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Video-1: youtube.com/watch?v=5vJUOv2oryo

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My mic is on. Roll call for school board members. All are present. So we'll move to 4.0 is to approve the agenda. And I'll move to approve. >> I'll second. >> Okay. Any questions or discussion on the agenda? All those in favor of approving the agenda say I.

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>> I. >> Any opposed? Motion carries. 5.0. communication reports. Start with enrollment update. >> If you looked at your sheets, for the most part, um we're down two kids from last month and obviously we're done at this point, but we lost a kindergarten

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student and one ninth grader. Um so that's that's where we're at. >> Um I just have a question about that. So um you know, I see that OTN is on here and we're we're moving away from that. And so we >> and my question just to make sure

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everyone clarification on this if kids still decide to go that route they're not eligible for extracurricular >> that is not a true statement at this point for for the following school year for for 2728

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the high school league has adopted that. >> Okay. So there's still one more year. >> So there's one more year we have in works going as we've talked about that we're taking it back in. they've started the registration process with those kids that are online. Um, and our choice was

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they have to be halftime or full-time if they're going to go. Um, and again, Owatana was full-time only. Yep. >> Um, and again, the conversation of why is there are options, you know, where people can go part-time or full. So, that's where we're starting. Whether it changes a year from now, this is our

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>> but the high school league is adapting that policy. >> Correct. Down the road. Correct. But there's one more year if someone went to Watana, they could still or went another public school online, they could still participate here. Any other questions?

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>> 5.2 administration department head reports. Superintendent. >> Okay. Um just uh throwing a few things out. Um the negotiation group if we could get together sometime. I just want I emailed you kind of an idea if we could just maybe even talk for 5 10 minutes after tonight would be great to

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move that forward. I did get word from the parah group that they're not ready and it's it's because of transition with the um the union itself not our local so it's probably going to be towards fall. I think they lost like a business agent or whatever you want to call it. So um

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until we know more that's it's not not sitting on us. Um the policy committee we did get um or in the process very soon are going to get a bunch. So um I will take a chunk again like we did before email them out and then we can

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talk if you know we want to get together or whatever but there's going to be some over the next few months. Um uh I did get word um late last week so it's not on this um this board agenda. The union did approve we updated a mentor the mentor program over the last

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year. took um some stuff out that wasn't being done. Um changed some stuff. So, that'll be coming to you next month. Just giving you a heads up that that's coming. Um other than that, um school ended. Um it was busy and um still continues to be busy with admin and

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different groups doing some things. We actually have a um there's I think 41 scheduled, not just low, not just our group, but from surrounding schools. Um there's a a behavior assessment on Wednesday um for um being offered. So

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some training. So um we're in that uh full-blown blown planning for the start of next year again. So it's all good. >> All right. Moving on to or any questions I should ask. >> Moving on to principles. That's what we

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see. Okay. Hello. >> Oh, >> we made it. >> We did. Um, so tonight I'm just going to kind of focus and we're going to start and share our just goals and results. So, you have them in front of you, but I thought I would share them on here too

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for people to follow along. So for New Heights, our goal was that all students at New Heights will show measurable growth on the FastBridge reading assessment, aiming for a 3% overall increase in schoolwide results by the end of that school year. Um, instruction and support will be adapted to meet diverse learning needs so every student

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has an equitable opportunity to succeed. So when we go into our results, um, so this is our FastBridge assessment. Kindergarten and first grade take what's called the early reading and second grade does the A- reading, but it's all fastbridge. It's from the fall to the

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spring. And so kindergarten shows a 17% progression. Um first grade an 8% increase and a second grade an 11% increase. So when you put those all together, overall we had a 2% growth. So then the graphs

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below kind of just show and it's based on benchmarks um which are those standards we want them to hit. So, I'm going to dive into a little bit more to share some of that. So, couple things I want to note. Um, kindergarten doesn't have the same subtests in the fall,

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winter, and spring. Um, so you can see the only subtest that they have that's the same as letter sounds. I can't say for sure, but I imagine that plays a factor when you are comparing your composite from the fall to the

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spring compared to the other grades. I've reached out to Fastbridge and asked them about the assessments, kind of the why behind the differences. Um, they are actually going to look into it and their research and development team is actually going to an analyze my data.

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Um, because we are consistently going backwards and I'm trying to figure out why. Is it that it's not a true picture because of the difference in assessments? Um, obviously there's something there, right? So, I'm not saying that we don't have some regression, but things don't quite add

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up um and especially that significant difference. So, I will have the people who are professionals at that dive in a little bit more and get back to me on that. Um, a little bit further into that. So, when I dove into the data and I broke it down based on students, part

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of our goal was that we wanted all students to grow. And I know that might be unrealistic, but I will set a high standard because we need to get there. And so we did fall short, but we had 98%

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kids show growth. So to me, I mean, did I meet the 100? Nope. But 98% is awesome, and I will continue to aim for that 100 because that's important. Um the interesting piece is in kindergarten while we show a 17% progression, not one

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kindergarten student had progressed growth. So what it's kind of telling you is like they grew but they didn't grow to necessarily work fast. They wanted them by the end of the year. Okay. So again though, that data is telling us something and that's what I'm trying to

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figure out. Where is that discrepancy? What are what are we missing? I think we've figured out a few pieces. Um, but I I want to know more. I don't like the not knowing piece. So, looking into that, first grade we had five kids that

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showed um some regression and second grade we had two. So, overall, seven out of our 428, I think, is what we landed at. Um, so that's that's a win. This page has a lot on there. I want you to kind of focus at the far column and

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the results. So, one of the things that we talked about was some intentional work in analyzing our data from last year. One of the areas that we took a hit was our sitewords. So, we had intentional work put in in our interventions that we run every single day for all students um within

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sitewords. So my title teachers Pam and Kaylin put together some slides that worked those site words with FastBridge, but also what we kind of the list of site words that they should see and had intentional review of those daily within our intervention. Okay? And

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we had them broke it down by the months. So kindergarten, you'll see on the side, had a 9% growth. The tricky piece of this is I had to compare last year's kinders to this year because obviously we don't have um first grade doesn't test site words so I couldn't compare

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that but there still showed a 9% growth in site word from the kids last year in kindergarten to this year's and then first grade had a 5% growth from fall to spring in terms of that. So that tells me our intentional work was valuable and important and we will continue that. Um

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the intentional instruction on segmenting words into individual sounds with the assessment was another indicator that we noticed last year and so we again put some effort into that. We got updated OG manuals and we really broke down how they teach it. So it

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might sound silly, but if there's the word like flag, okay, in one assessment, they might the kids might put the sounds like full together, egg, but they want it to be broken down in fastbridge for the individual sounds. So sometimes that's confusing for kids. So we taught

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it how they well both ways because we teach both ways, but we also focused on how the assessment is going to ask them to do it so that they got practice on that. So within that data, kindergarten had a 20% 22% growth from fall to spring. First grade had a 15% growth

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from fall to spring. And then I did get to go back and analyze the first graders from their kindergarten year because they did get assessed on that in kindergarten last year and they had a 19% growth from if you looked from their kindergarten year to the first grade. Um, so that was fun to see. And then

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vocabulary, we had a 1% growth in our work, but I will take that as error on my end because I don't think I had clear data collection on how we wanted to look at that. So in in evaluating that, it's not that we won't still do our work with

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vocabulary. I just got to clean that up and how we document how we retrieve that to see if our intentional work there made a difference. So, that was a lot of data thrown at you in a very short time. Do you have questions for me?

