Good evening everyone. At this time, I'll call to order the business meeting for the Fable Public School Board here on March 16, 2026. Um, welcome everyone here in attendance and those watching online. Uh at this time, uh Director Wolf, would you
determine is there a quorum present? >> Mr. Chair, there is. >> Thank you. Would everyone please stand for the pledge of allegiance? I >> pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. Thank you. We have the agenda tonight. Is there a motion for approval of the agenda with flexibility? >> See, there are only four of us. I sure hope we're all active in our making.
Thank you, Director Budro. And >> did I hear a second? >> Yes. With flexibility, which means my policy is correct. >> I have you I have everything under control. >> Okay. Second. >> Second by director Moore. Discussion. Discussion. Discussion. All in favor of
the motion signify by saying I. >> I. >> I. >> Opposed. Motion passes. Uh, agenda item number three, recognition, awards, and presentations. Tonight we have the PBIS and restorative practices presentation.
With us tonight, we have Mr. Nate Moler, Mr. Joel Timmer, and Miss Allison Sweeney. So if you'd like to come forward and we welcome you and thank you for being here and I will just have you Mr. Malter go right into the presentation.
>> Awesome. Thank you so much. I want to start off by thanking everybody for being here. For those online we'll do some quick introductions. My name is Nate Mader. I'm the Farbo High School principal. >> I'm Allison Sweeney, one of the assistant principles. Joe Timmer, assistant principal.
The first thing we're going to start off talking about is our mission at Farwell High School. In partnership with families and our community, Fairbell High School provides a highquality education that establishes critical thinking, belonging, and respect. We
empower every student to find success as lifelong learners and citizens. Today, we're going to be focusing on the two words belonging and respect. Some areas of focus for us this school year. Every student that comes to our school
gets a high quality instruction. We focus on positive relationships whether that's peer-to-peer, faculty, or faculty to the community. We want to ensure that we have clear communication to all stakeholders
involved at Farewell Public Schools. and we're really working on establishing a community and sense of belonging within our building. We really want to feel like a family. We're going to take a second to dig through some data this school year.
At this point last school year, we had 384 behavioral referrals. At the same point this school year, we have 220. That is roughly a 42% reduction in behavior referrals. We're going to
really get into the why of that in a minute. Another data point, at this point last year, we had 235 total numbers of days of suspension. At that same point this year, we have 37 total number of days
with suspension. That is an 84% reduction from last year. Now, a note on this. I want to be clear. When there is a major behavior at Farbo High School, we follow our student handbook. If the consequence deserves a suspension, we
move forward as such. We are not lowering the bar for behavior, but instead students are rising to meet our expectation. We are simply seeing more less behavioral major behavioralss at Fairbell High School.
Farbo High School is in its first year of PBIS implementation. And what that means is PBIS is a framework. Uh, move it closer. There you go. Thanks. PBIS is a framework or an approach for helping
schools create a positive climate in their building. and it is focused on the belief that all behaviors and expectations can be taught. So we are in our first year of implementation which has included establishing a team and
then that team has decided the plan moving forward and has gone through several days of training in Mano at the souththeast service cooperative. Um, as you can see the tiered triangle up there. Um, all students are taught
expectations. And then we have some students and a few students that need more intensive positive behavioral interventions where specific skills are taught and then they learn how to behave positively in our
school environment. Oh, thank you. This is our timeline for the next four years for PBIS implementation. This year we've really worked on creating that common language and have having staff
used the using the common language which is our sore expectations that are also being used at all the elementary schools and the middle school. Um, we have been really focusing on staff positives because that's a huge part of PBIS is acknowledging and recognizing the
positive things that people do in our building, both staff and students. This year, the team decided that we were really going to focus on staff positives. Um, coming up in the next year, uh, we are going to continue using the PBIS common language. We are
creating expectations for every area, every common area in the high school. So, we're going to teach and retach those behavior expectations at the high school. And that will be places like the cafeteria, sporting events, hallways, bathrooms, things like that. And also
continue to focus on staff positives, but also add in recognizing students for the good work that they're doing in our building. And then in in our third year of implementation, so 2027 28, we will continue to implement that language and expectations, all the things that we
have done in the previous two years. We're continue to acknowledge staff and student positives. We're going to explore reward options, but we're also going to be focused more on what's happening in the classroom. How are staff responding when there is
misbehavior? How are we setting up expectations in our classrooms? um that will be the main focus of 2728 and then by 2829 we hope to have PBIS fully implemented. So what that looks like for next year is
we will be creating those common languages. You'll see these posters throughout the building. We have our soar expectations safe on task accountable and respectful. And each one of those categories will have expectations underneath of it. They will
be in all the common spaces and they will be explicitly taught at the beginning of the next school year and every subsequent school year after that. So it's not a oneandone. It's a we're teaching it at the beginning of first semester, we're teaching it at the beginning of second semester and we're
going to do it again the next year. So this is a continuous way that we will operate at Farbo High School. So, if you recall a couple slides back, there was a triangle that Mrs. Sweeney talked about. Um, and at the bottom of the triangle is where we meet the needs
of all of our students. Restorative practices is one of the ways that we are meeting the needs of all of our students and creating that community, that culture of uh belonging at the at Fairbell High School. So, our staff this year has been engaging in a year-long professional development um on
restorative practices to help us build a culture that is that is belonging and inclusive of all of our students and all of our staff members. Um, we are working to create the conditions for learning in each of in in all of our
classrooms and build accountability along with it because one of the pieces that we frequently don't have is the accountability in in or we have the potential to not have the the accountability in schools. And so this process that we are um going through with our staff members is helping build
that accountability system. And then of course we also have conflict that happens h we have most of the time we have small conflicts that happen in our building and restorative practices are simply a resto uh relational approach to conflict. So here are those same uh triangles that
we saw uh back on Mrs. Sweeny's uh slides a couple slides back. Um, so you can see on the bottom we have the the parts that that talk about the um the expectations and the the um excuse me the the stuff that we focus on
every student in every in classroom and and with all of our teachers. On the left side we see our preventative approaches where we're building that culture. um we're we're finding ways to make sure that we are um building a community in each of our classrooms and then we have tiered approaches above
that. Um so some of the things that we have been working on this year is our our uh response to behaviors. Mrs. Sweeney, Mr. Molader and I have um been we've been trying to be creative with how we approach um negative behaviors in
our in our classrooms and in our buildings. And so we've put together some different models that have helped to build accountability, getting students to take ownership of of what it is they might have done in the classroom or in a common space and something that
allows them to restore um so they can uh get back to the classroom, which is where they need to be in order for them to continue to learn. And like Mr. Mer said we do have some behaviors that do require um a more punitive approach, a more disciplinary approach, and we take
those steps as as every um as every behavior warrants. Next, we're going to take a look at some student quotes. We want to hear from the students and their perspectives on what what they're noticing in the building. So, I'm just going to read some quotes here from four different students. The sore expectations are a great message
for students to ensure that they are respecting themselves, others, and their school. I have noticed that this year more people are connecting with one another, and I do think the school environment has improved. My favorite thing about Farbo High School is that I really enjoy my
teachers and peers. They make the experience even more fun. I also really appreciate the care for students in the building. And lastly, I have noticed that this year there are more focused students, student connections, and less drama within the building. And again, those
are direct quotes from our students. And I want to finish off here by saying thank you. Thank you school board for the time to present to all of you today. I want to give a huge thank you to Miss Sweeney and Mr. Timmer. It's a lot of their work that they're doing every day um is the result of this positive data
that we're seeing. And of course, I just want to thank all Farbo High School staff, our pair professionals, our teachers. It's the work that they're doing every day with students where we're seeing this positive growth. So, so thank you. >> Thank you, Mr. Molter. Uh feedback board members,
>> director Wolf go. >> Um if you go to the two slides on data or data, we get a kick out of this at our work. How do you pronounce? Um but do you have you know and if you
go up one slide too got the behavioral referrals down 220 this year 84 last year and then the other one was you know the number of days with suspensions. Um really really impressive and yet it seems like the PBIS is in the early
phases. So can you at all just give one or two things that you feel that your team or the staff or the students. I mean, that's taking place to drive these positive results. And I mean, it
could be that some kids that were troublemakers are no longer in the building. I mean, that could be part of it, too. But what are one or two things that are really making a big difference with regards to these data? >> Yeah, I'm going to start off by saying clear communication. I mentioned that earlier, but simply having our source
standards. Um, one great thing that we have at at Fairbell High School, but all throughout our district is alignment. So, the kids are learning their sore standards through elementary, middle, and high school and that common set of expectations. We're seeing a common understanding of what's acceptable behavior at the high school. Along with
that, I'm going to always stress positive relationships. Uh, a really focus on those relationship aspects really helps drive forward um positive behaviors within our building. >> Director Budro. Thank you, Mr. Chair, and thank you for coming and presenting
to us and for the work you're doing in this area. My question is, do you feel that you have enough tools in your toolbox right now? Um, I know that suspensions obviously are one of the tools
and do you feel like you have enough coverage for maybe some chronic behavior that you know is disruptive? >> Speaking for myself, absolutely, but I'll let Miss Sweeney and Mr. Tim respond to that as well.
