feeling like I'm running around like a chicken. But >> yeah, I feel a little manic today. >> I have to switch away scheduling my Mondays. I'm cutting it too. >> That's when somebody always has a story or a thing, you know? >> Yeah.
>> Like just do it. >> Oh, that was neat. Okay. at the end of the story. >> But anyhow, >> yeah, >> that's funny. >> Oh, that wasn't the end of the story. >> I just don't like because I like hit all
the green because otherwise like you were on my radar to be like, >> you know, but yeah, as long as that's the way that that goes and I don't hit a train, right? Oh, I feel that way just coming from the
point when I hit a train. I'm like, come on. >> Just can't be here right now. >> I'll get to the other. I just >> No worries. I was late today getting it out. Yep. >> A couple left.
>> We're still getting >> So, Yeah. >> Just saw a thing about are you guys like um >> tennis all over the campus or is your tennis schedule for high school? Is it
all over or you finding things out like >> No, we ours is pretty set. No, you're not. >> Sunday last week. Found out that the girls had a game on Monday in Ken. >> Yeah. >> Like today. >> No, it was like last week. Okay. Sunday
night though. >> Oh, we have we're going to pay. >> Yeah. >> Then on then she had match on. Then they had match on Tuesday. We're gone on Monday. They went they were at home. >> Wednesday afternoon they added a >> St. what they've been doing
>> Park Rapids tournament Saturday and like >> so they had a match Monday, Thursday, Saturday >> and I was like we made friends we were going up like I was like so and I just got one today that there's a meeting on Saturday >> in
>> so it's like >> yeah I it's really >> yeah that would irritate Okay, >> Josh. Should that work out? >> Yeah, >> as long as it's good. He's going to fall tomorrow. >> Okay,
>> just let me know. Okay, >> catch it early. I have no idea. >> Okay. >> Same. Yes, >> we weren't banging down the door for that.
>> You guys don't have to wait so long. >> I would have liked to have listened to that combo. It sounds like it was short, >> but I guess she just wanted to make sure that she came here and told everybody that how unsafe it was here.
That was the mission. Thank you. >> How's your new game going? >> Good. >> That was I thought the mission. >> You misread that. [Laughter] just would like to come and tell all.
>> Thank you. >> Nobody else. >> She's just a blanket. I'm kind of quiet. >> I So yeah, knock on wood. But I was
thinking about like when >> I >> but I appreciate it because when what's his days, Brian? >> It was every day. It was every single day. >> Yeah. Multiple times. >> Yeah. >> And so this this is like
Yep. is nice before [Laughter] start with the pledge of allegiance. I pledge algiance to the flag of the United States of America to the republic for which it stands. One nation under
God, indivisible, liberty and justice for all. All right, call to order. Uh, roll call. Everybody is present today. Um, 4.0 is to approve the agenda. I'll move to approve. >> Second.
>> Questions or discussion on the agenda. All those in favor of approving the agenda say I. I. >> I. >> Any opposed? Motion carries. 5.0. Communication reports. Start with finance. Good evening everybody. Okay, we'll just jump right into the um
board report for the budget to actuals and um we're moving pretty along pretty smoothly. Just want to make a note in the revenue for under local other we are up um quite significantly in that one right now as far as the budget goes due to our MA dollars that we're collecting.
So we'll have to take a look at that. But um it's a good thing we're collecting those. Um so that is the difference in that one. And then jumping down into the expenditures. um under purchase services
um that one is an increase over last year just um because we approved the AVID training in San Diego. That is one and then the broiler project is also in there that we have for LTFM and purchase services. The next line down or excuse me, yeah, no supplies,
sorry. Next one down, um that is due to this the differences is um science textbooks for the science new curriculum and some software purchases. And then lastly that I wanted to note on that one is the equipment. Um and almost
100% of that is the new bus and SUV that we purchased that we haven't done in the past. So any questions on that page? All righty. Then we're jumping over to page two and um all the funds are
running right on the schedule ex and then I just wanted to make the note on the expenditures for community ed. We purchased new curriculum that you guys approved I think two meetings ago. So that that is what the increase is over last year and then our summer wave salaries are just up a tish from the
year before. So any any questions on that page? >> Any questions? Okay. And then um on the treasur's report, if you um look at our ending balance, we're down a little bit from well good 500,000 from the year
before and that's a our purchases that we did for the bus and the SUV takes up a good chunk of that and then it's just timing of the payments that we've done this year. So hopefully we'll rebound there. And that's all I had tonight. Any questions for Carla?
>> Yeah. Thank you. >> Yep. 5.2 administration and department head reports. Start with Superintendent Grover. >> Perfect. Um again, as always, no specific order. Um good news. Uh we got $60,000 in what the state is calling a
cyber grant. Um approximately 20,000 will cover our cyber insurance. And then the other 40,000 we could put safety type items. There was a group of things we could pick from. We focused on and and I'm pointing at Jason here, upgrades to some cameras. Um, so, um, we got
approved. So, now we will actually narrow in and, um, I think they're looking at the old part of this building to upgrade is our worst camera situation. So, again, that's good. Um, positive. Uh, number two, uh, you see
there's a resolution later in the board um, agenda. And just so that everyone's kind of on on par, if you will, about once a year, Ellers will take and look at our bonds and see if it makes sense to I'm just going to call it refinance.