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I want to preface how proud I am of my teachers. We had probably the most difficult year in my educational career ever. Um, from a lot of facets and a lot of barriers and just it was a lot. And if you ask teachers, I think they will

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speak to that. And so the fact that we had growth and even though Kinder may not show one thing, there was growth within there and I applaud them for that because that didn't happen without their intentional work. So I don't want the numbers to get hung up on. Um they

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tked through an incredibly challenging year and gave it their all every single day. So I am very thankful for their efforts and understand that a number doesn't necessarily tell the whole picture. So

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>> I wonder if you could disagregate the just the letter sounds see just the growth in that since that's the only common >> test is that you can do it through fastbridge >> probably and we even for next year have a plan to um look at we've kind of we're going to

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create something so that even though it's maybe not necessarily a part of fastbridge data auto reading will look at letter sounds so we still can but it won't adjust the composite score. So, we're going to are in the works already of having that so that we can still have a

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pre and a post. It's kind of when you look at the other grades, it's almost like it feels like a pre and a post assessment for prek and first grade and even second, but it's not when you look at it then from the kindergarten lens because they don't have the same assessment. So, it's kind of a head game

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and it can be confusing and interpreted in many different ways. But that's why I also reached out to FastBridge and said, "Can you help me and look at this because it's not by a lack of effort by any means, but we're missing something and we got to figure out where is this coming from?" I did reach out to a

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couple other schools our size as well. And just said, "Hey, what does your data look like in kindergarten in specific?" Um, I haven't heard back from a couple, but one said, "Oh, we scored atrocious." Like, so they too were having that feeling in that kindergarten. So again,

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there's something there, but I just need to figure out what it is. >> Is it different assessments used when you say that every student showed growth, but yet there was a 17%. >> No, it's the same. It Well, I mean, the subtests that they get tested in are

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different. You can see that on that slide. Um, but it's not that they didn't have girl. It's just they didn't necessarily end where FastBridge claims they should end on their skills. Does that make sense? So just to make sure we're all you know like when you started

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if 60% were where they you know are norm data for age level at the end of the year if they were still 60% at you would have all made growth but you would have made you know you see what I'm saying that they they would still you would

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hope pick any number you know if we start off and 50% are where they are as kindergarten should be you'd like it to be 60% by the time the year's over. If 50 do it doesn't mean they didn't grow. >> Sure. >> They just >> didn't grow according to that

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>> correct. I mean they a year's worth of growth if you want to say it and they're still 50% of our kids are at now the end of kindergarten age where whatever our 60 and >> they all grew some but other places grew

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more and so they become say 60% they're at the 45th percentile or you know that type of >> um >> and again the whole goal of having the data is to now >> do what is being done figuring out how do we get

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how do we move up? Um, >> you know, we can all improve. Doesn't matter what we're working on. And so I I mean that's the piece that >> it's a bigger hurdle and next step. >> Yeah. Thanks for digging into that. >> Yeah, it was that's a lot when you stare at numbers

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and charts and you dive into it. when you saw that number at first you were like >> I mean I kind of expected it to an extent just because that's when I looked back we were seeing but I don't want to just settle for that what has been happening I want to know why does that

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continue to show that is it truly because of the different assessments that they're giving um is it not is it more I mean there's got to be something so I just need to figure that out so that we can be intentional and continue to move forward to

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Thank you for putting that together. >> Would be good. >> Thank you. >> Thank you. >> Good evening. Now it's South Point's turn. All right. So, our literacy goal for this last year

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was by spring 26, South Point will increase the percentage of students reading from the fall fast bridge a reading data grade level by 3% which was at 33% to 36% through high fidelity use of OG and FastBridge in grade three and

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morphology, Fastbridge and CAPY in grades four through five. And before I show you, I just wanted to preface of what you're looking at. um the color codes at the bottom where it says high risk, uh some risk, low risk, and exceeds. We're going to be looking

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focusing on the low risk because that's what grade level. And you see here, so you can see we were at 33% and we actually went down to 31% in our spring. Looking at our median score though, I wanted to preface where we were at um

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the increase across all three grade levels. We have met as a literacy team and have come up with our own um reasoning because I'm going to go further and show you what we've been doing with

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interventions and we cannot quite figure out why we regressed as well. And the most that we can come up with is that we think maybe it's fatigue because they've just come off of this is the last big assessment that they have taken. They've

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just come off of MCAs. My fourth and fifth are also doing CAPY, which I'll elaborate a little more on shortly. But if they're just clicking through because we don't feel this truly reflects what that data should be. Um, just also showing what our math goal

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was. Very similar. Um again we're using that fall fastbridge a math benchmark data at grade level by 3% going from 36 to 39 through the high um fidelity use of course our bridg's math curriculum. So

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you can see we were at 36% and did increase to 38. So we just came short just by um a percentage there. But again that median um student score looking at those grade levels from

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three, four and five did increase. Um I wanted to reflect on interventions because that played a major role in our literacy um goal this year. Third grade used Orton Gillingham um as that uh as

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their intervention piece. And so just letting you know, you know, that highly structured approach focused on the parts of the whole breaking words down into that more manageable parts um beginning with sounds and letters. Because of that, we were able to put

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students in groups in their intervention groups according to where they were at. So meeting them explicitly where they're at. They might be starting on lesson one, they might be starting on lesson 50 and going up. um provides support for

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what they're missing, works with peers at the same level. They're not competing, you know, not feeling like I'm not understanding what's happening. They're in a small group um with those peers that are where they're at as well. And they're having that 25 minutes of

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direct instruction each day focusing on that target skill and they're at the pace they need, which is really nice with our intervention. So, um, if there a lesson should take you roughly a week as you're going through it, but some of

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because we're an intervention, you're not teaching to the whole, you're teaching just to that group. So, some of our lessons um may go instead of the five days, we're going eight or even 10 days, two weeks because we wanted to make sure that they were understanding it because that's the that's the um

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piece that they were missing and needed. But growth was made for every student. Every student in third grade was able to move. For my fourth and fifth grade, um they did CAPTY. I'm sure you've heard a lot about that throughout the year. That's at diagnostic reading assessment

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for our secondary students that quickly identifies as those roots caused um of their reading difficulties. This is what it measures. There's six components, six um foundational components of reading. It's the word recognition and decoding,

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vocabulary, morphology, sentence processing, reading efficiency, and reading comprehension. And this last year, we were only required to do four of the six. So, we didn't have to do the sentence processing or the reading comprehension.

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But coming next year, grades 4 through 12 will have to do that, all six. So, we will be doing all six next year. So I want to show you um what that looks like. I also want to preface that be the be first half of the year we actually

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were using fastbridge data to assess where our kids were at um because CAPY was brand new to us and our teachers were learning it. So after PD information once we hit um that second semester um that that winter benchmark

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we took that data and then made the small groups according to that. So, what I'm going to show you now, which I'm very excited about, um, only reflects that information or how we did those groups from January on. So, the first

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one is word recognition and decoding. So, if you were in a group there, so the BOI is beginning of the year, middle of the year, and end of the year. You can see how we closed the the gap there. 60% down to 28%.