>> Okay. I would say yes, we do. um you know and and even going back to what Mr. Wolf said earlier about, you know, we are in our early phases of implementation for PBIS, but we've also been doing some
pretty intensive staff development for restorative practices. And I think that has changed mindsets in the building, which has um changed the way that staff do respond to maybe some of those lower level behaviors that kind of nixes the behavior as it is. And again, going back
to those relationships. So yes, I would say we do have plenty of tools and as we learn more about restorative practices and in PBIS, we are continually adding to those as well. >> Yeah, I would say that it's that continuous improvement of figuring out
what's working in certain situations and what's not working. Um I would also Mr. Wolf to go back to your point. Um we have fewer cell phone disruptions. It's still there. students still use it, but I think getting a lot of the cell phones out of the classrooms is helping and
teachers are being more responsive um to um try to take some of the technology. We don't want to get rid of all the technology, but to to go back to a little bit more old school traditional, I think that's helping a little bit too. Um but we are we are continuously improving our our methods and our
practices so that way we can continue to be responsive to everything that's going on in our building. Um, I lost my other thing. Oh, we have a we have a workbook that we're working through, too, that we can um pull out. Okay, well, we had this scenario happen and so what what should
we do? Um, yes, suspension is always a tool that we can use, but again, with the goal that we want our students in the classroom and learning, how can we build accountability and get them back into the classroom to take ownership of their behavior? >> Can I add one more thing? We're also, if
we are seeing recurring behaviors popping up in classrooms, we already have um this is something Timmer's really been working on for the last two years, but we already have behavioral interventions where we're teaching SK skills to kids on how to function in the
high school classroom and how to get themselves organized and how to have self regulation. We already have that available to students with some really great people teaching those classes. So, I believe that's helping too. and that is a part of PBIS and restorative. Um we
just happen to be a little bit ahead of the game in that part. So that's great. We'll take that as it's coming. But those things are going really well. >> And there's one more I'm sorry to interrupt. We did last year um Mrs. Sweeney and I did a lot of work behind the scenes to change um what we wanted
that our responses in the building to look like. And so while last year we had higher referrals and higher suspension rates, last year as we went through those situations, we were learning and and working to adjust all of our approaches so that this year we could
have a much better and smoother um roll out to everything that we wanted to do. >> That's awesome. Thank you, >> Director Moore. >> Uh yes, thank you. I I like those numbers. Uh and P it's uh I think slide six. I looked at the triangle there. Um,
I kind of like stats. So, uh, so there's obviously some students that do have some behaviors and some have worse behaviors than other. What is the percentage approximately? I I don't want to know exact >> are you are you asking like what's our
percentage of major behaviors compared to minor behavior? major and then there's always some behav when you look at the triangle that's all the students and then there's some behaviors not so bad but then there's some really bad behaviors so what is the percentage for each of those approximately
>> I would have to look through the data give a specific number I can't give that off the top of my head but what I can tell you just based off our numbers that we saw here you can see that our major that top of the triangle we're not seeing a lot of those this year >> that would be the right the suspension >> correct >> thank
And I noticed in your mission statement there it defined community. I like definitions. So what is your definition? >> That's a great question. >> Yeah. >> No, that's okay. I >> But I'd like to know what each of your definitions.
>> I think we go back to the words of a sense of safety, a sense of belonging, a sense of togetherness, a sense of respect within our building. >> So that's what you mean by community. And and this definition should be your professional. If she if you asked for your definition
of community, then you're giving your excuse me, you're giving your your definition of your professional definition of community. >> So who is community? Is that the community? >> It's the Fairbell High School community, but we should be working alongside with
the outside community as one. >> And you're talking about taxpayers, voters, >> victim, could you pull the microphone closer to where picking you up? >> Are you talking about like taxpayers, voters, or parents or >> we should all be working towards
>> I think we need a clear definition of what it is if it's in our mission statement. So, just a little >> Yes. >> heads up there. >> I think every person in Fable should be working towards a common goal of helping our students get the best education possible. So it's everybody in the fair community. >> Absolutely.
>> Okay. >> Director Kudson. >> Thank you. Um so because I have spent some time at the high school and I see what's going on and um I don't know what it's called but >> you pull your microphone. I'm sorry. >> Yeah. Okay. So the the ticket thing that
they use to sign in and out. I think that that has been huge because otherwise it used to be that just tons of kids we walking in and out and no accountability. So that has been really good. And then I think also that um
we've been seeing our SRO more in the in the in the hallways and Bird um he's amazing. And I mean it's surprising that I walk down the hall and there's nobody there and that's how it should be. And
it used to be that you'd see the same kids circling the hallways. And so I don't know what you're doing, but it it's certainly is working. So, thank you. >> So, uh, Miss Williams, I don't want to put you on the spot, but it' be great to
hear from you're you're there every day, uh, all day. So, what are your perspectives, >> Mr. Chair? Real quick, she does have diplomatic immunity. >> And, Mr. share. I will say I informed her last week that this question would be coming. Okay.
>> So, I didn't know from whom, but I said this question would be coming. >> Okay, great. >> Yeah. Um I guess I agree with a lot of the things that are being said. Also think that um their presence has been very important. Like when I walk through the hallways, I'm there all day and I
see at least one of them three times a day. So, I think that's also something that they should be proud of. Their presence is there. Um, and then with the like entering and leaving thing, I think that's also been very helpful uh for students
um because at least it's just another barrier to keep kids in the classroom like one extra step and most of the time kids don't want to take that extra step to you know uh leave class. But um otherwise, yeah, the hallways are always clear. I have no problem using the bathroom
when need be. And I think everything's very has been very smooth and yeah going well. >> Great. Obviously we're a data driven district and if we look at the data you've this program and you three and I
would say all your staff has made a significant difference in improvement within our schools. Thank you very much. We really appreciate your presentation and and the work you're current in the work you're doing and we'll continue to do so. Thank you so much.
>> Thank you. >> Next, we'll move on to agenda item number 44A, items in items of information. Uh, schoolboard members. Schoolboard member here, Director Budro. >> Uh, thank you, Mr. Chairman. I just
wanted to share which Jamie's going to share so I get to share it first. Jamie and I were judges for the elementary school young chef uh contest and it's so fun.