Um they're saying it's not a huge savings. It's about $20,000 a year. It takes some time. So all that resolution is going to do is allow us to move forward. There's some, you know, uh paperwork to get raided and then they will watch the market and all of a sudden they'll say, "You know what? We
think we should go." Um, and they might do three, four or five. They won't do there's there's about I'm guessing close to nine years, 10 years or something. The last three or four years don't make much sense. The rate they're all different rates. You know, you sold them at one time, but you get different
rates. So, they're looking at roughly about six years of netting about 20,000. That's where 120,000 comes from. So, we're not locked into anything. The board will approve it later, but that resolution is just to get the process going. um got some meet and confer dates
set. So this is for um King Larson and Perkowitz. If you can just put on your um calendar last year, I don't think we actually had to meet with any of them, but um we said October 6th. I think these are all Mondays, not board meeting. February 2nd and May 18th. I
can shoot you an email if if that would >> What time? >> Uh 3:30 is what we're throwing. I mean, we can go four, we can go five. I mean, we just wanted to get something out there cuz I know how it is if we don't put it down if it's needed. Um,
make sense. >> Mhm. >> Um, number five, the the other grant that we're waiting on um is the solar for schools to see if we've been successful. Um, it's supposed to come out any day now. Um, so haven't heard anything on that. Um, we did have a
health and safety um committee meeting last week. For the most part, I'm going to say no huge um what do you want to call it? Surprises. I mean, uh the the drop off, pickup, and parking at uh CMS is still probably the one that that pops
the the most. Um and again, Nexus is looking at it. You know, I don't know what the solution is other than, you know, more parking or or something. Um again, other than that, there were just, you know, different things that I think are working on. Um we do have a scheduled um what's called district
leadership meeting tomorrow. Not a lot on the agenda, but that's the date we had set um last spring or whatever for coming up. So we will do that. Um again, just a heads up, we um we have arbitration on Thursday on our um fourth grade teaching situation. We'll we'll go
through that. Um busing, just giving you a heads up, we are running short again. Uh we had I think one or two routes delayed last um last week. Um it it it's cut and go. I'm going to put a plea out to our employees to see if anyone, you
know, we're we're interested in being trained. We'll cover and um we appreciate the ones of the people in in the room here does some driving and and it helps immensely. Yeah. You know, whether it's over the road runs, whether it's, you know, routes, whatever. Um so
anyway, we will um keep working on that. Um, one thing we need to hit and I kind of dropped or forgot about it. We talked about superintendent goals back in probably July or something and have never kind of come back. So, I'm just throwing it out to I don't know how you
want to go down that road again. Um, uh, the teacher contract just so the whole group is on board. We're in the review process. Um, I met with a couple of the representatives. I think we, you know, are good on the language. their group is going to go at it now and so we
should have unless it doesn't go or something a contract for the board to consider next meeting. Um and the last thing I think on my list is um Scott and I had a conversation or a meeting with Sacred Heart with regards to possibility
of co-op for girls hockey. There's no no decision being made tonight, but I told them I would bring it up with the board to keep the process going. They're looking at next year. Okay. And so my question to the board is what do you need? What information? what would you
like to do for a process um to you know again we can talk about stuff tonight but um you know there's I don't want to say a well there is a deadline down the road meaning they need a you know a thumbs up or or not otherwise they're not going to break you know again this
is not this winter this is for the next year but they they need to let um Krookton know if they're not going to you know continue so I think we need to have a conversation um the Other thing that's come up is we've had a few other,
you know, um, inquiries even about some of the other like wreck sports, you know, could anyone else participate or not? And it's worth a conversation. For instance, there was a Riverside person was interested in junior high soccer, you know, um, like hockey, junior high
or, you know, the youth levels, anyone in the community, I think for the most part can play. Um, obviously when you get to high school, it's a different story. Um, junior high is not high school. We could or could not. And there's pros and cons. You know, obviously I don't know, um, depending on
the sport, you know, numbers is a big piece. You know, like girls hockey, and I'm just going to start there. The numbers aren't horrible right now, but they're not great either. And looking down the road, so I mean, it is something I think worth considering. I don't see any of our kids not having a
place. That being said, it's a two-year agreement. You know, there's some have said, "Hey, would you know, all kinds of Grand Forks kids possibly go to Sacred Heart then?" And well, they don't feel that's realistically an option, but you can never say never. And so it's
obviously a two-year commitment, you know, to look at. Um, so I need to know what you guys need. Um, >> can you put stipulations in the agreement? >> Yeah, we can >> as far as Well, certain things. I mean
like you know if we have kids that go to school here we can't say they can't participate. And the same thing would be over there. We can't say it's only the I think they have three kids right now is what they feel a year from now would possibly you know I mean we can't say no
one knew other than those three. I mean >> no I didn't I guess I didn't mean it like that. >> Can we put stipulations? Sorry. Like like >> you have to be from our community. You can't be from Grand Forks. >> I don't think so because it's the same thing like us. If we have a kid that's
open enrolled here, >> same. >> No, but >> but that that would be that would be example of a sipulation. I don't know if you were thinking, >> Josh. But you know, it's just like if we have a kid attending school here, it doesn't matter if they're from Fiser, Krookton, wherever. If they go to school here, they can participate >> activities. So I don't think that I mean
there's some question on fee, you know, and definitely we can, you know, here's what we would charge. They're not looking at a name change or anything like that. You know, they're looking to be Greenw Wave girls hockey players. You know, they were very clear on that. They're not looking like, you know, >> Green Eagles.
