Y started start with the pledge of allegiance. Pledge allegiance to the flag of the United States of America to the republic for which it stands. One nation under
God, indivisible, with liberty and justice. All right. We'll call of school board members. Everyone is here except for Larson. So, we got a quorum. We'll keep going. And 4.0 is to approve the agenda. I'll take I'll make a motion.
I'll second. Any questions or discussion on the agenda? If I can just just point out um we added a uh resignation if you you didn't look today. Um so that's under consent. Um just want to point that out.
And then we also added to accept the donations. They they got finalized today. So there is actually district business. There is one item. If you're looking online, it it's up to date if you have something that's and then we will take the close session off. we don't need I'll mention a little bit
under my report but um things are still moving along so um other than that I just wanted to make sure okay's aware any other questions or discussion all those in favor of approving the agenda say I I
any opposed motion carries 5.0 O is communication and reports. We'll start with the finance update. Hey, good evening everybody. Evening. All right, so we're going to start with a the budget to actual. Um if you look at the corner, I forgot to change our
date from last um last month to this month. So that's actually July. And then just have about four notes on the first page under the general fund. Looking at the local other in the revenue, we are up about 18% under that one. And that is
um almost 100% our MA billing. So we got about $97,000 in last month in medical um billing. So that's a big chunk there. And then moving down into expenditures, um, under purchased services, our electricity is up a little bit this
year. Um, not drastically, but enough to to move that number up there, that percentage up. And then we also did a couple LTFM projects that were finished up this month. So, those payments went through. And then, um, on the following line
under supplies, that would be like our curriculum purchases. The difference between last year and this year is just the timing of when we paid them. And then same with our software payments. And we actually had to purchase paper this year for the district, which we haven't had to do for two years. So
that's an in increase from the year before. Um and then lastly in that section is our equipment and that is um increased because we did um our switches and our access points this year and that is part
of our rate. So we will get 60% of that um expense back um approximately. Correct Jason? Correct. Yeah. So that is the only notes I had on that page. Any questions there? Does it take long to get reimbured for that or
um a little bit? All right. Um the second page under the rest of the categories, we are just kind of moving as we normally do at this time of the year. Um we'll continue continue to
watch those funds as the year goes on. Then moving on to the treasures report. Um we are our cash position is still up a little bit over last year and that's what we like to see. Um it's kind of it's close to leveling out but we are still we're still up. So, that is good
news. And that's what I had to report. All right. Any questions for Carla? Perfect. Thank you. Yep. Thank you. All right. 5.2.1. Superintendent. All righty. I don't have a whole lot for
you. Um, tomorrow, uh, the buildings have been busy, but tomorrow all staff is back, so it is definitely go time. Um and then following Tuesday, obviously there have been open houses, things like that going on. A lot of staff have been in Paris had a training today and met
with special ed teachers. It's it's been the last week, week and a half. It's it's go time. But um tomorrow start off um I'll do a little welcome back in the morning. Um Ricky White's coming to do about a 45minut segment. We'll introduce new employees and then um Rob from Nexus
is also going to do an activity he'll talk about a little bit. Um and then from there we break up in the buildings. We're not doing a um you know like we had a kind of a a camaraderie game or a different thing that it took most of the morning last year and so we we shortened
it a little bit. They wanted more time back within buildings and so um that's where we're going. Um I will um put a shout out. Um last time when we were here the odds were here. Um they actually got out of here a day early and and I'm going to say that's hats off to
Carla and her crew. um stuff was ready to go. Now, that being said, the audit's not going to be done for a while because they go on to many different schools now and then kind of throughout the process finalized. So, we don't have probably November or something when it will be
presented. But, um overall, nothing glaring. We we did meet and and like I say, things look to be in line kind of where we thought, but again, it's not finalized. But again, um, hats off cuz they were in and out quicker than they had planned and that means things are in
order. So, that's a good thing. Um, uh, as you'll see on here, we have a late resignation. So, um, if you saw, um, I think I put it a little bit our, um, little email on Friday that, you know, things are posted trying to fill. Brian's working on different ways to
combine and see what we get and and so on, but it's just a work in progress. So other than that, um let's kind of hang on now for the next week, so to speak. Get the kids, you know, um obviously I I start getting I don't want to say, you know, anxious to see actually how many
the whites of the eyes you see and what our student count exactly is because things look, you know, look good, you know, as projected a little bit. We had a small class go out. We have a, you know, bigger class coming in, but you also have to see who all shows up. So um it's that good time of year, exciting
