got all school board members present. So 4.0 4.0 O is to approve the agenda. I'll move to approve. >> I'll second. >> Any questions or discussion on the
agenda? >> Okay. All those in favor of approving the agenda say I. >> I. >> Any opposed? Motion carries. 5.0 is communication reports. Start with you, superintendent. >> Do you want to do school perceptions first or >> Sure. Okay. Fine. Jason, do you want to
let in ju just for the group the school perceptions which will be coming on was the community survey that went out um I'm guessing about a month ago um and um was turned in and now Scott is joining us um to give a glance if you will at
the results. Um Scott, can you hear us? >> Yes, I can. Can you hear me? >> Very well. Yes. So, we I was just giving them a little heads up. The the board as well as um the audience that uh school perception did the survey and you're here to present um an overview of the results.
>> Yes, I am. Let me share my screen here with y'all. Thank you for having me. All right. Is that showing up for you? >> Right there it is. >> There it is. Oh, that I it showed up on
the screen right behind you all in my so I had confirmation just as you said it. Um so here we are on April 13th, 2026. First uh just to prepare you for what types of information you're going to see tonight. We've got background info and
that will look mostly familiar. A lot of it is uh reminding you of what was in your survey. We'll go through who took your survey with respondent information, results and analysis, and of course wrap-up and questions at the end. A reminder of who we are at school
perceptions. Uh we've been doing this work since 2002, and we have helped more than 1,400 school districts navigate the strategic planning and referendum planning process. Your survey had a March 23rd deadline, so we're a few weeks out from that. We
had 637 respondents, which was good for a 14% response rate. Our average is in the 14 to 18% range. So, you're in that average range at the lower end. Given the number of respondents, there is a plus or minus 3.96%
margin of error. That's just a function of the size of your uh response group, which is really a function of the size of your community, but it's an important number to keep in mind as we go through some of the results that you'll see tonight.
First, uh ages of those who took your survey, 27% uh the largest group were in the 35 to 44 range and 24% in the 45 to 54 range. So, kind of those parent ages. The third group, 65 plus, 22% of your
survey respondents were 65 plus. Um, we always like to see them above 20% because those folks uh reliably turn out to the polls uh and on election day and they're the likely least connected directly with the schools. So, it's important to hear from them via this
survey. So, we were happy with these percentages. 93% of your respondents have a primary residence in the district. 6% do not and 1% are not sure. We always have 1 to 2% that are not sure. Um that 6% is going
to be staff who live outside the boundaries perhaps open enrollment families, things like that. 13% of your respondents own land that's taxed as agricultural land and 5% own land that is taxed as commercial land.
97% of your respondents live in East Grand Forks uh with 3% between Warren, Elvarado, Oslo, and Fiser. 22% of your survey respondents are staff members, which is a pretty usual range for us, and 48% are parents on the
survey respondents. That leaves the remainder being your non-parent, non-staff group. Um, and those are the biggest that's the biggest group in your community. Uh, so really important to hear from them through the survey. First time we're going to break down
into a couple of those groups. So, we asked, "How would you like to receive information from us and the purple bar represents the non-parent non-staff survey respondents?" So, the only one that surpassed 50% for that group is mailed newsletters. Uh, that's a trend
we're seeing pretty consistently on these surveys is those folks want something in the mail they can hold on to and and look at. Parents on the other hand, the only thing that surpassed 50% and it did so by a wide margin was emails. Uh so parents still want to receive emails from you via or
information from you via email. Uh 47% of parents also said the website and otherwise nothing was above 40% for either group. So now we're on to more of the content of your survey. So this is a reminder.
We presented some financial background and we explained the difference between bonds and levies as well as some context about where East Grand Fork sits uh compared to the rest of the area on residential property taxes. Then we uh explained some of the
background around the early childhood edition with an estimated cost of 14.2 2 million in the survey and we asked the question, would you support a referendum to build the early childhood edition? As you can see here, 66% of staff and 59%
of parents said yes. So, majorities in both of those groups. Among non-parent non- staff respondents, 36% said yes, 47% said no. So neither reached 50% because you did have 17% that were not
sure but there were more nos than yeses among that group. Then we moved on to potential additional projects. For these we asked folks to respond with a high, medium or low scale. High meaning that it should be addressed immediately in this phase.
Medium meaning it's important but it should be addressed in a future phase. and low being not a priority. So this is going to be two slides because there were eight projects. So the first one I'm going to start in actually the right hand column. Um so
priority score how we calculate that is based on someone who responded with a high priority that gets scored as a three. Medium priority is a two and low is a one. And then we put all those together and we see where the score
comes out. So the highest priority score was safety and security and that score was a 2.33. So well above the median medium range and in between that medium and high priority. As you can see in the middle column there
in the darkest green, that's how many responded that it's a high priority. So more than half of survey respondents said safety and security is a high priority. As we move down, these next three and actually on to the next slide are all pretty condensed together. So, we've got
a 2.08 for HVAC and plumbing systems, 2.06 for special education, and a 2.03 for electrical systems. As we move to the next slide, we have a 2.02 for the CTE edition at the high
school and a 2.01 for updated classrooms and support spaces. So all of those uh five projects are within 700s of each other. So there's a lot of tightness around where those priorities lie uh for your survey respondents.
As we look at the final two, exterior and site maintenance had a 1.90 priority score and a new bus garage and maintenance building uh had by far the lowest priority score at a 1.54 in between that low and medium level.
So, we also wanted to break down the priorities of these projects by those subgroups that we've been talking about. So, we've got staff, parents, and non-parents, non-staff. What this side does is show where each project ranked for each of those groups.
So, if we start with the staff column, special education actually had the highest priority score for staff. Safety and security had the second highest priority score. Updated classrooms and support spaces had the third. Among your parents and your non-parents non-staff
safety and security was the highest priority score. For your parents, HVAC and plumbing systems were two with electrical systems and classroom and support spaces tied at three. While for your non-parents non-staff, the CTE
edition ranked second and HVAC and plumbing systems ranked third. Of course, uh it's important to understand what your comm community thinks is important, but to get any of this work done, you'll need their support to pay for it. So, we did explain how we got to
the total number of $74.2 million to complete all of the projects. And we explained the tax impacts at some different potential bond referendum amounts. So, we tested 30 million, 45 million, 60 million, and then that 74.2
total number. This slide, uh, we're going to start with the non-parents, non- staff at the top, and I'll explain how the bars work. So, the darkest green on the left with a 10% in it, that indicates that 10% of
your non-parent, non-staff resident respondents would support the 74.2 $2 million bond referendum. As we move to the right on that bar, the next uh lighter green is a seven and
that says 7% in it. That is the amount of respondents that said they would support a $60 million bond referendum. Now, as we move to the right along these bars, we add the numbers together because someone who would support a $74.2 2 million bond is extremely likely
to continue that support as the number gets lower. And the same is true at each level. So we add those numbers together, which means that really for a $60 million bond referendum, you would have 17% support from non-parents non-staff.
Then we look at where each group crosses the 50% threshold. So for your non-parents, non- staff, that threshold is reached within the smaller referendum part um where we get to, let's see, 17,
30%, 41, we get up to 56% support for a smaller referendum. That gray bar indicates how many folks said not sure and or they need more information. And then the red bar at the end is folks who said they would not support any referendum.
So for parents, we surpassed that 50% threshold uh nearly in the $45 million bond referendum range, but it reaches it in the $30 million bond referendum range. And for staff, finally, we surpass that within the $45 million
range. So then what we have to do is a waiting exercise. Um, so based on some census data, about 30% of your voters are going to be parents. About 70% of your voters are going to be
non-parents, non- staff. So we have to weight the support from each of those groups at each of the different amounts. So we'll start with the $74.2 million. So if you look at that and then to the right of the colon, the 30
represents the 30% of voters that will be parents. We multiply that by parent support for that level of referend bond referendum on the survey of 22%. On the other side of the plus sign, we do the same for non-parents non-staff
with the 70 representing the 70% of voters that will be non-parents non-staff multiplied by the 10% support non-parents non- staff had at that level. The number on the other side of the equal sign is those two added up and
that is what we would predict for support on the ballot if an election were held today. So for $74.2 2 million that support level would be 13.6%. And this is where the margin of error comes in. 3.96%
obviously still leaves you significantly below 50%. The same is true at 60 million and 45 million. When we get to the $30 million level, the weighted support shows 49.4%.
That is below 50% but it is within the margin of error. Importantly though, when we look at smaller, something smaller than 30 million, the support jumps up to 62% weighted support, which is well above that 50% threshold and
outside of that margin of error. So then we moved on to levy funding. We explained some background about the budget challenges in the district and how an additional $500,000 each year for the next 10 years would be used.
We again outlined the estimated tax impact of that levy and we asked would you support a levy that provides approximately $500,000 each year for the next 10 years. This slide is showing your staff residents. 67%
definitely or probably would support that. 7% would not and 26% were undecided. Among parent residents, 64% would support it, 15% would not, and 21% are
undecided. Finally, among non-parent non-staff residents, 35% would support it, 40% would not, but 25% are undecided. So, a quarter of your non-parent non-staff
resident respondents are undecided on this question. When we do the waiting exercise again, we take into account the yeses and we do that 30% and 70% equation again. And what that comes out to is 43.7%
predicted support for that levy if the election were held today. We also asked some overall satisfaction questions. So these are on a scale of 1 to four. What that means is that uh the median is a 2.5. So above a 2.5 you're
leaning good or great. Below a 2.5 leaning fair or poor. on delivering a high-quality education. All three groups are near or even above for your parents a 3.0. Keeping the public informed, your staff and parents feel you're doing a pretty good job.
