meeting agenda. >> Hey, right in time. Just host the pledge. >> Okay. All right. We're going to approve the meeting agenda here. >> I'll make a motion to approve the agenda. >> I second. All those in favor?
>> I. Those opposed? Agenda is approved. All right. 4.0 is acknowledgements and recognitions. And tonight we have some very special acknowledgements. We have uh some of our new teachers this year. Hello. >> Hey, welcome. >> Welcome.
>> You get to come right into a board meeting. >> Perfect. So, we started a tradition a couple years ago, and I've explained this to our new teachers in email, uh, that sometime early in the fall, usually the September board meeting, we invite them in to say, "Hi, my name is, and
what they're teaching and where they came from. It helps our board members put faces with what we see on paper and reports and all that kind of stuff." So, um, and gives you all a flavor of, um, how our board operates. So before you go, board members, why don't you go around and and share what district you
represent kind of geographically for our new folks so they can get that in their head. Quinn, why don't you lead off? >> Uh yeah, I'm Quinn McClullen and I'm on the Gunford Trail. So Gun Trail, Maple Hill up towards Coville >> more or less. >> Yep. Eric Reicks, uh Grand Portage and
Hovland. Yep. >> I'm Dan Shirley and I'm on the west end. So toy sheder luden and up on pike lake little ways. >> Um excuse me Rogers and I'm uh district three which is the west end of grammar
up to Cascade. >> Mary Janset I'm District two East Grammar and Crossville. >> Yeah. Thanks. So Olivia, why don't you lead? >> Okay. I'm Olivia St. Martin. I'm an occupational therapist. I uh prior to
being here I was at Frraasier in Minneapolis. Um and then prior to becoming an occupational therapist, I was actually in Europe for a very long time. So um I am working with our sped team and having a grand time. >> Yeah. Full case load. >> Yeah.
>> And more Frasier is a great organization. >> I learned a lot there. >> Uh my name is Ted Wel. Um high school social studies. on teaching world history, personal finance, AP government, government and psychology. Um, I went to Luther College, graduated
last spring, and then this past year I was teaching fifth grade social studies back at my old middle school in St. Michael, Minnesota, so northwest of the cities a little way. Um, really loving everything so far. I think it's been great experience and I love working with high school kids and having a wide variety of subjects. So, nice to meet
all you. >> Oh, thanks. >> U, my name is Mabel Femright. I am a speech language pathologist. Um I just graduated with my masters months ago. Um and at Duth Duth um and I'm really
enjoying the school district um and just the school experience and >> yeah. >> Awesome. So welcome. I just out of curiosity because board members have to answer this question all the time. Where did you all find a place to live?
I >> I'm at the Gumplin View. >> You got an apartment there? >> I am too. >> Same as well. >> I got super lucky. I put on the community page that I was looking and somebody sent me a private message. I was like, I'm putting in my notice today. Here's my landlord information. Call him before he puts it up. And
>> voila. >> Yeah. So, I'm just two miles east of town. >> Awesome. >> Well, welcome to all of you. It's great to have you join our team. You have we have a crop this year of I think eight new eight or nine new licensed staff. So, um fun fun crew and we welcome all
of you and we're glad you're on our team. >> Yeah, thank you. >> You can um you can >> whatever you prefer. >> We have enough. >> Hey, no, they're they're okay to go. >> All right. 5.0, our recognition of
visitors and our community comment section. Um so, first of all, welcome to our visitors. Thanks for coming tonight. Uh for those of you in the room and those of you visiting us online and those of you tuning in in the future, glad to have you here. Um and our community comment section is an
opportunity for the public to address the school board on an item included in this agenda in accordance with the guidelines printed at the end of the agenda. >> Kristen, would you mind looking and see if there's anyone on that sheet? >> No one. >> There's no one. Okay. There's no committee comments this evening, so
we'll move on to our report section. Uh we don't have a principal's report tonight. Uh principal has the night off. Uh we'll roll into 6.2 which is the superintendent report. >> Yeah. Thank you, Mr. Chair. Just to be clear on why the principal is not giving a report tonight. He's been driving bus
AM and PM much of the week. And I said go see your kids. Uh they need to see your dad uh tonight. Um in my report uh the first part of it is recognition of the five people up here at the board table. It is school board recognition month uh put together by Minnesota
school boards association and we uh definitely need to celebrate uh the work that our board members do. Being a board member is about as grassroots ground level work in a democracy as it gets. And uh if anyone you know has done the
work you know that people fight for their kids, right? And uh board members navigate that day in and day out. Um, so around the table, Quinn started our board in 2025, so has been on the board uh less than a year. Eric in 2023. Uh, Reena Rogers started on the board in
2019, Dan Shirley in 2018, and Carrie started in 2017. So, we've got three board members that have been on the board for quite a long time. Uh, and, uh, two that have been on for a couple years or or less. And to all of you, we want to say thank you for your hard work and uh thank you for representing your
district and thinking about all kids uh as we make decisions. Second thing in my uh report is just an announcement about graduation date board members. You all heard a couple months ago about a survey that Principal Balani put out to our parents of seniors. Uh and we had
basically three options. on the Thursday, the Friday or the Saturday of Memorial Day weekend, which is tough for some of our community members that particularly those in hospitality. Uh the survey was done again this fall and still we only had about 15 responses,
but uh they more heavily favored just keeping it at the Saturday slot. So that got the most votes. So uh that then means the board does not need to take action because it's already been approved for uh the Saturday of Memorial Day weekend. May 23rd, Saturday, will be
graduation. Uh this year, I'm going to skip the construction progress update because that's coming up later in the agenda. I want to thank our staff uh for doing an excellent job and our students in our full uh evacuation and relocation drill last week. I think it was last
week, losing track of days. Um it was orderly and it was safe and it went about 35 minutes we got out and over and back and back into classes. So, uh, nice job to them. And then lastly, in your written report, you can see the the last
is just a kudos to our team for the work we've done on our teacher evaluation system. Lacy Jensen and I were able to present to a group of principles, teacher leaders, uh, facilitated by MDE and, um, overwhelmingly they're they really like the product that we created
and the process we used. And, uh, we've all said we feel really really really good about it. So, I'm I'm proud of our team and it's fun to show them off and the work that they've done. >> That's all I got. >> Awesome. Um, and wasn't it true that the
that the MDE folks kind of wanted to use your guys's work product as kind of a model? Yeah. Spread to other folks. >> Yeah. They they said, "Wow, we want to use it as a model. Can you share with us how you got there?" And so then that's what we presented and uh we gave them
all of our documents and our process maps and stuff like that. So yeah, it's pretty fun. >> Yeah, that's amazing. >> All right, any other questions for superintendent? All right, uh 6.3 are our SIP reports.