So, is it okay if I read the names of the kids? So, the the students are elementary students, fourth and fifth grade. Carly Aayotvos, I don't if I'm saying it right. She made chicken
lollipops out of uh chicken drummies. They're really good. Nolan Sweden made red bell pepper sauce ravioli, which was also delicious. Taylor Larson made, he
named it himself, pizza pants spaghetti. It's spaghetti with sausage and pepperoni in it and noodles. But it was fun and the kids did a great job and it I think that's the best job I
have is volunteering for that. Just wanted to say great job kids. >> Thank you Director Moore. >> Uh yes, a couple of things. Last week I had the pleasure of attending the Jefferson students choir concert for the
individual grade levels and the students did a just a great job. Um, you know, our district is fortunate to have such a wonderful music teach intelligent music teacher as Mrs. Brenda Gar. Uh, I really believe that music brings people
together and it certainly seems so at Jefferson. Uh, I also think that music, you know, from the brain research that music is vital to brain development and I think we really need to think about expanding the elementary music program throughout a district. I think that
would be a really great thing. Secondly, um, also I didn't see this on the agenda, so I'm going to say it now. The North Alexander committee, we met last week. Kane Smith was there, who is the building and grounds health and safety director, and Shane Gunderson,
athletic director, was in attendance. And I the basically I think the main purpose of this is um for the committee is to make sure that the farbo sporting events or anything farbo public school related at the um north Alexander that there's no conflicts with other events.
So I think that went pretty well. Um, finally, this year will be the 250th anniversary of the United States of America, and I think this would be an excellent time for all of us to come together in unity
to celebrate. Therefore, I am proposing that the Fairbell Public School District set aside one or two days this coming school year to have some fun, celebrate, and learn the facts regarding the principles our nation was founded on. In fact, I think September 17th is a day
set aside uh by law for the educational realm to delve into the facts about the Constitution and maybe even the Declaration of Independence. I think that would be a perfect day, although another day would be okay with me. I think the basic principle of our constitution and declaration of
independence is that no matter our family background, our culture or race uh is that all of us are created equal in the eyes of our creator um God or creator. And so under this principle of our constitution, no matter what racial differences we have or what cultures we
come from, we do have a sense of hum unity and that we are all human beings with unique character. We do have our differences and the United States is not perfect but there is a unity when we come together as human beings and I think that would be fun. As I said I
know this country is not perfect. I know that from past from the past as an example um I'm going to say this. My fa grandfather was French. In fact I think they lived on Willow Street. Way back then it was known as Frog Town. I don't know if anybody remembers that. This was
actually a derogatory term in that frogs were equated with individuals of French descent. Uh that was degrading and humiliating. But I think my grandparents persevered and I believe that they did because they understood what the constitution was way
back then. The point is if we maintain our differences but what's important is we can maintain our differences you know what culture we have whatever but what's important is who we are inside and that's a person's greatest and most valuable characteristic and I think the
constitution honors that and because of that we need to honor the constitution and our country so I am proposing that thank you >> do you have anything this evening >> I don't have I I've prepared a statement regarding uh some of the things that have come out
here in the past couple weeks. So, if uh everyone would bear with me here, uh Ferbal Public Schools received a prevention partnerships healthy youth or PPHY grant in 2022 to support youth
substance use preventions prevention efforts in our community. This grant provided nearly $1 million over three years for student programming, including youth engagement activities, afterchool programs, and community
partnerships that promote healthy choices. The intent of this grant was to address concerns about youth substance use that had been raised within our within some of our communities of color. You may have seen or heard a recent news
story discussing this grant, and I'd like to provide additional context about how this work began and how the funding has supported all of our students. The initial discussion about pursuing this grant began after a community member, Lu Ali, spoke during the public
comment portion of the August 22nd, 2022 schoolboard meeting. During her comments, she shared concerns she was hearing from Somali families about youth substance abuse. Following that meeting, the district
held several family engagement listening sessions where all parents were invited to share their concerns and ideas with school officials. These conversations helped inform the district's decision to pursue the grant and develop prevention programming aimed
at supporting students and families. This grant provided nearly $1 million in funding over the three years directly to Farbo public schools to support youth substance use prevention. Funds received through this grant went directly to programming and equipment that support
youth substance use prevention. At no time did any of these grants go to Lu Ali or to any of her businesses. The school board approved this grant through a public process and the district has continued to monitor and
document how the funds were used to port to support students. Fairville public schools recently responded to a data request by providing extensive documentation outlining how the grant funds were used. The Minnesota Department of Human
Services also conducted a financial reconciliation of the grant and found the district to be in compliance with grant requirements. In addition, all expenditures associated with the grant have been reviewed by district staff and through the
district's annual independent thirdparty audit process. We remain proud of the work our staff and community partners have done through this initiative to support the well-being of all of our students. Fairville public schools and our school
board remain committed to transparency and responsible stewardship of public resources and we will continue focusing on providing safe and supportive opportunities for all students to learn and thrive. If anyone has any questions, please
please contact Superintendent Benty or myself and we will refer you to the right people. We'll give you the answers that you're looking for, the data that you need and request. We're more than happy to do that. So, with that,
we'll move on to agenda item 4B, which is student board representative, Miss Samir Williams. >> Good evening. Uh the school year has been going well, especially at this time of the year. I've noticed many students have chosen to really give full effort into their classes uh rather than choose
to slack off as we near the end of third quarter. All winter sports have come to a close as spring sports start up. Uh it'll be really exciting to see what where athletes from track and field to baseball to tennis to softball and golf take their teams. Lots of hard work and
effort will be put into these sports in the coming weeks as actual competitions near. Also crucial to note that DECA state was a huge success. Um multiple students will be moving on to ICDC in Georgia. Thank you.
Very good. And I believe I just uh I just read this morning that today is the first day of fast pitch baseball, golf, track and field, I think. with this week or next week. We're right already starting. All
right. So, it's they overlap. Thank you, Mirror. Uh 4C, uh information. Uh Superintendent Benty. >> Thank you, Mr. Chair. Um Director Budro stole the best one I had. So, I I will just add that all three recipes that the
students uh made for us were excellent. Um and I took a picture of each one of them and took it home uh for my wife to add it to our rotation. So, uh, Jefferson Elementary second graders recently hosted an Olympic research event. Families were invited to attend
as students proudly showcased projects they created while researching different Olympic sports. The morning was filled with excitement as students shared what they had learned, played bingo with their families, and celebrated their hard work by receiving gold medals for their efforts. Farbo Middle School students recently participated in a math
mania competition in Mano. 25 students in grades six through eight competed in both individual and team math challenges. We are proud to share that one Farbo student earned third place in the individual competition. Congratulations to all the students who represented Farbell Middle School. Farbo
High School AVID students recently donated meal kits to the community action center in Farbo. Working in small groups, students planned and budgeted a meal for a family of four using just $20. They researched rep recipes, compared prices and calculated
ingredient costs before purchasing the items, connecting classroom learning with real world skills and service to the community. Lincoln Elementary recently wrapped up its annual readathon with a celebration assembly. This year, the the school raised an impressive $10,266
through student reading pledges and generous donations from community businesses and former Lincoln staff members. During the celebration, students who reached fundraising milestones had the opportunity to silly string, pie, or slime participating teachers.