>> No, nothing like that. >> So, there there is a a player or two that from Grand Forks that goes to Sacred Heart, plays hockey um with Krookton last year. Um I don't see I I've talked to a lot of people about this. I don't see any people from Grand Forks if this if we're this were to go
through. I don't foresee any people from Grand Forks uh putting their kids in a different school so they're so their kid can play girls hockey over here. Um especially if it's just for a possibility of two years. >> Well, I mean I'm not saying we're we told >> there might be some grandfathered in but
um that are already on the team. But I don't see I don't foresee people switching schools just to jump across the river to play h girls hockey over here. I don't see that being an issue. And like I say, there's mixed feelings. There's a reason it's sport by sport,
you know. And when I say sport or activity by activities, what I should say is there's certain activities I would say we're not interested at all, you know, that have good numbers in this. >> Um, girls hockey, like I say, it's not dire right now. But >> the younger years seem to be having the
numbers issues, not the high school girls. >> Correct. And >> so we haven't had a 15U team in in quite some time. And that's why our numbers don't look bad at the high school level because all of our 15U players are up at the high school level. Um it would be better for the development of our
program if we had a 15U team to develop them at that level and then bring them up to high school when they're at the high school age. Um >> you don't have any play 15 U and JV. >> That's what I'm saying, >> right? >> Um so girls isn't going to make that. >> No, it won't. It won't. Um but but I do
think I do think um any way we can build the program is a positive and I I think it could you know even if it's just bringing a little bit of success now to the program I think anything will help because at our 10U and 8U level um the numbers aren't big enough to sustain a
program for us. So once we get to that level we're going to look at possibly >> getting to high school doesn't change the university. >> No it doesn't because it's a you it's a youth program youth program >> problem. It's not a high school problem. >> Yeah, I I understand that. >> But you think that's not >> Well, they never had the office.
>> But some of the girls aren't playing because they are afraid they're not going to be able to have a team is what I've heard. Like some of the people in girls hockey at the younger ages are not continuing because the numbers at their age right now, they don't have teams.
>> There there is a problem like our AU level this year. We're not having an AU team. They're bring they're they're pushing them up to 10U. And like like Amanda's saying, some of those girls are just are just not going to play. But my point is um if if we can build on to the success of our high school team right
now, any little bit I think would help trickle down to the lower levels of bringing attention um bringing success to the program in general at the high school level could help lead to success at lower levels or lead to more numbers at lower levels possibly. Here's here's
my point of view and where I get stuck a little bit is I don't want to get to a point even if it's 3 four years down the road where now we don't have a program and now we have to co-op and we have to co-op with people maybe we don't want to co-op with or we have to send our kids to Grand Forks like we have before.
>> That's what we're looking at and and I would like to avoid that too. >> Just like I still get irritated about the wrestling program like that irritates me to my core. So, I don't want to get into a situation like that when we have always said, you know,
green wave, we bleed green, what have you. I get that. I feel that. I mean, I'm here. But if we don't evolve and we don't evolve our way of thinking, we're going to lo like girls sports is like dying. Like, not just hockey, like girl sports
in general. So, I think I don't have the best answer. I don't know exactly what the best answer is, but I think we seriously need to think about that. >> The the other thing I throw out is I don't and this is my own opinion in the
last year and a half. I don't see a huge number of girls that are playing and that's all I'm focusing on right now that if you do this are going to leave us and go to school at Sacred Heart. I don't believe that's truly going to happen. Number two is there's always that chance that as these g girls, you
know, become a team and start playing. You never know, maybe some kid comes from there over to here. Number two, it sounds like Krookton um is going to co-op. Even this aside, they're looking at co-oping with another school besides Sacred Heart. I mean, they're
struggling. Their numbers are struggling as well. Um, you know, if Sacred Heart ever goes, you know, comes our way, I'm not wishing anything bad on Krookton, but if that program ever go, maybe you gains a kid or two. Yeah. You know, it's it's just there there's all kinds of
whatifs and we can, you know, it's tough. It's tough to combine. >> It's tough. >> I I think East Grand Forks and Warro are the only two towns in the section that don't currently co-op. Um, Kirkson co currently co-ops with
Hatton Mayport and Sacred Heart. Detroit Lakes is with Madina Deer Creek. It's pretty common for girls hockey to have co-ops. >> Well, Grand Forks says that they don't have their own teams. We were talking about that earlier. >> Deep River people over there and they can barely get one team.
>> Deep River co-ops with Kitson Central, Marshall County, Red Lake Falls, Warren, Alvareo, Oslo. So, it's not uncommon for for these girls hockey the the other towns in our the other teams in our section to have co-ops. >> So, I guess back to the board, like say no decisions made tonight. Um, is there
anything you need from Scott or I >> obviously you can, you know, as as the next week or two go on. I mean, the plan would be to bring some, you know, something on the agenda to actually make a a decision, thumbs up, thumbs down.
And I just don't want to be, you know, two weeks sitting here at the table going, I I need this now. Well, >> I'd open to see what a draft agreement looks like. >> Okay. The I mean, the the co-op agreement for the most part, other than the price, what we want to charge is
pretty, you know, cut and dried. It's you put your enrollment on. I mean, that it's a one-page deal with the um >> Minnesota State High School League that both boards, governing bodies have to approve. I mean, it doesn't lay out when practices are or whatever. But I guess
that's another conversation of what the board now keeping in mind, you know, like we don't pay anything for is it wrestling or swimming going, you know, to Grand Forks and we don't want to, you know, um they do pay something to Krookton. I mean, we're aware of that. But on the flip side, I don't want to
open a can of worms if we're going to, you know, all of a sudden Grand Fork's not looking at going you going to gouge them where we're going to, you know, make you pay, you know, because it can come both ways. I think they're open to paying, you know, a chunk, but again, I don't think this is a huge money making
issue for, you know, the district. I'm just throwing it out there that, you know, because the flip side, if we charge, I'm just throwing it out there, thousand bucks a kid across the river, if they decide to start charging us, thousand bucks a kid, we're going backwards, you know. I mean, they need to pay something. They they already said
that, you know, but I just want to be careful we don't open something and hurt ourselves that way, you know. Um, that makes sense. >> I've talked to a lot of a lot of girls hockey parents and a lot of girls hockey coaches and I've only had positive
responses about a potential co-op. Um, everybody's on board. Everybody just feels the same way that our our program is struggling a lot right now and any little bit would help. I know this is only a couple of players, two or three players. Um, they all say the same thing that any any
little bit would help. Um, whether it's just a couple players or more players down the road. um we need help and I have talked to two of the parents of the players that would move over here um or move to to East Grand Forks's girls hockey team and they're both on board
with it. So it's not like we're putting somebody in a spot where they would be going to a different team that they weren't interested in doing. >> So where another issue that I see and like we might not need the numbers now and I agree with that. We don't need the
numbers now. my kid plays. We don't need the numbers now. But the business opportunity presents itself now. And it's just like in any business. >> Yeah. >> Do you jump on that now? >> Because two years from now, they might not be interested >> that they might be co-oping with six years, whatever. Yeah.