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So these red we want to go down as we go to the end of the year where the blue we want to go up as we're going across. Vocabulary 66% by the end of the school year we're at

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um 36%. Word recognition and decoding 60% down to 28%. And those are like very high risk, those areas in the red. And then vocabulary 66% down to 36%. So really closing

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closing that gap. So we're really pleased with CAPY. Um going forward next year, we won't be using FastBridge for fourth and fifth at all. we will be using CAPI because we feel it truly targets gives us the information we need and we can help um fill in those gaps

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for those students. I believe that is what I have. Any questions? >> Thank you. >> All right. >> Thank you. >> Oh, sorry. That was >> Yep. I apologize. That was fourth grade

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>> and fifth grade. You can see so I must have showed. So 61 to 31, 72 to 43. I forgot I broke them down in as I was speaking. So fifth grade um 49 down to 31%

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vocabulary 55 down to 41. That morphology 57 down to 30%. Then increase over here 17 up to 30%. 74 down to 45. So you can just see how much it's targeting and those kids are

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getting what they need and it's just very explicit on what they need and how we can support them. >> What are you using during >> I'm sorry. >> What curriculum are you using? So, we a lot of like in we found a lot of our students um in fourth and fifth are really falling

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sorry on the tip of my tongue I could have told you we're using the rewards program because they are falling in that multi-elabic um word challenge that's where they're they're we saw the the biggest um some of our uh sped students are still we

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might use OG for that purpose as well so but the um rewards was a was a program that we were using and using that >> next year. Um, again, just another program that is very explicit and also recommended through the state of Minnesota and so um, we were able to

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pilot pilot that this year and found great success with that as well. So, looking forward to moving ahead. >> Okay, thank you. >> Thank you. And again, um, as, um, Sierra had stated, really hats off to our staff

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for all of their hard work of putting in. I mean, it it did take extra time and extra energy to um, put those groups together and and find that explicit instruction and and they really did a a fantastic job and can't say enough of

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how hard they worked this year for that. >> Thank you. All right. Hello everybody. Um, talking about the middle school, um, our goal this year was going to be, it's actually comparing our fall to our winter because we wanted to catch students as soon as possible. And so we really spent most of

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our time looking at our winter scores. Um, but by the winter star reading assessment window, 70% of all students will demonstrate a student growth percentile of 35 or higher. And I'll explain that in a second, indicating meaningful growth from fall to winter. Students already showing growth will be

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expected to continue progressing, while those not yet meeting growth targets will be closely monitored and supported through timely interventions provided during enrichment time, ensuring all students have equitable opportunities to improve. Um, I will jump into that growth percentile. Um but what the what

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was decided was to do measurements based on our growth rather than our proficiencies. Um however I will share our proficiencies as well. And so our reading goal, we did meet that our student growth percentile, meaning that if you took a 100 students,

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if I took a hundred sixth graders and lined them up and showed the students that made the least growth being that number, they' be a one to that student that made the most growth in a year, making more than a year's worth of growth would be like that 99. um 70% of our sixth graders, seventh graders, and

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76% of our eighth graders um showed growth over over the um from fall to winter with an overall of 72.6. The actual proficiencies um meaning if we were to do a little bit more, yeah, we're at grade level versus not. When we

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started in the fall, we were at 27% proficient in our reading in the sixth grade, jumped to 46% proficient based on our STAR exam um at the end of the year. 7th grade from 32% proficient to 41 and

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8th grade from 32 to 52. Our biggest um increases were between that fall and winter. Um and then kind of settled in between winter and spring. So we have to do a little looking at what happened between January and the end of the

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school year. It's this showing that they were still growing but just not faster than the other seventh graders in the state or the other eighth graders in the state. Um the median growth percentile again looking at the beginning of that year or

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the beginning of the year from fall to winter um we were above meaning that our students were growing faster than your average 6th 7th 8th grade. not a lot, but they they were growing a little bit quicker. Um, sixth grade had a huge like they continued to grow um based on that

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throughout the year getting up to that 65th, which is I'm going to say high when you look at a whole 150 students. Um, but then our seventh and eighth graders started to slip a little bit at the end of the year. So, again, something we've got to figure out what we're doing or what has changed between

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January and May when we took that winter versus our spring. Um, so mine's quick. Um, and I'm not going to talk too much about what Mel was just talking about. Where we are at in the secondary is we're a year behind in the read Act. And so as these were

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all from our STAR, which is from the same company as fast uh me and from our secondary schools. However, we are also moving away from STAR reading and math for next year to do CAP for our reading. um again to align with the read act um

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as well as align with South Point and the senior high and trying to get the district on to a similar assessment or the same assessment it is for that CAPD from that fourth to 12th grade so that we can watch that growth from students from year to year rather than when we

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transition from like fastbridge to star we the fifth grade numbers don't necessarily match the sixth grade numbers just because it's a different assessment. Um, same thing with math. Moving to LL has now been approved by the state as a math um oh I don't want to say curriculum

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assessment screener. Thank you. Um to watch for that. So moving away from STAR um and going to CAPD which is required by the state um and then is something we actually already had. So we were able to kind of cut out a subscription along

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with this as well. Any questions about the middle school at this point? >> Are you starting interventions next year? >> Yep. It'll be a much more purposeful through our achievement integration grant. We were able to get um the

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reading interventionist and we also got our um getting access to Lexia Powerup which will be our intervention curriculum which will be used in intervention and in some special education as well. The nice thing about Lexia for us, just like Mel was talking

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about rewards, um Lexia is your one-stop shop. All of the areas that are needed to be hit by the Reed Act, um Lexia covers every single one of them. There's only two of them, I believe, that have been approved by the state of Minnesota to cover every single area at the

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secondary level. Um, and Lexia is the one that we I honestly feel more strongly about as well as about a half of the price um as the other one. And so we are going to try to focus on that Lexia um power up students will be

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getting more purposeful reading intervention um for the ones that are identified by our CAPY. And so we will be full-fledged read act ready to go um next year. And I think there's a piece and and I don't want to put you on the spot too

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much, but wasn't it multi-selavic, which was a huge area? You know, it's it's a piece we're we're noticing as a district. >> It is again a shortfall because the middle school kids when we were looking at the different areas from Capy, >> that was the major area. Again,

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>> it's a piece that >> Yep. that multi-elabic was our largest area identified as well. Um, and but we also have students that are struggling with a I'm going to say a first to second grade level. Um, and so

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trying to teach sixth grade content to someone reading at a second grade level very difficult. So hopefully the these interventions and not hopefully I I truly do think it'll be a good when all is said and done um will really get them to grow. It might take us a while to

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catch up. It's probably not a one-year fix by any means. It's the long game, but I think good things to come >> for more good things to come. >> Thank you. >> There you go. >> Thank you.