Your non-parents, non- staff are just below that median number. The lowest scores for all three groups came on managing funds appropriately. And I would say that's extremely typical on these surveys um because folks just got done being asked about providing
additional funding. So they think, well, maybe you're not doing as good at that. Um, so not a surprise to see those numbers be the lowest for all three groups. Building pride at the community. Once again, you are at or above that good marker of 3.0 uh with all three
groups. Another way to look at this data is we look at the percent of of total respondents who responded great or good for each metric and you're above 50%. So more than half of respondents responded that you're doing good or great on each
of these metrics. The overall score for two of them, you're just at and above good uh the 3.0 mark. So delivering a high quality education and building pride in the community, you're at 3.01 and 3.02 respectively.
Keeping the public informed, you're at a 2.77. and managing funds appropriately, you're right around that median of a 2.5. The final column there is the comparison percentile. Um, so we look at all of the districts who take our surveys uh and
use these questions and we throw you into a pool and see where you come out. What it means is that you are better than 58% of districts on delivering a high quality education, 51% of districts at keeping the public informed.
31% of districts at managing funds appropriately and 56% of districts at building pride in the community. The final overall satisfaction question we asked was on a scale of 0 to 10, how likely would you be to recommend the district to a friend or family member?
The overall score in the district was a 7.13, well above the comparison score at 6.82 82 and putting you in the 61st percentile, meaning you're better than 61% of the districts that use our survey to ask this question. Notable here, uh,
we often look right away at kind of the 8 to 10 range because that's really an indicator of folks who are really excited about your district and whenever it comes up in conversation are out there uh, just singing your praises. And you had more than half of your survey respondents in that range. So totaling
53% of folks who are in that 8 to 10 big promoter range. So what did we learn? Uh in summary, weighted support for a $30 million bond referendum is within the margin of error. There is majority weighted support for a bond referendum smaller
than $30 million. Weighted support for levy funding is less than majority. However, there are a significant number of undecided respondents, including parents and non-parents non- staff. If you recall, it was 21% of parents and 25% of
non-parents non- staff. Therefore, the board could consider asking for a levy and a bond referendum lower than $30 million and let East Grand Forks voters decide. And that is the end of my presentation,
but I would be happy to to take questions. So, is anyone from the board? Um, again, as we talked about when this first came out, um, this will end up on a website so everyone can go back through and, um, you know, look at the data. Um, again,
there's a task force that's meeting and will eventually bring a recommendation, you know, of something to the board. Um, I think we're looking at the first meeting in May. Um, they're they're uh we're working a little more with the preschool. um some reconfiguration and
what possibly um but um as far as Scott he's the you know as far as survey questions the best person to ask so it's a lot to take in but you have anything we'll answer right now otherwise you'll get it in a hard copy at some point or be able to you know look at it and again
public will be able to look at >> and certainly too if I I know it is a lot of numbers to take in and so if you come up with something after your meeting and realize I should have asked you know Kevin knows where to find me too. So certainly don't hesitate to follow up if you don't have anything
right now. >> Any questions from the board? >> Well, a lot of numbers to chew on, but we appreciate you bringing it to us. >> Absolutely. Thank you all for your time tonight. Have a great meeting. >> Thanks. >> All right. 5.2 is the enrollment update.
So, uh, in your board packet, if you looked, um, for the most part, well, we are down one student, um, from a month ago at this point, um, there's no grade that's up or down more than one. We've had some kids come and go, you know, just a singleton. One 12th grader left,
one 10th grader came. Um, but for the most part, we're right where we were. So, I don't have much more on that. >> Any questions on enrollment? >> 5.3 is finance. Good evening. >> Evening.
>> Right, the fun and not so fun news. Um we're looking um starting with the board to actual on page one. We'll start with the revenues and we're going to look at the local other revenues and we are above budget right that or expected budget and that is mostly due
to our MA dollars. They are up from the prior year. So that is where that budget change is. And then we're going to jump down to general fund expenses and we're going to start with purchase services.
And um the major change shift with that is that we made our deposit for our broiler project um this month compared to last year when we did new heights. I believe it was a month later than this year or so that is where that's big shift is there.
And then we're going to jump down to got to make sure my lines are here. Supplies we are pushing the limit on where I feel comfortable this year. So we will be watching pretty closely and asking the questions, is it really necessary um
going forward to the end of the the year to kind of make sure we can keep that in what we budgeted for. Um and then finally on this page, equipment. We have made all of our um major equipment purchases for the year.
So that will stay where or should stay where it's at right now. That's all the qu I had on that page. Any questions there? Okay, moving on to our other funds. Um,
not too much to change to report there. Um, Brandy did say in food service that expenses are for um, food expenses are going up a little bit with our transportation costs raising. So, like a few years ago, those don't always go down after the prices come down. So, I
expect those to be a little bit higher going forward. That's all I had on that page. And then finally our treasures report um we are spending about 1.3 to 1.5 less than we were last year at this time
which is our difference in our revenue and our projected deficit for the year. So that ex that's right on par where we expect. Um and then right now we are going through the process of going through um outstanding checks and making sure that people that have not cash
their checks yet we'll get letters saying that they they need to. So that's what I had to report today. Any questions board? >> Thank you. >> Thank you.
>> All right. No administration department heads tonight. So any committee reports? >> Well, I I'm gonna give I suppose. Yeah, just and I'll keep it somewhat um short here. Um for the most part between budget um some special ed um that's consuming most of the time. Just an
update again on the school perceptions or the the nexus the studying of you know facilities as well as operations. Um we uh Matt hosted at CMS last week the um second meeting of the community
task force and again thank you to all that um participated. It ended up um going another three and a half pushing four hours. Um again the group was very engaged and I I can't thank the group enough. Again more will come with that. Um I would also um and I think I saw
Ross back there. Um, thank you to Ross uh Pap and and Tyler Driscoll pulled a group of I guess I didn't count roughly probably 15 um farm people and we had another meeting and had some I'm going to say good conversation learning experience as part of this and so um
thank you uh to them as well um that was last week um and and like I say we're we're looking at some more kind of work on the the preschool before um a final um presentation comes and like I said I I think we're leaning I we're on Friday.
Um Matt and I were with uh Nexus again and um Laura and myself were this morning and so I think we're looking at the first meeting in May um to to have a committee recommendation and start some more of the board conversation at that point. Um in I don't have a copy but
that um careerfare or the um Chad asked me to share that with you. Um we'll have another board board meeting before, but um I think he said and this I got it about two weeks ago. There's 44 businesses at that time that will be on site as part of that. Um it might be
larger than that right now, but if you want to attend and and at all stop in, you'd be more than welcome to um from the board standpoint. And that's why we're giving it now instead of you know few days in front of it. Um and um before we get I'll give a few comments
on the the budget stuff um but one thing just to keep in mind as we go forward um depending on what the next step is um we may be interested in looking at calendars and seeing if we should have a special meeting you know like next Monday I'd mentioned um depending on
where we get to so um Lynn and I met met and and I said I'd mention just some budget like highlevel stuff before we get there and we can definitely then have more convers conversation, but um just to kind of keep in mind that um this has been ongoing. We've talked
about you know this for every meeting for last several months as far as um you know several um have come out you know what about an operating levy that's part of the study going on. Um and I I guess in my short term here one of the first meetings I was at there was discussion
you know and so that's not a new conversation but um anyway just to bring everyone up to speed that is either here or online um we came and and last year or last year last meeting um administration was directed to come up
with the 1.15 whether the whole thing moves forward whether part of it moves forward whether none of it moves forward um you know that's where we're at at this time. Um I've had a couple questions on there's the sheet that's out there with um the recommendations. There's roughly 12,000 left. But keep in
mind when um people actually become part of this depending if you're where you are stepping and lane for most of our positions or single or family insurance that'll all get eaten in there and we're confident it'll actually be you know um go the other way a little bit. How much
it's hard to predict. Um I I will speak for um the the team, the administrative team that um no one's taken this lightly and um I commend them uh for working collaboratively. There were tears at times. There were some you you know I
don't want to say heated because that sounds bad but in-depth conversation and um what's in front of you is not taken lightly and we understand everything you know affects students um and people one way shape or form. So again, I know most of them are sitting here and and I thank
them for um the work done and and obviously we'll have more discussion. um a few of the typical questions just so we're all on um you know one thing that's come out several times why no supplies on there okay or equipment you know as the budget shows you've cut
several times you know not only educational supplies but also extracurriculars and so most of the group felt that there's just not a lot left there you know to I'll never say you can't cut anything more but you need a certain amount um and in the same
thing um you know as most um families are feeling certain costs are going up. It's, you know, it's hard to control um you know, the electric cost, the fuel costs are obviously going up. Um I I would mention um if you recall back to the auditors this fall, um we're rated
about 80% of our budget goes to people, meaning salary, benefits, those costs. Um they say between 75 and 80%. So, you know, we're we're on that higher side, but for a school, you are a people business. And so we're there the
purchase services and again this came back when you had your um we had the presentation of the budget um another three million 3.4 million when you put those two together that gets us to 92%. You know um there's not a lot in supply
or you know equipment. Um the one other very common question and it's right rightfully so and sometimes timing is not the best but you know like there's purchase of tables for the cafeteria 40,000 43 44 um that comes out of the food service budget that money can't go
to pay it can go salaries in food service but it can't go to third grade teacher second grade teacher whatever and so it can go to equipment and tables are actually new in the last one or two years that can it can be used for otherwise it actually had to be in the
kitchen area. Um and so that is why that's on there. It's been recommended again. Um other things such as secretaries, we had that conversation. Would we go down from two to one in each building? It was not again not chose at this point. Custodial, I mean everything
was listed and certain things came out and again um not taken lightly. Um a few other things and then we'll move on. Um, and again looking for any ideas. Appreciate people that have emailed had conversations because that is where we think of other
things. Um, as you're aware of, um, we're looking at any grant we can come across. You know, Sur has done several grants. Laura's working on a preschool one right now that could bring some funding. Most of the time they're not specific for like, you know, a grant for a second grade teacher, first grade
teacher, you know. um the one with preschool, it's because of the process we're going through to kind of get, you know, in a center type thing, we could probably qualify. Um solar, you know, again, a long-term we're looking at whatever we can. Um and
then lastly, um before we move on, keep in mind our board policy is 8 to 25% of unrestricted um unreserved funds. If everything ends as we think it will towards the year, we're just over 7%. And so, um, again, we're definitely open
for conversation and we'll do whatever work is needed, but, um, as I've told you before, to do nothing, I don't think is an option. Whether you do the whole thing or not, um, we go into it with our eyes wide open. Um, and, uh, we'll go from there.
