Good evening and welcome. At this time, I call to order the business meeting for the Fable Public Schools School Board here on February 17, 2026, the district office. Uh, Director Wolf, as acting clerk, will you determine if we have a quorum present?
>> Mr. Chair, we do. >> Thank you. Joe, please stand for the pledge of allegiance. >> I pledge algiance 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. And again a welcome to all those who are here in attendance and those who are watching uh online. Agenda item number two is approval of the agenda. Is there a motion for approval of the agenda? >> So move.
>> Thank you Director Budro for the motion. Is there a second? >> Second. >> Thank you Director Kenudson. Discussion. Discussion. Discussion. All in favor of that motion signify by saying I. >> I. I >> opposed. Motion passes. Agenda item
number three is recognitions, awards and presentations. At this time there is none. Agenda item number four, items of information uh report uh schoolboard members. Anyone wish to go have anything there? Director Moore, do
you have anything this evening? >> Yes, thank you. Um I think at this point you know I think there is an elephant in the room that needs to be addressed in that there is a sharp divide in ideologies especially regarding ICE. Um but I
however I do think one thing that both sides can agree on and I I think they should agree on is that all people especially our students should know inside and out our constitutional rights. Um, and that can only come when we all have a thorough and clear
understanding of our US Constitution. I've got some little pocket ones here. Therefore, I am requesting that at our next business meeting, we put forth a resolution to make it mandatory that we set aside a day where all students, teachers, and staff, and I'd like to be
there, too, learn and study our constitution. Um, I think further I I think that this resolution should include maybe even a committee to oversee this process and I'd be willing to do that. Uh, in fact, I think setting aside one day as a federal law and it's
a mandate. I think it's September 17th or something like that. But I think we've been kind of really skimming over this requirement. So I really think I really and I will repeat what we need is a thorough understanding of our US Constitution and constitutional rights
and I think that both sides of this issue I think we can agree on that because I think the more we know the better it is. So thank you very much and I'll be getting in touch with you and Mr. Benty uh Chairman Bellingham in a few weeks. Thank you.
>> Uh Director Kudson do you have anything to say? Um, not especially. I mean, I've been attending some of the ball games and >> Thank you. >> pop concerts and um, we just had a
lunchon last Friday that was attended by a lot of people and I just think that we've got a lot of good things going on with our schools and a lot of great kids. Um, we um, our honor society students um, helped out at the Iris breakfast on
Saturday, Sunday, Sunday. And so, and just great bunches of kids that we have all around. >> Dr. Woodro. >> Um, I would just say that I really enjoyed the orchestra concert and the one at our last after our last board
meeting. I was able to catch some of that and both of our middle school and high school students did a wonderful job and it was great that they combined them and then plenty of seating and uh was well attended. Enjoyed that. Dr.
>> W, should we have anything? No, >> Victor Wolf. I >> I believe it was February 4th, I attended a parent meeting put together. It was second one. Just a big uh kudos to him and the team up
there for hosting concerns went really well. Very good. Uh from my chair, first of all, I'd like to say I have also attended the orchestra concert and the business mixer. That's what I'll
call that. Very well attended. very very interesting to how our business sector and the private sector and our teaching staff and district staff collaborated got discussed whatever that was really well attended orchestra concert I can't think of anything's
second to none but what a great job by those our youngsters and uh you haven't seen it go on YouTube and watch it it's a uh it's it's a really a good performance there um lastly I'd just like to address something here. At our
last board meeting, um board student board representative Eay Ali, he uh asked some questions of the board saying, "What are you doing to communicate with our students? How are we making sure we're safe, etc." I just wish to reiterate to him and to everyone
here uh that first of all I've seen in communications from uh Superintendent Benty that have I believe in the last six weeks there have been at least three emails that have gone out to families listing uh telling them what rights they
have what uh the protocols and procedures the district has when when our students are in our buildings and how we handle everything. I've also seen uh two to three emails uh to staff listing how we interact with kids, how
we address their concerns, what to do, if we have a a visitor to the building, asking questions, all that has been laid out. So to not to go any deeper into detail, but just to assure the students
and our parents and our families and our district that we are a safe environment and we we will do everything we possibly can to make sure it's the best learning environment and safe environment that we have we can have. So just wanted to address that. With that saying,
communication is going out going out. I think we've done a pretty good job with that. With that, then we'll move on to and I know Eay, you just just walked in, but >> I am so sorry about that. >> Great timing. And we'll turn this over to you, our student board representative. >> All right.