That would get me to read, I think. So, students at Roosevelt Early Learning Center welcomed a special visitor known as the Smile Fairy, who helped teach about dental hygiene. Through fun activities and demonstrations, students learned the importance of brushing their teeth and building healthy habits at an
early age. Uh, it was already been said, but congratulations to the Farbo High School DECA program on a strong showing at the state conference where students competed against more than 3,000 of the top competitors from across Minnesota. Farbo Middle School students also
recently participated in a learn to ski day at Welch Village. With blue skies and great snow conditions, students enjoyed a day on the slopes while learning perseverance, courage, and endurance. The experience is always a highlight and a great opportunity for students to demonstrate our sore
expectations and it's just great to see some of the students that are going out and skiing for the very first time ever. It's just a new experience for them. So, congratulations also to Farbo High School students Caitlyn McGee McGeehan
and Zela Johnson who performed in the ACDA of Minnesota Honor Choir. More than stu 2,000 students audition each year and performing in this 150 voice choir is a top honor for ninth and tth grade singers in the state. Both students
describe the experience as inspiring and a great opportunity to perform with other talented musicians. Artwork by Farbo Area Learning students is currently on display at the Paradise Center for the Arts as part of youth art month. Community members are invited to
stop by and view these beautiful creations now through April 10th. And one upcoming event, expectant parents are invited to attend the upcoming baby celebration on October 18th at the Farbo Education Center. The event will take place from 9:30 to 11:00 and is open to
expected parents and families with babies up to 12 months old. It's a wonderful opportunity for families to learn and connect with community resources. Mr. Chair, that concludes my report. Thank you, Superintendent Benty. Move on to agenda item number five,
public comment. Miss Kenny, did we had no public comment this evening? Thank you. Agenda item number six, the consent agenda. The consent consent agenda today consists of the minutes from the February 17th and March 2nd, 2026
meetings. uh employment, additional assignments, other authorization of payments, transfers, and investment accounts and retirements. Is there a motion for approval of the consent agenda? So move. >> Thank you, Director Wolf. Is there a
second? Thank you, Director Budro. No discussion on this. So all in favor of the motion signify by saying I. I. >> Opposed? >> No. >> Motion passes 41. Agenda item number seven, uh, district
advisory committee. There's no report. Agenda item number eight, the policy committee. 8A is policy committee minutes. And Director Moore, you have that one. >> Yes. Uh, thank you. Uh,
Chairman Bellingham. Uh, with the actually I think we had a record. We got done in 15 minutes. I think it was just, uh, but we had a review of policies. Uh there were four of them. Policy 504, student dress and appearance. Uh policy
505, distribution of non-school sponsored materials on school premises by students and employees. Uh policy 527, student use and and parking of motor vehicles, patrols, inspections, and searches to the school board. Uh
then policy 605, alternative educational services to the school board with with no changes. Then we had a revision of policies which was just maybe a sentence or two or whatever it was. It's policy 406 public and private personnel data.
Um there was three policies here. Uh policy 503 student attendance to the school board and policy 520 student surveys to the school board. And we did not have any new policies. So
>> very good. Thank you Director Moore. So agenda item 8 B we have first reading first reading of policies and they are as follows. Uh revisions to policy 406 public and private personnel data.
Uh 8B2 revisions to policy 503 student attendance. Uh number three revisions to policy 520 student surveys. Uh, number four, review of policy 504, student dress and appearance. Five, review of policy 505.
505, distribution of non-school sponsored materials on school premises by students and employees. Uh, number six is review of policy 527, student use and park and parking of motor vehicles, patrols, inspections, and service
searches. And then number seven, review of policy 65, alternative educational services. Are there any questions or anything on the first reading of those policies? Seeing none, then we'll move on to 8 C,
which is the second reading of policies. So with this, as I've been asked to pull a couple of them, so we're just going to go right on down the line and deal with these as we go. So we'll take one at a time. So revisions 8C8
is revisions to policy 306 administrator code of ethics. Is there a motion for approval of policy 306 administrator code of ethics? >> So moved. >> Thank you, Director Wolf. Is there a second? >> Second.
>> Thank you, Director Budro. And discussion. Uh, Director Moore, I will turn this uh you propose an amendment. So, in the discussion, go ahead if there's no further discussion here. >> Okay. Thank you, Chairman Bellingham.
Yes. Um, I move to amend policy 306, administrative code of ethics. It's on page 12E. I'd like to add the following sentence at the end of the paragraph. Federal law supersedes state and local laws as well as school district policies.
>> Thank you, Director Moore. There is a motion to amend uh the revision to policy 306 as Director Moore stated. Is there a second to that motion? Is there a second to the motion? Is there a second to the motion?
Hearing none. The motion fails due to lack of a the motion to amend fails due to lack of a second. Back to discussion of revisions to policy 306. Discussion. >> Yes. Um, Mr. Chair, I move to amend
policy 306, administrative code of ethics, page two, 2B4. >> I'd like to keep this paragraph adding the words in blue. Uh, I'd like to add a school administrator. And then this is the rest of it. Obeys low. I'd like to keep this in I think
MSBA is has asked to uh um take away this uh or to eliminate this paragraph. So I'd like to add a school administrator then obeys local, state, and national laws and does not knowingly join or support organizations that advocate directly or indirectly the
overthrow of the government. In parenthesis, I'd like to add treason. So you there's a motion to amend policy 306 as currently stated by Director Moore. Uh is there a second to that
motion? Is there a second to the motion to amend? Is there a second motion to amend? Hearing none. The motion to amend fails due to lack of a second. Last call for discussion of revisions to
policy 306 administrator code of ethics. >> Mr. Chairman, >> director Budro, >> I did look this up online. Um, it is a agency rule. It's so agency rules are usually approved by a judge and this the
red the stricken language um was not part of it. So, I I just want to say I don't know that we could legally amend that. I mean, it would contradict the agency that wrote it and
that needs a judicial oversight. So, that was my reason not to amend it. Anything else? Okay. Hearing no further discussion, we have a motion for approval of policy
revisions to policy 306, administrator code of ethics. All in favor of that motion signify by saying I. >> I. >> I. >> Opposed? >> No. >> Motion passes for one. Uh
8 C9, revisions to policy 66, textbook and textbooks and instructional materials. Is there a motion for approval of revisions to policy 66 textbooks and instructional materials? Also move that motion. Is there a
second? >> Second. >> Thank you, Director Wolf. Any discussion? Discussion. Discussion. Hearing none. All in favor of the motion signify by saying I. I. Opposed. Motion passes. 50.
Uh 8 C10, revisions to policy 712, video surveillance other than on buses. Is there a motion for for approval of revisions to policy 712, video surveillance other than on buses?
Motion, please. >> So move. >> Thank you, Director Budro. Is there a second? I'll second the motion. Uh discussion discussion discussion hearing none. All in favor of
the motion signify by saying I. >> I >> opposed. Motion passes. 50 8 C. Uh revision revisions to policy 722 public data and data subject requests other than committees. Uh is there a
motion for approval of the revisions to policy 722 public data and data subject request to other committees? >> So move. >> Thank you Director Budro. Is there a second? >> Second. >> Second. Thank you Director Kudson.
Second uh for the second and discussion. I believe director Moore you wanted to had some discussion on this if I remember. >> Yes. Thank you uh Mr. Chair. Uh yes. Um this is policy 722 public data and data subject requests under 3E page two. The
last part it says and I quote request by the minor if the responsible of authority determines that withholding of data would be in the best interest of the minor. This actually is under definitions. So this is really not this last part really has nothing to do with
the definition. Uh secondly, I think this is another attempt to diminish parental rights by the MSBA and you know and therefore by our school district. So I cannot vote for the I I will vote uh in the negative for this. Thank you.
>> Further discussion. >> Let's call for discussion hearing none. All in favor of the motion for for revisions to for approval of revisions to policy 722 public data and data subject requests and other committees signify by saying I. I
>> opposed. >> No. >> Motion passes for one. Thank you board members. Moving on to agenda item number nine. Other committees the finance committee. Uh director Budro I will turn that over to you.
>> Thank you Mr. Chairman. The finance committee meeting was held remotely on March 9th, 2026 at 7:30 a.m. A quorum was present. Committee action items include approval of the February 9th
minutes and a request by Cassie Riopel, director of community ed and engagement was made to adjust fees for Kids World Community Education School Age Child Care Program for 2027.
The adjustment would increase fees from 1.3% to 3.6% depending on the care option selected to balance fiscal sustainability of the program and that was approved. Another approval was a
request by Biz Daniels, secondary curriculum and instruction coordinator to renew Fairville public schools eligibility for the Minnesota Achievement and Integration Program. um which is to pursue racial and
economic integration, increase increase student achievement, create equitable educational opportunities, and reduce academic disparities. financial performance. February student enrollment count saw a decline mainly at
Farbo Middle School and Farbo High School and the district is currently 17 below enrollment projections which is 10 more below than last month and our investment balance is stable and
steadily accumulating interest. Our comparative financial report, our general fund expenditures for utilities and snow removal continues to be higher than one year ago. The self-insurance fund is sustainable.
Our general fund is on target at 50% of expenditures. The meeting was adjourned and the next virtual meeting is April 13, 2026 at 7:30 a.m. Thank you. >> Well done, Director Budro. Thank you.