time of year. So other than that, um I guess I'm going to ask if if let Rob give a little update since he was here. He just asked to speak to the board and keep things front and center and then after that we'll have Sera. Y welcome Rob. Well, thanks for uh having me. It's it's
good to be here. Um so just a quick update and and thanks to Kevin uh for allowing me some time. I said I think I have three minutes. Yes. To the point. Uh, so just a a quick update. Um, as far as tomorrow goes,
again, thanks to Kevin and the leadership team for allowing Nexus and myself to come and spend time with all staff and teachers. uh the exercise tomorrow. I have about an hour and the idea is to have a fun exercise, introduce them to what tenure planning
looks like and allow them to spend time a better understanding um what again what it is we're doing and then share with me what is it that creates pinch points in their space from an educational standpoint. What are those little things that may make a difference
in how they educate that might make a world of difference to our students? And it may vary all over the place for every student. And we're not looking for every teacher rather, but we're not looking for those individual pieces. What we're looking for are the common themes. What
are those things that we're consistently hearings we can incorporate into into the work into that long-term plan. The long-term plan isn't necessarily things that you will take action on there. It's everything that we've identified that may add value to your school district.
You know, when we get to that point of having conversations with the administration, the board, the community, we'll have all of these nuggets that we'll be able to just talk about prioritizing the importance and then look at good, better, best options for those solutions that you prioritize
and your community prioritizes at the top. If you choose to some of the things to not do, at least you'll have identified some of those items that you'll be able to continue to track, which will hopefully add value as we continue to work together in a process over time. Again, Nexus isn't looking
for a one and done. What we're looking for, we hope if we continue to earn a spot at the table is year over year coming back and talking about are we making progress on the commitments that we've made through this plan, where does it need to be updated and what are those things that perhaps need to be
jettisoned? This way it remains consistent and we'll have budgets and then we'll be able to take action. It's sort of like a strategic plan but different than that. It's just facilities. It's just academics if that makes sense. Um, and so we were fortunate to be here the week of the
11th. Um, we had mechanical, electrical, civil, architecture, building envelope, um, roofing, a roofing consultant, um, gosh, we had somebody else here. Code compliance, looking at the spaces, um, better
understanding what is our starting point, what is our baseline? And uh you know, thanks to Kevin um you know, Mike with him just starting talking about uh the fire hose off and running that guy. Um just doing a fantastic job and he was
very helpful as well as your leadership team. They were kind enough to give my team more time to just better understand from their perspective so they could hear, triangulate, if you will, um what I had heard in visiting with each of them, especially with some of the leadership changes that you've had
recently. Um, let's see here. So, and we're going to continue to have ongoing discovery discussions and work through that plan. Um, we anticipate having a plan for you in the next 3 months, maybe four months. Um, but we'll
continue to update you. I'll continue to update Kevin and then he'll continue to share if that changes for whatever reason. And if it does change, um, we'll let you know why, you know, because it's always in the best interest. That's our intent. Um, a little bit of homework for the board. If you guys are up to it, at
some point we're going to be looking to engage your community. What I'm hoping for are a list of what are those uh community organizations that are thriving, um, have a voice in the
community. Who are those leaders that at some point it may make sense to start engaging? Um the sooner we start engaging those leaders and part allowing them to participate in the process, the more it becomes a community plan uh
versus waiting until it's done and then asking them for support. Because anytime you go to your community and ask for support later, it's not their plan. It's the district's plan and then the chance of support is not as significant as it could be if we start early. So
what do you what do you mean or what's your definition or of a leader? I guess what's that exactly? Um that look like to you as I guess a couple examples. Uh if there's a chamber of commerce, I'm sure there is. Whoever that leader, the president might be or the director as an
example. If you have Rotary here, who are those leaders? You may have business leaders. uh maybe there's a agriculture community and they're not maybe a formal organization but who are those leaders? Um so just think about every part of your community those people who are
either part of community formal community organizations or are perceived leaders um informally or formally could be a mayor just other folks like that. whatever we can do in order to start those conversations early just to get
their pulse um will help us if if in fact we get to that point later if that's okay. Is that okay? Mhm. Mhm. Okay. Okay. And then as you guys think of people or whatever, please share with Kevin and then I'll click them from and I'll Yeah, I'll just start like a
Google doc or whatever and you know if you have a name and I mean if you have contact info that sure helps because I I obviously don't know everyone in the community, but just we'll start a list and at some point then for sure. So that's my uh my update.