And I'd like to reiterate this again. Just like I said, I am so sorry life happens. I was a little late today, but I like to start good afternoon everybody. Today, I would like to give an update on how the past couple of weeks have been going at the high school. It has been uh busy and exciting
this year. The staff did a great job, the staff and administration did a great job at um organizing our registration week. I feel and heard from a lot of the students that registration went really well and alongside that we also hosted
um our PGC leaders at the high school from our PGC program hosted the eighth grade transition day. Before that, we led tours with other high school leaders and we broke off into groups and helped them register, making that as smooth as
possible. In addition, um several students volunteered um alongside some of our um community partners to help with mock crash this year. with prom coming up, we want all of our um I want all my fellow
students and I do believe that all our staff want all our students to stay um fully safe. So, we just want to raise some awareness and help with that to make sure that um what's being what's being addressed. It's what's what students are seeing nowadays.
Um and then later that week I met with principal Moler and he had shared some good news with me that um suspensions and expulsions have been down this year um and attendance has gone up in both the high school and the middle school.
Um, and then me, Amamira, and Miss Zergan are looking for our next school rep as I am graduating this year and we are getting to the end of our year. And then one and last thing, um, our PGC program this year has been very, very
successful. We started it last year, it was successful last year. We got the ball rolling and this year, last year we had more leaders than we did this year. We are at eight leaders this year, but we are servicing, I believe, almost 50 ninth graders. So, we have some larger
groups, but the hope is that next year we reach all our ninth graders, making it easier for them to transition and get used to the high school. So, we did our application process and we've successfully invited um 26 leaders to be
in our program for next year. That is a big jump and I hope we stick with it and be able to service all our inators. Thank you. >> Thank you, Eay. Next for C, uh, Superintendent Benty. >> Uh, thank you, Mr. Chair. Uh, so our
prek students in pod one at Roosevelt Early Learning Center, uh, participated in a heart-to-heart stroll focused on stories and friendship. Each classroom rotated through, uh, Mrs. Tanaglia's, Mrs. Stallocks, and Mrs. TUSA's rooms to listen to a special story. After each
visit, students earned a sticker for their uh take-home sheet. When they completed all three rooms, they received a bookmark to color as part of the activity. The event provided a fun way to celebrate kindness and reading together. Farbo Middle School eighth graders began registering for their high
school classes, and there was plenty of excitement throughout the building. High school leaders and staff helped guide students through the registration process, answered questions, and made them feel welcome. Uh it helps this helps students begin their planning for uh high school experience and for the
opportunities that lie ahead for them. Fourth graders in Missco's class at Lincoln presented their state float projects and written reports. Students used the writing process to complete five paragraph reports and created visual representations of their assigned
states. They shared their reports with their families and classmates highlighting important facts that they learned. Uh the project showcased their hard work, creativity, and growth as writers. Fairbo public schools welcomed more than 25 local businesses and community
partners in collaboration with Farbo Area Chamber of Commerce for a networking event. Uh some of you have already talked about this. Local restaurants generously sponsored a complimentary working lunch. The event gave staff the opportunity to connect with organizations that can provide guest speakers, industry tours,
volunteer opportunities, mock interviews, field trips, and more for our students. Uh these partnerships will continue to create meaningful opportunities for students across the district. Fairbell Public Schools recognized National Special Education Pair of Professionals Week and expressed the
appreciation uh for PAR professionals who support students each day. Our director of student support services, Rob Dert, shared a message of thanks recognizing the dedication, patience, and care they bring to their work. Uh you may have saw him on Facebook walking
around and handing out goodies to all of our prayers. Uh pair professionals support both students and teachers in many ways and play an important role in student success. We're grateful for their daily commitment. February is I love to read month and our K2 students celebrated in a special way.