We have a whole group here tonight presenting on that. >> Why don't you get pull-up chairs, Kristen? and Melanie and then the rest of you hop in those chairs so we've got all five of you up here and we can then go back and forth. You got to tell me when to hit slides so
that I can thank you for being here. >> Back in 2022 was the first year we assembled our leadership teams at all three schools and started the work of writing annual improvement plans. uh and I think it was the fall of 23 was the first time they
were asked to come share with the board that work. Uh the outline of this is is celebrate accomplishments from last year that are tied to your goals and then what are your goals for this coming year. So with that take it away. >> All right. So I'm going to start with
the level one celebrations. So the I'm not going to go through all those because you can read. I know that you all can. So just some of them that we are going to highlight though is um that all the staff got copies of the same book that you are in science of teaching and that's what we used as our guiding
principle in our CTS and that went over really well with our um colleagues. Our attendance was quite consistent in the CTS um which is something that we're always trying to get you know get people to buy into coming in collaborating
together and working together. Um, and then we continue doing those monthly spotlights for the kids that um, kids get to get recognized in each month, which is always a fun thing to look forward to. And one thing that we did
new this year in part of that whole school celebration, we try to do some of those things that we are encouraging that intergenerational prek through five is we added a winter field day. We've done a spring field day quite a few years, but this year we did a winter field day and that was a really big hit
with the kids and it was really fun to see them out enjoying winter as much as we enjoy the other seasons. Probably the biggest thing is if you look at our in continuous practice is we've been able to move quite a few things off of our SIP off of our school improvement plan
because now they are just what we do and so we don't need to keep on having them on our improvement plan because we're doing them and that is that daily communication. All teachers are doing that folder system. All teachers are doing weekly class newsletters. Um we're
expanding the parent family survey. We're getting more information from that and we are using the communication system with those radios which is something we're always looking at but those are that's just happening now. We don't have to keep on saying we're going to do this because we're doing it. So
that's a celebration. All right. Uh moving on to level two. So this is the effective teaching in every classroom. Um, like Natalie said with the new art and science of teaching for our collaborative teams, we've been um using that as a self audit to figure out where are some gaps in our skill set and
then choose a design area that we really want to focus on and then collaborate and um implement it in our classroom and bring artifacts back to reflect on how it went with shareouts. Um with that the collaborative teams have been really successful and it feels um people have
shared that it felt really relevant because in past it's been shared that um for specialist teachers CTS felt more like just for classroom teachers and so this um is something with the new art science of teaching it can be implemented through all specialists or all teaching no matter what area. Um so
that was a big celebration because it felt like more it helped people come to CTS too. um moving out down to instructional rounds, just the ability to continue on with that. Um I know as a new new teacher a couple years ago, it was really awesome to be able to find
time to go into my colleagues classrooms um or have people come into our classrooms. And so that's been really great to be able to learn and share um the teaching and strategies that are going on in the classrooms. Um something cool too is like if you're in Saut, you can go up to middle school and high
school and see strategies of like, oh, this is where they're going. And so that was really awesome to celebrate as well. Um and going on with that with the instructional coaching um having peer observations and have some time to reflect on what your teaching practices
are like and where we can grow or what we are doing well. Um and then the carry all that is um our going along with the reading act or the read act and um all 29 staff were certified last year. And so we used some of our CT time to do
some of that work. And there was 80 hours of synchronous and asynchronous work that went into um those 29 staff members being certified for a readout. Um and it was staff that works with um reading or ELA students. So
Next slide, please. So, our level three celebrations, which is our guaranteed and viable curriculum, um is that we trained all of our teachers across the curriculum, um math, language arts, fastbridge, the and then we had the new teacher days. So, at the
beginning of the year, um Josh has instituted these new teacher days in last year, we had a lot of elementary teachers that came in. So they were able to learn more about our school and our processes and what we do and it was a really nice welcome for them. Uh we have the must do might do lists for
interviewing and I ready. Those documents are living documents. So every year at the beginning we review those and we're editing them to make sure that we're doing the things that um are going to give us the most return on investment and we're all aligning on those items. And so those items we shared with our
new teachers as well. Stephanie or um Sorry. Emily was just reflecting as we were talking about this about how valuable that was coming in as a new teacher to just be handed this is these are the things that you must do out of all of our resources because we have a lot of resources and it can be hard to
sift through all of that. Um talking about standard align preschool curriculum purchase. So this year we adopted the creative curriculum which we've started the trainings on those. So that you'll see that later in the next
part. And then we had a lot of discussions resulting in the consensus to bundle science standards and social studies standards into our language arts and math standards. >> On to middle school and high school, right? >> All right. Okay. Level one. Great. Um so
like uh the elementary we had form um regarding an interest in a specific design area. So it didn't matter if you were teaching any subject, if you were interested in a specific D design area, you could work with that team in order to learn more about how to implement
those strategies. Um, and so we had a rotation of about three weeks focusing on a design area. The first week was like diving into what it is, the second week designing something to implement into your classroom, and the third week was bringing back artifacts and talking
about it. And then we had a break and we met with our vertical teams. And so if you were you had people in your department, you could meet with your department and talk about specific issues relating to that. If you were a silo, you could work on um continuing to
populate your um curriculum folders with the units of instructions. And so that cadence happened throughout the year about three different types. Okay. thing. Um, so our level two,
>> the picture didn't come up on that slide. >> Oh no, that was a great picture. >> Try again. >> Okay. Um, >> cut them off. >> So, um, affecting effective teaching in every classroom. We were also using the new art and science of teaching. Um,
you pretty much explained most of what we did for our level two. um that was where we could have common language and vocabulary um practices, procedures. We would meet in those CTS and we would talk about how do you implement this strategy? How did that work in your
room? Like did you do this with eighth grade or seventh grade or like how did that go with pairs or threes or fives or right? And so we had a chance to talk about uh those that common language and then um when we would bring in those artifacts it was really valuable because
people like oh can I can I can I get that and use that for this or can you can you send that to us over the drive or share that with everyone. Um so it was really rich conversations that were happening in those CT meetings.
And then our um second one, this one is all about um implementing the areas are our in our common instructional models which are wicker and the Marzanos design areas.
And so we did that and it was great because now we have common language that we can use across curriculum areas. um on Mondays um in order to make sure that the high school students high school students don't have an AVID class. And so making sure that we're still
developing those skills, we implemented a Monday high school advisory, AVID Monday where they were given a short mini lesson in their advisory classes to kind of just strengthen those skills. Um and then at the end of the year we have an AVID site team that meets month
monthly and we were able to take a look at all of um we have a tool it's called the CCI which is called the coaching and certification instrument which basically helps us run through what have we done what do we still need to do and we were able to map out a three-year progression
of how we still want to make sure that AVID is being rolled out in a in a in a systematic Okay, we have space. That's okay. Um, so on level three, this is where we're building these curriculum folders to
safety like nons are hard. Um, we're building a safety net for if someone was to leave the district, we now have something for someone to use. So that was our parents there.
>> And then there's one more one more slide. So this is this is something that we did as an entire entire middle school high school staff and I think it was something that we focused on every for an hour or two every PD days where we
took a chunk of a we had a a standardized syllabi that we created that we would use for every single course that was taught in middle school and high school. so that people parents could see how wicker is not just in AVID but it's in every single class that's
our standard or that's our bottle of instruction and how our teachers then um talking about what careers you can have in math and science and social studies so creating that um the the breadth of what AVID is supposed to do um and and having a standardized syllabi that
parents can say oh yeah okay this is organized the same way um throughout each class and so we all had to present that to um we actually as an avid team went through them and made sure that they were great and then teachers were uploading them to a curriculum folder in
our shared drive. Okay, I'm done. Okay. Um every year we have to set through our count program, we have to set schoolwide goals. So up here you'll see the goals from last year for Sajic Mountain Middle School and high school and we met our all of our
goals this year. So, new goals will come out, but we have to make sure that everybody's done assessing before we can set those goals for the upcoming year. >> Um, sorry, could you explain what the how
you tracked like the this a little bit? I'm curious about I was just reading the sawtooth goal about the map. Mhm. >> Um what was this was through I Ready >> like an assessment through through that.
>> So I Ready has a diagnostic assessment that every child takes and then it gives you an a it puts them on a five part scale that tells you where they fall within that grade level band. And so that's what they're referencing here. The five level I read overall placement
report. There's a number of different reports that you can pull from each of these. So, we specifically called out the report that you're looking at so that when we pull it up in the spring, we're looking at the exact same report that we pulled in the fall. Um, just looking for growth over time. The first
year that we did this was my first year as a coach and we had to set just these generic goals. So, we sat down and just like picked what felt reasonable. And then last year we were able to take we had data for the whole year and then the
fall and we were able to look at what do we think is reasonable for them to achieve in the spring. And so then this year we'll do the same thing. We'll look at the data across the last two years and the fall and then think about what is reasonable for us to attain in spring.