Uh, agenda 9B, the Community Education Advisory Council. Director Steves is absent tonight, so we'll put that for next month. And then 9C, facility comm facilities committee. Uh, Director Moore and Director Wolf. And I believe from
premeating discussion, we'll go over to uh, Director Moore for that report. >> Yes. Thank you. And, uh, Mr. Wolf, uh, you can chime in anytime if I forget something, but I've taken extensive notes, so Okay. Okay. The meeting was on
March 12th, uh, 2026. Uh, and, uh, Kane would Kane Smith uh, was the, uh, moderator of that meeting. Uh, McKinley um, the demolition is done,
the plumbing has begun. uh and the uh they are the the city they need the build need the a building permit and the the state approved these plans so they're just waiting on the city now so I'm not sure what the holdup is but uh LTFM proposed plan tenative
for 2027 Roosevelt no plans Jefferson replace the chiller ex and exterior tuck pointing uh and if that that's referring to if you have any cracks around the windows or anything external little that they have
to repair. And it's also including washing the brick. I was excited about that because that was an added one. Uh if I can read my right sidewalk, uh sidewalk maybe he's put um Lincoln exterior tuck pointing.
Uh let me turn the page here. High school tuck pointing sidewalks, McKinley sidewalks. Then they have the circuit uh report on the circuit IQ. That's electronic panels that they're testing. Uh the ground shop is done and
every switch outlook was marked, labeled, outsourced. Uh use uh and I think they said what was it? 40% of them were mismarked. So it's really good that we are going through that because if there is an emergency or something and they have to go to those panels, they
need to know what goes to what. So uh I was really pleased to see that. So it'll be more efficient. uh secure uh the security safe uh concern uh demo. The IT department was involved. This was with the um security systems that they have
out there that uh they were uh demo demoing 10 of them. And I think they're kind of tweaking all of that. And for instance, like if there's gun detection, you know, there can be false positives because it something may look like a gun when it's really not. I think they're
tweaking that aspect which is really good. They also are looking at the when people come in and out and I think that's a really good thing. One of the I think concerns there is when you when you have the camera on that if you want to zoom in closer the pixels get a
little blurry but uh I think all in all things are progressing there. Um let's see. Oh and I I was pleased to know that too. uh they do if something like I think the question was asked I don't know if you
Mr. whole faceted or not, but if there is something like if they see maybe possibility of a gun or somebody coming in that looks suspicious, uh there is a something on their phones to set up alerts on the phones that they can uh uh you know Kane can look at that and
respond immediately. Um uh it's going to come out of the general fund. I think Barbie think that's what I understood. Correct. $50,000 per year, right? It's not for police for now, but I was I was really put at when I I was
put at ease when I when there's alerts going off on the phones. So then they can respond quite quite quickly. So they have, you know, student tracking, walking around, things like that. So let me check here. I think did I cover
everything? >> You got it all >> early in the morning. I took some good notes, right? Okay. Thank you. Thank you, Director Moore. I'll move on to agenda item 10. Uh 10A is gifts and donations. Resolution 26-20
are uh accepting gifts and donations. Uh this month we have um resolution 2620 approving acceptance to the following gifts and donations. Reliance Bank donated $200 and hygiene products estimated value of $250 to the nest. Is
there a motion for approval of resolution 26-20? >> So moved. >> Thank you, Director Budo. Is there a second? >> Second. >> Thank you, Director Canudson. Uh >> Director Moore both. >> Oh, you did. Oh, >> I'll give it to Director Kudson. Uh
there uh discussion. >> Thank you. Reliance Bank. >> Mr. Chair, I will abstain just because that's the place of my employment. Okay. So discussion discussion this is a uh
roll call item. So director Wolf if you would do the roll call please. >> Director Budro >> I. >> Director Kenson >> I. >> Director Moore >> I >> I will abstain and director Bellingham
>> I. Uh passes four to zero with one. Extension goes to the positive. So that would be f uh for the records uh 5. Thank you, Director Wolf. Uh 10B, consider approval of the achievement and integration plan fiscal year 27-29.
Is there a motion for approval of the achievement and integration plan fiscal year 27-29? >> So moved. >> Thank you, Director Wolf. Is there a second? Director Buddha says she will second it. And begin discussion. Um Miss Daniel's
unable to be here this evening, so Mr. Venty, uh, do you have anything you'd like to add or find at this time or? >> Um, this is the same plan that was presented to the finance committee last week. Um, and then if as you remember uh, Miss Daniels was here uh, the week
before presenting to the board as well. So, >> thank you. Uh, discussion. >> Dr. Budro, >> thank you. I have a question. Since Superintendent Benty is sitting in for biz, I'm sure
he'll know some of these an questions I have. Um, is this pathway, which I'm talking about now, the grow your own and hiring teachers of color, is this pathway accessible to all students and
all applicants? >> So, the student grow your own pathway is accessible to all students? Yes. Okay. And these are students pursuing careers in educational jobs. >> That is correct. Yes.
>> Okay. Are all the components of the program, the grow your own program, the tutoring, the mentoring, are they available to all applicants? >> That is correct. They are available to all athlete uh all applicants. Yes.
>> Okay. And one I have a couple more. Is there any language that states a racial preference for hiring and retaining teachers? >> Farbo public schools does not have any reference to racial uh preference when
it comes to hiring. In fact, when our applications when when any of us get applications, uh I do not you cannot see that. It I don't even think I don't even believe we ask it. Um I I'm not even sure if we ask
it on our applications uh nor gender either. So those are not questions that are asked um or known by us during any of the interview process. >> And Mr. Benty, is there any language in
this plan that clarifies that um we hire teachers who are most qualified? I think there is, but I don't know. Yeah, we we uh in and I I don't have the plan in front of me, but it would be the the area that we always hire based on
merit. Um and we always hire who is the best most qualified individual for the position. >> That is on page three. >> Okay. >> I have one more question. How will applicants know that they're eligible
for the grow your own plan? because it kind of seems like we could get the impression that it's only for a certain group of people. >> Yeah, we send that out uh districtwide to everyone that's in the district and it's also opened up to community members as well. So, it's uh the the way that
our grow your own adult pathway is set up is that it's it's open to anyone who lives in our community. >> Thank you for answering my questions. I think they're answered.
Second call for discussion. >> Director Moore. >> Uh yes, I I was looking over the achievement and integration plan. I do like the fact that the program is utilizing Falcons for change. I think that seems to be a great resource thanks to our students on the B uh the PGC
student monitoring. Again, thanks to our students. I think, however, we could do this without the the plan. Uh, I just have a couple of things I'd like to say about the achievement integration plan that has been in place for a few years now. From what I can see, and I I didn't
I was hoping this would show up in this packet, but it didn't. Uh, there is no hard statistical evidence that this program is increasing student achievement. From what I can see, uh it, you know, it may show that graduation rates are up, but with stats like 59% of
grade nine students at risk for reading and 68% at risk for math, I I think we we need more accountability. Uh this only tells me with the, you know, the graduation, if the graduation rates are up, and that wasn't even in this packet, uh it only tells me that
we're graduating students who are largely deficient in both these important categories. Um, in fact, I I don't think this is isn't even a goal of the achievement integration plan program. I think it's a strategy, but it's not a goal. I I And
then you look at the use of AVID. It's been in place for years. Do we have I don't think we have from what I have seen, we have no statistical evidence to back up AVID as increasing achievement scores either. Uh uh then we also look at the college and
career readiness. I believe the first goal to prepare for college and career readiness is for all students to be ad to be able to adequately read, write, and do math. Um, those aren't priorities either, it doesn't seem, you know, if we really are
interested in college and career readiness, we'd be focusing on increasing reading, math, and science scores. Uh, I think we're putting the cart before the horse here. Um, I think before students uh even consider
college or a career, shouldn't they be proficient in the basics? And we we haven't achieved that yet. And that's that's where I'm having a problem. And I remind you too, this is all coming out of t out of the pockets of taxpayers, whether it's local, state, or federal
levels. It seems to be, at least what I'm seeing right here, no accountability to the taxpayer. uh you know, we're spending money on a program that has not demonstrated increases in b basic achievement scores.