They visited their buddy classroom with Miss Katie for some fun playtime and a flashlight reading. Uh it was great opportunity to build connections and share a love of books together. And then one upcoming event, families of children ages 0 to 5 are invited to attend Super
Saturday in the gym at Roosevelt Early Learning Center. The event will take place on February 21st. That's this Saturday from 9:00 a.m. till 10:15 and is free. Uh, children can explore bikes, balls, and a variety of toys that help build large motor skills. The event
offers a great opportunity for families to play and connect with others. Mr. Chair, that concludes my report. >> Thank you, Superintendent Venty. >> Agenda item number five is public comment. Our first public uh comment speaker will be Courtney Cavalier and
the topic is communication. >> Thank you. You gonna use this one? >> Yes, I believe that works. >> My name is Courtney Cavalier. I am a former Farbo parent and school board director. I also worked last year at the
Roosevelt Community School. I am disappointed in the district's communication regarding the impact of increased immigration enforcement on local families. I know how difficult your jobs are and I have given you the benefit of the doubt for a year now about communication. However, in moments
of heightened fear, particularly for immigrant families, impact matters more than intent. First, over the past year, communication to families has been slow or non-existent. In early 2025, Latino families saw a meeting to discuss student safety. The district delayed
responding. Next, to support those families, nearly 200 community members requested the information be shared with families. The district declined to share details or issue a public statement of support. Not until December, 10 months later, did families receive a generic statement that still truly did not
acknowledge their fear. In January 2026, when students were staying home, the district shared possible online options for elementary students, but did not follow up in a timely way, leading to confusion and false hope. During this time period, other people supported families. In the absence of transparent
public leadership and engagement, the community filled the gap. Second, board communication has been largely absent. I reviewed all 2025 business meetings and saw no meaningful public discussion of this crisis or its impact on students.
On January 26th, student representative Issa Ali asked how the district will protect students. After nearly a year of concern and activity, students still do not feel clear about protections. Thank you for raising those concerns. When a
student asks how peers will be protected and the next comments criticize student protest and irresponsibly link fraud to immigration and farabbo, the message is unmistakable. It does not communicate safety or belonging, nor does it elevate every falcon every day. Instead, the
message becomes scrutiny is connected to you. You do not belong and your concerns are not valid. When board messaging conflates fraud with immigration enforcement, the impact is significant. That framing reinforces suspicion and blurs distinctions between fraud and
farbo families. When messaging about student protests emphasizes compliance or equates protest with hate, it creates a chilling effect. Most recently, the superintendent's email responding to the planned draw down of immigration officers was premature and disconnected
from families lived realities. It followed nearly a year of limited communication and ignores the fact the concerns remain. Communication decisions matter. I ask the district to evaluate communication not only by intention, but by impact, especially on vulnerable
families. Trust is built through timing, clarity, engagement, and action. I've brought copies of all FPS guiding statements so you can review your own priorities in light of my comments on communication. Thank you. >> Thank you.
Our next speaker is Carolyn Treadway. Our topic is school safety. Good evening. I'm Carolyn Treadway, a local resident and advocate for Fairbow Schools. I'm here to express my disappointment, however, in the effort that Farbo Public
Schools has made in assuring parents who are at risk of apprehension of ICE that their children's safety is adequately protected. I spoke with Mr. Benty a month ago about concerns of these parents. At that time,
there had been plans to offer online learning. While most parents and school staff agree that in-person learning is much preferred and parents needed to know that their children would arrive at
school or at bus stops safely. They had seen news reports of Minnesota children who were apprehended in order to lure parents from their homes so ICE could arrest them. The sad reality is that the majority of
Farbo's Latino community are here legally as citizens, asylum seekers, DACA recipients, and visa and work permit holders. And there isn't any indication at this
point that ICE agents have left Farbo. They continue to unlawfully detain residents. FBS has made little effort to provide alternatives to students walking to and
from their homes to bus stops. An action that it would have actually eased the minds of anxious parents. If FPS had a commitment to the safety of these vulnerable students, options like door-to-door pickup and drop off at
homes would have been arranged, possibly with Hayawa Transit or other transportation options. For years, I've heard school district administration and the school board discussion about how FBS can garner
confidence by our Latino community. There certainly has been little effort to listen to these parents or to ensure safe passage to and from school for their children. writing letters that have indeed gone
out to parents and staff that contain platitudes and assurance that the ICE crisis is over is not helpful. They are living a different experience. It's going to take a lot to repair the
damage that has occurred during this immigration crisis. I sincerely hope that intentional efforts to work authentically with our Latino families will be a hallmark of FPS in the future. Thanks.