>> And those math fluency grade level benchmarks is that something that what where do those come from? Is that something that's like embedded in IRA or is that just from the standards or >> It's from the standards and it's across the different domains. So there's
>> You're going to have to help me out. So there's um measurement and data and there's um >> number sense. >> Thank you. >> And geometry. >> And then there's one more. >> I can't think of it right off the top of
my head. So there's four different domains that cover all of our standards under each grade level. So then that will tell you where they're at. >> Algebraic thinking. >> So >> um I'm going to ask one more question. >> Yeah.
>> Um how would you say that this type of of an assessment compares with like the MCA for instance that's also looking at like math? Yeah, that's actually a really great question and I would say that we don't have enough data right now to know how it correlates directly
because our first year implementing it was 2020 the fall of 2024. So we wouldn't have enough information because MCA's come out in the spring and then we look at Right. So that's a one-time assessment. So last year would have been the first year that we would be able to
even compare them. >> Sure. Right. Yep. So, more to come on that information. >> Cool. All right. Thank you. >> Yeah. You're welcome. I'd just like to say I really appreciate this work a lot.
Um it's um in whatever you're doing whether it's education or it's computers the world I lived in standardization and documentation and building a sustainable infrastructure and connecting all the pieces together like you've done across
curriculums and grade levels is is the way that this works and the way you create um that kind of a infrastructure that doesn't have gaps in it. A lot of you know what happens in these math scores or whatever when you don't have that kind of connection and kids get
gaps they miss something and place value is an issue that's almost always the issue but whatever it is and and then that lingers because everything builds on that and I don't think people understand that it's not easily repaired
and even this will take time to do that but over time you're building an infrastructure that will prevent those problems from happening again. And I I I can't say enough about how much I appreciate that work. >> Thank you.
>> All right. Now, on to our school improvement goals for this year. So, in the spring, the BLT or the building leadership teams kind of get together and start looking at the school improvement goals for the next year. and then we kind of get together before
workshop week and kind of finalize those um as a team what we're going to be working on for that year. So for SAT youth for that level one's the safe supportive and collaborative culture we have four action plans. Um the first
one is that we are going to revise or revise and refine. We already have a decision-making matrix for administration, but it was with a previous administrator. So, we're constantly kind of updating that. So, we're going to work with Josh and Chris to make sure that we are um it's with
them, you know, with each administrator. We just have to kind of revisit that. So, that's one of the things that is in our plan that we want to keep on doing so that everyone knows clearly what our defined roles are and where where to look if we need to.
for collaborative teams. We are going to continue to work with our new art science of teaching. So the next part of that though is that we also got another book about the development and evaluation. Did you bring that with you? So all the staff is getting this book
also which is the rubric and evaluation system. So, this is kind of like the evidence of how you're showing your teaching. And the new art and science of teaching is kind of like how are you doing that or how do you want to get better at it? You can look up those design areas. And so, they overlap
together to do this new system that we're all learning. So, that's a new thing for all of us. And then we're going to continue those specialled um specialistled interventions. That's like those tier three resources which is like the title one and access um and progress
monitoring >> for our students. We're all as teachers we're all working on doing better that progress monitoring and getting those students more up to um filling those gaps closing those gaps in.
Then we have so we started last year with Josh. This is something that he kind of asked for is like as we do things each um different grade levels and different specialists or special activities to start a calendar so that every month we're not like what are we doing it? Oh,
March is reading I love to read month. know February is. So, we're kind of getting this sketch calendar down so that we don't have to kind of recreate the wheel every month and think of all the different things that are happening because there's lots of things happening. Um, what are the fourth graders doing house and all those things
are now going to be in one place. So, >> and then the last thing is that we are still continuing to do those emergency evacuations and we've already done three of them technically because we did two evacuations and then that relocation thing which was really only two days ago
but it did feel like last week because it's fair. >> Is that is that calendar just an internal thing or is that like public facing? >> Right now it's internal but I think that eventually it could be. I mean once that we kind of button it up and feel like
we've got it for >> and it's kind of a working document. We've been doing it we started it last year and I mean each each month we kind of are adding to it and teachers are adding to it on their own. But yes, eventually I think it would be a great thing to have as this is kind of when this happens. >> Sure.
>> It's always a challenge in the community. It seems like some sort of central repository for what's going on everywhere as people try to schedule things. >> Yep. Yeah. Yeah. Calendars are hard. >> Yeah. Sure. >> All right. So, level two, our action,
one of our action plans is all staff will participate in activities that enhance their instructional practice. So, we're going to think a lot about the new eval evaluation rubric used during observations. Um, one of the things that is really nice about that is it really just builds on our work from last year.
So, high reliability schools is part of Marzano's work and then also the new art and science of teaching is part of Marzano's work and that is based on the 10 design areas and then there's 43 elements within the 10 design areas. This is the work that we did last year um prek through 12th grade and then um
part of our rubric. So, we we had to build a new rubric for comp that embedded the standards of effective practice and culturally responsive teaching and reflection guide. So these are the two documents that had to be built into our rubric. Um but we were already at a place where we were
thinking about moving away from the Danielson rubric. So it felt like a natural fit for us to move into the Marzano rubric. When we started looking at a variety of different Marzano rubrics, we found that the development and evaluation of teaching follows
exactly alongside of this. So there's the 10 performance areas that align with the um 10 design areas. And as Natalie referenced this, it gives you teacher look for. So when you are thinking about what does your teacher evidence, what is
your student evidence, um, and they'll tell you what it should look like in the classroom. And if a teacher is wanting to grow in an area, they can then look into the new art science of teaching, which lays it out under the same design area, and it will give them strategies on how to grow in that area. So that
would build those 43 elements. So, we're going to spend a lot of time digging into these documents and like overlaying it with the c both of these cultural pieces that are in our embedded in our rubric and bring artifacts back to our CTS and do a lot of discussion within
our CTS similar to what we did last year but deeper. Um, and then new this year is the student achievement goal at the end of the rubric, which is a rubric that measures student growth. And so, we're going to spend a lot of time digging into that. How are we going to
demonstrate as individual teachers that we've met our student growth goals? And then the other action plan is staff who need staff who need training who will participate in carry all and MDE professional development to learn about evidence-based practices to implement
reading instruction and intervention. So we have a new teacher this year who hasn't done carry all. So we're getting her set up in the carryal program so that she has the same training as everyone else. And then new this year, all PAR professionals preK through 12th
grade have to participate in Redact training through eight hours of Redact training. And so this year we will focus on making sure that our pair professionals are also trained in evidence-based practices and the science of reading. >> Yeah. For context, uh the teachers went
through about 70 to 80 hours worth of training last year. The bear training is about eight hours, so it's far less. Uh, and that was part of the superintendence and everyone talking about the turnover with perils is >> usually an issue. Um, so we need
something we can we can churn annually for people that need that. So Lacy and >> Hendra >> Hendra have been trained to train Paris. Uh, so we can do that inhouse kind of on an annual as needed basis. >> Is that all kind of like in one shot or
it's kind of in a time period or is that like throughout a year? You can do it as you want and our choice has been to try to chop it up into pieces, but >> it's really beefy. >> Yeah, >> there's a lot of information that's really content dense in the So, it's two-hour chunks, twohour modules, I
guess, and there it's a lot of >> our hope is to do like four two-hour modules. >> Yeah. >> So that people have time to digest and process and apply it. >> Sure. >> All right. >> Um, moving on to level three. So, guaranteed and viable curriculum. Um the
first action plan is to implement the science of reading and the creative curriculum is the classroom instruction. So we've did the new we did the training and the new teachers are going to be getting the training. So the action plan is the what now? What do we do now that we have all this information and um how
do we implement it so that we have foundational skills and efficacy within our practices. Um and then along with that developing common expectations for social studies and science curriculum. Um we're actually working with the outdoor education teachers so that they
can take some science standards and then um we're working together to figure out how they can create a curriculum that is taking those science standards or social studies standards um and working with the outdoor education teacher in their space. Um and then the preschool team is
um going to attend or has attended the creative curriculum trainings and um then implementing the curriculum throughout the year. >> And I interrupt um Lacy and I have been talking over the last couple days. So y'all don't know this yet, but we're putting together a decision-making map
for that what do we do about it now question. um because we know that uh we're gonna have to buy so you're gonna we're gonna have to invest in resources that we don't have right now and uh ELA is on cycle for K5 for 2728
I believe if my head is 2728 um so I think what we're going to throw out to the team is um next year is social studies maybe we just flip them so that we can purchase sooner rather than later ELA to address the now what
um as an idea like we we know we have some gaps. We know we need some resources that we don't currently have. So we're going to spend a fair amount of time this year wrestling with well what is that? And uh the good news is MDE has narrowed it down a lot already. So it's
not like we have to look at 50 things. We've got to look at like three or four things. Um but the now what is going to be a lot of our energy trying to figure that out um in the current year hopefully to have resources for next year.