Um and thank you, uh Director Beduro for answering my questions about the uh teachers of color. I am I'm glad that we hire based on merit uh because I think that's that's what we have to do. And um
and I'm not saying that and and sometimes I get a little concerned um that when when somebody uses color or something like that to me that's inherently racist since the implication that is that teachers of color are
somehow less qualified and I don't think they are and I so that's a racist thing but I'm glad we're hiring on merit because that takes care of that concern. Um, so I I think we need we need to continue to do that.
And let's see. I guess my main concern is that this program doesn't increase. I haven't seen hard fast statistics that show it increases achievement levels and that's my problem. So thank you. and also it's
being paid by taxpayers and so we have some accountability there to our taxpayers who are our bosses at least for our board anyway. So thank you. Further discussion. Any further discussion?
Hearing intersection for approval of the achievement uh of the achievement and integration plan fiscal year 2729. All in favor of the motion signify by saying I. >> I. >> I. >> Opposed? >> No.
>> Motion passes for one. Uh 10 C. uh consider approval of the Kids World rate increase fiscal year 27. Is there a motion for approval of the Kids World rate increase fiscal year 27?
>> So move. >> Thank you, Director Wolf for the motion. I will second the motion and um Superintendent Benty or Mel if you'd like to come up and go through this first. Uh before she
begins, just want to inform the board that this was discussed and approved at the finance committee a week ago. So >> thank you Mr. Reel if you go ahead. >> Yes. So Kids World is our school age child care program that's fee based. It's before school, after school, and in
the summer. This is a program fee adjustment. So the word says increase. we are going to offer a little decrease as a savings to our families who send their kids for a full day in a full week through the summer. And then um I've
updated that in the board book. The program operates primarily on participant fees and that's how we receive revenue. If we don't increase these fees, we'll have to operate in a program deficit, which is not a good thing. Um,
I'd like to draw your attention to page five of your packet. It shows the table of the proposed rates and specifically the column that says proposed FY27 and it shows you
the amount that would be proposed from the change from 2526 to 2527. So from this year would be $7 an hour for the elementary in the morning and to 725 per hour. So that row right there or that column
shows you the increase. So we're not trying to increase too much for our families because we understand that um our families don't have a ton of extra money to pay for these fees, but we do need to operate fiscally responsibly. So we need to increase fees a little bit.
Um, our community education contract had raises for our kids world employees and so we'll need to have a fee adjustment because of that. >> Very good. Uh, question discussion board members questions discussion questions.
Last call for discussion or questions hearing none. Mr. presented this really well, Mr. Repel, so we have any questions. Good. Do we have a motion for approval of the kids world rate increase fiscal year 27? All in favor of the motion signify by saying I.
>> I. >> Opposed. Motion passes. 50. Thank you very much. >> Thank you. 10 C uh 10D, I'm sorry. Uh consider approval of the fiscal year 2026 2027 budget adjustments. Is there a motion
for approval of the fiscal year 2026 2027 budget adjustments? Also move that. Is there a second? Second. Thank you, Director Wolf. And discussion and M. Raceler, I don't know
if you want to come up or board members have any discussions uh on this questions regarding this. Uh I'll open up for discussion right now. First request for discussion. >> Mr. Moore, >> go ahead, Linda.
>> I have quite a bit here. Well, I was just going to say that maybe speaking generally that again we have to make tough decisions. We have to be balanced financially. There's always a question is this the right proposal because some people that
reach out to us don't think it is. But is there ever any good proposal for cutting programs or salaries or whatever it is we have to cut? And so I just I guess just want to start with that. This isn't
a pleasant job to have in this area. I'll go back to the chef judging. That was much more fun. >> Thank you, Director Woodro. Director Moore. Yes, this is this is tough and I don't like this part just regarding the
cutting the teachers and the pairs. Um why is it that when we make budget cuts teachers and paras seem to be ones that the ones that work directly with the students are one of the first ones on the chopping block. You know uh to me eliminating pairs from
the kindergarten classroom that makes no sense at all. Presently, from what I'm understanding, we have one parah per kindergarten section. And after these cuts, we will have nine sections with only six paras. Uh so there's going to be times when
kindergarten teachers will be alone in the classroom. Uh you know what? If a 5-year-old needs help going to the bathroom, the teacher has to stop and help that child, cutting into valuable teaching time and disrupting the class.
Paras assist with disruptive behaviors. Paras assist with social emotional support. And we really stress that part in our district. They assist with recess, lunch, take students to the nurse if necessary. What
if a child soils himself? They assist with special needs students. Paris are really, you know, instructional coaches and very much needed within the classroom. And here is a list of 25 plus ways that PARS assist our
kindergarten teachers. Eliminating these positions would force teachers to eliminate small group work, resorting to simply teaching using worksheets, thus eliminating the hands-on learning mode. Uh I did visit a class last week and the
students were doing small group work and math and they were at three different stations or centers. One was with the worksheets with the other two stations doing hands-on work. You know, the kinesesthetic movement, which by the way boosts learning because learning is
enhanced with a hands-on approach. You know, we keep saying that early learning is so important. You know, we've had with the pre the preschool and the kindergarten have their own building. Uh we have daycare. uh we're
pushing the prek enrollment. If it's so important, then why are we being asked to reduce resources that these kind teachers have in their classrooms? In fact, I think we are what we're doing is taking away these valuable assets within our kindergarten
classroom. And that makes no sense. Uh what we say sometimes what we we have been saying and what we're saying now are not congruent. And that's not acceptable. It's really cognitive dissonance. Um,
also why are we being asked to uh to eliminate advanced placement Spanish classes? That's a teacher or I did not know that advanced placement language classes are needed to get into places like the Naval Academy. I did not know
that. You know, I'm for sports, but it seems a language class should take priority over a basketball theory class. And I I was told that we have basketball theory. I didn't have a chance to look it up because I didn't have time. So, where are our priorities?
I'd like to make some suggestions. Every month, we are asked to approve numerous positions within our district. And that's the consent agenda. That's one reason I said no on principal. Instead of cutting teachers, why don't
we set a few dates for one or two retreats? We seem to like retreats to go over many these many many non-eing positions. Some of these are teaching but the many non-eing positions and see if we really need these positions
and to ask ourselves are these positions increasing our achievement levels. If not they need to go. You know, secondly, with major grants that come in, usually one or two administrative coordinators are are hired to oversee these grants.
When the money runs out, these positions are oftentimes absorbed into the budget. And I have that on tape in April, I think it was, of um Mr. um the past u financial director. Oftentimes given different titles or
responsibilities, you know, they just they disappear into our budget. this in this is not transparency. Furthermore, I find this rather deceptive. Um, I think keeping those who work directly with students should be our first
priority, not our last. And where is the accountability here, especially to the taxpayers who are funding all of these grants, whatever, at the local, state or federal levels. So those are my suggestions going through some of these these every year that every month that
we have to these non- teaching positions that we approve of every month going through them and looking at them to see are they improving are they improving our achievement and then also looking at the grants and all the people that probably the
coordinators that probably stayed on with those grants. So, I think that's one place that we should really start and it will require work on our part, but that's what we're here for. We we our bosses are the taxpayers, not the administration. And so, thank you for
listening. I appreciate that, Mr. Chair. >> Discussion. >> Director Ken, >> thank you. Um, so I also have concerns about cutting our paras at um, our kindergarten level and I have been in a
kindergarten classroom and I see the teacher trying to teach and fortunately with the parah in the classroom they can um, deal with the behaviors, get kids on task, you know, take them where they need to go. um and a lot of the things
that that Miss Moore said about like just taking him to the bathroom or you know different things like that or to the nurse. So, um, and then I think that, you know, we want to increase our, um,
our math and reading scores and, and so I think that I feel like we should be putting as much as we can into our earliest grades because that will, you know, get them solid in their skills so that they can move ahead. And we
definitely need to get it, you know, as early on as possible. Um so um and then I guess because I'm relatively new that um I mean we get these budget
adjustments and then and then now we haven't really had a chance to talk about like what you know what other options we might have and um I know that like we had so at the elementary level
or at the kindergarten level you see all these little ones so busy and so much going on with one teacher and preferably at least a parent for support. And um and then I think we have programs like
the RISE program that you know I walk past uh the classroom classrooms at the high school and I see you know one student one or two adults working with maybe one or two students and um and
then I know that we have a couple of those positions that are paid for out of the general fund which I always thought that those were all grant funded and then Now, last month we just added another position um um that would include
um have working somewhat in the RISE program. And so I would like I mean I think that we're probably going to vote on it and um but I wish we had more time to work on this and that we could make
some what I would see as better choices going forward and helping our little ones. You know, I think that's where we're going to get our mo most bang for our buck. >> Mr. Chairman, I I have a question.