>> Thank you. >> Moving on. Agenda item number six is the consent agenda. The consent agenda consists of minutes from the January 26, 2026 and February 2nd, 2026 meetings,
employment, additional assignments slash other and authorization of payments, transfers, and investments investment accounts. Is there a motion for approval of the consent agenda? >> Thank you, Director Wolf. Second by Director Budro. There is no discussion
on the consent agenda. Uh, all in favor of the motion signify by saying I. >> I. >> Opposed. Motion passes. 6. Agenda item number seven. Consider adoption of a resolution approving a tax increment financing plan for tax
increment financing district number 20 in development district number one in the city of Farbo. This is an action item. So, I'm going to ask Mr. Shane Rling if you would come forward. He's from Aers. And while he's uh getting set up there, I'm going to ask, is there a
motion for approve for approving a resolution appro for for a resolution approving a tax increment financing plan for tax increment financing district number 20 in development district number one in the city of Farbo? Is there a motion?
>> Thank you, Director Robo. Is there a second? I'll second. So to begin with here, I'll turn it over to uh Mr. Redling if you'd like to go through this, please. >> Thank you, Mr. Chair and members. Um I'm
Shane Redline with Ellers uh here tonight representing the city of Farabo uh for a project that uh I believe there's a deck loaded that I'd like to go through and it kind of explains where we're why we're here tonight relative to the project and why this uh action is
before you. Um, so I'm not sure is somebody uh forwarding that or is that work with this guy? Okay, perfect. Great. Thank you. All right. Um, okay, great. Thanks. So, we'll just go through the project uh uh overview of
the project. We'll talk about TIFF plans generally. We'll talk about the TIFF plan for this Riverchase 2 project, a little bit about the buttfor test. Um, we'll talk about what the requested action is for the school board. >> Shane, Shane, would you pull your mic the microphone? >> Yes. Sorry. Is that better? Thank you.
And then we'll talk about schedule. If you could advance to the next slide, please. So, this project is a 76 unit market rate project. Um, it's basically a twin of Riverchase 1, which you all heard on a similar presentation to this a couple of years ago. that project is
in place and 100% occupied today. It's one of the reasons that uh is indicative of the housing needs in the area. Um it's located at 105 Riverchase Court. It's about $13.4 million project allin
and it has a financing gap and what tax increment financing or tiff can do in a situation like this is bridge that financing gap. So there just aren't enough sources between equity and debt that the developer group can bring to the table to make it profitable to move
forward without the tiff. Next slide please. It's 76 units um spans studios, onebedrooms and two bedrooms as shown there. And again the tax base for the project wouldn't happen um without the tiff assistance. Um this is called the
butt four test. So from the county and school and the city's perspective, that tax base wouldn't exist unless the tiff is reinvested into the project. So after the nine years of tiff that would be dedicated to the developer, the owners of the project, that tax tax base thing
comes back on the tax roles, if you will. Um, I'm sure you all are experts in in uh school district financing and you know that um school districts are financed largely by enrollment and not as directly as the county and and city
are as it relates to the tax base or tax capacity. Um about 12% of the units in Riverchase one have children in them as well. Next slide please. So tiff plans generally this is a planning document. Um the school board did receive a draft of this. Um it's exciting reading if
you're looking to take a nap or get to get to bed early. Um it does provide a maximum budget and has um a lot of other statutory requirements that are met within the document. Um it's not the amount that the project is granting to the developer for um the butt for test.