>> Um going into part two or um B the critical content of curriculum um this action plan is during professional development days and using the common grade level prep time their teachers are going to determine the priority standards for math and align them to the curriculum. So, um, this work has been
started. So, we're kind of re v revisiting it, revising the priority standards for math. And then the math standards now have a new like new language. And so, instead of it being, um, like by standard or they're bundling the standards, so it's more um, bundled and put together according to the
concepts. And so, we're going to be using that work to um, bundle our own priority standards. And then um making a crosswalk priority standards for the I Ready assessments to make sure that our assessments are covering the standards that or we're assessing the the
standards that we are covering. >> Right. All right. Here's our goals. Thanks. >> Okay. So, um, our goals for our safe, supported, collaborative culture, um, we are bringing the parking lot back for our, uh, our school website, the
internet, and so our middle school, high school team can leave feedback there. And we have, um, we definitely have a placeholder for that in our BLT meetings, making sure that we are listening to what our teammates and our colleagues are saying or needing or
wanting. Um, and then we are going to have a placeholder for a BLT update at our middle school, high school staff meetings so that we're going to be communicating back what was talked about. Um, what are we hearing from you and how are we addressing it? Um, we
also want to re-ervey our HRS level one and maybe two and three um because of some of the work that we did um over the last few years and we want to see did we make a change or do we need to adjust and improve what we're
doing on that goal for goal two um we've de devoted Monday PD days a few hours on those Monday PD days um and then an expected afterchool work sessions here and there sprinkled throughout um for
vertical CT work and they'll be creating we will be creating vertical curriculum maps in 612 for um yeah PD work. All right. And for level two, I'm not talking much more about it because ours
for the middle school and high school really mirrors what the elementary school is doing as far as the new teacher evaluation rubric and the measuring student growth goal that we need to be preparing and and developing. Um so that's the same. Um, another part
of that is that teachers are going to have a pre and post conversations and we've been doing this um with both Josh if they're being evaluated and then also with our HRS coaches and there's going to be an emphasis placed in those conversations of how are you using AVID
strategies, how are you using um our wicker model and how are you using the design areas in your teaching just as an added layer for those conversations. um time in our CTS in the middle school and high school, there's going to be an
emphasis on training, giving more training on how to use those worker strategies um throughout um the school. And then last but not least, teachers are going to be sharing artifacts and CTS just like the elementary school is
doing. Um, and there's going to be some choice. Um, instead of having all of the people who are doing a specific design area be in a group, um, you can have whatever design area you and you're going to be sharing that with your middle school group or your high school
group in CTS. >> Great. Um the second part of the guaranteed viable curriculum, um we're going to do that same essential standard work and skills. Um we're going to look to identify some gaps where we're
missing standards or where we're overemphasizing standards um and make some changes and that's going to be found within that virtual curriculum map as well. >> Yeah. >> And moving on to our last pool or our last level. Um, last year we we
definitely shared out our artifacts, but we never took them a step further. Did I skip? >> No, I did. >> Um, we're going to then have a time for us to kind of modify what we did and make it better and then bring it back to
our classroom. So, that's going to be an added level. Um, and then our STAR data will also be analyzed in our CTS as well. that the end. >> How's this going with like the new you've got eight new colleagues and are
they starting to get exposed to this process and stuff and how how are they responding to that so far? So, one of the things that it was really helpful is we had three days at the beginning of the year to really walk through this in a slower way for them. So, they got a preview of what some of
the curriculum, the rubric would look like, so it wasn't brand new for them. They had we already had conversations about what QC comp is so that that wasn't brand new to them. We also took a lot of time in CTS the first during that first week of workshop so the CT leaders
and um their teams could support them. We also have mentors for all of our new teachers so they have access to that. This year we intentionally selected mentors that are not adjacent to the new teacher so that they are able to seek out support from someone else but then
they also have that resource of their colleague. So there's a lot of different ways that they can access information and get support. >> Cool. Yeah. I mean this is clearly super robust and you guys obviously are
working with a lot of intention on this. You know it's not just like checking a box that's very evident. So um yeah kudos. These have been these presentations have been really satisfying the last few years since we've kind of been doing this in comparison to some of these
similar types of reports in the past. So, um, yeah, nice job. >> Questions, comments. >> Thank you all spending your time with us. We appreciate it. [Music]
>> Should have had them introduced himself. Did you want us to introduce ourselves? We are the Nameless Spy. >> Yeah. >> Kindergarten for >> teacher. Probably hoping to hit her again. >> Get a double whammy.
>> All right. 6.4 is our student board representative report from Greta Young Doll. She's submitted a poor report in the packet, but she is playing volleyball. So, she's got a game tonight, so she's not here with us. >> Um, all right. 7.0 is our consent agenda. Um, is there anything that needs
to be pulled for further discussion here? >> No, we just need a motion. >> Motion. >> Second. >> Okay. All those in favor? >> I I those opposed? Consent to agenda is approved. All right. 8.0 are discussion and action items. Uh 8.1 is to accept
the expenditure and revenue report for August of 2025. You're in the packet and uh Miss is also here with Miss >> Hi.
>> How are y'all? Um I guess the only thing that I would like to point out on this report is that the actuals for 2425 the first column is the kind of first
um figuring of year end but it is not it's already changed since then but um by September 15th I have to submit all of the numbers to MDE and so that was the first run of it but um as I do audit
entries, these numbers shuffle. There's unrecognized revenue that came in in the next fiscal year that's now in there. Um, so that'll just keep changing as we move into next month. Um, I'm currently working on the audit. So, Monday, Monday
morning, >> the work begins. >> Yes. So that will that column will change but the report itself um now is just reflecting current fiscal year um as we look at the non-shaded areas.
So last month was when it was showing you know carryover from previous year. So that's what I got for you. Um, unless anyone has anyone thing questions to ask about this report. >> Thank you. If not, we just need a
motion. >> Make a motion to approve. >> Second. >> Any further discussion? >> All those in favor? I I opposed. Motion carries. Thank you so much. Um, okay.
8.2. Let's see here. are to approve our construction documents for bid. We have the gentleman from ICS with us this evening. Come on up. >> Jason is shar some screen and
>> I don't know if the whole board has met Jason yet. >> I don't think so. So, um Matt, the previous um project manager, he took a new job with the state and Jason is stepping into the role here.