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Okay, we don't have elementaryaries have. Holy cow, it was nice. Um, you can follow along right there if you would. I'll just go through the little slide here. Okay, good news. We had a little roller coaster going on um last last year. Good

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news. In the fall, we had decent scores obviously. You see there, 53 for the ninth graders, 50 for the 10th, and 48 for the 11th grade. And then it was not so great in the spring. 295 40.3 and 40.3

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for the sophomores and juniors. And we got a little better. Good news. Again, you can see that the students did not make the STAR test. Took the CAPY four tests and they were pretty good again. 52 recognition, 65, 61

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morphology, and 52 for efficiency. So, we're doing this thing through the high school. And we have some really good news. We are happy to announce we've hired a reading interventionist, Kristen Steinberg, who taught English here for a

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while, will be taking over that role. And basically the students that need help from her, they will be put into learning labs and she will get, for example, say there's 12 kids in that class that need help with their reading skills for half of the hour, 25 minutes,

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six of them will go to her, they'll go back to the learning lab, then a new six come to her for the end of that. And as soon as they test out of it and get better, they can then stay in learning lab the whole time. So they will not lose any class time. Uh there'll be one

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other A class will be a learning lab. So it's going to fit in perfect. We're excited about it and uh she she'll do a great job. So that's our that's our plan and for that and then next year you can see we're not using star testing at senior high school uh using CAPD and MCA

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scores to determine intervention needs and our special ed teachers plus our interventions trained on how to use Lexia with our students who may need extra help in the long run. So, like I said, that's um the high

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school. Um and we're going to try to get better. Obviously, we have a pretty good plan. So, any questions? Anybody about that? Thank you. Thank you. Our

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big news with school readiness is that we did fast bridge testing this year, which was a first for the little ones. Um, so just trying to align ourselves more closely with the K12 programming. So that was essentially our goal to start since we didn't have

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previous FastBridge data. And so you can see the um the different areas that were tested in the fall, the concepts of concepts of print, onset sounds, and letter names. And similarly to kindergarten, you can see in the spring that that changes a little bit.

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So then we have letter sounds, onset sounds again, and letter names. So our data also um shuffles a little bit as we have different tests because of adding in that letter sounds. Um, but we were really pleased with our data. So, we did

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not test in the winter since this was our first goaround. Next year, I would anticipate that we will test in the winter. So, you can see the um the red that would be the um the children that um were at high risk. So, you can see that it went from 1% in the fall to 5%.

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That's because we added that letter sounds in. And so, some kids just aren't quite ready for that yet or hadn't made as much growth with that yet. Um but the low risk or the moderate risk I guess the yellow that stayed the same at 4%

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fall to spring. Um and then um you can see that the the meats in that green went down just slightly but um the exceeds went up. So so that was exciting. So we have a very low group of children that um or very small group of

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children that um are at higher risk. And then this shows the overall growth from fall to spring. So the um the darkest pink is the flat growth. So kids that made very little or no growth and then um 15% would be the modest growth,

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typical growth would be that darker purple. And then we call the aggressive growth that light purple. So So really a lot of kids that made some major growth in their in their beginning literacy learning.

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So yes, next year we will plan to um assess three times like the elementarymentaries um but hope for great growth again and to set them up for those kindergarten tests. So when they go to kindergarten they take I'll just skip back here but they take the concepts of print the onset sounds the

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letter names the letter sounds. So those same tests they'll take next year in kindergarten. You have any questions? >> Oh that's great. Thank you. >> Thank you. >> Thank you. >> All right. 5.3 is committee reports. Any

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>> I don't have anything other than like I said if we could grab 10 minutes at the end with the one group and the policy group. We'll be getting some stuff in the next week or so to start looking at. >> Okay. Uh 6.0 is the consent agenda and I'll move to approve. >> I'll second. Any questions or discussion

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on the consent agenda? All those in favor of approving say I. >> I. >> Any oppose? Motion carries. 7.0 is opportunity for citizens to speak. 8.0 is district business.

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8.1 is to approve the long-term planning task force recommendation dated May 11th, 2026. the task force referendum recommendation as presented and attached. So that is from last time. I'll move to approve and then

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I'll second and then we'll talk. >> All right. Questions and discussion. This is the um recommendation about the questions on the levy and referendum and correct. So, so what's in front of you

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um is what was presented last time Rob is with us. Again, if you have questions of of him, myself, the administrative team, and again, if you recall there, there's two pieces to it there. And that's why if you looked, I I did modify the language a little bit today because we wanted to make sure it was clear. um

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we slightly modified it. It meets the survey and meets the community task force recommendation, but we adjusted the number to keep that one uh uh referendum flat, so it generated a little bit more money. We also um there's there's you'll notice the

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contingency. We put a contingency on the I'm going to call it third question couldn't pass unless the second one you know your main one to um I'm going to say update the plumbing HVAC the water yeah you know the major one um it is

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more crucial if that's the right way before we start doing some extra modification for what we're going to call the preschool you know getting them in a specific site um other than that I guess it's open for conversation there's there's questions I've answered some.

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Nothing came to me, you know, we said by the or if you wanted more data, you know, specific. I've had conversations with Rio to the board, you know, on different things that have come up, but nothing specific. >> So, um, >> Rob, can you share the makeup of the

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task force? Like, were there teachers on there? >> Who who was all participating in that? >> Great question. So, we had as it relates to a recommendation from the board and some of the administration, the initial folks that were asked to participate and

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then um I was able to go into the community after I had met with those individuals that you all recommended and meet with others. And so there were um parents, teachers, business owners, farmers, um you know, city officials, >> students,

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>> students. We had four students if remember correctly on the task force. So it was a nice makeup that um represented the community. >> Were there teachers of all levels? >> All buildings, correct? >> Buildings had representation. >> I don't know that we had teachers. I

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don't know if they >> Yes. >> But there keep in mind like even even admin wise was not part you know like I attended the meeting Sierra and Melissa attended not voting members of the task force. you know, the same thing. Matt

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hosted one um was there for that one. Um again, we're there, but but again, it's not ours. There was you, you know, a preschool teacher. There was an element, you know, trying to get from each group, but again, it wasn't to be driven by, you know, um staff, if that's the right

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way to say it. >> Um >> yeah, and purposefully there were not many teachers and you know, our principles, they were there for their pieces. uh when we had building tours tours as a for instance um you know Mill

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and Sierra were there for the one at South Point and then when we were at the middle school uh Matt was available for for that tour and then Kevin kicked us off. Uh generally speaking it was led by the myself and then of course the group.

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Does an approval of this state anywhere that um the preschool would be at new high specifically or would it be still? >> It doesn't state that. I mean the idea is getting it in a single spot. >> Yeah, just a single location, not just necessarily a specific location.

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Correct. >> And again, where that came from again the original um we had two options originally. one was to add a piece onto a building and another piece was a standalone facility. And then as we we got through discussion and again this

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came from the administrative group going you know and I'm how do I say it politely um you know the the figures were a little I'm going to say sticker shock to be honest and so we started looking at is there a way to fit in you know to current building and we

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understand the buildings are tight okay but on the other hand if you recall we have made some reductions so for instance and I'm just going to speak if new heights was used and we did like a prek1. New heights lost three staff, three

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rooms this year, okay, in reductions. If preschool came out of South Point, okay, that would free up, correct me, three rooms, right, Melissa? >> Yeah, correct. Correct. So, so again, taking like second grade over there,

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there there still becomes a a how do I say it with with fifth grade going out, it it opens up space there. Okay, so new heights becomes better with space. Not there's not a lot of extra room. Matt's Matts is the one that takes on more kids and more staff, but they do also they

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have four rooms right now being used. Three for preschool and one I call it the wrestling room or the that they use. And then through some minor tweaking, we add some office space which opens up some classrooms. And then the high school, unfortunately, like with next year's group going out, we and with a

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little bit of attrition this year, is going to have more space than it did. So that's where the conversation came about how do we get in one building and what makes I'm going to say quote unquote the most sense. Nothing set in stone, right? >> But again, putting preschool with middle

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school kids, is that the best situation? And you can argue different ways. Um, you know, there are, and I I throw it out, there are 5 through eight middle schools. I know that was one and people that were at the task force conversation. It was, I think, in Matt's building. That was the biggest that came

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up right away was fifth grade. Should it be with sixth, seventh, and eighth grade kids? Again, we've had some conversations. We've come up with some ideas of trying to have a 56 and a 78, you know, to help alleviate some of that. But there are five buildings.