>> Yeah. You've already taken some steps, right, as far as like putting off. So, like we talked last time, like typically um a bus fleet of we have um well, we dropped a route. Uh we have 18 that we typically use. There's four four or five five for uh extracurriculars. They then
rotate into the um typical, you know, day-to-day. Um we've pulled that as well as, you know, when you take like I think we have five Suburbans um well, three plow trucks. There's a Suburban that that is at the um bus garage for plowing. Then you start
getting into the big um you know like the mowers that are 30 to 50 60,000. Typically there's one of those on an annual. We've pulled that back. We've pulled um teacher computers. We're stretching. I'm looking at Jason another
year. Um we usually get a number of like interactive the whiteboard techn. We've pulled that stuff back out right now. So that's not in that 1.15. We can't go forever, you know. And and I guess one other thing is you ask Matt. Yet you know someone asked or a few
people have asked what about curriculum can you know we pull that from the cycle the tough part is redact we're not where we need to be for curriculum and the other piece is you know we we students and staff deserve to update
again we can be frugal and not get extra you know type deal but um unless you direct us differently we need a curriculum that the state approves for the read act. So, >> and when is that when is that due by >> that's due for next year, you know, um
and and like I say, our current and I'm just going to pick, you know, like the the stuff at the elementary, it it it doesn't meet right now. Um we may go with the same publisher, but the current edition we have does not meet right, wrong, or indifferent. And and again, there's choices, you know, um if we were
on social studies or something, it might be a different case whether we could draw, you know, back a year or two. Um, and again, like I said on spot, yeah, we always have to be frugal. But, um, anyway, that's where we're at for that. And like I say, when we get into actual
talking specifics, we can have more conversation. >> Okay. Any committee reports? >> I don't have anything. >> Oh, other than we did get a notice of intent from the paras. I have not gotten dates yet, you know, or anything um to negotiate, but that did come. So, I'll
work Okay. 6.0 is the consent agenda and I'll move to approve. >> I'll second. >> Any questions or discussion on the consent agenda? All those in favor of approving the consent agenda say I. >> I. >> I.
>> Any opposed? Motion carries. 7.0 opportunity for citizens to speak. So we have quite a few. get organized a little bit here. We have some ground rules and so we're going to talk about those real quick. Make sure when you go to the middle that your mic
is on so everybody can hear you. Um you get a limit of 3 minutes per discussion. It's not a conversation that we have with you. It's you informing us us of what you'd like to know so that we can talk about it when we talk about this topic. Um we'll listen to it. Um no
naming names. We would prefer that you don't do that. If you do do that, I'll shut you down. Um, and I don't want anybody to get real crazy. Let's not let's keep this not contentious. If you do get crazy, I'll gabble you down. And I've never had to do that. So, let's not make that something we have to do. So,
we are going to start with Mayor Mark Olstead. Hold it down for a second. It's hard. There you go. >> Yep. >> Welcome. >> Thanks for the guide. >> Uh, good evening. For those who don't know me, I'm Mark Olson, the mayor of
city of Eastan Forks. Thank you, superintendent. Thank you for the board for allowing me to speak tonight. I will be addressing the school resource partnership that we have as a city and the school district. I have been notified of the possible cutting of the SRO pro position for the 2627 school
year. I want to re reiterate to you in the commitment the city has to this partnership and emphasize its importance. I believe the partnership is a win-win for both the district and the city. We can dedicate an officer within our schools every day and contribute to
the safety and security of our schools. We have heard from both community members and district staff alike that having an SRO in schools has been beneficial and is much appreciated. If the SRO position is cut, there is a situation where a patrol officer is
needed. We cannot guarantee the response time or the availability of this officer as they might be engaged in other calls. I don't want the safety and security of our children and staff to be at risk. Your decision as a school board could be a negative impact on a city's general
fund too as we don't have the additional wages for the officer earmarked for our 26 budget. The city budgeted was approved la city budget was approved last December. We approved our budget knowing that we had an SRO contract in place with the school district. I
believe that a formal meeting with city council staff and myself and school district is needed to discuss this partnership before a decision is made. Thank you for allowing me to speak. I am committed to the safety and security of our children, staff, and community. >> Thank you.
>> Thank you. >> Want me just leave it on? >> Yeah, that's fine. >> Okay, we have quite a few that want to talk about the speech team. I don't know if you want to come up as a group, if you want to come up individually. I want
to make this efficient as possible. So, completely up to you. Um, we we'll start with Tanner Miller. Hello board members. My name is Tanner Miller and I am here today to share the incredible impact the speech program has on district 595.
I have dedicated nine years to coaching countless students to the state and even national stage and have seen firsthand the tremendous impact that this program has on our student body. I have the honor to speak as a trusted representative for my students and their
concerns about what these cuts to the speech program mean to this activity that they cherish and uh and hold dear to them. Pardon? As such, I would like to share my thoughts. To be direct, this proposal is one that has that does not
have the student body's best interest in mind. There has been discussion on reduced enrollment in the speech team. No one will deny this fact. As many programs can attest to, our drop in attendance coincides directly with the CO 19 pandemic and left many activities
across the district and the state with attendances lower than they were accustomed to. However, through our concentrated efforts, our team has grown nearly twice its size over the last three years alone, going from six participants up to 11 this season. This
effort has been driven directly by our student body using their experience in this activity to engage with their peers and show them that public speaking can not just be fun but rewarding and enriching uh and helping all of these students
find and better understand their voice granting them a sense and granting them a sense of belonging. This drastic and rapid improvement in attendance has led to our cost per student to decline over these past five years as well from a peak of $3,500 per
student in 2021 to our current level as of last year of $1494. Only a $40 difference in comparison to other programs in the region. Additionally, our program has continued to see these wins while not yet being
able to utilize our greatest strength available to us. Managing tournaments. The East Grand Forks speech team has a long history of managing tournaments. And as our team grows to a more comfortable size, this option for a home meet becomes a very real possibility.
This ability for not just our faculty, but the rest of our student body to see the hard work our students put in while also assisting in generating revenue for the district. As my time comes to an end, I want to directly ask the board to refute this part of the proposal. We
understand and sympathize with the budgetary requirements the district needs to meet. Our bi biggest ask is to look past what your spreadsheets are telling you and see exactly what this investment in our student body means. As such, I have provided all of you with a
packet full of letters from alumni of East Grand Forks and the speech team themselves to address what impact this program has had on their educational, professional, and personal growth as individuals. I do hope that we are able to find a
time to sit down together to talk about what these budgetary needs are from this program. But for this time, I call on the board to please refute this part of the budget in cutting the speech program. Thank you for the time. >> Thank you.
>> Thank you. >> All right. Next, we'll hear from Mark Invict. Thanks for allowing me to speak today. My name is Mark Invict of 705 11 Street Northwest here in East Grand Forks. I have three children in the district and
all of them participate in both athletics and arts. My daughter has participated in soccer and band since her freshman year. This year she was captain of the girls soccer team and has been captain of the speech team for the last two. She also won the AAA award for
her excellence in all three aspects of her academics. Um she wanted me to share that she has worked really incredibly hard to increase participation in speech since co and to foster an environment where kids of all abilities have an
opportunity to shine and feel a sense of belonging. Regarding my other son in speech, his involvement is a little bit different. I was there when coach announced they would be cutting kids from the basketball team. Neither of my
boys had aspirations to be the next LeBron James or Michael Jordan. They wanted to participate with their peers and have an opportunity to belong. Uh so when that moment came, both my boys made the decision to pursue other not to
pursue basketball any longer. My youngest was encouraged to get into speech. speech filled that void for him by allowing him to compete with his peers in a whole different way. If you don't believe me, he's back there. Ask him about the speech meet where he beat his sister.
>> Sorry, I had to bring that up. Gota um I'm also here in another role tonight. Um I serve as the HR director for a nonprofit organization that provides supports to individuals with intellectual and developmental disabilities.