>> Right. >> So that's Yeah. Go ahead. Having coached the girls and having been through this a hundred times and we thought, we've got three people. Krookton approached us. We didn't
approach them. >> The Sacred Heart that approached us. >> Sacred Heart. >> Yep. >> So, what that tells me is they don't want to make the drive. There's going to be nights when they're coming home at 11:30. They're getting dumped off in the Grand Forks. They got to Krookton. They
got to drive here. Two of those three will switch. They'll come over to school. >> If you're pay I would bet >> the kids will come. Students will come to our school. >> And I and I guess >> that's how it's always been. They've moved over.
>> No, but you're saying if we co-op with them, they'll come. >> No, that they'll come. >> If we don't and >> Yeah. Because that's the way it's been done. >> There's There's one that's incorruptible. >> But that's the way it's been done for years. So, and do you evolve? >> I mean, I just I don't what my thought
is we might not have to because we get two free students. They transferred from sacred. >> The two parents that I've talked to uh didn't didn't imply that they have any uh intention of switching schools. >> That's their decision. >> Yeah. And and that's okay. But I I just
don't I don't think that this answers the question of the high school as a whole. Yeah. you're you're bringing three kids over, but it doesn't really do the justice of what it needs. It's the youth program that has to be developed. >> 10 years ago, we didn't have a very good
basketball team >> for for boys and girls. I'll just use that sport as an example. And a couple guys in the community got together and we created the YBA. And the YBA is flourishing and so is our high school teams because of that. And that that is in my opinion where that has to be. And
the YBA is a separate entity from the school completely. >> But that has built our program >> to astronomical numbers now >> because of what it created a feeder program because of how that is. If we go and say, "Hey, yep, we'll take Sacred Heart. We're going to take three girls
for this for this year, for the next two years." Well, how many more? That's only three girls. What happens when those girls graduate? Now, we're still bringing them. We might not have any there. >> Yeah. >> So, what what's the point of just doing that for those those three people? I guess like I said, everybody that
>> if they now if they had a program that you know they had 10 15 and they couldn't really fill a team and they have a youth program behind them that's coming and they have 10 15 and now all of a sudden you can sustain a program maybe that's something that you know I would look at and consider a little bit
more. But if it's only three girls for two years and then they're graduated and now you're in the same spot as you were right now >> possibly. Yeah, you're right. A lot of them playing >> they're all playing at Krookton. >> Yeah, they're all >> Well, and the other piece
>> of them lives in Krookton goes to Sacred Heart, >> right? >> The other piece to look at, and this is not just an East Grand Forks issue. I mean, I would guess in girls hockey, there's more co-ops than standalone teams. I don't have the data, but I mean, there's I mean, and so, like I
say, it's not just a Sacred Heart East Grand Forks. I mean, most have two, three, four names, you know, attached to them. And there, some of them are bigger communities than we live in, you know, and so I mean, it is a challenge with girls hockey for whatever reason, you
know. Um, >> I just don't think it's wise to say this year, next year, we don't even >> I think you got to futuristically think >> No, but then you got to go to the beginning >> and like say, you got to go to the beginning. >> I agree with you. I don't think it's the
only thing that's going to solve the girls hockey, but I don't think that at all, but it's a portion of it that could. >> Everybody I've talked to have just they all feel the same that any little bit helps. If this even if this helps young kids that are at Sacred Heart that see
there's a way to go to Sacred Heart possibly in the future and play hockey but still attend Sacred Heart. This could lead to them joining. >> It's too much projection. >> It is. It's a lot. But I guess when I look at um when we the the the the
positives and negatives, I don't really see much negative to this. >> You're only hearing one side. All the people you're speaking to are only telling you one. >> What's the negative though of doing this? >> The fact that the kids, it's not solving the problem. It's not bringing the kids
over to the school. It's allowing them to come over and play, but not it's not really dealing with the problem at all and the headaches that come with it. You're you're making you're forcing the school board to make a decision because the parents didn't want to send their kids to public school. >> But what what is the negative of them? How does it affect our school
negatively? >> They don't come over here to our school. >> We don't get the dollars, >> but they pay for their fees. >> That's not the same. >> How how are we losing money on it? >> We don't get dollars from the state when kids go to Sacred Heart.
>> But they're already not going here. So, we're not losing money. >> No, we're not gaining anything. >> We're not gaining anything. >> But so there's no negatives. It's just it's just it's just a neutral that for them staying at their school if they stay there, but they're playing they're paying the fees that would add to our expenses.
>> That's not that's not the way my mind. >> So So back to as far as again because we're not going to make a decision tonight. Is there anything other than you know Scott and I making a recommendation on what we would say we charge them. I mean there's there is there anything else? Again, talk to
whomever. I mean if there is something email call whatever otherwise the assumption would be we would put something on the board agenda you know to approve a co-op and either it goes forward or it doesn't you know but like saying I we we can talk all night you
know we'll have more conversation next week or two weeks whenever the board meeting is um but I guess if there's anything any one of you say hey I thought of this can you get information or get let us know and we'll get whatever We can like I said the the
question I think they have four kids right now but they project in a year it would be three so they must have a senior or something like that because that was one of the questions. >> Maybe ask the other schools that currently co-op if they've had any negative impacts from co-oping with the other schools.