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There are actually I found K1 buildings. I'm not going to say it's the majority of places, but it can be. You know, just like high school, there's 1012, there's 912, there's 712, there's prek12 in buildings. It's how do we do the programming, I think, which is going to

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be the piece down the road. >> What do you mean by programming >> of how you operate and what you offer? You know, we've even, again, this is getting more into the granular. We've talked about fifth and sixth. can you do where you know there's places that share teachers like one teacher might teach math and science you know there there's

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different ways of doing things now again I understand change should be talked about but again that we haven't got to that level because again that if we get there can go down to you know I've even thrown out at the middle school you know should you have more than one teacher teaching math you know

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have them you know have a little change you know maybe you teach some sixth and some seventh or some seventh and some eighth licensing not an issue. Again, most high school license are 5'8. Most elementary or up through sixth grade. Some are 712, I should say, the older

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high school license. So, I mean, we think we can staff it. The specials, meaning prep coverage, again, it's it's it's a piece. The middle school has more gym space. That was the big one that came out. You know, do we have enough space? Because if you put another grade at one of the other buildings and

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include gym, you're probably going to add some of that space, too, that's needed. So again, um that's just kind of the roundroin of questioning in conversation. And >> what are the requirements going forward for like preschool

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>> like requirements? >> I think it's two years and where's Laura? We have to have licensed teachers, right? Um so they will be contract teachers. Not that they aren't now, they fall under the contract, but state of Minnesota for the four-year-old VPK program, they have to be. Are they

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required to are is there a requirement that like preschool now has to do like like gym and library and music? Is that requirement? >> No, >> it's not required. >> But but we need prep coverage, you know,

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as and so I mean why wouldn't you have FIAD? Why wouldn't you have library music? Yeah. You know, the same type specials if that's, you know, the right way to say. Not that you have to, but we see it as being three grades in each of the KM elementary buildings, four in the

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middle school and four in the high school. And you would cover prep the same same way. Not that they can't change, you know. I'm guessing there like at um new heights you have the uh smart gym. You know, that's been quite a while, but it wasn't forever. Sometimes something changed. So, I'm not going to

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I don't want to guarantee the same things forever because, you know, we've talked about um you know, some STEM type offering somewhere. You know, could that be a prep and some you know, prep coverage? So, I mean, >> I guess my my biggest concern is is

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making such a drastic shift with all of our buildings. Um it's it's a huge concern and there's a lot of people since last meeting that have reached out to me because of it. and not just teachers but community members as well. And so that makes me really really pause

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and and really want to make sure that the decision that we make is not something that hey we're just shifting shifting our space that we have >> to another building and shifting our problems that we have to another building. Um that to me is really concerning, you know, looking at at the

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proposal that as it sits right now with fifth grade moving up and and probably more so with um with shifting uh another grade out of new heights. Uh, I think that is um, you know, we're in a position in our

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district where we're h housing a lot of special ed kids, >> twice the state level, >> and those kids, especially at that level, they need space. And that was the biggest challenge for New Heights and South Point this year. And yes, you're

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going to have a room open, but it sounds like we're filling it right away, you know, and so in order for this to work, I I just don't see how this works in this proposal. I mean, that's just my that's just my opinion. Um, and I was starting to get that before I was

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starting to get phone calls and before emails were starting to happen. And I guess without seeing the exact plan on paper and the drawings and what that concept looks like, it's going to be really hard for me to get on board with that. Um, >> what do you mean as far as drawings?

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>> Like what does that look like? What does fifth grade look like? What does what does preschool look like? and and you know there's other things you know like the staff requirements for preschool are are way different than they are for first you know kindergarten first and second as far as special ed and and

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speech and title and stuff like that and what does the staff look like and I I get it we can move staff around here and there but it just seems like we're we're making a big push to to make this happen and is this going to set us up in the short term? I think that it probably

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sets us up financially probably better, >> but in the long term, is it going to be detrimental if we run out of space again? And then >> Sorry, go ahead. >> Yeah, that that would be my biggest concern, you know, cuz >> shortterm wise, numbers and all that

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stuff, this works and it probably stays in a very tight budget, but are we setting ourselves up for no space in 5 to 10 years? if we are one of the the places where our special ed program is really thriving compared to others and I say that because of the numbers that we

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have. So people in the outlining communities are moving here because of that program >> and those numbers don't look like they're going to be going down and so not having adequate space for that especially at the elementary school really makes me pause a lot on on this

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as it sits. >> Well we need that at the middle school too >> right? Yeah. And then you would need different degrees of it at the middle school if you're moving fifth grade up. >> Yes. >> So I would but I would like to uh I would like to see a drawing of it. You

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talked about like almost having like two different schools like two different hubs if you would like fifth, 6th, 7th, 8th. >> Yeah. you know, at the I would like to see a drawing of that too because I I'm having like even when I'd go back like in the book like we talked about

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earlier, I I am not picturing that and I would like to see that because I think that would be helpful for us who are struggling with that concept because when I think okay you're moving three preschool you know classrooms out you're moving the wrestling room that's four

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maybe you're shifting the office okay but then you're taking two classrooms you're moving five classrooms in whereas is where's everything going? >> And one one one more thing, the the other thing about and this is just my opinion, right? >> Um within our school district, we don't

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need a Porsche, right? We don't need the best of the best for our schools. I mean, everyone wants that and everyone would would absolutely think that that would be the best and the greatest. We just need functioning um space and we just need, you know, >> enough of it. >> A Chevy, you know, a Chevy pickup is all

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we need. we don't need a we don't need a Porsche as far as the design and all the bells and whistles in in the school. I think that >> that our our teachers are really good at adjusting to that space and adjusting to the the spaces and and the the areas that they have and so that that would be

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my >> reliable. >> Yeah. Yeah. It if I may. >> Yep. You go. Okay. Thanks. Um, and so initially, you know, we were talking about my commitment to the board, to the administration was good,

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better, best. You know, let's, you know, let's talk about the Porsche to your point, but let's also talk about not even the Chevy Silverado, let's talk about the Chevy Colorado, right? And as we went through working with the community and the community survey and just gathering that information and frankly working with your your

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principles, working with Kevin, working with the the team, the the concept that we have now is that Chevy Colorado, but it's not what we did is we listened to your principles. You know, Matt,

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Sierra, Mel participated, you know, Kevin was there. I mean, we just had a really good convers and just let them talk. And we took that information on what would be best from a programming standpoint, but also from a flow perspective and making best use of the space you have

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>> because talking to your community, they're, you know, the Porsche would be having a preschool building off by itself off to the side. >> Sure. >> Your community thinks it's a great idea, but they're not. They can't afford it. >> Absolutely can't afford it. And then we talked about so what about these

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additions and really boiling it down and even that was you know questionable and so the administrative team came together and said well what if we brought fifth grade to the middle school. Then we heard from the task force well my gosh

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you can't bring fifth grade in with eighth grade because that's not going to work great. And so we went back to the drawing board and with the uh middle school as it as you have it, basically divide it in half, closed doors. So you've got fifth and sixth grade

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together essentially creates a house, but they're isolated enough so that you have fifth grade and sixth grade. And then on the other side of the building with that divided door, you have seventh and eighth. So very little if at all will they blend. you make a very good point about special