One of our roles is to advocate for individuals in the community who face unique challenges. Both of my kids along with the coaches have worked really hard to ensure that this speech team is an inclusive environment. I've seen this group of kids interact. These kids show respect
for one another and they help create a safe environment where everyone feels that they belong. While I'm primarily here as a parent encouraging you not to cut the speech program, I am am also here to advocate for those students facing their own their unique own unique
challenges who through speech are given an opportunity to overcome these challenges within a completely integrated environment. Speech provides these students with a chance to be a part of something without asking for accommodations. It's an
environment that's inherently inclusive. It's so inclusive that this year, one of the students used their platform to educate people all around the state about some of the challenges that kids with unique abilities face. While I am known for being an analytics guy, I do
not believe that this type that this type of impact can be quantified she surely by numbers. I would encourage the school board to consider delaying a final decision on the speech issue until this can be looked a little more into. And while I have a couple of logical and
financial suggestions for the board, I think my time is is running out. So, I'll leave you with this. Not every student is going to make a varsity roster. Not every student is going to find their place in band or choir or even on a stage, but every student
deserves a place to belong. >> Thank you. >> Thank you. Thank you. >> All right. I'm not gonna say this right. Uh, Roberto Kursi. K E R.
>> Hello board members. Um, this weekend I've been going back and forth on what to say in defense of speech in this program. Um, I can recall to you the impact that this program has had on me as a student, former alumni of this program. Though I am sure and confident
that the letters that you have received in those packets will speak to that front very well. I can also echo the sentiments of my students this past week upon this news. Words of anxiety and terror at the idea of this speech program being cut. And I
can tell you about the sleepless nights I've had this week wondering what I do and say to my students to calm them and get them into our competitive mindset for our section tournament tomorrow. I can tell you about the time that I take after practices to compose myself
because I am so proud of the students and the work that they have done this season. I am instead going to tell you what I can bring to the table as the proposed head coach following the next season because there are simply other alternatives that would relieve the budgetary constraints and keep this
incredibly successful and relevant academic activity running. I bring to this program a history of coaching speech. I've coached the Still Water Minnesota speech team as well as assistant coach the Brooklyn Debate League for students in seventh grade up to 10th grade. I've been doing that for
the past three years. I bring a commitment to all my students to make them a better speaker than they were yesterday. And if you're looking for competitive results, I've turned novice speakers into state competitors in that very same year. Personal growth,
ask the parents of the students I coach, and they will vouch for me 100% about the exponential growth and development these students have gone through in this past season. I also work in the arts nonprofit sphere. I am very familiar with the budgetary constraints and having to fight for these things and I
understand this decision does not come easily to anybody. But I also understand that the cost of this program is a very attainable amount for us to fund raise for. There are sponsorships we can seek to subsidize the cost for travel. We can host tournaments as Tanner mentioned. What we
need mainly from the school is support. We need to have more referrals to our program. We need more students to even be aware that this program exists. We more so need a guarantee that the school will have our back and keep East Grand Forks as the respected, highly
competitive organization that it is and has been. I want to tell the board that I am wholly committed to the success of my students, this school, and this team. and I am willing and able to do whatever it takes to make sure that this program
is able to provide the essential services that the future generations of this school and our current students desperately need. Thank you. >> Thank you. >> All right, Chase Marott. Hello all members of the board. I am Chase Marott and I am a member of the
speech team and I would like to speak on why I would incredibly encourage to keep this incredibly integral activity. Speech teaches students many things. It can teach them public speaking skills that they would have never gotten
previous. And it can teach those with disabilities such as myself to push through and and make sure that they can speak in front of a crowd. Speech can also help the
students make friends. I have made friends both in this school and outside of school through speech. People I would have never met outside of this program. It can also have a feeling of teamwork and belonging. I feel as I have done a
few extracurricular activities and I feel speech is the most impactful to me personally because it is the one in which I feel I most belong. There are also people who are aware of the speech team as of current who wish to join next year and cutting this
integral program would cut them off from that opportunity to join this incredible program. And then I must ask, although I know I'm not going to get a response, what how much money cutting speech actually saves
the school and if those losses could be could be out distributed elsewhere in order to ensure that speech states. And a final point I would like to make before I end this off is all I have used with this speaking are these little note
cards with preview points. I have made up this entire speech on the fly. Mhm. >> Therefore, I think that can go to show how important speech could possibly be to the public, to the abilities, to the
friendship, and just in general to these students. Thank you for allowing me to speak. >> Yeah. >> Thank you. >> Appreciate. >> Okay. And Maline Lee, >> hi everyone. Um, I graduated from East Grand Park Senior High School in 2022 and I'm very excited to be back and
speaking on behalf of the speech team. Um, I'm a proud alum of the East Grand Park speech team and I want to thank you first of all for giving me the opportunity to speak tonight. I want to start by acknowledging something that many of us have witnessed and that Tanner alluded to earlier in his own speech. Co hit this team very hard. Like
so many activities, speech faced setbacks, uncertainty, and loss of momentum. There were only four competing members on the team during my senior year. But as an alum, it's been incredibly meaningful to watch this team rebuild. Seeing students once again find their community through speech is
something truly special and something worth protecting. Some of my fondest memories from high school come from my time on the speech team. I had the opportunity to attend the state competition three times. And those experiences were about so much more than just performance. They were about connection. I built close relationships
with my teammates as we spent long hours practicing together and always felt like I had a place where I belonged. For many students, that sense of belonging can make all the difference. Being a member of the speech team taught me skills that extended far beyond high school. It gave me the confidence to stand up for what I
believe, writing and research skills that guided me through my undergraduate degree, leadership skills to guide and support others, and a sense of responsibility to represent something bigger than myself. These are not just extracurricular outcomes. These are life skills. Even more importantly, the
relationships that I built didn't end at graduation. I formed long-lasting friendships, many of them sitting behind me. And through those connections, I was introduced to opportunities in college and beyond. That network built through speech continues to support me in everything that I do today. I'm currently an MPA student at the
University of North Dakota, where I advocate for students both on campus and in the greater community through my roles in student government. The ability to speak clearly, think critically, and connect with others. All skills that I developed on the speech team are at the core of the work that I do every single
day. I carry those lessons with me into leadership roles that I take on. I urge you urge you to consider the lasting impact that this program has had on students, not just during high school, but for years after they've left. The speech team is not just an activity for me. It is a foundation of competence,
leadership, and community. Please continue to invest in it. Thank you. You >> thank you. >> Okay, that is all that I had turned in. We appreciate every one of you coming and speaking your truths and we appreciate, you know, that we can take
that in and consider it while we make these hard decisions. So 8.0 0 is district business and 8.1 is to talk about the budget reductions for the 202627 school year um as presented and attached in board book. So I'll make
a motion to approve and then I'll take a second and then we'll discuss on what if we need to make amendments and what we're actually going to approve. >> I'll second. >> All right, questions and discussion. I'll start I guess. >> Sure. >> Um,
>> you know, like Kevin mentioned, just kind of open right now, right, to decide what what we want to do. We're just going to have these discussions. Um, >> and going I've I've spent a lot of time like everybody else going through these and I I appreciate all of the time that everybody took to put this list together
because I can't even imagine I wasn't a part of that committee, but I can't imagine how difficult it was to put these positions on here. Um, so I appreciate everybody that that brought us to this place. Um, I would like to
look at removing as many of these as possible. And how do we do that? Um, moving forward with the deficit. Next year brings a possibility like we talked about the the operation levy. Um,
and I hope everybody in here sees what we're up against and what we're, you know, the opportunity we have with this levy. And please go out and share, you know, the opportunity we have to to to move forward with this levy. The cost of operating a school has gone up
significantly and the funding hasn't kept up with that increase. Uh, it's just where we are and we need to do something. And the alternative of having an operation levy is more of this these budget cuts which we we all want to
avoid. So, and getting to where I'm I'm at with these with this list. It's hard to talk about this what I want to keep because I want to keep all of them and I'm sure everybody would agree with that. It's tough to go through this and and pick and choose because it's all valuable to our school. Everybody is
valuable. Um, and you're all here for a reason. You know, everybody on this list is at our school for a reason. It's just a a product of the situation that we're in where we have to deal with this. So, when I look at this list, there are some things that stand out to me that I would like to take off the list and I'll go
ahead and go through those. Uh, number one, like like Mr. O said, talked about the SRO. I believe that's a believe the safety of the staff and students is in my opinion our number one priority. And I know there are alternatives um having
the police department on call, but like he said that we're not nothing is guaranteed there. Um I think our SRO officer is has built a great relationship with the the staff and students. And I think that is great for prevention, for
developing a relationship with with children as far as um what what police officers represent. and he brings a lot to the table as far as on his end too of how he can help students in each school
and this the experience that he has with all the situations. We would lose that from calling the police department and them sending whoever is available and that might not result the way that might not be as good of a result as it is with
somebody who's familiar with these students and the staff. So I would like to remove that. I would like to >> not before you go on, can we like talk about position by position? Yeah. Because then if you listed, we can forget what you said. Okay.
>> So if we go like SRO, what is everybody feeling about SRO? >> Then I think that'd be just a little more efficient. >> Yeah. >> And then we'll go back. Okay. >> So thoughts on the SRO position. >> I'm 50/50 on it. um because it is nice
to have them when they're there cuz they need um Officer Gunderson is needed a lot. Um and to not have someone there does bother me at some of the schools, especially if a police officer can't go, but he also has to follow rules within
the school where other police officers don't have to, right? The way that the handling like different things or No, >> I guess I can't speak 100%. I mean, they have different rules than we have. Yeah. >> You know, and but I mean, I he's he's an
officer. No, he's an officer, I think, just like anyone else. I mean, there's things he can do that maybe we can or can't do, but again, and I guess the other piece I would throw out, this is nothing >> um in regards to the person we have
right now. I mean, I think everyone I mean, I I have nothing. >> It's dispositional. It's not. There's no guarantee it's the same person it has been and I think the city would like to keep that. But I just I want that out there. >> Yeah. I I'm 50/50 on it because of that. >> So I I feel like I'm in a really
interesting position because just a few weeks ago I was in your shoes on the other side of the table. Um and I wanted so badly for the board to just trust our decisions and trust that we knew what we were doing when we made that budget. And so that's what I want to do. I want to
trust that you made this decision with the right intentions. I don't I can't see as a school administrator doing my job without having SRO, especially if you're really considering a level four facility.