Well, that's great. Any questions for Rob? Perfect. All goes well tomorrow. Thank you. It will. Thank you. Great. SA is this ADS or ADSIS?
His short name is ASC. Okay. Yeah. But it is an acronym which stands for alternative delivery of specialized instruction. So, um I just want to say to you guys this is we've
done this before. We've had these access to these funds before. Um had more of a difficult time getting it implemented I think in the past due to lots of reasons. But um I just want to give you a little background on what it is and what it can do for us. And I think we're
in a prime spot to be able to access these dollars um today and we know what to do with them. So, it is um state specialed aid to fund early academic and behavior supports in general education. So, you've heard us talking about
multi-tered support systems. These are the dollars that follow to help us be able to put in those tier 2 and tier three interventions. Um the purpose is to help all kids succeed in the general ed classroom and red reduce reduce uh referrals and special education which we
know is climbing upward at a very high rate. Um um it applies to K12 um students. If you have a district run preschool, it can include K school as well. And it is um applicationbased
um and it needs approval through MDE. The funds follow the special education formula. Just a quick, yes, that application based is that the school that has that application that fills that out. It's not like the
parents or the guardians or anything. No, it's a school. It's like schools like a grant. Yeah. So you we've identified them as tier whatever they are and then we need this service them with these interventionists that we're proposing here. Yeah. So
again, it's not a grant. It is state aid. It's paid the year after services are delivered. So we if we don't add in something in this 2-year plan this year, but we want to add that in next year, we
can add them in next year and then at the end of that that following year, we would get reimbursed for all of them. Just so you know that. Um, typically it's been historically been being reimbursed with state aid from 55 to 60%. Last year was 61% is my
understanding from um the folks I've talked to at MDE. Um the board would approve um these positions and expenditures u must match what we put in our access budget. So when we visited with them, you know, they said um shoot for the moon because you've got two
years for this plan. Whatever you don't use this first year doesn't matter. we just don't get reimbursed for those positions. But what we do use then we would get reimbursed. Um so why why do we need this now? Well,
we came in to knowing we we have access to the funds. Um we requested this was due in March and we kind of were back and forth. We don't know if we should be doing this or not. Um it became very
clear last year with the behavior um specialists that we put in place that we saw some really good results uh occurring and that it would be really helpful at the elementary to have another behavior specialist or what we're calling now a behavior
integrationalist um because we've adjusted what that what that would look like a little bit. But so we um ended up writing the ads team and they first said, "Nope, you're you're too late." Um so then I went to the commissioner, the assistant
commissioner who I know and I asked her, I said, "Hey, you know, we're doing all this MTSS work. We're ready now for these funds." And um so she sent it over to the assistant um commissioner who does student services and he wrote back and
said, "Yep, go for it, East Grand Forks." So that was great news. So we do have access. Um it's the other reason we really why now do we need this is there's so many mandates around discipline and exclusionary discipline and what we have to do to keep kids at
school when when we're um uh when we have kids that are really struggling. Um elementary behavior referrals um last year I'm happy to report report down. The prior year there was 432.