We maximize that in the planning document for various reasons. Next slide please. The TIFF plan again that you've seen is a is an economic development um uh workforce housing tiff district. This is a special kind of tiff district that um
requires that the county and the school board pass a resolution so that the tiff district is approved unlike other tiff districts where the city um goes through a process but the county and school don't have to act. And so that's fundamentally why we're here tonight is because this type of tiff district
requires your action. Um there's a couple of other unique things about this type of tiff district as well in that we have to um show that the market vacancy for rental housing is below 3% for two years prior to the start of the project
and the city employed Maxfield Research which is a housing research company to do that and so we have that report on hand showing very low vacancy in the area. Normal vacancy is about 5%. That's kind of the people moving in and out of the housing vacancy rate and you're down
down there below 3% for two years. And so there's obviously a need for housing in the area. Um we also need to get letters from uh businesses in the area saying that it's hard to find workers due to the housing shortage and those are on file as well. So this is a 9-year
TIF district. It's a relatively short TIF district as they go. Um, a housing tiff district, for example, for affordable housing can be up to 26 years long. A redevelopment tiff district also up to 26 years. And there's a few other types of um districts that are kind of in between those lengths, but this is a
relatively short one. Um, tiff can pay for certain eligible project costs that are outlined in the tiff plan and that will be outlined in the the tiff agreement or the developer agreement that we would execute with the developer at the city council on March 24th if this all moves forward. Next slide,
please. Um the TIF development agreement would be a pay as you go obligation, meaning that if the TIF is not generated, um it's not something that the city is um putting on their general obligation or
otherwise funding. It's a it's a very safe way of financing a developer um uh improvement. Um and it allows includes 10% for city administration costs. um the base value taxes still flow to all the jurisdictions like they would
normally. So you're not um abating the taxes down to zero. So the tax base that's there will still be distributed to the city, county, schools and others. And again um we do a but for test for the tiff assistance. I think it's one of the things that Wheelers do really well is to make sure that these projects
really need it and um minimize the amount that is dedicated to these projects. Minimum amount needed to get it done but still we we need to get it done. Next slide, please. And so with that, there's a resolution in the packet um supporting the TIFF district. And I'd be happy to answer any other questions.
We do have one more slide on the schedule. And I know there's a development uh a representative from the developer here as well if you have specific questions of them. If the next slide shows the schedule that we'd be um uh uh moving forward with if the school board uh passes the resolution tonight,
the county did so earlier today at their at their board meeting. Um again, March 24 would be the the city council hearing um to approve the TIFF development agreement and the TIFF plan. Um they would start construction this summer. Thank you. >> Very good. So to open it up for uh
discussion, just to want to re reiterate here from from my vision one, the property we're talking about is already is city owned, right? And what you just said is the city council and the county commissioners approved the tiff the tiff of the resolution for tiff.
Correct. >> Thank you, Mr. Chair. The um this the county board this morning did. The city council will consider it on March 24th. >> Okay. Thank you. >> Yep. The kind of act after you all um consider your action. >> Very good. Thank you. Uh discussion. Director Robishaw. Mr.
>> Chair. Thank you. Um do you think isn't tiff usually set aside for economic development rather than housing? Um Mr. Chair um members the um I'm not sure what the split is off the top of my
head for tiff districts but I'd say the majority of them are for housing actually. Um that's the by far I'd say um what we what we do a lot of um for housing though if you're doing a housing tiff district you have to have either
20% of the units at 50% AMI area median income or 40% um at 60% of area median income. And with this um in greater Minnesota, it's it's harder to meet those requirements and we see the economic development and workforce
housing tiff district as the more common tool because the the rent restrictions kind of get in the way sometimes of making these projects financable. >> Okay. One more question, Mr. Chair, if I may. Um there is no economic impact to the school district by supporting this
tiff. Other words, we're not going to lose that tax base that u supports the school district. >> Mr. Chair and members, so the the butt for test ensures that you would not see that tax base unless the
tiff is invested. Um school district finances are more complicated and nuanced than county and school finances, but to a very large degree that is correct. Thank you, >> Director Moore.