I think we really need to consider having an SRO on staff. Um, but my position tonight is going to be to trust that you guys did the work and that your administrators in the district and you made the right decisions.
So, the only thing I would say is that um I think I agree with Mayor Olsa that we should have at least had a conversation about it, right? Like had a conversation with the city and maybe sit down and have, you know, could this be funded otherwise? Although you already said you
talked about your budget, but maybe so I'm just I'm I think that we should maybe just table this particular position and have the conversation with the city about it. >> I agree with that. >> Yeah. You know, I'm going in. I mean, this the the one part about this um
these aren't just numbers on a spreadsheet. You know, these are people. These are student opportunities. These are programs. And if these weren't there, there would be another five or 10 of them and the room would be just as filled. And nothing here is easy.
Unfortunately for us, we have to do um the right thing from a school standpoint and make sure that we're financially stable for years to come. And right now where we sit, we're not. We all understand that. And that's why it's
tough because these aren't numbers. These are people. And um it's it's hard and this the SRO obviously we want safety and there's a lot of things that we've went into and we've researched
other school districts and there's a lot of school districts that don't have that and that's not saying that we we don't want it because there's he's been worked hard this year because of the challenges that the kids have
but if it's something that Um, if you're going to make me pick between a teacher in a classroom and an SRO, I'm probably going to pick a teacher in the classroom. >> The other thing I would say, Matt, to your point about like getting an
operating levy, so that wouldn't come for another year and a half. >> Yeah. >> Yeah. >> And that's $500,000 and we're 1.5. >> Yeah. So, I had us cutting about 750. Well, the the other thing we should throw out and and again um there's a few
people from our task force that were and again more will come from that. You know, the question came up about going higher than the it's per pupil on an operating. So, we we chose a number to pull 250 per kid which would generate about 500,000. Now, keep in mind we're
one of 87 districts in the state that don't have anything. Okay. The mean is I didn't bring it with me $860ome dollars. the median is 600 and some dollars. Um, but the question came, what about going,
you know, 300 a kid or 400 a kid? And Matt, correct me if I'm wrong. Um, you know, the challenge was you saw where it pulled and and pulled with other things. It's going to take work to get 500 passed. And again, confident everyone here and in the community can get it
done, but to go higher, they would not recommend it at this point. Now once you get one um it doesn't mean you come back every year but they've seen more success if you want to up it $100 or 200 um now and again some around us just north of
us I believe is 1,900 per student um that's per year Fiser just passed 1,400 and some thief rivers 900 a student yeah I mean if we had 900 student we wouldn't be sitting here you know it doesn't mean you have you still have to manage your
funds you know But with 2,000 kids, just go a thousand. The math's pretty easy. That's 2 million, you know. So again, and the other thing is we've pulled back, you know, like I said, we've cut just about 400,000. So 500,000 doesn't bring everything back. You're going to
have to buy a bus at some point. You're going to buy, you know, and so it's a challenge, you know. So the numbers I came up with just were kind of I guess we we started this school year I think at about a $400,000 deficit. And that's kind of what I got this back down to what we would start next year with was
about a $400,000 deficit. See where the numbers come in next year as far as operation levy comes in and then look revisit this again next year. That's just kind of >> but if it doesn't pass
>> then we would be looking at making more cuts next year. It'd be it could be potentially twice deeper >> as much. It could be deeper. >> But I guess my my my thought was we have this potential opportunity with the levy. Let's try and reduce this to hold
off one more year for some of these. >> Okay. Well, let's start. Yeah. So, let's start with the school resource officer. I feel just respectfully we should have a conversation. >> Yeah, I'm good with that. I'm absolutely with that. I would love to have a conversation with the city.
want me to keep going >> if you would like. Certainly can. >> Um I guess just the the next on my list, no particular order. Um well, I guess let's get down to it. I I the activities um the cross country and
speech. I I before tonight I had made up my mind that I want to take that off and I I like again I appreciate where the committee came from is try is trying to reach from every area of our school um to not least to to not to to show that they're doing
everything they can to try and cut from every avenue. Um I guess I look at it like the school is for it exists for the kids. Um and and we always tell our kids education has to come first and it does but from the kids perspect from a
student's perspective these extracurricular activities I think we heard a lot of this tonight these extracurricular activities mean so much to them. We always talk about the mental health being so important in our school district. I think this plays a big part of that. And it and again, these two activities are such a small role. Um
it's been in our whole basket of everything we have. But um I just think that the amount of money that we're saving isn't worth what we would put these kids through. And I just think that
we should look at keeping them no matter what. Whether or not it comes to having to find a different way to fund them, I think we should just try to avoid cutting them altogether. >> Thoughts on speech and cross country? >> I like that idea. I I think it should be
all activities should have to fund raise and earn money for I mean some are really expensive and it's not bad. I know the sports boosters does it and the music boosters does it too, you know. I mean, it's not a horrible idea for all of them to fund raise in some way to help keep their activity at a lower cost
for the district and for their fees. >> Many do. Many do. >> They do. Yes. >> So, what is what are you leaning towards? Keeping cutting. >> Um, >> and again, something's going to have to come out at a motion eventually because
technically you can't pull. Yeah, >> I would say cut them. Um, I judge a speech competition every two years. I love speech, but I know there's other ways for students to get involved in speech. Our district isn't the only district. There's potentials of asking
other districts or there's other options as well. >> Can I better understand how that came? So, so what it came from and again I I've um I'll try and like say if it'sformational we can give I don't want
to you know hey what would you pick because again you know again it's hard it was a tough process we looked at kind of everything we could like I said you you know we talked about secretaries you know what would it mean to you know go from for the most part two in each building to one how would we manage what
does that affect the same what about cutting them AP in every building you know had conversations and went through a process when it came to extracurriculars. Um, again, we know how important it is. Most, well, a lot of us have had kids in there or
have kids in or participated ourselves. We don't disagree, but we felt if we're recommending kind of like with the SRO piece, um, you know, if we're recommending things from different areas, how do you not, you know, put something, it's about three and a half to 4% very similar to what the budget
is. And so that's where it came from. Not that anyone again I whether you're in speech, whether you're in robotics, musical, basketball. I mean, I agree 100% what they do for kids, but on the other hand, what does a teacher do or a para do, you
know, and that's the tough dilemma that we all went through. Um, yeah, it's not a huge, but again, the budget itself for extracurriculars, 1.4 in expenses, you take off three 400,000 comes out to be just over a million is what we spend.
And again, it affects it is awesome, you know, but that's where it came from going, we feel if we're going to recommend, you know, the the educational piece, we should probably have something on there. And again, you know, originally came with 800. I don't know if it would have been on there with 800
or not. We didn't go through that process. We were asked to bring the full full amount. And um and I don't, you know, it was part of a process, you know. Um, some could argue we should have more from there instead of education, you know, depending on where you stand. And so we did somewhat of a
percentage. And then we looked at, you know, looked at participation numbers, looked at costs, um, and had some conversation. The the two that are on there, I should say three, boys and girls, cross country and speech, um, have had lower participation. Don't disagree. It has went up from, you know,
the numbers you got all got were 25 20 24 25. So we were comparing um they had nine you know and they're up to I think they said 11 you know yeah it has grown some it was four or that's true everything that was said is true >> middle school >> that is middle school seventh and eight
both of those cross country too the and I don't have seven or seven in boys and eight and girls or vice versa that that's 712 that that's middle school and high school >> um another one I had taken up here was the social worker reduction. I just feel
like especially after the year that we've had, I don't think we could afford to go down >> one social worker. >> The person resigned. >> Well, it did. You would have toire to replace. >> That's another one that I would never put on the list, but again, I'm going to
trust that the administrators are making the best decision for their school. Um, I'm going to trust that there's a plan in place for mental health support for students and for barriers to be removed and access to community resources. And I
trust that that's going to be in place with that removal because I can't imagine not having a social worker in a school. >> Well, it's not to say again we have so many on the mental health support team, you know, throughout the district um between counselors, social workers,
behavior interventionists. We will, you know, we had the conversation on Friday. If it is approved to go forward where we're at, we'll we'll talk just like we did last year and restructured possibly where people are. Don't disagree, but again, um, you go back to we need
teachers and again, we need social workers, need counselors, we need everyone, but somewhere in the business, we got to come up with a chunk of money. >> I understand that. >> Um, and so, yeah, I I agree. We should probably have four or more. So, if you keep the social worker, I'm just doing
some quick math. >> Well, and now keep in mind the one that's on here, you probably won't get one that cheap. >> You You remember what? >> Yes, >> there's some public stuff I'm not going to share, but most starting out again, >> a basic teacher with um and this is
public was 66,000 some odd dollars with single insurance and um you know, step and lane. Most of the time it's going to be higher. Okay. So, >> so this is the savings if we do not replace the person that's in that. >> Correct. Okay. So, let's say you bump
that. Okay. Then you have the contract with the city and then you have um boys and girls cross country and speech. We're already looking at adding back in about $220,000. >> Yep. >> And then >> talked about teachers here. >> Yes. We haven't talked about
>> Yep. And I have two teaching roles that I would like to take off that list. And again, this is my opinion and and and again, we all would like to take all these off the list. Um, I'm just trying to get to a where I think we could
place, like I said, where I think we could get us into next year to see what happens with funding and the levy. So, the two rules that I had taken off of there was for the one was the
kindergarten because they're going from 17 to 20. That's a big jump. students and it is such a young age. And then the other one was um the third grade. I feel like we're going to need to go to seven next year >> and we have that one at six.