Last year down to 419. That is still a lot of referrals. So it's still high. So we still need a lot of help. And I think Josh, you experienced some of it last year um helping us out. So the other piece um that I think we really need to be very
cognizant of is the mandate around the READ Act at the secondary level. We've been working on this at the elementary level for a few years now and we have those interventionalists in place and now teachers are doing interventions as well but this is all new to the
secondary level and um they're they're going to need some help and uh both um uh Mr. Lure and Matt have have mentioned that hey we really do need we're going to need some support here with um reading intervention at the secondary
level. Um, so we have a lack of um tier 2 and tier three um um pieces. It's causing us to have high special ed referrals coming in. We're doing a lot of referring still
for special ed and we're just trying to decrease that and what are we missing and we think some of these pieces that we're talking about tonight with you are um we have a large number of behavior paraprofessionals that are needed within the classroom and we're hoping that
would decrease as well if we can get other pieces and parts in place and of course our learning levels. We want to make sure our kids are learning at a high level and being able to read at grade level. Um so when you think about what are those mandates related to
student uh behaviors, we have the uh new nonexclusionary discipline pieces we need to follow. Um at the K2 it's really difficult for us to suspend kids. We can but it's a whole process and then it's a whole piece and then we have to have a whole rem re rem
um mission plan where they have to perform some res restorative practices um teach versus remove. Uh we have to do training around that. Uh we need to provide a liaison to make up work for those days when students are removed. So
we have to have a space for those kids and they have to be able to make up their their um work. And then the increased demand of reporting around discipline to MDE, it's it's gotten very heavy and the complaint procedure um that is available for parents if they
don't disagree with the discipline that's occurred. Also mandates related to the read act. There's many pieces. There's six pieces that again will be new for the middle and high school that all students are reading at or above grade level. uh that
we are doing the screening of all students who have traits of dyslexia, that there's parent notification and parent involvement, and that we're providing intervention, and that we have a staff development plan that we're following and implementing, and of course, our local literacy plan that
we're meeting those goals as well. So, as you can tell, we have a lot going on and not a lot of supports, and we want to keep having the supports to um support our teachers and to support our kids. So what we're proposing is for this year one is that um of course we
had Melanie going between the two schools we were proposed that we would have one at each of those elementaryaries uh for the 25 26 school year. In year two we would keep those two behavior specialists on board plus
add two reading specialists at the secondary level with these dollars. Um the duties of the behavior interventionist is uh there some a little have um have ramped up here because there's more accountability around this money. We have to prove that
we're reducing our discipline referrals and we have to prove that or we are decreasing our special education referrals as well. So um we have to make sure that they're connecting with students. There's social emotional education uh which we were
providing last year. um they would be the liaison for suspensions and re-entry and and makeup work. So they would help with some of those restorative practices work that we do when we bring kids in that have caused harm. Um the ISS when
we have um kids in school suspension um what that would look like and how they would help with that. Um they would also be the behavior consultant on the school um SAT teams where they're discussing students and what they need. Um they'd
be involved on the crisis intervention team. Um provide classroom support anytime teachers maybe were having um some difficulties with students and um also help with some of that parent connection and collaboration with them
as well. So they would run targeted groups um maybe individ individual interventions. Two things that have been recommended by the department of ed is just a check-in checkout system and those social
groupings and mentoring uh with kids um to use um data. We need to know if our behavior referrals are decreasing and that parents are having communication um around daily behavior report cards
and how things are going with their students if they're at a tier 2 or three. Um and then to coordinate with the counselors and the psyches and the teachers and to communicate and they'd be a part of that MTSS team and probably their building leadership team as well and provide support to the classroom
teachers um as we have been doing this past year. There is a linkage between that tier three. There will be some kids who still even with this will get referred to that next level of of um tier three which would require a
functional behavior assessment and ASAC does have some of those pieces on board now with Jennifer Modin and Gabby Wabra where they could come over and help us with some of those behavior plans and getting those wraparound pieces and then our behavior uh specialist, our
integrationist would be working with them as well. Um, tier three, we really want those uh those would be more intensive types of um interventions. Um, there may be u more people involved at that point than
the integrationist. Um, our outcomes are this. We want less discipline referrals going on. We want lost instruction time to be reduced. We want inappropriate special ed referrals that could just possibly be happening
because we're missing some of those tiered pieces uh because we don't have somebody focused enough at that and then potential to reduce maybe pair professionals in the district as well. What we want to increase with kids is their time in class on task behavior
attendance and engagement and family communication touch points student learning of course and that we would report that out to you quarterly where we're at. So the budgetary impact for that for year one would be for two behavior