>> I think Lynn is the is the is the cuto off date for Sacred Heart to put in the paperwork the first day of the hockey season. Is that what you read in the bylaws? it it is, but the the caveat to that is if they add this other school that supposedly they're adding, they
have to drop their co-ops anyway. And so that is probably going to possibly, but for some reason, if that one doesn't work out, it is a year in advance. So that's why we're looking at next board meeting before girls hockey starts, you know, the end of October, beginning of
November to um make a call. But their feeling was that they're adding another school. Yeah. You know, and so when that happens, you dissolve anything you currently have and everyone has a right. >> So >> yeah, generally like they have to make a decision a year before to dissolve
anything >> unless both sides agree. Both sides are all parties agree you could do it. >> Okay. Other than that, I don't have anything else I don't think at this point. if we if we could um and depending on which agenda um on one of them I had
AVID way down on the end because thought was they might be later but on one of them then they moved it up so if we can >> Yep. >> we would have >> it's just fine I have 22 >> Dr. Tac Mr. Right. Come to the mic,
please. >> And then turn the mic on too. Okay. Thank you. Oh my word. There's a reason why I'm heard and not seen when I look up there on that video screen up there. Holy moly. All right. Uh it's a pleasure to be here in my official capacity. Now
last year I was lucky enough to be here with Mrs. Driscoll to kind of talk about uh the impetus as to why the public schools should move towards AVID and some of my experiences in the Grand Forks public schools uh in the same position I'm holding right now. Uh when
I started transitioning more into the position that I'm holding right now, uh one of the things I shared with Mrs. Driscoll, Mr. Grover early on was this year zero plan uh that uh hopefully we can start moving towards here a little bit soon. A lot of this is based upon
what I did with the Grand Forks Public Schools uh that I put forward and this would provide a nice template moving forward for us as well in regards to rolling out not just at the middle school this year but any potential school. This right here could be a game plan of attack. AVID has some very
strict expectations as to what needs to be followed and how it needs to be followed. Since we're starting middle school first, uh the AVID elective needs to dominate. Uh there's certain non-negotiables that they have and the elective uh is one of them. And in all of the training that we continue to
have, uh one of the things and why Mr. Enright is here is that they say uh you should tighten up your elective first and put your resources into that while you're starting to build the capacity of your site team around you. We were lucky enough to have training with our site team uh that we saw a lot of benefit
from but AVID uh as good as it is it truly is that drinking from the fire hose. So uh as the site team as you look at I divided this by semester 1 semester 2 the idea is that for this first semester we can build that capacity from
within because in essence the idea behind AVID is that you train the trainers we become the in-house experts and also could transition into districtwide experts as well. But before we push anything too large, uh we really need to better understand what it means
uh for us within Central Middle School as well. So you're going to see with the semester one I talk about the site team. That's that small core group of us that went to start leading AVID from within. And then the AVID elective, the AE is what um Mr. Enright has so graciously uh
and willingly uh been able to take over. I'm not going to read these bullet points. I know that you're more than capable of doing that. Uh this is not anything that we've uh like I said, I've shared this with Mr. Grover and Mrs. Driscoll as my vision and my game plan and how I've put it into play. Uh we're
going to be meeting tomorrow and maybe uh see which of these we can move forward. But uh in my role as district director, I figure that uh I got to put together some sort of philosophy to move based upon my proven experiences with this all throughout. Um, but where we're
really seeing the effects and what we really need to make sure we're doing well is this AVID elective. And uh, I just wanted to um give Mr. Enright a chance to talk about it as well too because in Mr. Enright we
have a a marvelous like a marvelous tragedy. It's like Shakespeare that I used to teach in that not you personally I mean but I just welcome to your welcome to your roast Mr. And right
or Yoric yes you are hold your head right here but um no we what two major hurdles we're going to have at middle at the middle school is that our two key uh pieces of the site team are leaving after just one year. Uh and that's tough. I mean, start a brand new
organization and put your president and the key person doing it and then say, "All right, you only got them for a year and then they're leaving." That's that's quite a a challenge. Uh, and one of the things that uh I'm working to mitigate as well as part of my year zero plan and
something that I talked to Mr. Enright about too is that we we lose our site team head in Mrs. Veter as she retires and then Mr. Enright as he leaves after this year for the AVID elective. So we have to uh we have to plan to succeed
and that is another one you see is our systems analysis. One of the things that we have to look for in being able to do it but one of the things is that we can uh build from within and I want Mr. Enight to uh talk a little bit about
what he's doing uh what he sees and with his years of expertise uh how he continues to feel that this is the real right thing to do. So I'm just going to get out of the way and let you you get in the the picture there. I'm going to move there, sir. Don't know if anybody
wants to see that. Absolutely. Um, I think everybody knows me, Jim. And right, uh, I'm going to try and keep this short. Matt's over there going, "That's never happened." U, um, basically, uh, when you guys looked
at your financial account, the one was a little low because we went to Avid. And I just want to tell you, I've been to different group sessions over my 30 plus years here, and that was without a doubt some of the best money I think our
district could have spent. It was well used. We worked bell-to-bell. We started early, it went late. Um, it was just super informative from the beginning to the end. Um, and I can't say enough
about it and thanks for letting me go. Uh, I guess one of the ways I got here is I gave up my spot so Jill could hire a new social studies teacher. We know that because at the time it looked like all
three of us were going at the same time. So, which would have been at the end of this year. So, I thought I could help out a little. And one of the classes that opened up was AVID. kind of thought it was just going to be enrichment, but it turned into AVID. And uh I really
have to say I was sold when we went to San Diego. Um the things that I saw from seventh grade students are not what I see from our seventh grade students and I was amazed. Um you almost have to see
it to believe it's actually happening. And the way they speak, the way they converse with adults, the things that they do is amazing. And they were from a variety of schools in the San Diego area. They came from different spots.