>> Typically we don't have a 17. >> Yeah, I would say >> that's a low number for kindergarten class. >> Is it? Yeah. >> Yeah, it is. >> Usually it's close to >> usually about 1920. >> Yeah. Okay. >> Yeah. >> And again, I will talk you know the group has talked about third grade and and
>> Yes. I guess I will say it is honest. There are certain classes, meaning grades or classes that are harder than others, have more challenges. Um, we have one coming up, but there again, right now we're looking at numbers. Now, not to say there aren't, you know, something that doesn't change. You know,
we could lose one or two of our highf flyers. Um, we're working with one right now, might not be here. that changes, you know, I mean, typically you'd say one kid, two kids doesn't make um but that is and I'm going to speak from the admin team, one of the higher concerns
and and it wasn't a cut. We just didn't add one on right now. >> And the other thing um I would say is and again it's harder with the middle and high school because again Brian and I met again working today. We're, you know, assuming something comes out
tonight, we will take the next step of putting um positions, actual people to it. Um it may come out where we could, you know, be 2.5 like middle school's actually at 2.5 right now, you know, of an actual reduction if it was we might
end up something 2.5 or three. Yeah. you know, and so it might come back, like I say, once we get our I'm going to call it marching orders that we come back and go, you know, even when we put names to faces, does that 12,000 go away and become 40,000? It's possible, but it's
hard to predict, you know, until we actually start. And keep in mind, and I I say this for the public, when it says a kindergarten, it doesn't mean one of those teachers necessarily branding process that most people have elementary license, you know, K. We would then look
and the same, you know, at the high school there's certain licenses. So, I mean, it is possible that, you know, a number may go up. You know, I'm not going to we're not going to find 10 teachers at the high school. I'm telling you, you know, I mean, but there might be a little wiggle room. Um, I'm going
to be very firm on that third grade section having seven. It has to >> like I've been there. I've had those kids. That cannot that has to be at seven sections cuz all you're going to do is you're going to put you're going to set those third grade teachers up for
failure if they don't if if but if they don't have that I mean there's they're tough right now and there's seven sections and it is a it is it's just a challenging class. They're a great great group of kids but it's very difficult and takes a lot of energy for those adults and those teachers that are in
those classrooms and that has to be at seven. >> I do agree with you and Josh. I wasn't agreeing with you earlier last week, but it might be completely changed. >> No. And we we talked about it, you know, at length quite a few times. And I I
agree with you. I think it's got to be at seven as well. >> So that's what I had for teachers. I had taken it off the kindergarten, taking it off the second. And again, I was trying to get to a number. Yeah. Um, so whether it's kindergarten or a different or a different um grade level, I I I looked I
had two teachers and then I also had I don't know what we had. Do did we have a number per pair of what happens we're we're working through the process. we're not there and and one of the reasons is and again we'll get there as quick as we can but um you know that's not a licensed position where you know most
are local and state where some of your teachers will leave you know town you know if if they're reduced there you know or it's more important to find a position quicker we're going to keep going on finding and maybe we end up with seven maybe we end up with six maybe we end yeah you know and again um
ASC is also working um >> well they're looking the tough tough part is some some is wording in IEPs, some is working with our team to see how we can combine classes and kids. You can't when we're trying to mainstream, you can't put, you know, all the special
ed kids in one room, but can we group and and and some of that is done. Um, and some we think that's where we're going to gain from. Um, but we're just not to a perfect number. Um, again, I don't think you're going to get 20 par Yeah. Yeah. You know, and we're going to
get what we can. I I will say whatever we can come as a group that is what we feel appropriate. >> What's our what's our perah per pupil right now is it like it's high right compared to >> compared to other >> correct and that's why we think there's
some but again it's >> 14 and 11 >> in in talking with Tiffany is well no >> it's not that much >> but it it's a process because like she said you know thief Rivers worked to you know bring their number down but it's taken numerous years. it wasn't that
they went from, you know, 100 to whatever they're at. Yeah. You know, in one year and so it's going to be, you know, a process. And so, again, they're very valued. >> I don't want anyone leaving thinking, you know, that we're just, you know, >> but it also is a position where there's
a lot of turnover >> and so there could be just attrition here. >> But again, we have to cover our students, the ones that get them grouped appropriately. And >> there's requirements, >> but >> but again that maybe that'll come out to be 200. Maybe it'll come out to be 175.
Yeah. Yeah. Yeah. You know, um >> so I had two teachers being removed from this list which it was amount to 250,000 just dividing the 600,000 we have here divided by the number of teachers listed. And then I also had a third of that pair of reductions taken up 50,000
for that. That's where I am. Other thoughts? >> How much did you say your >> figures took off there? >> Uh that would mine might be a little bit different from Lyn, but um I had I had
roughly that ended up being with about 750,000 worth of cuts and there's that like a $400,000 deficit. I I guess I'm gonna and again I'm just going to go back you know for time being if you pull SRO that's just let's use an
easy number 100,000 >> if you pause or don't do anything with the activities roughly 35 if you add the social worker back in. I'm going to recommend you use an $80,000 number. >> Okay. >> Well, I'm just
>> you have to be realistic on us to replace or what we >> but that makes sense. >> Okay. Um and then if you like I say pulled off an elementary position and add one for third grade that's two. You
might as well add 150,000. And and again keep in mind also is we if we do something levy or bondwise the lower we go the worse our rating's going to be. you know, that's >> right. >> Um, >> and my intention with this was to >> try and
>> No, but the the the did our bond rating this time and uh Carl and I had to sit through an interview, you know, talked about we're right on, you know, close to that 8% and they advised it's not that we won't get, you know, but you go from the A+ or double A+ or whatever we were,
you know, which will just mean, you know, possibly a higher rate. I'm not gonna say, you know, it goes from whatever four >> which that money goes >> percent, but it will affect. And so, just like I say, we're at 7.2 or something right now. If everything holds, we're going to go down, you know,
into the sixes then. It's just something to think about. I mean, not that you can't. There's places that are in SOD that are getting, you know, levies, you know, bonds and things. I I'll say this other than you know that
SRO having the conversations with the city and that one teacher and I know it might be a little different cuz I I mean I coached cross country for 5 years for the district too and everything. Um in order to be responsible I'm okay with
all these cuts and I know it's not popular and I know it's not it's not doesn't necessarily have to be forever. Um, but I think in order to be to be good for our school going forward,
that's that's where I'm at. And and it's a little bit harder because I've seen these for 3 weeks, you know, roughly before it became public. So, I've had time to try and make changes or try to look at things differently and and try
to add pieces here and there. And um but I trust the administration that we have in place um to do the job that they had to do and it wasn't easy. And the other piece and and again um like I said I I'm behind I I played activities
participated you know that is one that it can be reduced right now and you know if things change or we work with the groups come up with some other idea you know or whatever >> right and like you you we had conversations that you said >> any teacher that we're going to reduce not say you can't bring you know and
I've said like if kindergarten all of a sudden we end up with 10 15 more kids we're going to add a section >> right >> do that you know but >> this is just on April 13th. This has nothing to do with what could change >> and it may not. I don't want to, you know, I'm just saying that is one that they're going to finish their seasons,
you know, and obviously um start planning for the year ahead. But if you wanted more conversation, either way it can go. If we take out one teacher and we take out the social worker,
>> take out or add one in. >> Add them back. Add them back. >> Off the list. >> Yeah, take them off the list. and we take off the SRO and we take off boys and girls cross country crunchy and speech we are saving our running total would be
842,000 >> which is what >> and you did the social worker at the number that or that Mr. took over some 60. Yeah, the 67,000. >> No, I took off 80. >> I took 80. >> So, what would our roughly what would our budget become like in a deficit of
what? >> Roughly 400,000. >> So, $400,000 deficit with a $500,000 levy doesn't really leave us any money to do anything else. >> Well, but but there again, you have buses coming. That levy piece is a whole another conversation, right? you know,
and >> for next year, could we do transportation, do more to transportation where we cut >> um the students who are closer to the school that it's safe for them to walk and everything. >> Well, anything and again, if you recall
in the budget when we presented, you know, there are options. I mean, there are districts that put a mile radius. >> Yeah. >> Two mile radius. Two is the the max by statute. as long as it's not safe, right? Again age >> again families, you know, some families. Yeah. I mean, Grand Forks has a
different process than we do, you know, but anything is possible. There are other options, but um >> we'd have to weigh the savings versus what how much of a >> impact it has. I mean, there's other things, you know, 4 day week some schools are looking at. Yeah. You know,
again, not a huge savings. it in in in impacts kids and families as well and I mean good and bad you know um when will you go through that list again? >> Sure. >> So we leave the paras where it's at.
>> Okay. We add $80,000 back in for the social worker. We're taking off 75 for one teacher. >> So is that is that going to take care of the third grade position then is the
thought. Okay. >> Shift somebody. Yep. >> Shift. >> Shift somebody. Yep. You add back in 105 for the SRO >> and you add back in 36527 for the sports >> activities. Sorry. That's okay.
Did I do that math wrong? >> It's 28. I I didn't just in my head I mean 150 just under three I think or right around 300,000 >> off of the running total.