specialists just kind of estimating around a $70,000 salary and benefits for two people that would be roughly $182,000. Our reimbursement would be at 60% from the state which we would get at the end
of the school year. um which would be roughly 109,000 which if you think about that we're actually getting two for one almost which is great. um those positions would be coded to ad
access um and there are many requirements that we have to follow to um show what we're doing is working for year two that budgetary impact looks like um an addition of two more at
around that 70,000. Um so again for the four we'd be reimbursed at 218,000 roughly and the district cost would be 145,600. So really what we're asking is that
addin of 145,000 for those four positions in the end. Again, it is our it is very important that we're following the protocols we end up putting in place that we have um weekly data that we're reviewing. Uh
that we have entry and exit criteria for kids who are getting intervention uh with the behavior interventionists. Um that we're doing goal setting and any staff training and coaching that may be needed uh for our behavior interventionists as well. and now we're watching through an equity lens to make
sure that all students are getting what they need. So our timeline would look like this. We'd look for your approval um to apply for the access dollars and to post for a behavior interventionist for this year. We believe it would be too late to add
in reading interventionists at this time to because of the time of the year it is. um we would look to uh finalize that staffing plan and budget and get that draft to them by Friday and then submit that application to MDE
for the timeline. They just don't want us to get behind because we're applying so late. Um and they basically said move forward as if the plan's going to be approved. So that's what we're going to do if you So um So you're looking for approval tonight?
Yeah, I am. and then to launch um those supports throughout the year. So what I'm asking for and I know this is a huge ask um is for us to approve that budget for two
years and then for us to be able to hire one. Any questions? So So the so what happens here is we like like SA says it's not a grant. We write the application. we will be approved as long as we meet their
criteria. Year one, I think, is very doable with some shifting. If for some reason we can't figure it out and go forward with year two, right, we don't spend the money. We don't have, you know, you're not locked to it. And so I I guess where I'm at, and again, we
don't need formal action. We need, you know, kind of a head nod that we should move ahead and then you end up hiring the, you know, the other piece is, can we even find the right person? you just can't put in person or people into those positions. And so, you know, it's going to take a little bit of
well a application, but also can we find the right person that, you know, this will work for or people to put in those positions, so to speak. And year one, we already have a behavior. We have one, but we'd only be hiring one. Correct. So, that isn't completely correct with
the expenditure. Correct. And that's why it's not uh complete. And then we work um over the next year to a figure out what we're going to do at the middle school and high school as far as you know this this readact and requirements of intervention and so on and then figure out whether we
can you know affording you know two reading interventionist maybe it ends up being one maybe we don't go forward at all I don't know yeah but um what's the alternative the alternative is we just run out we don't apply for the money And we just
there's no slap hand slap if you don't do what you say. It's kind of like how well I guess I didn't mean that. I meant like the there are things that are now required by law to happen up at the secondary level, right? So what happens if we don't do this,
right? We're going to still keep going. And the the goal for this year is to figure out how we're going to do interventions, right, moving forward. And it's not that this person I mean this person may be involved in intervention. Who know? they may be reading support. It's still kind of up in the air on how you know the
elementaryaries and it's not uncommon are set up. They have the interventions going in each building. Middle school and high schools are different beast and so they're most places are in that figure out stage right now. Um so that we can move forward. The other piece with it and I mentioned it kind of in
those notes you know more and more you read you can't intervention your way you know it's trying to get tier one in place and as strong as possible and that may be more support for students so that more tier one and stronger tier one can
go on otherwise you know the referral process is just going to keep growing and so that's the first step is to try and get some more supports and and again um we weren't going to go forward. And then in discussion, this came up of, you know,
it's it's 60 cents on a dollar and it's probably worth trying, but like I say, we're going to have to see results. Who who oversees these people? Like, is it a is it a building supervisor? Is it you? Or is it who oversees? I mean, it's in essence, it's going to
be the elementary, the principal at at that building. Yeah. You know, um I mean, I'll oversee the plan. Yep. But but the whatever building site right principal takes care of that. Do you have to re so every two years you have to redo an app
whether you continue on with something very similar or you know I mean which you can it's just I'll be honest you had it a couple years ago and wasn't much accountability and so it was like no no we're not um you know
that's what I'm that's that's my concern it what would be that it's my understanding so if we do this we add this other position and then in your opinion it's going to be fairly easy for us to prove that the interventions have gone down and the behaviors are reduced and that we will get this money because if
No, we're going to get the money. We write get the money regardless. Correct. Results. Correct. Yeah, you do. But but there there is a strong correlation that they're looking for for us to reduce special ed referrals and behavior referrals within
behavior interventionist. But if we don't get the results, you still get them. But then why would you keep spending the money? Correct. You wouldn't I'd like the accountability to be there, but that was what I was trying to if it doesn't get the results that we're looking for, we still get the money.