You know how that goes. I'm sure some of them were handpicked, but I'm sure some of them were just along for the ride. And the ones that were along for the ride were as good as the ones that were handpicked. Um, >> they were live. >> Yeah, they were right there at our tables. I mean, there were I I can't
imagine how many people we had there. There had to be thousands of teachers >> at the at the event. Probably close to 8 9,000. >> It it was amazing. And the the children that were in AVID, all of these eight or nine,000 people were split up into
different rooms all over the major convention center in San Diego. And there were groups going all day long to all of the different rooms. So, it wasn't just a few avid kids. It was a huge blend of kids and they were amazing. Um,
and if you're not sure exactly what AVID is, I'll be honest with you, before San Diego, I didn't know either. And it's it's advancement via individual determination. So, we we're looking for kids that can bring it from in here and just work to get better. And that's
that's one of the things that I don't always see right now in our district. And I'm that teacher that thought, you know, the upper Midwest here was the last bastion of good public education where we're going to get after it and these kids are going to be great. And
what I saw there kind of made me really step back and go, "Wow, this is beyond where we are right now." And I just want to say how impressed I was. I think this program is something that
will make all of our students better. Um, it's not things that we aren't already doing. It's just bringing them in. It's working on re writing. It's working on inquiry, collaboration, organization, and and reading. It's all
the stuff that we already do. It's just not bunched together. And when you when you put it all together and bring it together, I mean, it's it's powerful. It is something amazing. It sold me. I think it's not only going to make our
students better. I think it's going to make our teaching staff better. I I really look at this and I go, I'm going to do this. I'm going to be a better teacher. I wish I would have done this 30 years ago. If I would have had this program, I know I would be a lot better
teacher than I am today. And I just think it will make us better. I got one question. What do you think is going to be the biggest challenge for you guys >> right now? What I'm looking at, I see it as our scheduling with my Avid elective
right now. And and this is no fault of anybody here. It just worked out this way at the time because this is a little bit last minute. We're butting heads with an elective family and consumer science and we're butting heads with
elective PE. And I don't care how much you want to get better and how determined you are. An eighth grade boy is not going to go into a writing and organization class over I could be in fed for an extra hour. And that's just the way it is. It's the middle school.
It's the nature of the beast. And I think we also run into the problem with chorus and band. I think a lot of our target audience that I see as those and and what we're really looking for with the
AVID elective is those B and C students that want to become an A student that really have that drive but they just need the extra organization or extra skills that'll get them there. And I think some of those students are band
kids and chorus kids and they can't participate because scheduling right now doesn't allow it. And I have no idea what the answer to that is. I don't think it's an easy answer because scheduling is its own
beast. So I don't know how you fix that. But I think right now, especially with the elective end of it, we don't necessarily have all of the kids that might be the fit for this. Um, and I think that with the
elective portion of it is very important from what I know with Dr. Tac. So, that would be one of the things I think that we could try to figure out. I don't know how we do it. Um, so I'm just throwing out more problems for you, but
>> Well, no, it's it's it's good to know what what the biggest challenge is. That's the biggest >> if you have Yeah. >> questions. I mean, hey, my last year. >> Is the program limited to a certain amount of students? >> Um, that depends on how we expand it. Right now, I've got about a dozen kids
in each of those electives. We had a few more. We were up around 15 and kids elected to leave because it was well I want to be in fax or I want to be in FIED. How did I get in AVID? And that was just kind of teachers throwing out
names at the end of last year. And I'll be honest with you, um I missed missed our AVID selection meeting, but when I talked to the staff members, there were I think some of the things that they looked at versus the things that AVID
has stacked up for what they would call requirements didn't necessarily line up. Um and so we have some kids that maybe aren't the best subjects to, you know, the best subjects students to be in the room. Um, but we're working through it.
We're pounding away each day and they're getting better. I mean, each kid, uh, one of them surprised the heck out of me the other day. We were talking in our PLC's and I kind of asked how he was doing and somebody said, "Well, he's got all of his stuff in and he's doing this." And I'm going, "Wow, he's
organized." Which he was not last year at all in the very least. And so if it's working for him, um it's probably working for the others as well. And cuz he was one of my bigger concerns and I'm very pleased to hear that. So um it it's
just it works. It's it's something I look at that I just think it's a plus for every single kid that can get in here. It's there's five major areas we work on and if you get better in any of it, it just makes every kid better.