>> Correct. >> So I did do that >> and then we would come back to you like I say when we start you know actual the people and And like I say, it's going to shift. >> They have different numbers then. >> So we could approve that tonight.
>> But we do reserve the right to make changes in the future. >> You do. The only thing we're going to come like I say if that is what's approved, we will then work through the stranding process. >> Yes. >> And whether we set a meeting for next Monday or sooner to me sooner is better for people that are going to be
affected. >> Obviously, we have to have 72-hour notice. So we would have conversations over the next week. Um, we actually are scheduled to meet tomorrow to see where we're at, meaning the admin team. Um, we would come then with a special meeting to, and I'm just going to use, you know,
John is on the list and you'd have to, you have to approve those one by one. We will get the teachers and those affected. The paras were still, like I say, I don't think they'll be ready by Monday because that takes more of working through IEPs. Who's going to be where, how many sections do we have? Um,
and again, we don't want to hold them forever. We're going to work as quick as we can, >> but um, if we're breaking kids into classes, it depends. Are there six sections, seven sections? Yeah. You know, um, so I need to know before we take a vote
how we feel about that. It'd be 839, >> $32. >> Ask one question. The student services position. So you kind of clarified that for me in an email. It covers
ERA training, testing coordinator, achievement and integration grant, the ADIS grant, Indian education, mentor program, teacher evaluation, curriculum review, and MTSS >> readact. There's, like I said, there's more. I was rambling. >> The work is still there. So where's the
work going so ready to take that on? because that's where that >> and again I I want to speak again if any of them want to speak they can I just we 100% we support the position 110 but again when it came to finding if we're
going to cut x amount of teachers paras to not bring something from admin wise you know and I think this board um kind of reduced it you know and and again I wasn't here at the time you had a person that mainly focused on sped it was kind of divvied out it was tough I'm not
going to lie Okay. But on the other hand, we just we just can't come to you with nothing from I'm going to say admin kind of >> question is where the where's the work go? going to be spread between all of us. meaning principles a we haven't
divvied it out but principles AP's a little in the business office as far as like a star report some of that stuff that's the best thing I can tell you at this point but >> it's a lot >> it is a lot and it's a valued position but on the other hand every position on
here is just like every activity every and and and again I wish none of it was here and again that position does a ton but on the other and so does a third grade teacher, a second grade teacher, you know, and paras and so on. So that
that's the tough go right now. Um >> I guess my next move would be you've given back. Can the committee take it and look at things
and then we meet again next Monday? We do the special meeting. Do we have to make a decision tonight? You don't have to, but I mean to to come up I'm going to tell you to come up with, you know, say you say take that off that number and come up with another 300. I I I I'm
just being honest. I don't know where >> I'm going to trust what the committee comes up with. And like I said, I'm going to trust the administrators, but I feel like this was fast. We got this. Well, we've been talking, you know, like I said, I've talked to you several meetings here that, you know, we've been
working, you know, but then when the tough decision, you know, we drew a line. Now we got to make these decisions. And yeah, each building would advocate for a lot of stuff that's on here. But on the other hand, if we don't take, you know, and you can have us look
for other things, but I mean, teachers are our number one expense, like I said, and if you don't want to go 25, 26, you know, 24, you know, with some of the lower and getting up into the low30s at the high school, and again, high school
won't be exact as I mentioned in the email and you know that you if you have an average of 30, it's probably going to be 25 and 35 in a couple or something. We don't know. Again, we can't take it all out of Paris. You just can't. You know, they didn't, you know, lose an AP
and and and I'm going to look at Josh. You know, you're in the buildings. How many of the principles and APS are going steady just like teachers are, just like the social workers are, just like >> that was a conversation as well. You know, um you could look at, you know, going to teens in each building instead
of APs. It saves a little, but there's certain things they can't do, you know, and that was not a route at this point that we, you know, >> forward. >> The hard part is is going to be how many times do you want to have a meeting like this cuz you're going to ask for more
reductions and we want to keep this thing, but you're still going to be like, "Hey, we got to cut another 300,000." So, they're going to go admin's going to go back and look at everything again and bring another list and then we're going to have the same kind of a meeting over again. And then people are, you know, it's it's tough
and it just it sucks so bad for everything here. But for the long term of our school and the future of all of our kids, I just don't know if I can go any other way.
>> So originally Kevin brought us 900,000. >> 800 was just a number that I'd throw. And again, not knowing exactly. I mean, we could come better like I talked about legislatively. They're still going after, you know, >> compensatory. >> So, say like if you if you get into that though and say something changes, I
mean, there's nothing that says we can't bring any of these positions back either. >> Well, it's going to be tough as time goes on because you get >> as you get closer to the next school year and I agree with that. >> Anyways, >> I'm just my thoughts were like you brought 800 to begin with. We are the ones who asked you to go back and do the
full amount. So, and now there's a little bit of recanting like because the reality is we don't want to reduce any of this. And so I think there's got to be a happy medium somewhere. >> Maybe it's not the full 1.1, you know,
maybe it's a little more than 800. >> Um, but if we take everybody's concerns off, you know, we're around that 850 mark somewhere in there. 830 850 somewhere in there. I did math. You did math. They're different. But >> Well, no. I didn't add them with the
calculator. I just Yeah. >> Um, so do we >> pretty close to where we talked about first? >> Where we talked about first. And were you I mean, I'm going to ask you, were you comfortable with 800,000 and leaving us in debt at 400,000? Wow.
>> Again, I'm doing it with eyes wide open because like I said, you know, as we've talked that we could come in 150, 200 the other way, >> right? >> And then that grows >> or you could come in 150 200 the other way, which is better. Um it's it's just
not the science that I can tell you 100% I will bet my job on. We're going to be exact on this, you know, type deal. So, I mean that's the problem is, you know, every month that goes by, I'm going to say Carl and I will be, you know, closer to being, but again, even
we go into the audit in August, special ed is still not finalized until just about April, you know, so there's numbers that vary, you know, and that's just not it's not normal like our home budget where I can say, you know what, >> here's where I'm at. >> You know, >> it's unfair to cut. we need to cut
because if there there's people involved and their lives are involved and they need to move on if we're going to cut. >> And the other piece just to throw it because I'm guessing between what's here as well as online, you know, we've talked about bringing the online and that's, you know, back as much as we can. We also have PSO as a challenge.
You know, those numbers keep growing and growing. We were talking about that today and that's money out of your building, but yet your activities they can still participate in. We have to take care of that. you know, um, yeah, the numbers not we have to work on that and I'm saying working on that as a
school and a community. And again, it's not against the program. It's just we're offering a lot of the same stuff here. And if they can take college algebra here compared to the college, why not we we come out better, you know, and then we can support more things.
So, I guess I need a consensus on whether we want to go the full 1.1 or if we want to pull back and give him an $850, $900,000 running total. >> What about And just so and again um would someone want to amend the first motion?
>> Oh, we'll tell what I'm saying and get a second and then at some point you got to take a vote whether it's on the you know taking these four, >> you know, off. If that fails then you go back, we're at the whole thing. What do you want to do? Or you know that >> motions >> because if you if you vote on the whole
thing, Ray, >> I wasn't I wasn't going to vote on the whole thing. I was trying to get a consensus so I can make a motion. >> But we're not supposed to straw poll either. So I want to be a little careful. You know, if you with me hands >> Yes. >> Okay, then speak away.
Um, I what I would like to know is where everybody stands as far as like where they want the running total to be. >> I do. >> You want it lower? >> No, I mean I know where I stand. >> Oh, gotcha.
>> Am I guessing that you want the full? >> Other than that teacher and possibly the SRO, I think it's in our best interest going forward. It's not in the best interest of everything, but from a from a business standpoint.
Yeah. >> Anybody else want to offer any opinions? I won't >> I would just say I would do a reduction and have the total cuts be 900,000. And however,
I would take off the or I would leave I would take off the SRO and I would take off a teacher. Other than that, I would leave everything else the same. >> Any other opinions? >> I know.
If not, understood. >> Um, I'll give you three minutes. I'm not going to give everybody three minutes. >> I apologize for not filling out the appropriate paperwork as I was unaware. But, uh, I am, uh, Ross Pap, County
Commissioner, and I do represent a lot of people in this room. I want to bring up raising activity fees. I think we're talking about sending people home without jobs. We're talking about these kids not
having an opportunity to participate in things. And I noticed on the paperwork or the documents that we're talking about raising fees $25 per. I would like to suggest to the board of increasing that to cover and give these kids an opportunity. Give them an opportunity to
work. give them an opportunity to raise money, fund raise, whatever they need to do, but we don't need to just be cutting things. I think there's an opportunity to raise fees, however that much may be. I have three kids. All three participate in activities,
uh, sports, non-sports, all the above. I know my wife and I would greatly support increasing these fees so our kids have an opportunity to participate. But and I just want to emphasize again, we're talking about sending people home without jobs and we need to go down to
the core focus of the school of education and these activities are extracurricular and before we start cutting them, increasing the fees to offset some of these deficits, I think should be a big
option. And I would encourage the board to uh think about that. But I greatly appreciate the time and I apologize for interrupting your meeting. I wasn't aware. No. Thank you. >> Thank you. >> Thank you. >> And again, not to get into conversation
with Ross, um, keep in mind there is a $25 which would raise from 75 at the middle school to 100 for each activity. And then there's a couple different rates at the high school which would add 25. It was just across. You see what it generated. I can't I haven't surveyed
other communities around you. Um, something we can obviously do. I mean, you can always increase it more. you know, that's just part of this. If this is approved, we'll bring an actual motion at the next meeting or something to go from the different amounts up. Um, I can look at others. Keep in mind, we
also have families that do struggle to pay too, you know, >> and those fees have recently been in doubled >> doubled. Yeah, we've recently increased those. >> We doubled those in like Yes. Two, three years ago, we doubled the fees already
once. Not saying we can't. >> No. Just saying that it's >> Well, in cutting it doesn't mean that it can't be funded from another source. It's still associated with the school. Correct. >> It just means we're cutting the funding from the school. >> No.