>> Um, Mr. Benty, it's my assumption that >> each of these sites, the person from the site, principal or whatever it would be, helped to make these
these adjustments. they help to select an adjustment that maybe would be least harmful, damaging. I don't know, but I know these recommendations came from a team. Could you verify that?
>> So, some of that Yes. So, some of the decisions came from um uh our administrators. One of the pieces that was unique this year was we had what was perceived to be a large a larger uh enrollment bump in
July and August for the incoming school year. So we added positions in August for the for that int anticipated enrollment bump that did not pan out that way. So there were some of these
positions, the paras being one and the the the teacher positions that you see uh at the elementary and at the middle school where we said those were additions that were made for that anticipated enrollment that did not pan out. So those were ones that I said
we're going to have to go back to the way we had budgeted and planned for coming into this school year for next school year. So those ones were kind of like me saying this is what needs to happen because we did not get what we
were supposed to get. One of the things that that I want to clarify is that coming into this school year we were not onetoone with our paras in our elementary or in our kindergarten setting. We had already taken that off the table as not being one of our
strategies at Fairbell public schools that we were going to going to continue. but it got added back in August due to the increased in enrollment bump and it was actually I had offered a kindergarten teacher to be uh hired and they ended up making that into two pairs
instead of a teacher. So that's how we ended up back to the one to one. So we are literally for the majority of this shifting back to the budget that we were supposed to come into this school year with if that makes sense.
Okay, with that clarified then what are we what is our ratio then paras to kindergarteners? >> So we would be sitting at one parah for every two kindergarten classes. >> Okay, >> for next school year
>> for next school year. And would those pairs then be able to interact throughout all the classes or they I mean >> so so there would I I'm I'm never set up a kindergarten schedule but there would be lots of flexibility that they would
have in their scheduling to say this is when I need this person versus when I don't need this person. Um so that will be up to them along with the building principal to figure out the scheduling piece on maximizing the efficiency of those uh paras.
>> Okay. Thank you >> Director Wolf. >> Superintendent Benty. Thank you and I agree with every person on this board. This this is not a fun meeting to ever make these cuts year after year. Um, regarding the pair of professionals and
you mentioned there would be one for every two kindergarten classrooms. Correct. >> That is correct. Yes. >> Um, following up on a comment that director Moira had made earlier that >> and I apologize. I don't want to misquote what you said, but I thought
you said um, if these pairs were not in the rooms that these rooms would have only a teacher in them. Is that correct? Are there any special education pairs ever in these rooms or are there are there any any other adults in these rooms? >> It depends if there if there's a student
in there that requires a special ed parah then that pair would be in there and that that is not in this reduction. These are general education kindergarten paras. >> Okay. So students in our kindergarten classes that um
need uh special education pair, they're still in those rooms dealing with or helping assist those students. That is correct. Okay. Um, and I don't know if this is a good thing to ask or not a good thing to ask, but we often compare ourselves to
other um, schools in the Big Nine, north of us, south of us, whatever peer type data. What do other schools in the Big Nine do regarding kindergarten Paris? We're seeing that same one parah for two
classrooms across big nine schools as well >> and and that's already existing or is that something that more are migrating to with all these budget reductions? >> That I would have to Nicole, were you the one that did the the calls to those around?
I got to figure out um I I'd have to find out which ones. Um I I don't want to say for sure, but I can I can figure out which ones. Okay. Uh but everything that we heard was that that's what everyone was moving to as once again like and and I know this doesn't make it
easier. Everyone is having this discussion right now. >> So >> yeah, I mean I I mean what we have to worry about is our district, right? I mean that's what we have to but you can pull it up. Oana is cutting 3.7 million. I
>> it is what it is for them and this is what it is for us unfortunately. And so, um, can can you at all talk about, and I know you kind of walked us through your, if you will, methodology on how you settled on these pair professionals,
kind of almost unwinding what we added last year and stuff. >> Can you at all talk about, and maybe you can, maybe you can't because maybe you don't want to put any rumors out there, whatever, but like >> what else do you weigh the reduction of the 270,000 of the pair of
professionals? what what else do you possibly weigh that against if you will other maybe more general themes instead of specific positions. >> So what we look at is we look at uh upcoming class sizes for the upcoming school year and we have a targeted and an evaluate number for each class. So
that is one of the main areas that we look at is rolling that next year up with what our anticipated class averages are going to be. that then tells us how many teachers we need per grade level at our elementaryaries and at our middle school. Um high school's a little bit
little bit different. Um but when we look at that then we're able to say okay this is the number of instructors that we need versus this is the number that we have. So it it is very data driven on that. It makes it sound cold. It makes it sound heartless but that's the way we
look at it is that's why we have set our targeted and our evaluated numbers for our ele elementary. We have the same numbers for our kindergarten as well. So that's how we decide on the uh elementary and kindergarten sections. Does that answer the question that you were asking?
>> Yeah. Yeah. I mean to a degree, but I guess I'd go back to So we've got $270,000 of reductions here for pair of professionals. Um, is there anything else that you weighed this against of okay, if we don't cut this, what are the other one or two or three things that we
would have to cut that would get us to this 270,000? >> Yeah. And and that is that that happens a lot in working with the building administration is to say this is the amount that we need um that we h that we need to reduce because if you look at you know if if you were looking there
and you were look on on slide 15 that's in your handout what you'll see is the numbers that if we do nothing. >> Yeah. >> Right. And and we don't want to we don't want to be there or if we don't do the number that we have set aside this year
it compounds and rolls forward. So many times what we're looking at is we we do get sometimes, well, I can I can reduce this for a year. That's the understanding of a one-time cost versus a recurring cost. And that's why when we look at larger budget adjustments and
reductions like this, we have to look at personnel because they make up 80% of our budget and they're recurring. They go on uh year after year. >> Yeah. Please know I'm not second guessing any of these. These are difficult and and quite frankly my perception from what I'm hearing from um
Director Moore and Director Kenudson is my perception only. I don't want to put words in anybody's mouth. I'm not hearing them say that we shouldn't make the total reductions. I'm hearing them question are these the right reductions based on the impact to students.
>> And so I think we all recognize that we have to make reductions. It's a matter of what are the right ones and I I would ask you and um uh Miss Raceler and all of your cabinet you know just going forward as these
reductions happen unfortunately it seems year after year and yes we have unless we have a big spike in our uh enrollment or unless the state does something right I mean those are our really our two biggest drivers if you will of of revenue is there any way that to educate
the board and bring the board along further in these discussions without having us get into the weeds. Our job is to be at that 10 or 30,000 foot view. Bless somebody. Um, right to be up there. And so I'm not questioning I'm I appreciate all the work that you and
your admin and the cabinet and the building leaderships have done. This just flat out stinks. There's nothing fun about this. It impacts people's lives. It impacts students and all that type of stuff. And so, um, I I just challenge you and your team in future
years. Is there any way better that you can educate us and bring us along? Um that's all I'll I'll shut up. >> Mr. Chairman, I have another question. So is there any way is there first of
all are there restrictions if we have >> let's say we have uh one pair for two classes. So classes are morning are they morning and afternoon for kindergarten? Kindergarten is full day.