>> Yeah. Hi. Um my name is Jason Philipek. I live in Duth, Minnesota and I have 20 years of related construction experience. Um I look forward to uh meeting everybody else on the team here. >> Yeah, he's worked with us for a year. So
he's been with us for a year now. And uh yeah, he's working on some stuff in Duth and now here as well. >> Yes. Okay. >> Um again, my name is Jason Philipek. I am here today to present the Cook County
Schools additions and renovations construction documents. Uh we will be reviewing the construction documents on a high level high level overview. Uh reviewing the budget and the estimate for construction along with
the construction schedule and the phasing for the project. We will also provide some recommendations and next steps here. Um here on the screen we have our exterior renderings. These were provided
by DSGW architects. So on the right we have our new student services area and our new entrance with the uh glue lamb wood canopy and on the left we have our new gymnasium,
our athletics entrance uh next to the fitness and maintenance expansion. Uh here are some of the interior renderings. So, we have the new AAC room here on the right and um on the left we
have the interior of the entry, the new main entrance. Um here we have the renderings for both the media commons and the cafeteria. And last uh with our renderings is the athletic commons. So, this space here is
actually between the fitness area and the new gym. So, to give give you guys a idea of where those are all located, um, as an overview of the construction that we uh are planning over the next couple years, so areas on the map here
that are highlighted in yellow, those will be areas with minor renovations. So, uh, new exterior glass, new lighting, new, uh, voice annunciated fire alarm, new paging systems, and also flooring in
the corridors, but really a a light renovation in those areas. >> I have a question about one of those areas, and somebody else brought it up to me recently, and I was like, "Oh, I don't know the answer." U, and I think it's the in section C. >> Okay. The three yellow interior rooms
that have minor renovations. >> These blue ones here. >> The yellow ones. >> Oh, these right here. >> Yellow minor renovations. >> These are like fifth grade classrooms. >> Yeah. And they don't have any windows. >> Yeah. >> Or skylights or solo solar tunnels or
anything. Is any like skylights or solar tunnels being added into those? So, there are some rooms that have the solar tubes in the design and we also are carrying um an alternate to provide a unit price for those um to add
additional solar tubes to the project in the future. >> Okay. >> So, the answer is yes, some maybe a lot depending on how our budget comes in. Y the other thing that was cool about those were they put in so you could dim them
>> so if you need to you know darken the classroom for >> projectors. >> Yeah. Whatever. Yeah. They'll have that capability. >> Yep. >> I think the basement has 17 and I think there's up to 31 locations.
>> Okay. >> Depending on bids. Yeah. Correct. >> Yeah. And those particular rooms are some of our most significant. not really being touched that much that don't have any windows. >> A sad sad place to send your kids when there's no windows.
>> So, areas in blue on the floor plan here, these are areas with major renovations. So, um, new programs, uh, renovating the locker rooms and the bathrooms where, you know, there's definitely more work that needs to take place to, uh, to change those, uh,
areas. Um, areas that are shown in green here are new additions to the building. So, completely new construction. Um, going into the plans a bit deeper here. So at our front entrance again we
have our new canopy. We have our welcome center, the Ajiway and AAC rooms here. We have our student services and then the media center and media commons. So that's really the work that we're going to be doing in area A.
Area B is the auditorium. Uh this area of the building we're generally going to be doing that light renovation. So the exterior windows, the lighting, fire alarm, aging systems, and then the flooring in the corridors. We
are not replacing the lighting in the auditorium. That is a separate contract managed uh outside of the work we're doing. Um in area C, the elementary uh wing of the building, we are generally doing
that uh minor renovations. We are doing the major renovations to one of the bathrooms, the elementary media center, and also some of the bedrooms here. Area D. So, this is the elementary gym
area. So, we're going to be doing light renovations there. We will be doing a more major renovation in the cafeteria in the faculty lounge area. We will be expanding the building for
gym storage and also the uh gym office here and then the expansion here for maintenance. So there's additional maintenance maintenance uh for area E here the uh the new gym. So we have the new gym here. um additional
storage alongside that gym. A new locker room, a new fitness area, and then the athletics common area here at the uh entrance. We will also be doing a more major renovation to the existing locker room.
And then these related um classrooms here, the the gym here will have a light renovation. So mostly with the paging and the the lighting in that uh space. Now the classrooms here in area F. So
these will all have the minor renovations and we will be doing an expansion here in the center of the courtyard with the flex room. And that uh concludes the architectural
items in the project. Uh next we're going to look at structural designs. Um so for area A we have our entrance. We have a new canopy here. Um which will have this uh curved glue lamb
wood structure. We will have a new steel structure for the student services area. The expansion The orange area here is where we will be tying in the new roof structure to the
existing. Um I do have a kind of a detail here which shows us how the exist existing corridor um will tie in with the new roof. So the
existing corridor will remain the same and we will be adding a new roof kind of above that. Um down here we get a better detail of how the AAC
skylight will uh go above the new roof. So we have our existing corridor, our new roof and then elevated above that is the uh the skylight >> back. Yeah. >> So to to understand that profile a bit,
um the structural um additions in the back of the gym will all be pre-cast concrete walls with a steel roofing structure. Here in green is a mezzanine second floor uh which will be used for the
mechanical equipment. Um and some storage right >> storage on the bottom, mechanical on on the top. >> Got it. Got it. >> Um in area F. So this is that flex area. So that will be a new steel structure
and again we will have to uh tie the new roofing slopes in with the existing challenge. >> That concludes the structural um design regarding mechanical. So key features of
the mechanical design include rerouting that LP gas service. Uh new mechanical equipment for um the building expansion. So the gym, the fitness, uh student services, the AAC
and air conditioning also in all of those spaces and the staff lounge. really. >> I'm just following along here. That's what I was told. Um, we will also be
replacing equipment in the fifth grade classroom, the auditorium cooling system, and several exhaust fans kind of throughout the building. uh regarding the plumbing design.
So, we do have exterior drain tile for the building expansion in the back and in the front. We also have sump pumps in the back here to really uh manage any type of storm water in the future. Uh we will be repairing the underground
storm water in the courtyard and then any areas with major construction that require plumbing fixtures and faucets and all that will be replaced in those major construction areas
>> and all the toilets and all the sinks >> all of that. Y >> um regarding electrical, so key features of the electrical design include that uh voice evacuation fire alarm system, a new bell and paging system throughout
the building. Uh blue lights and lock down also throughout the building. Um audio systems will be provided for the fitness area and the gym. and card reader access will be provided
on new entrances to the building. We will also provide security sensors to all existing exit doors. Um >> so that's if somebody leaves a door open. >> Correct. >> Okay.
>> Um notable infrastructure upgrades include the new solar field and a new electrical service. What do you mean by that electrical service? >> So the transformer right now is >> moving the transformer. Yeah. Yeah.
Yeah. Okay. >> Uh regarding lighting, so new light fixtures again will be provided throughout the building except for that auditorium area. The typical or general use light fixture is this uh 2x two flat
panel light fixture. This will be provided in all areas with accessible ceilings, so corridors and uh some classrooms. The uh the gyms will be provided with a
high bay 2x4 trougher similar to this one right here. Uh the sped rooms, they will all be provided with a tunable white light fixture. So, the staff will be able to adjust the color temperature of the
lighting in those rooms. Um, the classrooms on this end of the building here will all receive the uh pendant lighting similar to this. Uh there are
notable areas that have received architectural lighting such as the entrance, the AAC, the welcome center, media commons, and the media or in the cafeteria. Um one of those light fixtures I did um highlight here. So
it's more of a circular pendant. Um but there are other styles in different areas. Yeah, you guys saw in those baffle on those renderings, those baffles in the ceilings kind of hanging down, those also have like lights integrated into them. So, they're like sound dampening
but also light fixtures. Kind of cool. >> Um, and then you mentioned earlier those solar tubes. So, there are 17 of those currently in the project and um we are getting a unit price to see if we want to add additional in the future. >> And where are the proposed areas for
those? I don't know exactly where they're all at. So they know there's a couple all the spaces that are interior with all windows. So yeah. >> So that's like the classroom and like where Lisa Vanderwis is up there by the >> interior classrooms. Yeah.
>> Exactly. So >> desperately need that. >> There are four in each of those fifth grade classrooms. Elementary center. >> Okay. >> So that's our lighting. See if that works. >> Interior specific spaces.
>> Um exterior improvements. So we will be uh providing new paving here shown in yellow. In blue, uh there will be a new playground. So new playground equipment, turf, and a new uh basketball court. And
then in the back here by the uh propane will be that solar field. Just for clarity, so people know, the playground equipment that's out there will will still be there. So, we're not replacing the stuff that's there. We're adding two new pieces thanks to Lloyd K. Johnson.