>> No. So, if we cut speech, that means they can no longer have speech even if they raise the funds themselves. >> Well, it would have to be a club. >> Well, or like I say, would have to be approached, you know, down the road of here's here's the, >> you know, here's the plan. I mean, there are things that, you know, get funded at
different levels. Um, but I'd have to check in if you have no funding in, you know, like the, um, trap, you know, came on as a club and then I mean, for the most part, you don't put money in. We support it as an organization. Um,
Scott's not here. We might pay the $100 to, you know, make it a activity with a high school league, but other than that, we don't pay coaches. We don't you know that's a piece that is also negotiated. Keep in mind that came from different groups. How about cutting you know >> you know coaching fees or you know
stipens or different well that's a negotiated piece that you know >> the uh the costs that fund the cross country and the speech programs comes out to be onetenth of a percent of our school
budget. Um I don't to me what it did these kids you know it's a lot of it is that it's year round for them being excited about it preparing for it. Um it's a it's a big part of their lives. I don't think it's worth putting these kids. I mean I like I said I appreciate
the committee trying to reach every avenue encompass in our school district for budget cuts. I just don't know it's worth putting those kids through to to gain that little bit of to cut off the deficit. And so you have a motion then? Do
>> I have a motion? >> Um, >> yeah. I made the first motion. So I'm going to move to approve the budget reductions at $850,000 and we'll have a special meeting next week. >> Okay. So can I ask so if that is
approved are we moving forward with any staffing you know over the next week or not or we're going to come back I'm just asking for when you just say that you didn't take certain things off or not. >> I wasn't going to take certain things off. I was going to >> okay
>> leave it up to administration to take those certain things off >> and so then we would come back like tonight without any names or faces attached to certain things. I would rather you come back with bases and names and so we can do that one false
swoop. >> But then doesn't he need to know what things >> Yeah. >> Well, what what I'm getting at is is is if if the group and I and I'm just going to speak for him, you know, if we take SRO, okay, that's a set number. if we,
you know, think adding the the third grade position back, you know, comes into play. Okay, now that's only three, I'm going to say three elementary reductions for the most part instead of four, you know, we're going to come with positions. I don't want to go talk to those people. And again, you have to
approve it. But if it's for somewhat not going to be supported, you know what I'm saying? Same at the high school. We're going to bring certain ones. Um, you know, if you just say Yeah. I mean, I guess I would like a little more. Same with, you know, student services, you
know, if we say no on that and bring more teaching, but I mean, or or less teach, you know, it just >> All right. >> It's the list that was brought. And as much as it's hard, I guess I would like like saying >> sure. >> I don't even know how to make this
motion. Okay. >> How about to amend? And I'm just throwing an idea. amend without you know X Y and Z or whatever that may be. I'll move to approve the budget reductions for the 202627 school year without
the social worker reduction without one teacher bargaining unit without the SRO and without activity reductions.
Second. >> That's 842,000 around. That would be the running total. >> Um, okay. Questions or discussion on that motion? >> So, so just so everyone's aware, the we amended the first motion.
>> Okay. So, again, have more discussion. If a votes take taken, if that passes, we're done. >> You know, right now until we if it doesn't, then you're back to the original and you have more discussion or I mean this the preface for all of this is it can change at any time.
>> But this is what I would like to approve. >> So it doesn't mean that the things are all that means we're putting actual names and faces and then seeing what that how the chips fall. >> Yeah. Okay.
>> Okay. All those in favor of approving the budget reductions with those positions added back in say I. >> I. >> I. >> I. >> Any opposed? Motion carries. Thank you everybody. That was a lot.
Okay. 8.2 is to accept donations to the school district. I will make a motion to approve the donations from the EGF boosters to soccer for new soccer nets in the amount of $5,535. A donation from the EGF boosters to girls hockey for a team overnight in the
amount of $1,71061. A donation from East Grand Forks Boosters to girls basketball for a team overnight in the amount of $2,118. a donation from the EGF boosters to softball for a pitching machine in the amount of $2,900, a donation from Daks for the Outsiders
Day at um to CMS for Outsiders Day in the amount of $1,33146, and a donation from Plains Chiropractic to CMS for Outsiders Day in the amount of $300. Total donations today are $13,878.15. I'll second.
>> Any questions or discussion on donations? All those in favor of accepting the donations say I. I. >> I. >> Any opposed? Motion carries. 9.0 is payment of claims and accounts. I'll make the motion to approve the payment of K12 bills 131411
through 131546 and electronic fund transfers in the amount of 1 million52,22344. I'll second. Any questions or discussion? All those in favor of paying the bills say I. >> I.
>> Any opposed? Motion carries. 10.0. Board member comments. >> And before I Yes. >> So, are we going to do a special meeting? >> Yes. >> Okay. So, are we does next Monday work >> Monday? Monday evening. Is that okay with for you and
>> No, I think we can, you know, like I say, we won't have, you know, the peras at that time, but we can have the other staff and um >> if we waited like a >> I don't know how quick it's >> um it's just going to take some more planning as far as you know the sections
now and where students are going to go and and >> we need a special meeting for it. We can't put it with the one in two weeks. >> We got to let these people know right away. Well, I mean, they need to know. I would. It's just two weeks of people wondering because >> I didn't know if you needed more time. Okay. >> I think we will if for some reason we
can plan on it now. We don't because again we have to have the um agenda out. Um and then the other thing I would ask and just something to think about is typically on a special meeting we don't have open form you know. So if I don't want to change that practice because
it's it's the best practice. If you do want, you could do a work session before and then we start, you know, it's going to be public what's out there, you know, and let people talk. It's up to you. I mean, >> I'm just asking because I don't want all of a sudden, you know, get a packed house and people, oh, I thought we could
>> do we have to decide that right now. >> Yeah. >> No. >> Well, I mean, we can set a meeting. >> I think the special meeting is need a special meeting, but whether we have the work session or not. >> Correct. >> Yeah. Okay. >> We just will advertise it 72 hours in advance, whatever we're going to have.
>> Oh, yeah. So, we have till Thursday. >> Okay. Board member comments. Eastston, do you have anything to add? >> Great. I would just say thank you to all the students who uh donated to the blood drive last week. Um choir competed last week and Krookton Festival and we
received all superior ratings. Um, East Side Idol was today at 11:00 a.m. and everyone who performed did amazing and they will all move on to Grand Cities Idol next Monday. National Honor Society acceptance letters are being mailed out today, so
keep looking in the mail for those later this week. And congratulations to our knowledgeable team for competing in state last week on Friday. Um, as of everything else that was discussed tonight, I would think I have talked to students and staff. Um, and I
think the SO >> officer >> officer would be top priority. >> Okay. Thank you >> among everyone. >> Thank you, >> ma'am. Um, thank you for putting a positive
note on the meeting tonight. It's been a long one. Um, yeah, it it was just a tough meeting. Um, thank you everybody for speaking and um, good luck to the speech she met their section tournament tomorrow. That's all I've got.
>> Josh, >> yeah, it was it was a brutal meeting tonight and I just think uh, it's nice to have an audience when we're here. I know a lot of people are online and stuff like that, but um we do put a lot of time into to caring about our students and our schools and the administration that's here and um the
support that all of you guys give for all your programs and and what what you do for the community is is really grateful and I'm really grateful for that. So, thank you. Lindsay. >> Um, I guess I just want to say I think that everybody can tell how hard these decisions are based on the length of the
meeting here today and and how we're just still not really wanting to do any of these cuts, but have really nowhere to go but this direction at this point. So, we'll continue to be mindful of everybody's wants and needs and try to do the best that we can. It's all that
we can do and just hope that we can continue to, you know, have your support and and know that we really are trying to do our best up here. So, thank you for coming and speaking on on your thoughts on things, too. >> Um, I want to say thank you to
administration for coming up with a plan. I can't even imagine how hard it was me being on the outside and like looking at the numbers and just what you guys brought. mindboggling and it was tough for us up here. So, the stress that had to be on
you guys, that'd be horrendous. So, I appreciate for the hours and the hard work that that took and um yeah, tonight was difficult and it might be more difficult later, but we have a starting point which is what we needed. >> Yep. >> Pauline.
>> Okay. Uh I want to second, third, fourth everybody's appreciation for everybody in here tonight. It hasn't been this packed since masking. So, this is kind of >> we don't want to go back there. >> We don't want to go back there either, but I know it's a difficult subject and it's difficult for administrators and
teachers and all all staff. And so, we appreciate your opinions and we take them, you know, to heart dearly and your emails too because we read all of those as well. Um, maybe some not so much. I I only got yours, Chuck, right before the
meeting. So, but I when we make a we But we we make an attempt at least to read all the emails. So So thank you for that. It was a tough meeting. Uh more to come. There is a special meeting that is going to be on Monday, April 20th at
5:30 in this very room. Again, that is not an open forum meeting because it is a special meeting. Um but you're more than welcome to come and be a spectator. And so 12.0 is to adjourn the regular meeting. >> So moved. >> Second.
>> Okay. All those in favor of adjourning the meeting say I.