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education and you know I you have you have the needs that you do but from whether it's an operational efficiency standpoint or from a parah standpoint when we have prek with kindergarten and first grade together

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there's efficiencies we just heard Sierra well and Mel and um Laura and I'm sorry what's your name again >> Bruce thank you all talk about their their reading and ultimately we have preschool now taking Fastbridge and you

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know Sierra was talking about all that work that she's putting in. So to have that that handshake that um efficiency and consistency at that level because then your preschool kids are in the building they're going to be in. So then from a transition standpoint, you're better off, those kids are even better

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off. And the number of classrooms that you're going to need ultimately, um, special ed we can talk about separately, but in a building by building basis, because you have the preschool in with kindergarten, first grade, the number of rooms versus having your preschool spread all over the place actually goes

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down. Not by a lot, but they go, but it goes down because of the efficiency, the number of pairs that you need because you have everybody in one spot versus preschool in three different locations. that potentially could go down. There's efficiencies um special education. I mean there's

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at the at the at the middle school if or 20 22 kids you have coming over to the middle schools that are special needs. Is that what you said? Um I was just we will have >> Well, you're testing

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>> what's close, right? >> We will have 90 students on IEP. >> Um I'm not going to do 100 students on that middle school next year. And so ultimately that number of special needs kids, you know, you're you have a

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wonderful school and and and your your your your special education program will continue to, if you will, um be at the levels that it is, but I see it thriving more so than

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if you have preschool spread all over the place because you're taking is it seven classrooms today for prek? K with super K. >> Yeah. >> And so with all of that spread all over the place, we talk about um you know

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questioning fifth and eighth together, but you've already got four year olds >> with eighth grade, you know, and so there's that dichotomy there that's potentially a bit of a challenge. And so when we look at what your community will support financially

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as well as from a um overall design standpoint, we believe that those that are or I believe that those that are questioning the fifth grade with the eighth grade haven't seen this the split, if you will, the creation of >> Yeah. And and there's I looked it up.

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There's like 230ome districts that have 5 through eight in in the state of Minnesota right now currently. Um >> the drawing issue is not because he had it last time. We can share I mean of that presentation with the >> you know again it's at a high level.

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>> We can't so we it wouldn't be an option or is that not an option to put a wing on new heights of like six classrooms? >> Absolutely. We have that and the the challenge though is that your So here's the thing. you as a board, you

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have several options where you can just take board action and fund construction. You have something called lease levy. You can add 10% of your building square footage to a building in your district. So, you could do that, but if the relationship you have with your voting

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public is important to you, you might want to think twice about doing that. You could do that if you so chose, you could add this wing on if you wanted. Um, but then what happens in the future if you're looking for an operational levy,

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you know? So, >> here's here's what I think maybe some of the problems and I might be putting words in mouths. So, >> that's okay. I did it already. So, >> what's your what's your title in in life and at your job, your >> supervisor >> of operations?

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>> Yes. >> Yeah. You're a civil engineer. I'm a VP of ops. You're an administrator. And we are having trouble operationalizing this. Okay. >> Right. So I think you know you know we're

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need of some sort is like and you have a big booklet of it but it is so big and it is so fruitful that we are having trouble like okay we have these plans but we don't have like

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how is special egg going to fit in there? >> I don't see the plans either. They're so little. >> Say again. the plans are so little to read >> oh and stuff. >> I mean readers, >> but uh you know like how how are you going to do specials? How are you going

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to have the different types of special ed at the middle school? How are you going to have preschool do the special? How are you going to do all this? And we this is so important to get right. Like I don't >> recess in fifth grade, >> right? >> Right.

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>> They don't even have a place like a jungle gym over there. >> But again, it was a piece we talked about and and you know, that becomes, you know, at what level we can do a working session and and go through a lot about Matt brought up fifth grade and how can we have a spot and maybe we even

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include sixth grade as a win for some recess. You know, again, um you know, getting preschool all in one place. part of a plan was they can have appropriate, you know, smaller playground fenced in area in one site instead of trying to do in two,

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>> you know, separate sites. So again, I >> down to the exact schedule for >> No, I No, I'm just saying we haven't got that granular other than coming up with, you know, the admin team thinking it can work. And when I say thinking confident

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it can work but like I say to answer every question we we probably should schedule a work session and let's start working through what again the team has sat and again not just this group with the task force because a lot of the questions I don't think there's a question that hasn't been asked you know

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that at least been thrown out just like you said the fifth grade you know thing as part of the task force meeting several parents right off the bat came up with oh I don't know and and has talked through not saying they're 100% convinced with good point that you have

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preschool compared to Tammy were you at that you know and not saying 100% on board or not but went good point the student a girl brought it up I don't for doesn't matter what her name >> oh yeah and I think there's there's levels of hey I like that idea and I like this idea there's there's levels at

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every school with all those things correct and I like I just said I just uh it feels like we're trying to rush through this thing so we can hammer this thing out next summer and if we don't get there, we don't get there. I would rather do it right. >> And the nice thing is, right,

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>> we have time if if you all chose to go to referendum, you wouldn't have to pass a resolution until August. So, we have that time to, you know, work with Kevin, work with the admin team and put pen to paper with some of these things that operationally,

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you know, you all have questions about. Um, it it may be helpful if if each of you if you whatever your questions are, maybe share them with Kevin and then we can get to to work. >> You know, it was easier in a setting like this to ask because the

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conversation brings up questions. It's like >> and then you can hear it at once. >> Yeah. I have more questions now than I did earlier. Yep. >> Or more thoughts than I did earlier because more conversations had. I think it needs to be like a working session, not just a here's my questions. >> Yeah. type of situation. >> Okay.

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>> I I think that the process was really good from the start of getting people involved, getting the community involved, getting staff involved. Um the the how we came to the decision the to rearrange everything to find the space. I mean, I commend all the people that

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were involved in that of of thinking outside the box of coming up with that as a solution, especially when you looked at the results of the survey that that showed us what what the community wants, what the community is feeling. Mhm. >> Um I I think everything that we was

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great of how we got to that um solution, but I think what we're realizing now is just s such drastic changes and we're we're feeling push back. And I know the community in the survey supported that. What we're what I'm feeling now is that

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there's not maybe as much support internally from our school system. um in that it is when you take a step back and look at it, it is some really drastic changes and we have all these questions. Um some of them have been answered, but I I agree. I think it's

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best maybe just to take a step back, have have a have a work session. Um the other the other thought I have is from the start of this discussion before Nexus was involved, we we always envisioned um a standalone or an addition for preschool because we always

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talked about how little of space we have in our schools. Um I understand that we found these spaces that are available that we're not utilizing the best and I think that's kind of what you guys specialize in and and that's one of the reasons why we did go with you. >> Um so I really appreciate that. Um, but

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again, I I'm questioning if that is the long-term solution like Josh said or if it's our solution for now and if it is going to cost as much as the price tag shows, maybe we are better with just trying to ask for a little more from the community to put an addition on to give

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us to give us more room that we all feel comfortable about with for a 10 to 20 year solution for the schools. So the the benefit of the survey when we test we provide not just options but we

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provide buckets mechanical electrical systems the plumbing systems roofing education the preschool. Um, when we when we test all that, we receive feedback from your community on each of those individual buckets and

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ultimately they provide pri uh priority from their perspectives on if we're going to give you money, what are those things you should invest in first. Um, and so we have that information. The flip side of the survey is tax tolerance. How much are you willing to