Um, but the stuff that's there will still be there. >> It's just a different >> be resurfaced. It's going to be resurfaced. Yep. >> When is that being done or what phase is that? >> That will be done in the summer 2027 regarding our construction estimate. So IC has
>> um the solar the solar field where that's where the propane takes that's like the area that is kind of currently between the football field and the the larger soccer field. Is that >> we're hoping both the solar field and the shot put station can fit in there.
>> It's going to be shots thrown. >> You don't want you don't want to throw them out the panels. Yeah. But we'll hopefully they'll all fit in there. And if not, we talked about potentially locating the panels on the building >> and that was a no-go when you guys >> Yeah, I looked into that
>> engineering. >> Yep. And they looked at that and they looked at the angle of the building versus what the angle would need to be for the smaller tubes. It take a lot of structure to hang off the pre-cast. >> Yeah, >> it'll be this snug, but I think it'll I hope it'll be diff
finalize the exact location. uh regarding the construction estimate. So IC has provided two estimates for uh the design of the project. The first was the SD estimate. The second estimate was
provided sometime in the early summer and now is our third and final estimate which is the construction document estimate. Our prior estimate from earlier in the summer had a value of 17,541,688
and our current construction estimate is at 17,662,71. So, uh, we feel like we're within range of where we wanted to be on this and, um, really ready to to send it out to the contractors for bidding.
Um included in the bidding process, we will have several alternates uh which will allow us to elect these uh different items if they um if we feel there's value in these uh once we determine what the price is. So we have
eight different alternates. Alternates one A and B are both related to the windows. So 1 A is uh changing the window frames from aluminum to fiberglass and 1B is uh the nonoperable
windows in student services. We have air conditioning in that area. So we thought that might be valuable to consider. Um alternates 2 A and B are related to those solar tubes. So we do want that unit price. So if we uh do elect to move
forward with that, we will have a better understanding right from the jump on the cost. Um item three is the flex room. So we will be getting a cost for that area. Items four, 4 A, 4 B and 4 C are all
related to the solar field. So the grant application for the solar field uh required the pricing to be structured and organized in a certain way to uh complete that grant application. Item five here is related to the
flooring in the corridors. Um so currently the design only has one manufacturer. uh we do want to have uh alternates for that to see if there is a better value in a different product and uh give us the option to elect that if we so choose.
Um item six, A, B, and C are all related to acoustical finishes. So these are items that could be added to the project um at a different time with limited impact on the the building itself. So these are the acoustical banners and
also the wall hangings. Item seven here is the uh shutter door in the cafeteria. So currently the design has a rolling shutter door between food services and also the
sitting area. Um that is an alternate in the bidding process. And item eight is full height uh tile down the corridor near the eagle area. Uh currently the
tile is only half height and then above that is a painted block in some areas. We wanted to understand what the cost would be to extend that tile all the way up to the uh ceiling. And so the three board members that are
not on pock understand alternates essentially just give us options that we can choose when the bids come back. If bids are really high, we can cut some of this stuff out and not, you know, ruin the whole bidding process or we can add things back in. It just gives us
options. And are these options like when you're getting the bids, these will be listed to the people giving the bids like you'll you'll in real time get bids for these >> correct alternatives as well. >> On the bid form you'll have your base bid and then you'll have your you'll have all the alternates broke out. So
each contractor will say how it affects their each alternate each bidder will say yes or no to it's either going to be an add or a deduct and they'll have a price. >> Gives us levers. just give us leverage in case >> you know for for example the one the number three there the flex room that's
the big one that's that's the $5 to $600,000 alternate if worst case scenario bids come in a million dollars over like holy buckets um that's the big player that we could pull off you know
when if if we have a day like that it's easier to do something like that where you can cut square footage on bid with bid day pricing >> than is to try to get 60% 70% on on your finishes, you know. So, you want to is that, you know, you want to have a
balance or a way to have a >> option >> an option to have, you know, if you need an a way to award the project. I don't want to I don't want to take away all the nice things in the project, right? That make things look nice. You don't want to take away your glue on glue lamp canopy or your or uh you know, some of the features that we're talking about
that we want, you know? So just and plus we have you know so there's some complication with that. So you know it computes out to be 5 to 600,000 but we think well is it 5 to 600,000 or is it larger because they're having to work through the building and
>> excavate a foundation with a dango and that kind of thing >> because that's storm water that has to go through there too. >> Yeah. >> Yeah. >> Um next we have the project budget. So, this is the same budget that has been submitted monthly with the pay
application. Um, and the budget itself hasn't changed. So, the funding for this project uh totals 26,200,000. We anticipate the permits to be 147,5001. Uh regarding fees, design fees and
construction service and other reimburseable items. Uh that is a cost of 5,126,462. [Music] Uh regarding furniture and other owner type of equipment. So um
furniture, technology, playground equipment, uh the solar field and the outdoor learning space. uh $1,149,000 that's gear marked for those particular costs
and we have a construction cost here in the budget of 17,541,688. Uh line six here is construction contingency. Uh that has a value of $1 million and that particular line item will be necessary to uh to manage
existing conditions in the building and also unforeseen conditions. So uh design changes from the architect or the engineers to uh to build what we already have in the design not add new scope. Uh just
want to make sure And we manage that along the way, right? If we know we're doing well, we get to, you know, there'll be times where we'll, you know, we'll evaluate it, see how much risk we have remaining in the project to to finish our contingency. We also maintain, you know, some owner
items that, you know, the wish list of of of of wants that come along the way. >> And uh, of course, we talk about that as well. So, as we get closer to the end of the project, that's any remaining dollar will start freeing up and could be used for whatever district would like to do,
any improvements that any additional improvement, additional scope that they'd like to do. >> And then here at the bottom, we do have an overall project balance of 1,235,999. So, we have uh $1,235,000
that is not allocated to another cost at this time. Uh regarding construction phasing. So, here areas in yellow will be completed during the summer of 2026.
areas in red, the new gym and fitness and locker. Those will be completed in the winter and spring 2026 2027. Areas in blue will be completed in the summer of 2027
and areas in green here will be completed in the winter 2027. >> Fall. Yeah. Completed. Um so we do have four major milestones with the construction schedule again. Um so some areas will be
done and ready for the fall 2026. Some areas will carry through to the winter and spring 2026 2027. Um and then our next push will be through the summer 2027
completing for um school start there in the fall. And then last will be that entrance and that will be completed in the winter 2027. Uh key dates for this fall 2025. So we do anticipate soliciting the
public bids for this project starting October 3rd. The bidding process will go from October 3rd to November 5th. We will have a pre-bid meeting here on site with the contractors uh so they can
better understand the existing conditions and learn the space. And bid opening will actually take place on November 5th. It is an in-person uh requirement for the contractors. So they will have to submit their bids in person on that date.
>> Um not necessarily. They can they can send them in too, but they just have to be in our in our possession by 2:30 on >> someone does want a FedEx or UPS number up, they can >> they'll be open. >> Chances are Chances are though they they will be here.
>> I want to make sure that >> and then there is like a public opening of them. >> Yep. >> Yep. We'll open them up and whoever wants to attend can be here and hear the numbers and we'll make uh we'll make sheets. have uh spreadsheets ready for everybody so that if they want to try to track all the numbers, we'll be also
doing data and train spreadsheets so we have quick results at the end. But >> yeah, and you guys said last week that would be like in the cafeteria type setting. >> Yep, that'd be great. That's a great space I think for >> because there' be a lot of people. >> Yeah,
we talked about the ASC. >> We did, but then we talked about the Okay, >> cafeteria might be more conducive. people consider that a taken, right? >> Yep. That sounds like it would work pretty good. >> Yeah. >> Um after the bid opening, we will have a
project oversight committee review of those bids on November 13th and then we will um have a board approval meeting or board approval of those contracts meeting on November
20th. That's all I got. >> Um, we are recommending approval of the Cook County I Cook County Schools ISD 166 construction documents as uh
presented here today and authorization to proceed with the public bidding. Very questions. It's a lot of information. There's 250 plus pages of drawings. There's >> the one was 800 900
>> some pages of specifications. That number is going to grow even a little more probably before it gets. >> Yeah. And for board members if you clicked in the link there was a spreadsheet of links all those documents wanted to pour through them. >> Yeah. the construction. I mean, as this
project has proceeded in the designing, the it's sort of gotten more drilled down, more drilled down to this point where basically they can take these and and do this is like got all the detail.