You still get the money. It's just the money. You would not most likely reapply and and continue. And this funding would be for the one staff that we already have, correct? It would be two total. No, we're going to add another one. We would add one, but they they pay 60 60 cents to the
dollar for up to two. Correct. Yes. Which would be the staff that we already have. Yes. Okay. Yes. Y that would be a a transitional position from a strategist to an
interventionalist which looks a little different. Sure. And then like I say, we work to see what we come up with for the secondary, middle school, you know, and high school for the year coming. And so like I say, I don't think you need formal action
because like I say, if if if we apply, but on the other hand, if the board does not on board, we don't want to go through it if you you know, and so like I say, how many kids did you have last year? That's how many that you met with
throughout the year? She tier one every Oh yeah. So I guess Yeah. That's not behavior. That's No. So like Okay. Yep. Cuz I know what
you did with all the the stuff, but how many like individuals what that you dealt with? That's a that's a tough one because I I know what you're saying. like you come into all the classrooms and I I saw you do all those things with them. So basically,
we're hiring another person that you can do your job on instead of you going back and forth, right? Yes. Yeah. Yep. It's independent. Correct. Correct. So having an additional person would
allow to reach more students, right? No, I I I I completely understand because I there's times that I missed her and I was like I would like for her to be there more to deal with Yeah. to deal with some students when I was there. So that's that was my question like how
many average did you you know individual stuff that was that was just my question. Okay. Because I know you you were in every classroom but if it was like 4 500 or what you know what is it 300 either
the do restorative practices like I go into the fifth grade and then I every child in that fifth grade in small groups of five or whatever. So total at South Point probably was that I had in my room at some point was probably close
to 100 was far less at night um because it was more one-on-one. Yes. Things that um you saw when you were subbing um South Point had a more and I I would hope to do more of that at home heights this year.
And it was talked about in March and thought about in March. Why is it now bringing being brought to us four days before we have to have it turned in? Well, no. We we went past the deadline. We went because we were looking at the old plan going, you know, like well I just curious.
We weren't going to do it is what happened. We had went, you know, because the old plan was again, I'm just going to say not accountable. And so with enough going on we said but then as we started having conversation of we don't
need well of the need of more help more you know it made a difference and we again continued to hear a lot of great things about having more help in the two buildings of what happens if we would write and we went oh crap we're we're
too far. So what's the difference between this plan and accountability and the last plan? another another plan Julie and to be honest I'm gonna be honest I wasn't involved in that plan at all Amanda but I do know what the accountability
measures are and that's why you know Melody's having a hard time gathering our data right now we we're not going to have that problem is what I'm going to tell you because we're going to have the data I have it I just wasn't prepared sorry I know but I'm just saying but no
I'm not saying that Mel just saying like we and have it here ready for you like we will be accountable to reporting to you now that's a big thing you have to document and so I'm very familiar with it for the last two years so I work directly with
so I know exactly what we need to do so a lot of those conversations that kind of stem come from my experience as well okayirect so new administration new requests new things and this was a way we could try to accommodate it. And we feel very
confident um about having really good data because we've got everything we need to collect it. Do I understand your question, Amanda? So, we don't need a formal we just need I mean make sure you guys are up on this.
Yeah, that that's all I'm saying is we really need to know if if people are for the most part in support. Okay. Um, and then like I say, if we can hire, we'll get the application. Do you have anybody in mind? Um, I think there's some interest out there from what I understand.
