you, Director Edman.
Next, we have the wellness task force. Director Breen. >> Okay. So, we met our first meeting of the year was on October 6. We talked about the upcoming choose kindness event that was held on October 7th at Forest View. Smiles for Jake is was heavily rep
is heavily represented on our wellness task force and they had a table and gave a report that it was an incredible night based on the sub sandwiches provided by Mickey's alone. Um there were 1,200 plus attendees and not everyone had a sandwich. >> Wow.
>> Um attendees and the demographics ranged from middle school to elementary families and ECF and foster families and foster grandparents. Some candid conversations and upfront requests for resources were had. Considering how quickly this idea was hatched and
delivered, it spoke volumes to just how connected and supportive Brainard Lakes area nonprofits, area services, and other support networks and organizations are connected and are ready and willing to respond to events like this.
Sidewalks were decorated all around the building and were lit up by area EMS service vehicles. Hundreds stayed for the prizes at the end. Dr. Stelmach and her team delivered quite the event. Um there's a Facebook post I post. I won't
read that, but that was there was a lot of positive response for this event. The task force is looking at providing an opportunity for project 11 training for Forest View Middle School counselors. And we also will be conducting a survey with BPS staff in an effort to identify
needs concerns as it relates to supporting the mental health of our district. That data then will drive our future planning. >> Great. Thank you. Sounds like quite the event. >> 1,200 people. >> That's all good.
>> Yeah. because it just happened. >> Yeah. >> All right. And the safe and welcoming schools committee director. >> Yep. So, we held our first meeting uh beginning of October and worked on finalizing plans for a table. They we also had a table at the choose kindness
event. Um that event was an overwhelming success. Um we also discussed ways we can support our principles and leadership this school year and we'll continue that conversation at our next meeting. Thank you. Great.
Let's see. Business services report, we've got Director Lord, please. Welcome. Good evening. So, in your report or in your packet is the uh enrollment report, and it's very short-lived. We've we're only a month into it, but um we're down
eight from last month, and the average five-year average is we typically are down seven. So, we're kind of tracking right along. Like I said, it's only one month. Um, and then the financial report. Uh, I just wanted to note. So, the building construction fund does look
a little strange because we did, um, have a negative amount in 2425. We booked a payable that was reversed in July, but it's not paid until later in the months. So, that's all I have. And I did just based on your conversation, the
4A grants go to supplies, all sorts of good things that teachers or staff request um through the 4A grant process. >> Yeah. Any questions? >> Thank you. >> Thank you. >> Thanks, Marc. >> And last but not least, our
superintendent report. >> RSC and I uh yesterday we visited the chamber governing board. Um, I asked Mike or um I asked the board if they uh would allow Marcy and I just to come and talk to them about what's going on with
our funds, our balances, our negative balances, and just do a little a quick um report about what we're looking at for our financial situation. Then then we took questions and they answer they asked a lot of really good questions.
Um, and it's interesting because from their perspective on a business side of things, you look at revenues and deficits differently because it's either selling something or buying something and
changing prices of whatever. They realize for us, we're not selling. We're for the most part buying. And that we are faced with different criteria when it comes to how to manage a business, so to speak. at the whim of the state when they're
kind of on their own. But they were very kind and attentive and it was a good time to have an exchange with them. Um about 10 days ago I visited the leadership class at the high school. Uh Mr. Frereda is the instructor. This is a group of kids who uh chose to take a
class that can help them experience uh research and find out what does it take to be a leader. Um I spoke to them for about 45 minutes. It was an interesting exchange. Um the one thing that I encourage them is that whatever
their desires are going to be after they leave high school, if they truly want to be successful, they have to have a passion. Otherwise, they're going to be wasting their time. Um leaders have to be passionate about what they believe in, what they're going to do. And sometimes that passion can hold you back
a little bit and you have to persevere through it. But um it was interesting group of young students, juniors and seniors. And there will be another class I think next semester. But I give uh Mr. Freed credit for pushing students to think about leadership from a different
perspective where it's for them to be leaders, you know, and uh it was enjoyable. Um I got to speak to the student council last week. Some of them were here tonight tonight and it was about the budget and I did talk to them
specifically about the six seven period day issue and I told them that um there's pros and cons. There's a lot of work to get done and I said if you have concerns you should come and speak to the board and some of them followed through which is I think pretty cool. >> Yeah. Good for them.
>> Yeah. And then last um last week I went to Niswah for their chalk day um downtown Nisa. Um most of the kids had more chalk on their clothing than they had than they had on the sidewalk.
Uh but it was great. But the most important thing that I thought was really cool, the visitors to the community that day, shoppers, they were engaging the kids to ask them why are you doing this? Um they were complimenting them about how well they
could spell, especially for the young ones, kindergarteners and first graders. Um a gentleman probably spent 10 minutes talking to two students about their design they were doing. And when and he said to him, "When do you think you're going to be done?" And one of the students said, "When I have no more
chalk." So it's really hard to sit there and not crack. I'm laughing. >> But it was really cool. and they were on both sides of the street. And uh kudos to the Niswah merchants first and foremost because they were encouraging
this, but also to the Niswah students and staff in Mali for coordinating this because if you don't go there and watch, you really don't know what little kids are thinking about when it comes to chunks of ch uh chalk to write with and color with. And um even one one girl,
she had a green dot in her nose and I said, "Do you know you have a green dot in your nose?" She goes, "Yeah." I go, "Why?" I put it there. I said, "Makes sense to me." So anyway, it was a really cool day and they had great weather, so it worked out fine. >> Awesome.
>> Thank you. >> All right. We've got a list there of upcoming meetings for you to take in along with tis the season for choir, band, orchestra, jazz concerts. So get to those if you can. We've got fantastic
m music programs at our schools. Um we also have the regular board meeting and um a work session in there as well coming up. So, all right. >> I think it's do we should duly note that
November 13th is a Thursday, isn't it? >> That's right. Yes. Thank you for pointing that out. We were going to note that. Um, that is a Thursday because that Monday >> is Veterans Day. >> It's Veterans Day.
>> To be in the window just when we set the schedule for >> That's right. >> Right. Okay. Right. >> That makes sense. Thank you for reminding us of that. >> All right. And we um need a motion to
move into closed session. >> I'll make a motion. >> Second. >> Got a motion by Director Edman, a second by Director Heidman. All those in favor, please signify by saying I. >> I. A coast.