They can do a project with this. So, it's been an evolution for sure. On the surface, it kind of has looked the same, but the details have been filled in tremendously. Um, any tenative motions? Uh, I think just has that sentence that he just
said. Has the motion. Someone's ready to do that. >> I'll make a motion to approve the construction as presented for the C County Schools ISD166 project and commence with solicitation of public bids. >> Second.
Um, further discussion, questions. >> Thanks to Dan and Reena for sitting through hours of all those people presenting on all those details. It was a lot of time. So, thank you.
>> Oh, we we loved it. >> Made a lot of groups. >> Um, all right. All those in favor? I I those opposed motion carries. All right. >> All right. Awesome. >> Exciting. Thank you.
>> Thank you. The next two items on the agenda are regarding the referendum for this coming November. >> So guys, >> yeah, thanks guys. And you know, if the the referendum does pass this coming year,
it will dovetail into this and there'll be some modifications on scheduling and overlapping and all that sort of stuff, but that sort of TBD. >> Yep. >> Um, okay. 8.3 is a discussion item here,
a public hearing for review and comment uh for the 2025 referendum. There's a long one. Holy man. >> This meeting. >> Yeah, >> there's a lot on here for sure. Uh but these items should be quick. Now, uh
this is a requirement of a public bond referendum. We did this, you know, a year ago for this. This is a public hearing. Um seeing nobody is here to share comments. Uh we can actually just move on. It doesn't require a vote of the board. Uh it's just a public
process. It's in the packet. >> Okay. So, opportunity for the public to speak on it. It's in the packet. Great. Um, unless anybody here has any questions on that, Eric, you don't have
a question burning all in your pocket. >> No, you just commented how long the meeting. >> He's not gonna ask. >> Um, okay. We'll move on to 8.4, which is to approve the resolution appointing election judges.
Um, so we've got the resolution here in the packet. Um, and because we are putting on the election, we're going through this process. >> Recall that we did this before. >> Uh, correct. When it's during a general election, that's all kind of handled by
the county. >> Sure. >> In this particular scenario, >> it is the county. You can see the people listed. That's all organized by the county, but we are paying the county for their services in this Um,
so just so before like in the case of an a general election with the county commissioners seeing this >> exactly >> instead of us. Yep. >> Great. >> So ultimately we're approving this but there's not like other if we're moving forward there's not other options. It's
not like we can be like no for whatever reason >> I wanted to be a judge. So essentially I'm usually a judge. >> They didn't ask you this thing. >> Well I they haven't solicited them yet. I just wonder if I can't be a judge because I'm
>> conflict of interest. >> I'm guessing. >> Yeah. Also when you're running for school board, you can't be a judge in your district and be a judge somewhere else. It's just interesting. >> Yeah. Well, I'm grateful that the county Courtney and Brady are doing this. >> So they're rock stars.
>> They are. They run a good election. >> Well, with and keeping in mind that like there's not really if we're do doing this, we're doing this. I make a motion to approve the resolution appointing election judges. >> I'll second. >> Any further discussion? >> Let's vote on it. >> All those in favor?
>> I I those opposed. >> Resolution is adopted. Okay. 8.5 is to approve the agree agreement with Sawtooth Mountain Clinic. >> Um if I may, Mr. Chair, there is no monetary uh factor in this agreement.
This is simply kind of a legal who's who's what are our rights? What are your rights? You're insured. We're insured. Sawtooth Mountain Clinic is offering two staff members each one day a week. Not offering, they're they're asking for space for two of their staff members to
provide mental health support services to our students here uh at in our site. And so you just want to have a formal agreement that you know what's inbounds and what's out of bounds. Um we're grateful for it because it eliminates barriers for our kids. A lot of our kids
parents can't get here to get them to the clinic for services during the school day. Um and uh we didn't ask for this. This is something they've asked to be able to do. I see it as a value ad. It's Lisa Seder. Her company has had a second position posted for almost two
years. No one to fill it. So, we definitely have the need and um the fact that they're willing to have their staff here, that's great. >> Amazing. >> And this seems somewhat random question, but in the section three, there's a
couple particular uh fire damage limit and medical expense highlighted. Is there a reason it was highlighted? >> No, I think it was just a leftover Pete Serba didn't clean that up when she sent it to me. >> Okay. >> I don't know if there was something to take note of. Nothing to take note of
there. I don't know why she had it highlighted. >> So I also make a motion to approve the agreement with Sachi Mountain Clinic. >> I'll second. >> Further discussion. >> I'd just like to say thank you to Sachi Mountain Clinic for
>> for helping out in this area. It's wonderful >> and being proactive and bringing this forward. So >> kids don't got to walk. Older kids. Yeah, that's great. Um, all those in favor I >> I those opposed? Motion carries. All
right. 8.6 is to approve the 2026 preliminary levy. All right. Got this in our packet here. Got this over back.
>> All right. Take two. >> Take two. All right. So, the levy process is starting. Um there's two major requirements that happen. Um tax statements have to go out and there has to be a public hearing just like you had um a minute ago. Um so the tax statements go out from the county in
November and so they need numbers on that tax statement. So this is kind of the first run at the levy. So if we move to the next slide, it just kind of outlines, we've seen it before. So what we certify now in 2025
gets paid in 2026 and it gets used for the school year 20 for 2627. Does that make sense? So it's kind of this whole three-year process to um get through the whole cycle. Um the next slide shows
some preliminary numbers. Those have already adjusted a little bit. Um but basically the voter the what's at note voter so the top general RMV is the ref uh referendum market value um that is
our operating levy the first line um the second line is the things that you guys can levy for that aren't voter approved. So things like the local optional and things like that and so that's like $724 per pupil. So that's something that is
just levied for. Um and then moving down to NTC, the first row of NTC other that is um also not voter approved. It's what the board approves. Um things such as C
operational capital, LTFM, um CTE program. So anything any of those types of things fall into that category. And then um the debt service ones, the first one is the voter and so that will
be the referendum, so the big $2 million one. And then um the other one is uh still remaining retiring debt that um isn't quite done yet. Um, so
for the general parts of the referendum, if we were to go to the next slide, it kind of talks about generally um the general fund, it goes up a little bit primarily because we have leveled out our enrollment and it's ticking up a
little bit. So that's the reason for the increase. Um, and then there's a decrease in the debt service because we had gotten a better rate when we sold bonds. So, they don't need to ask for, you know, they don't need to grab more money. They it's a benefit to us that we got a better rate because there's less
interest that we have to pay back. So, that's where those slight decrease is. Um, so overall the levy is decreasing slightly. So when someone sees like, oh, our levy is negative -2, that doesn't mean that
directly correlates to their taxes, but because it's the piece of the pie that you're paying. >> Um, so at this point, all I'm really recommending and requesting is that we levy at maximum because these numbers fluctuate still a little bit here. Um,
if you set a specific dollar amount, then you're locked into that dollar amount. If you say levy at maximum then you know when these numbers get flushed out and we do this in >> December >> December final final um at the truth and taxation meeting that we'll also have to
um set. So levy at maximum and then truth and taxation December 11th. Those are my two board uh two motion requests. Do you need them separate or together? Um I think that they're listed separately. That' probably be better separate >> tenative motions. are listed as separate
motions >> unless anyone has any questions. >> Um, just one quick clarifying question on the RMV voter. That's our operating levy. That's the 800 per pupil unit. Is that what we're talking about? >> Yeah. Okay. >> And that goes up a little bit because
enrollment went up a little bit, >> right? Okay. Yep. >> Gotcha. >> And there's not adjustments. I mean, this is just a summary of, you know, below in the spreadsheet shows adjustments from previous year where you maybe had set, you know, your numbers at
too high or whatever. So, it's just flushing out. We're getting more consistent. And that um that bought the second debt service that went from you know 400,000 down to 28,000 >> that that's the ret that was from the
science and >> that was a chunk that we retired which is why we went after the referendum when we did. >> Right. Right. Y >> but yeah there's just a couple years here with some nominal amount. Is that 25 26? Is that the last?