But, you know, it is it's like finding teachers, right? Just not anyone can walk. It's going to have to be the right bit. It's going to have to be a that can work with staff, work with kids, you know, and so if we add this to the budget, I don't think it's going to be a huge
hit to the budget because we're going to be kind of doing some shell game stuff. And so I I am I'm behind. I'm in support. So you don't think it'll make the deficit substantially greater? Not substantially greater. No, it's so we've already budgeted for one of these.
Correct. Correct. And so Oh, we've only budgeted for one. That's what I mean. We budget it for one of the two, but we're going to be getting reimbursed for 60% of the two. Yeah. Correct. So you'll make buy one get one, but it's a buy one and it depends. Kind of kind of a wash. It's kind of Yes.
At least year two year one. Year two is a little different. Okay. And that's the point of you know Sure. It doesn't have time to but if you don't add one and we can act, right? Sure. Come back to you next year before earlier than this. It will be in March.
because now we'll have the plan to say we okay, we'd like to move forward with this behavior. Um uh are these reading interventionists now at the secondary level? How are we feeling with the budget? Where are we at? Certainly we could get an update maybe
at the end of the year. You're going to have quarterly March. Yeah, it'll be perfect. So, are we all good with this? We can give thumbs up to go ahead. I'm I'm good. Okay. Yep. Amanda,
I'm I'm but it's irrelevant. Come on. And Holly was sent me an email that she's behind it. Okay. You know, as well. So, um that's we're not voting, but there's five to one. Yeah. Well, no, we'll start moving forward and see what
happens. Committee. And again, if you can't find the right people, right, go forward. you know, you just can't put in. So, even if you don't find somebody, do we still get that half? We still get the 60% of the 60% of the one that we have right
now. Simple. Thank you. Um, I'm going to take off and start writing. Thank you, Sh. Committee reports any Okay, we're we're working on some policy stuff and it'll get rolling here, but
All right. 6.0 is to approve the consent agenda. I'll move to approve. Second. Any questions or discussion or anything pulled from those things on the consent agenda? Great. All those in favor of approving the consent agenda say I.
I. I. Any oppose? Consent agenda approved. 7.0. No oper. No, nobody here to speak. Okay. 8.0 district business. We do have an item. 8.1 is to accept the
donations to the district. Okay, I will make a motion to accept the following donations. U, they're all from the EGF boosters. And the first one is to baseball for hotel rooms in Minneapolis in the amount of $2,100. The second one is a donation to
cheerleading for tumbling mats in the amount of $2,985.50. The third one is to girls golf for rooms for sections in the amount of $55748. And the fourth one is to tennis for court maintenance in the amount of $929.54.
Total donations are $6,57252. That's my motion. I'll second. Any questions or discussion on the donations? Okay. All those in favor of accepting the donations say I. I. I.
Any opposed? Motion carries. Thank you, boosters. Sure. Okay. 9.0 is payment of claims and accounts. I'll make the motion to approve the payment of K12 bills 129883 through129953 in the amount of $447,00060
$9604. Second. Any questions or discussion on paying the bills? Great. All those in favor say I. I. Any opposed? Motion carries. We're on to board member comments. Amanda, I'll start with you tonight.
I have nothing today. Thank you. Nothing. Matt, I'm coming at you. Um I was going to tell Rob thank you, but I think he's here. Oh, he left. Yeah. Um no, I don't have anything. School starting. Buckle up. Administration. Here we go.
Nothing. Good luck to everyone starting school. It's exciting times. Rob. Yeah, he's stealthy. you have um yeah, good things going on. So, appreciate everybody. Next board of education meeting, it will be
September 8th, 2025 at 5:30 in this very room. Um all those So, now we're going to move to adjourn. Sorry, we're going to have a closed meeting, but we don't need to. So, oh, I forgot to just so the group's aware, the ones that aren't part of negotiations that we're still continuing
to talk. We had a meeting here before. We're making some progress movement. We're meeting again Thursday morning 7:00. Um, and so there's just not a lot to, you know, we're not to a point of, you know, we need No, we supported or not. So that's why we keep putting it on, but needed
going well. Yeah. Yep. Well, then I'll make a motion to adjurnn. Perfect. No second. Perfect. Any questions or discussion on adjourning? Okay. All those in favor of adjourning, say I. I. I. Any oppose? Thank you everybody.