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invest in your schools? And we know that as well. And um basically at when we did the survey, we asked about uh $24 million at I I forget it was $2 something dollar >> 250 for per kid >> on the average. Well, no, on the capital

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side. Um I think it was like 211 or something like that per >> per house >> per year for >> Oh, for 300,000 house. >> Yeah. Which is average in your community when we did the survey. and and so we certainly could ask for more, but the challenge is is that the higher you go

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with items that are perhaps not as much of a priority, the likelihood of passage is less. And so the 24 uh we we tested now it's the it's 26.4. In working with Ellers, who's your

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financial adviser, they had some debt falling off that which they didn't take into consideration. But when we leverage that space, it adds $2.4 million at the same tax impact. Um, you are the board. I'm just here to support. At the end of the day, you guys can ask for whatever

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you want professionally, and I've been I've been doing this since 94. um when we exceed the tax impact or that threshold by your community and focus on non on priority items that aren't as

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high on the list as the other things the community told us the chances of passage is less and sometimes it's considerably less. Um you know right now you know with the 26.4 for and the work

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at the middle school and the that preschool work for new heights. We're asking for according to the recommendation, it's $5.1 million. That is by far the lowest um dollar amount and ultimately tax impact that we could

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put forward to your community and have things be the way you want operationally. You all have a lot of great questions and a lot of you are operational people and I apologize for not being more prepared. Perhaps I should have been that's on me. Um but ultimately if if you ask for more the

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chances of passage especially for a preschool will go down. >> I just want to make clarify one thing too. So it started this year that the state is now funding preschool. Correct. >> No VPK fun being with us. It started two years ago. been around for, don't quote

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me, six years, eight years. It's just not every school. >> But so I think Josh is talking about LTFM preK funding. >> Well, as long as VPK has been around, I believe that has been an option to that

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that you can use LTFM money for VPK to not do additions to remodel. I believe, right? Correct. No, but just just in in general like >> uh >> we got funding last year first year. >> Yeah. Yeah, that's what I'm saying. Yeah, we got funding for preschool for

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the first time this year >> from a >> from the state. >> Paying for students. >> Yes. Paying for students that part of it. >> Yeah. We're not talking about >> and so I just wanted to make sure that that's clarified. Like that's why you know now if if we're looking at a preschool place we're getting funding.

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So there is funding for that. Now >> you would get funding regardless, >> right? Well, we haven't been >> No, not for the students, but but I'm saying for for the students, >> correct? >> In the past, the parents have had to pay for preschool, >> and now that's >> they have to pay for three-year-olds,

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>> right? Right. It's >> the four-year-old program, >> but that's just the four-year-old program, correct? >> I I I reference it similar to kindergarten years back. You know, kindergarten didn't start out full funded. It started out as a part-time deal and eventually went to what we call

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full funding. It's not at the same level high school is, but >> And are we funded for 120 kids? Is that what it is? And we can only hold 100. Is that correct? >> Well, the demand we only have for is 100 now. We we have 120 seats sitting there. So, we could grow more for the

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four-year-old. We just don't have >> space. >> Space. >> Well, no. We We've come up with space. We added a class this year from last year. We found space made it work. We just don't have 20 more kids sitting there right now. Oh, and you know what I'm saying? Just like you don't have, right,

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>> another 20 kids in fifth grade or sixth grade or whatever. Um, but we do have if we ever got above the 120 then, you know, but again, I keep thinking eventually the state with kindergarten, everyone will get funded. You know,

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>> those 120 seats are for four-year-olds only. >> Four-year-old only. and we're at 105 classes. >> So, I think it's safe to say we're going to have working sessions. >> Can we request like

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>> participants or if we can have teachers there? I I guess >> like a town hall. >> I guess we've had and not not like >> what's open. >> Yeah. But yeah, >> we've heard from the community and their priorities, but I think we need to hear from the professional educators of what would work in the building

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>> operationally. >> Sure. Um I mean we can ask anybody to come. >> Yeah, it's it's open. >> It's open as public. Yeah. >> Yeah. >> It's just the board controls on how you interact, who interacts, you know, that type deal. Um because there again if you

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end up I guess with 200 people you know are you gonna allow all 200 or you gonna you know ask for you know a rep from different grades or buildings or >> it might be nice if each building could have some representation there. >> So if I can clarify a little bit it was

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in the beginning and they did ask our staff but I think where some of the came from is that initial conversation and that opportunity for staff to have input didn't have some of these broken down specifics and what feels like a very large shift when we started having to

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talk about possibly right I think the importance of I think the community still supports that importance of having together >> but fiscally we were put in a tough spot and there's only so much our community would support so we were tasked with

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what we have is necessarily what all of us we want or wish our life probably not that was the job that we had to do but when we did that the impact also have a different bringing preschool and then

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shifting second to fifth impacts differently than adding an addition on a building. >> Sure. >> Not as much change that happens. And so when that conversation shifted, there really wasn't a lot of conversations

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with that, which there is where I think you are now hearing and feeling staff like >> and that nerve and I get that. So I don't think it just occurred. I mean I do want to just say

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like they did give opportunity but it's just because of how things perspective. Sure. >> And I would guess it's similar. I wasn't around when you went from two K5 elementaryaries to a K2, three, five.

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I'm sure there was not 100%, you know, people in favor, people against. It was change. And I mean, >> change is always hard. >> You know, it's the same thing if you were designing >> Yeah. >> you know, new buildings and we were trying to design a 58 building, you know, if it was something you didn't

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have, you know, same thing. you're going to have some of the roller coaster and again we haven't in one of the emails I replied to we haven't had you know all staff in and you know thumbs up and f because again we haven't >> yeah and I don't think that would be >> productive

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>> just some representation for each building would be healthy I think as >> sections like for title and some for special ed too I think would be helpful >> you know one thing that came out of the task force that we talked about during our second meeting was specifically

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about the preschool because there were some people there that were passionate about the preschool. And ultimately the the conversation was, well, we know what the tax tolerance, but why don't we just add the preschool on top of that? And then we talked about what would happen, the support that we

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would lose and what have you. And then the question was, well, what if we were to put the preschool, one of those additions in um but then what about the other priority items? You have three buildings that are aging at the at the same time and you

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have a bunch of work that has to be done in the high school. You did you did a lot of great things back in 2016 2017. Um but you didn't touch all of this building. There's still a lot of original mechanical, electrical, and those things that you know we've

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captured as part of this. Um and so the question to the task force was certainly you can have the preschool if you want but at the end of the day what are you willing to give up from an infrastructure standpoint because I regardless of what you do it's important that we stay at that now 26.4 4 million.

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We can't exceed that. I mean, you can, you're the board. You can do whatever you want, but your chances of passage if we go beyond that drop. And if we take away from the priority items, which for the people that don't have kids in the district and aren't employed by the

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district, which is about 70% of your voting public, it's the mechanical electrical systems, it's the it is the plumbing, it's your roofing and and those things because every taxpayer, if I've as a taxpayer here have been, you know, paying for your schools or paying for our schools,

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at the end of the day, I don't want them going to going to to waste, you know. I want you to maintain them and typically that's why they're as well supported as they are. So we can do ultimately you're the board we can do whatever you want. Um but I'd encourage you to stay at that

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26.4. Rob, what does it look like if we these these high prioritized items that the public has stated? What if we look at the option of forcing a referendum for some of those and voting on

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the prek side of it with a different option as an attached building or a higher price for prek? >> You absolutely could. Um, which is a great point, Matt, and I appreciate you mentioning it is that we could leave question one as it is. You know, we talked about the third question being

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about preschool. Um, when we tested originally, it was just over $14 million, right, Kevin? >> But that was for that standalone building. You know, it with if we were to focus on an addition, you know, that number comes down to sub8.