>> Cuz it goes from 463,000 to 28,000. Uh, no. I think in a row I don't think we retired debt for a little while now. >> No. So, if you look in 23 pay 24, there's $300,000 there. So, there there were two two different debts, larger
debt. There was a the um one was it maybe the ACA was a slightly different than the >> Sure. >> industrial tech. >> There were two different ones. One was 20 2020 2017 and 2015. Um, and then that $28,000 is the parking
lots. The 28,000 >> parking lot. That's a a statement. >> That's a >> So, we must have done a different type of bonding in the for um 460,000. I I it's slipping me right now. >> Yeah. But the bonds we just did like two
years ago. So, >> that makes sense. >> And so, that'll only be >> two more years. >> Uh, one more year. Yeah. After those. >> Okay. forgot about that. >> So yeah, so that that that port that bottom line will go away unless we
>> do something >> do something else other type of >> and of course if we pass the bond referendum that voter approved NPC line will get bigger. >> That's where we where it will land. >> Okay.
>> I make a motion to approve the 2526 preliminary levy certification at the maximum amount. I second. >> Further discussion? >> All those in favor? >> I >> I. Those opposed? Motion carries. All right. 8.7 is approve the truth and
taxation meeting date and time. And let's see. >> So, we have typically done that at our December board meeting and we do it at 6 because legally you can't do it earlier than 6. So, Quinn, for your sake, when we have that meeting, we'll start at 5. will meet and then wherever we are in
the agenda at 6 we pause and we go to the truth and taxation hearing usually takes about 20 minutes half and maybe 15 minutes and then we resume our meeting we'll do that on December 11th >> great
>> so we just need a motion to to have our truth and taxation meeting on December 11th at 6 o'clock >> I make a motion to set the truth and taxation meeting for December 11th at 6 p.m. located at Cook County Schools, 101 West 5th Street, Grammary,
Minnesota. >> I thought I was making that. >> Okay, >> you can second it. >> Second. >> All right. Uh, any further discussion? >> All those in favor? >> I. >> Those opposed? >> Motion carries. Okay. Um, thank you.
>> Thanks, Teresa. >> Yeah, >> appreciate it. Um, okay. Let's see. We've got 8.8 eight uh is to approve a sbatical request from a faculty member. >> Um so if you look at the link uh there's
a letter here. It's a formal letter as is required per contract from Mila Horak, our art teacher for a one-year correct one-year sbatical. Uh I confess this is the first time I've ever had one of these in my entire career. I know
it's common in higher ed, but it's really not that common in K12. Um, it was negotiated into the CCA contract at some point many years ago. Uh, so it's been there a long time and Mila is, you know, one of the few, if any, to take advantage of it. So, her request is to
next year get a master's degree per the contract. Um, if my memory serves me right, it's 50% pay, 50% benefits. Is that what you're >> It's 50% I believe it's a 50% of the salary and fringe benefits maybe
>> maybe what whatever is in there your typical >> um and then there's language about them needing to return and teach for I think it's like at least >> two years >> yeah or you got to pay back >> pay back the salary >> some some salary so there's contract
language around this protecting the district um the board my recommendation is to approve it because it's in their contract. Uh it was agreed to and negotiated a long time ago. The board has discretion to say no and you also
don't have to make a decision until October if you so wish. So October is the the deadline in the CCA contract. So if you wish to table it so you can think about it and come back to it a month from now, you could do that. Um so >> the contract says you could do this for
educational stuff, >> right? It's got to be for further education. germaine to you know it'll benefit the district. >> Um >> it's not uncommon in I mean it is more common in higher ed but it's not uncommon to have this in these types of
contracts and it is something that previous versions of the board have approved for other people. Yeah I mean it's definitely not the first to >> that's good to know >> take advantage but I don't I mean I think it's just a sprinkling of that it's not >> and it's just one per year that the contract allows for so only one teacher
can do it at a time. Um, and you have to have been employed for six years before you're eligible. >> Yep. >> And then if she wanted to do it again, she couldn't do it for another six years. >> Six years. Yep. >> Kind of a deal. >> Yeah.
And in her case, uh, you know, she's got a a partner that has some health issues and, um, I think she wants to be able to go take care of that, get her master's degree, button all that up, um, and not try to teach and get a master's degree, which
for some people, they do it, but it's hard. It's tough. So, um, she wants the freedom to be able to just do the degree in one year. So, yeah. and you can discuss ask questions and
then if someone wants to make a motion we can make a motion or someone wants to make a motion to table table it whatever you want to do >> I make a motion to approve the spatical request >> I'll second further discussion all those in favor >> I I wish you well
>> opposed motion carries um we have to find a suitable sub is kind of the other piece >> that's also in the language yeah so if we don't get a sub then no sobatical Oh, interesting. >> I should have said that beforehand. >> Well, yeah. >> Well, it is what it is. >> Yeah, we got to penalize the employee
because the market sucks, you know. I mean, >> um, so, you know, if you know any art teachers or county or whatever >> on a one-year gig, there's so many artists in this county, it should >> I think someone would be. Yeah. >> Will that get posted on like Ed Post?
Yeah. Yeah. >> How does it um like does the person have to have a teaching license to be a suitable like you say there's a lot of artists but >> they have to be qualified for a long-term sub license. So yeah they have to have they could be a licensed teacher on an out of field place you know
license. Um but they have to be able to get a license of some kind. >> It can't be a short-term sub license. are called, >> but theoretically with a BFA could get one of those tier one licenses, right?
>> Theoretically. >> All right. Well, good. Good to know. And that timeline on that will be >> we'll operationalize it now. So, we'll get her >> um now that you've approved it, we can start moving the whole posting and getting >> sure until a year from now.
>> Yeah. Correct. So she was very respectful of her timeline. >> It's in the contract. >> Contract. Yeah. So we have to decide until >> she had until the middle of September to submit the request and we have until October to approve it. >> Y >> they wrote that language well to drive a timeline.
>> And if life changes for her, if she changes her mind, she >> undo it. >> Undo it. Okay. Sure. >> Yeah. I haven't approved one of these. I just know they've done it. I know teachers who have done it in our district.
All right. 8.9 is to accept donations for uh September of 2025. We've got our resolution to accept donations here in the packet. >> I'll make a motion with thanks to the generous folks. >> I'll second it.
>> Okay. Further discussion. >> We had a little surprise phone call when someone's called and said we want to give $20,000 to community in. So that was quite the >> That's amazing. >> Quite the phone call. >> Yeah. That's amazing. >> Yeah. Right. >> Yeah. Thanks to our donors.
>> Big thanks. >> Is that um how you know that's a larger gift, right? I mean, does that get earmarked for a particular thing or is that just going into the community? >> It was earmarked for community, four scholarships for kids. And I think uh
JENT was given a wide swath of discretion on how best to use the dollars. So, >> we're really grateful for that. >> Yeah. Awesome. All those in favor? >> I >> I. Those opposed? Uh, motion carries. All right. 9.0 are personnel items. 9.1
is our slate for the month. New hires resignations leaves up for absence. >> I make a motion to accept the new hire resignation and leave of absence report as presented. >> I further discussion.
Best wishes to personally buying it. >> All those in favor? I I those opposed? Motion carries. I got that motion to adjurnn. Okay. 646.