it'll make our staff better. Um, >> we're seeing that too. AVID ends up becoming a an excellent district-wide recruiting process because after we found out that, you know, we're moving towards this inhouse. One of the challenges as I rolled this out in Grand Forks was nobody knowing anything about
very very very few and we were all just learning together and we had the capacity ex the capacity by which we could fund and do it at such I mean I thought okay coming from there where they had the funds to train the entire school buy in wasn't an issue because everybody had the training and it was
easy to do well in the real world and that's such a a rare occurrence in AVID even they were kind of shocked as to how to help us for us it's building that capacity with the site team and I kind of look for the pied pipers who are great teachers who will do good things who will not only uh have the reflected
within their classrooms but then be the ones that pull other people along like a Mr. Enright as well too. Uh and we're seeing already leaders arise from within uh a few of our valley transfers already uh are brand who are brand new are
stepping up and saying hey this is a good idea this is how we can build success we should function our meetings like this the other person who was at valley said yes we found success this way and the faculty taking those internal leadership roles and rising I mean it's not becoming a hard sale
they're seeing the value it's it's the time it's the the other is that we lack the middle school model. Uh, and that's a challenge. Uh, we teach more than we do anything during the day at Valley and I with I just know that I was there, but they had the royal time and a lot of
your internal training happened because you had built-in time during the day where teachers were scheduled to meet and then they could build that capacity with the coaches. I have three hours of release which one of them is firmly dedicated to Mr. and right and daily we meet and I coach and he talks about
concerns and I find ways and we talk through instructional strategies uh and I find other things and but I have a number of other teachers coming forward saying hey can you come watch me can you coach me hey could you I'm looking at focused notes would you be able to drop in well if it's not between periods one
and three and so those are some of the other challenges that I see as well too is that the people who desire to do it but the inability for someone to go and provide that sort of coaching possibility which uh and we'll find a way to do it but there's an interest I
mean and it's it's building yeah you have your naysayers of course and that's in any new uh initiative of course but lots of positivity I just Ben Helixson I share a side with he said hey when I was teaching in California we had this I remember I wasn't an avid teacher but I
remember the avid team and hey I I might want to bring those focus notes to my sixth graders could you show me some resources and we sat down and had an impromptu meeting and I coached them through some ideas of here's how you could tighten up note-taking with the sixth graders and here's some resources like oh yeah and we're going to schedule a time but I would say those are some of
the challenges as well right now in the media it's getting the right kids but that's on my my year zero plan is extremely tightening up the recruiting process getting out a little bit more you know we didn't even know what AVID was to begin with and now a little bit more and who's involved with it we've got many more pi pipers from within
Amanda Adams is absolutely destroying organization right now I mean all of her kids she not a better person report. She's run off photo copies of the planner. Her kids every day go through their their assignments and she is very strict. Okay, write down these
assignments. Get done what you need. So, we've got a lot more positive cheerleaders other than this, you know, this old guy from the outside looking in saying, "No, I promise you it's really good." You've got a lot of people who are reflecting that, but we just got to get it going. And I think you said it too the other day and I I just I I fear
that it uh if Avid becomes an afterthought with all the stuff that we have going on and it's just like well we didn't get to Abbott I guess this week and well maybe next week or well not this PLC because we need you to do this. I mean it's like no we need we need to have a time to do AVID things with the
teachers and it will be special. it. I mean, just look at the newspaper what how many on the other side of the river like three front page a stories on AVID and them working with UND doing career fairs and how it's shifting the mindset of a lot of the I mean it's that's
that's absolutely can and will be here. It will be. So yeah, I'm sold too. >> Yeah. >> So what's I mean how do we build this program from here then? Do we have a plan moving forward? >> We will work on the schedule. You know,
you know, that's part of we're we're meeting tomorrow. It's part of Dave, Matt, and and going forward when when Jill, Sa, Dave, I, you know, had some conversation last year. It's you start where you start and we'll build and >> yeah, there's certain things that have
to happen. There's certain No two schools are going to be exactly the same either. Yeah. you know, the way Grand Forks rolled out won't be exactly the way we roll out, but we keep moving, you know, one step at a time. And it was just a a conversation that they should come and kind of update the board and
and give a little, you know, um the board supported and we're moving forward and and we've we've started some conversation. they will be working with um you know for sure the ninth grade next year so that there's you know the eighth grade group whether it's the exact same or some different or whatever
um and we'll keep keep moving and I mean there's there's there have to be ways to make the schedule better um you know to help accommodate and >> there's learning curves too yeah whenever you implement >> correct and it's won't happen overnight
and Holly can probably speak to you know I I mean, I don't know how many years you Yeah. You know, they're in and it takes time, but it is amazing. And Jim is 100% right to see some of the stuff in action was was eye opening and it's
awesome. >> It's college and career readiness. And these kids, we're not locking them into a into a track, but I mean, those seventh graders shows up show up with their binders, which is a big part of it. They open it up and they look an adult straight in the eye that they haven't met except for three seconds and say, "Hi, it's really nice to meet you.
I'm really interested in maybe being a biochemist one day and Stanford has that. And the other seventh grader looks and said, "Yeah, Jim, I share that idea." And we're looking at each other going, "Oh my gosh, where did these people drive? What what UFO is going to
be in the back?" I mean, it was all of them. And that was it. It's like, >> do you know Do you know how long they had been in the program up to that point? >> Two years. So, but but here's the deal, though. within that it's like not just the AVID elective which absolutely becomes a big chunk that helps them out but down the road then you push it's
called AVID schoolwide hard to escape aspects of that for example every teacher has the couple minutes carved out for the way in which they do organization and uh there's certain systems that they put in place at the school I mean AVID's got a game plan for everything if you want to say okay we
want to roll with focus notes here's the game plan 612 it's here we got it for you sixth grade you do exactly this seventh seventh grade dude. This I think of it as like I use it as a playbook. Uh when when I started uh at Fargo South, the head boys basketball coach got hired at the same time and the first thing he
did was go to the middle school and meet and met with them. I go, of course, I was 22 and knew nothing. I mean, and he I just said, "What are you doing?" said, "Listen, I want them to have the same language, the same types of plays so that when I get them, I'm not retaching. I mean, they're out. They start with the
same models and I just build." And that's what Avid does. Here's focus notes actually goes back to kindergarten. I saw kindergarteners and first graders and second graders doing these exact same things when we start pushing backwards. Elementary goes entirely avid schoolwide. They don't do
uh the elective, but it's all these best practices throughout the school. And one of the big what what uh teachers get latched on so easily with is that it's nothing new. >> There's not a single new thing. It's just making it better. And as I talked
very briefly to our faculty, I said, "It should be easy because as we look, we have great teachers at the middle school. I mean, you're all great. You're going to look at this just go, "Oh, yeah. Yeah, this is exactly, but we could tighten things up. Here's the 10-step process. I do seven. Here's three more that's going to make us even
better. And here's a way that we can tighten it up all the way." But again, build that internal capacity first with that site team. get them understanding having them our our coaches because with my limitations as of now I can't get in there but hey they can go down the hallway and talk to Amanda about a
planner and do that and that's going to be really effective but uh I would like to put I think that's a conversation is to allow these kids the opportunity to continue the AVID success uh and I know with Mr. Chono's class. I'm not putting anything on him, but it is basically the AVID elective. Sure. Without the same
and so I mean a transition into what needs to be done. There's al already something in place with 90% of doing what it is to designated with AVID and maybe train and teach it. Would it be a hard lift to do? But that's one of the the possibilities that we're exploring.