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Um, but then it's, you know, $8 million versus, you know, 5.1. >> Well, that 5.1 was originally seven, though. Wasn't >> Yep. But he's he's >> But Matt >> understand but originally we were saying

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seven for the remodel. >> So >> eight isn't that far of a jump from seven to think you get a whole addition, >> right? And yeah and >> but then you don't change any like like in CMS there's some remodel like of the science rooms to you know make them more of a regular size class. You know

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there's a bunch to make that five which again I'm just saying there's gives and takes. The the piece I wanted to mention though is and I guess I would think the board has to be very transparent, you know, that here's your total tax impact if you support it. Whereas if you know you vote for the 24 26 million and then

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we do another 5 million, you know, and things that you could do like I mean say your boiler went out, you have a legal authority to replace it and go parking lots, you did that using LTFM. You could do preschool, you could do certain pieces, but you see what I'm getting at is I don't want someone going, "Okay, I

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supported that for 25 million, but now you went and added five, six million." I think, you know, if we're going to do some of it, we got to say, "Here's your total." Yeah. >> You know, you're voting on 15 and we're doing another seven or whatever it is so that, >> you know, we're transparent on that

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piece. You know, unless it's an emergency type thing. >> Yep. you know, >> and that and that certainly is an option, you know, and we talked about this very briefly last time we were together is that you as a board, there's a lot of different funding options you have access to that you can take board

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approval on and increase the taxes of your public. you know, you can certainly say that, you know, we're going to take so many millions of dollars and we're going to do this scope of work, but we're still going to referendum and asking you for support for these other things that the public thought were high

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priority items. Now, we would because transparency is important. We wouldn't hide anything. We would share with the public this is the work that's going to happen regardless if that's the direction you as a board decide to take. But we're going to ask you for this piece. Now, the the challenge with that

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is because we also have this operating levy that you're going to be asking for is we're doing this regardless of what you say, but we want your support for the operating and we want your support for this other capital. It becomes um sometimes within the community it creates a little this. It's like, well,

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if you're going to do this anyway, well, I'm going to say no to this because you're going to do this anyway. And it you don't I don't think you would want that as your, you know, from a working with your public standpoint. >> Okay. Um, >> I think the levy will will be an easier

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cell when we can show the public where we're at versus all the communities around us. >> And that's why we didn't put a contingency there. I mean, it's my number one. And I think >> Yeah. >> Yeah. >> From the people I've talked to, >> most people's number one is the operating. >> Yes.

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>> Um, but like you say, I was my first stance was that has to be contingent on or >> it has to but we've not put it there because I agree. I think when we can show here's where we are compared to every neighboring district around us,

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you know, I think I'm willing to roll the dice if that's the right way to say it. >> Yeah. >> And of course with the farm to school, it's an easier cell with that that group as well. The operating is compared to a building referendum or

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>> Okay. I can just table the vote on this. >> Yep. >> Good discussion. Are are we gonna set a time, you know, looking at schedules, you know, to do? Okay. >> Yeah, I'll do that at the end. >> Okay. Perfect. >> Okay. 8.2 is to approve a resolution relating

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to the non-renewal of the contract of Don Peterson, teacher, as presented and attached in board book. >> I'll make a motion. >> I'll second. >> Okay. So, it's a resolution. So, we'll take a

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poll or any questions and discussion before we take a poll on this. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes. >> Yes.

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>> That's unanimous. 60 is passed. 8.3 is to accept donations to the school district. I'll make a motion to approve the following donations. A donation from Custom Collision to CMS for Outsiders Day in the amount of $250. Donation from

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EGF boosters to senior high for girls golf overnight, $3984. Um, from the East Grand Forks Arts and Crafts to the Senior High for scholarships in the amount of $1,000 and a donation from American Crystal to CMS for Outsider Day in the amount of $500.

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Total donations today $2,1484. I'll second >> questions or discussion on donations. Okay. All those in favor of approving donations say I. >> I. I. >> Any opposed? Motion carries. 9.0 is payment of claimments and accounts.

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>> I'll make the motion to approve the K12 bills 131837 through131882 and the electronic fund transfers in the amount of $1,598,32926. I'll >> second. Any questions or discussion on payment of claims and accounts?

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All those in favor of approving say I. I. >> I. >> Any opposed? Motion carries. 10.0 board member comments. Start with you, Matt. >> Uh, lots of good discussion tonight, Rob. I appreciate you coming and and having another conversation with this and I look forward to getting together

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one more time to talk about it some more. >> Josh, >> uh, just congratulations to, you know, spring sports just wrapping up. I think we still have one golfer left. Um >> Brody. >> Yeah, Brody. Brody's still out there playing. Um I know track and field, they

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had a handful of records broken, school records broken this year. Congratulations to them and a big thank you to all the teachers and admin and staff for making it through a year and enjoy your summer because you guys earned it. >> Nothing new to add? No. Okay, madam.

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>> I'm just happy that we had discussion that we had and I'm excited for the working session. >> Nothing. >> No, I said it. >> I think yeah, it was all set and I didn't know we had a go for still out there. So, that's great. Um, and thank

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you to all staff and admin. It was it was a year. So, okay, next meeting is the next regular meeting board of education is June 22nd at 5:30 in this room. Let's talk about a working session >> here.

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>> Do you want to go? I'm just throwing out. You can do it before that meeting >> or after >> or after or whatever. I mean, >> do we need that meeting? We do a good time. >> The only thing I mentioned to Lynn was we are going to have a few contracts like and again hopefully there's a a social worker that they're offering it

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to right now that we're going to want to act on as soon as we can if they accept so that they can, you know, resign their other position. Okay. >> Um, >> do we want to look at next Monday? >> We could do next. >> We go after the 22nd getting close to the fourth. >> It's whatever. Yeah. I mean,

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>> is it too soon? >> I could do next Monday. >> I would think. I'm looking at Nancy Mullen. I I would think we'd have an answer, right, for at least that one. You're going to have a AP contract in front of you. >> Oh. >> Um, theou is ready to go. I mean, which

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doesn't have to be, but other than that, there's not I mean, most things can wait, you know, >> too tough. Okay. >> Like I said, the middle school drawing is is pretty much done. Yeah. Yeah, we do both on the 22nd. Like if

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our board meeting is short, just to approve a couple contracts and then have the working session. >> It's Yeah, it's up to you. I mean, unless after the meeting. >> Yeah, right after the meeting. >> I'm fine with that. >> I'm not here that day. >> The 22nd. >> Can you change that to a different day?

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>> I'll be in Iceland. >> Oh, okay. >> No zooming for Holly. >> Not the 23rd. >> Yeah. So 23rd doesn't work either, >> but you guys can have it without me. >> Okay. >> Yeah. >> Okay. >> We'll just come up with whatever like

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>> 22nd will be working session afterwards. Just send your questions ahead of time if you have some. >> So next meeting of board of education for the regular meeting is at 5:30 working session. Afterwards 12.0 No. I'll move

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to adjourn. >> I'll second. >> Any questions or discussion on that? >> Only if we could email or something like people to get them to come to the working session so we actually have input. >> You can do whatever you want. All right.

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>> All those in favor of adjourning say I. Bye-bye.