>> Okay. So I'm saying probably one is in the morning, one is in the afternoon and the other class or whatever I don't know or they switch off. What's how do we apply these you know reductions? Would the paras move from one classroom to
another? >> So that will all be done through the seniority process with the paras on on which individual is reduced. Um, if you're asking about the scheduling piece, that will be handled through the kindergarten teachers along with the building principal
>> because it it also has to mix in with, you know, when they go to specials, when they go to art, when they go to FIED, all of those pieces as well. >> Exactly. And is there any restriction on having volunteers come into the classroom? I mean, I understand they
need to be vetted, but >> there is not restrictions for that besides the fact that they need to pass a background check. >> Yeah, maybe we need to rally our volunteer parents. Some of them may be available. Many aren't, but um I
remember doing that first when my one of my kids was in first grade. I really enjoyed it. But I think it's we're kind of in desperate times. Shouldn't be desperate though to have volunteers help us.
>> Director Moore. >> Yes. Uh and coming off of what uh Director Beduro said, um I think we could look into volunteers too. I know I did that. uh uh when my kids were in school, they pulled the the state or
whatever pulled the aids and I know the second grade teacher, Mrs. Cooper, had asked reached out to parents and I I went in for a while. So, but I'd like some clarification on the uh the special ed um paras. How many do we have?
>> I'm not I don't know at this point how many special ed pairs we have. You mean across the entire district? >> Oh, yeah. with the kind I meant kindergarten for the kindergarten >> that I don't know because it's it's different each year based on individual student need. >> Okay. Oh yeah. Okay. So now my my other
question is when there's a parah for the one student need when that when that par goes into that classroom does that parah assist with the other students or just only assist with that one student? >> So legally that parah is there for that one individual student >> and that is written into their IEP that
way. >> Okay. Thank you. Thank you for the clarification. >> But my understanding as a former special ed teacher is that they can assist other students but they have to give their priority is my >> legally that parah is there for that one
individual student written in that IEP >> only >> legally. >> Okay. because we used to yeah have them help other students and >> so to add to this some of the comments
here um I'll go back to to this role of the board is governance and the role from Mr. Venti cabinet uh administration is management.
The idea of bo the board going over description by description of does this position fit is this. It's management. That's what our people do. That's why we have a superintendent. That's why we have a human resources. That's why we
have a finance director. That's why we have cabinet. why we have building level administrators to analyze those programs and come with recommendations to the board as governance. If the board wants to do that, then we can save a pile of
money by not having a finance director or human resources or anything like that. But none of us at this table are trained to do what they do and the laws that they know that is that is the profession
of education and prevent uh and pro and profession of human resources and finance. That's why we hire them. Retreats suggested the board should have retreats that talk about some of this. depends up spawn if the treat appeals to you or
not. But some board members attend one and don't show up for the rest or their their session. It's it's a waste of time. I've been told many times. So we work at work sessions. We do this. Again, we're governance. We basically
have five things we do. Approving the budget, one of them is one of them. Hiring and evaluating the superintendent is a second one. And you've heard me repeat all these numerous times of exactly what a board member does. We're not here to run the district or run a building or run a
department. As Mr. Benty has said, the buck stops with him. He's he's answers to all of that. So, this recommendation for budget reductions came to us. And as chair, I'd probably let the discussion go off actually the motion to approve the
budget adjustments by by talking about different programs if they're viable, who's working in this and who's working that. Again, this is a building level or cabinet level or administrative level decision that they make. Those discussions need to happen members of
this board with Mr. Benty in the onetoone or at any time a conversation needs to happen with him. Again, as all of you know, this is 12th year on the board, eighth year on the board, many of you more than that. Every single
year, we've reduced 3 million, 2 and a half, 2.1, 1.5. Last year was oh my gosh, easy with 235,000 or whatever and now we're a million dollars. But we have to adjust that just
like you adjust your personal uh budgets at home. by what's coming in and what's going out. Ultimately, we're responsible. Um I have talked with kindergarten teachers. Um probably one of the few on this board
that's been there, done that with Paris for 36 years in a classroom. Yes, even in sixth grade. I know the value of them. I know the the effort and the quality that they of education they provide for our to help our teachers and students
and as director Wolf says every year this is gets more and more difficult because we keep go keep cutting we said well we're cutting the fat we're not the fat we're at the bone and we're even into the bone it gets difficult but that's why we're elected that's why
people rely on our expertise to say get the information, analyze it coming from administration, that's what we need to do and we shall do. So I guess I just needed to say that once again to refocus this board is
governance. We will do our governance and let our administration do what they need to do, do what they do well for the all the students and staff in our community and our district.
Further discussion. Last call. Hearing none, we have a motion for approval of the fiscal year 2627 budget adjustments. All in favor of the motion signify by saying I. >> I. >> I. >> Opposed. >> No.
>> No. >> Victor Wolf, will you do a roll call, please? Uh, I will just give me one second. I'm just going to >> Miss Kenny, I'm just going to label this budget adjustments.
>> Uh, Director Budro, >> I. >> Director Kenudson, >> no. >> Director Moore, >> no. >> Director, uh, me, uh, I will say I, yes. and Director Bellingham. >> I
um Mr. Chair, this passes 3 to two. >> Thank you, Mr. Wolf. And the motion passes 32. Uh agenda item 10E. Thank you, Miss Raceler. Thank you. 10E. Consider approval of resolution number 26-21,
probationary teachers to be non-renewed for the 2627 school year. Is there a motion for approval of resolution 26-21 probationary teachers to be non-renewed for the 2627 school year? >> So moved.
>> Thank you, Director Moore. Is there a second? >> Second. >> Thank you, Director Budrell. Discussion. >> Mr. Chair, I'll just jump in because I know Mr. Wolf always asks this question. Why are there so many on here? Um, uh, the vast majority of these are lensure.
They don't have the correct lensure. So, we have to let them go um and post the position by state law. >> Thank you. I was just about to ask bring that up mr. Chair and uh Superintendent Benty. Um what that also means is that some of these people could
be rehired. >> Absolutely correct. Yes. >> And so that doesn't mean that we're reducing all of these positions blanch. >> That is correct. >> Thank you. Discussion discussion
discussion hearing none. This is a resolution. So, Director Wolf, this will be a roll call. >> Director Budro >> I. >> Director Kenudson >> I. >> Director Moore >> I. >> Myself Chad Wolf I. Director Bellingham >> I. >> Chair. This passes five to zero.
>> Thank you very much. Uh 10F, consider approval of resolution number 26-22 proposing to place a non-probationary administrator on ULA status for the 2627 school year. Is there a motion for
approval of resolution number 26-22 proposing to place a non-probationary administrator on ULA status? >> So move. >> Sorry, you didn't catch that one. Thank you, Director Budro. Is there a second? I'll second that.
And discussion discussion discussion hearing none. Uh, Director Wolf, roll call, please. Uh, Director Budro, >> I. >> Director Kudson, >> hi.
>> Director Moore. >> Hi. >> Myself, Chad Wolf. I, Director Bellingham. >> Hi, here. This passes 5 to Z. >> Thank you, Director Wolf. Agenda item number 11, dates to remember. Uh Monday,
April 6th, uh 5:30 p.m. work session. Tuesday, April 7th, 3:45 p.m. policy committee. Uh Thursday, April 9th, 7:45 a.m. facilities committee. Uh Monday, April 13th is the finance 7:30 a.m.
Finance Committee. and Monday, April 20th, uh 5:30 p.m. our regular business meeting. Agenda item number 12 is adjournment. Is there adjournment? Is there a motion to adjurnn? >> Also move. >> Second.
>> And a second by director Kenudson. Discussion. Discussion. Discussion. All in favor of the motion signify by saying I. >> Opposed. We are journ. Thank you everyone.