Or you go back the other way with the elementary as well too and get that interest. Yeah, that's at at least that's part of my long term. But this this is going to be the next two years if we do something like this or similar to this. Uh just building up that capacity from within.
Yeah. >> And you know, if I can I just wanted to say thanks. If you guys have any questions, you've all got my email. Just email me anytime. I'll get back to you. And you know, I I think about the kids that you talked about that knew us for
two minutes. They also, to just put it in perspective, didn't think they were coming in to just talk to teachers. They knew here's a superintendent sitting at the table and building principles and assistant principles and they were
coming in to talk to the big dogs. It wasn't just the teachers and they handled it. It was impressive. I I was amazed is all I can really say. It was
If we can even get close to where that is, I I would be I would say whatever we put into this is well worth it because that was incredibly impressive. >> Great. Any questions? >> Okay.
>> Thank you for >> Thank you for letting us thank you. All right. Committee reports. Did we already go through those? >> Yeah. >> Okay. >> 6.0 is the consent agenda and I'll move to approve the consent agenda as presented. >> I'll second.
>> Okay. Any questions or discussions on the consent agenda? All those in favor of approving the consent agenda say I. >> I. >> Any opposed? Motion carries. 7.0 is for opportunities for citizens to speak.
Thank you. Good. Uh 8.0 is district business. So 8.1 is a little bit what Superintendent Grober was talking about before. Um it's a resolution to issue 2025A refunding bonds not to exceed
13,450,000. Um so I can take a motion for that or yeah motion and then a second then we can discuss then we'll vote. >> I'll make a motion to approve. I'll second. >> And again, as I mentioned before, all
this does is gives us the authority to start moving forward, get our paperwork in order, let Ellers and the bond group run with it. When they get to the point of a we're ready, and b they feel now's the time, you know, and it's like anything, rates can go up, rates can go
down. It is not something that will happen like in the next week. We're we're talking a couple month process. And so whenever that happens, assuming it happens, it'll come back to a board meeting to say, "Okay, here's the deal. We can sell them. We're currently at 3%,
three and a half%, whatever it is, you'll see X in return, and we'd like to sell them tomorrow morning." Yeah. You know, and the board will make if for some reason the market falls out, things go the other way, >> we're done. This is >> say, do we have to have like an emergency meeting? >> It depends when they get They know we
have meetings every two weeks. It's going to take a while. We had a meeting and like you say it's like getting raided and things so it's not going to happen in the next two weeks. Sure. >> It's a process to get it going and like you say if something goes crazy >> could be dead in the water but like I say they also see you know waiting
another year or two years of course you lose a year or two of refund and so I mean any way we're not looking at like this 120 isn't going to go to 300,000. I mean there's no possibility the rates just don't fluctuate that much from what you know they've said. So,
>> is there like a fee structure for their service? Is is it a onetime fee or is it built into the >> It's built in. It's just like, you know, when you close on a house? I mean, and and this the the 120,000 I don't have in front of me is the net, you know, that we would end up taking roughly 20,000. So, that includes the fees, this that,
you know, just like the the group that the bond group. Yeah. There's a small fee. It'll be covered. And like you say, it's >> Okay. >> All right. So, we'll take a vote to approve the resolution. Yes. >> Yes.
>> Yes. >> Yes. >> That's 6. Motion passes. Her resolution passes. 9.0 is payment of claims and accounts. >> I'll make the motion to approve the payment of K12 bills 130065 through130164
in the amount of $254,21742. I'll second. Any questions or discussion on paying the bills? All those in favor say I. >> I. I. >> Any oppose? Motion carries. 10.0 is board member comments. Start with you.
>> Um, sorry I didn't hear. >> No. Um, I I really enjoy hearing about AVID. Uh, it sounds like an amazing program and I would love to see us continue to try and grow that here in East Grand Forks. Um, a lot of good discussion on girls hockey tonight. I know there's some
opposition to it and and rightfully so. It's it it I I understand the concern about opening up a can of worms or or breaking from tradition. Um I just want to say if anybody has any questions for me, please feel free to reach out. Um I
would be more than happy to to to have that discussion. I think that's all I've got. Uh homecoming week, I know it's fun and exciting for every school. They're all dressing crazy this week. all all the schools are and uh you know they had the
powderpuff last night. Um my kid wasn't supposed to play and she played. So um >> huh. And I know they got the volleyball game on Wednesday and then the football game on Friday. So a lot of lot of excitement around the school this week. Yeah.
>> And my 30th year class reunion. >> Oh, sorry. I don't totally just went any comments. Okay, Amanda. >> Um, I just want to say for pickup at South or at New Heights and CMS, um, it
is a debacle and it was talked about at the health and safety committee and I just urge parents to look at the handbooks and see what it says and use the crosswalks and for the walking sign on Bigland, use it right. If it's
flashing, you can go as long as there's no kids. If it's solid red, stop. Super easy. There's instructions. I really um hope that ends up being a good thing. Um another thing, the education foundation is part of our school. We do scholarships for
students and we do um grants for teachers. Um just urging the community and um staff to look into that. And then the co-op for hockey, if parents have opinions, reach out. If you have something to say, say it. We don't know unless you tell us.
>> That's all. >> Um, yeah, it was fun to hear about AVID. I'm excited to see how it's out in this district. And I think they're right in that one of the most exciting things is to see how it affects teachers and impacts their delivery of instruction. So, um, give it some time. I think it'll
it'll be really good for the district. I don't have anything further than what everybody else has said. So, uh, I'll take a motion to adjourn the meeting. Oh, the next meeting is October 13, 2025 to 5:30 in this room. So, I'll take a motion to adjurnn. >> So, moved.
>> Second. >> Any questions or discussion on adjourning? Okay. All those in favor of journing, say