>> Uh, yes. Um, someone asked me, uh, why is the school board getting involved in housing? So, I guess I said that's a good question. I'll ask. >> Thank you, Mr. Chair, members. Um, so the only reason that we're here tonight is this this particular type of tiff
district requires it by statute. Um, you all did do a similar action for Riverchase 1, the first phase if you will, of this project back in 2022, might be 23, but I think it was 22. And so, um, I think it's, you know, you all
are the decision makers relative to schools. I think the way that I look at it personally is that, you know, you all need families in the community. Um, this is nice new housing. There's obviously a housing need. 12% of the families in Riverchase One or excuse me, 12% of the
um units in Riverchase One are have children in them. It helps feed the school district. Hopefully, those folks will stick around and maybe maybe move on to other types of housing. So, I think that's the short answer is is it's required by statute. The long answer is that, you know, I think it's it's it's
housing that is obviously needed in the area. >> And another thing is just that, you know, people are saying, you know, how's We we do have a problem with student achievement and how how is this going to increase our student achievement. I
don't see that it is. So I guess uh um I'm not sure what I will say to my constituents. So, but I know I did get some negative feedback and I don't quite understand all of this, but from them, uh, I don't think they were too happy with
some of this and they understand this better than I do because when it first came up, the tiff, I didn't even know what it was. I'm a sociologist, so I didn't know. But, uh, but thank you for your answers, >> Dr. Woodro. >> Mr. Rudling, thank you for explaining
this. We This isn't our expertise. Um I just have some questions about the logistics of Riverchase 2. Um from the diagram, it looked looked as though they're connected. Are they connected or are these two separate This is just for
my own knowledge. Are they on two separate sites within that same area? >> Sure. It's okay. My approach. >> Okay. Yes. >> I'm Ari Kus with Hamilton Real Estate. for the developers of the site. >> Sure. >> This will be two separate buildings, two
separate ownership groups also >> that we're just developing and we'll have similar management. So, >> two separate buildings but similar. >> Yes. Thank you. And I know it has an area that is considered uh maybe blighted or you know not as
developable developable as some and so that is how the tiff applies. So, is this um this is not lowincome housing, is it? I I don't know if it's okay. >> Nope. It's meant to be market rate housing, but if you look at our
projected rents, we are pretty affordable without being affordably like that. So, it's full market rate. It's open to everyone and anyone who can move in. >> Thank you for enlarging my knowledge a
little bit on this site. I did have one more question and that is would there be any financial impact on our uh homeowners as far as their taxes that you can perceive because it is a very misunderstood
concept tax increment financing. >> Yes, Mr. Chair, members, the um the the short answer is no. Again, the buttfor test that I think we Ellers and myself personally pride ourselves in are we do a very thorough review to make sure that the tiff is actually needed in order for
the project to happen. So if the TIF isn't invested, the project would not exist. So there's no there's no project. There's no tax base. At the end of nine years, when the TIFF obligation burns off, you do have the tax base. But again to the to the other members question,
school district finances are different and they're largely pupilbased um which you all are experts in. Um and so the the short answer is no. Could you measure a penny or something like that? Some you know very small amount. It's it's not a penny. Don't I I don't mean
to to be flip about it, but it is um it's very minimal and it gets into the nuances of your various small levies. So it's not a zero impact but it is very small and the largest portion of your funding be comes from pupils and any
that you lose in tax base it's gets made up with the other formulas that exist. >> Just one more remark. Um, so once the tiff expires in 9 years and the building is up and and you have filled it with renters as you anticipate you will, then
that tax that will go to help the rest of our our tax base for others and add to um the city county's tax base. Is that correct? Is that the whole outcome? We're
>> we're hoping for the optimum outcome. That that is correct. Absolutely. >> Okay. All right. Thank you for answering my questions. >> Mr. Chair, can I just ask the gentleman, what is market rate
housing today roughly? Um whether that's in Riverchase one, what that is, >> you know, you say it's not affordable. I agree. It it it it's a number that's likely doesn't seem affordable. I I I'll maybe say a few words and then
uh so uh yeah market rate housing is you know it varies right um >> what this type of tiff district allows is that there is not income or rent restrictions and so the rent can fluctuate um
you know market rate house we we measure rent in dollars per square foot aggregate over the all the unit types and so you know that Rent can range anywhere from $1.70 per square foot per month up to $2.70 per square foot per
month depending on where you are in the state. Um the further you get out of the metro, the lower that generally is. Um even though a 2x4 costs the same whether you put it in a project here or you put a project in downtown Minneapolis. Um but that's kind of the range. Um, and of
course, every county has a different area median income. And that's how we measure um, affordable housing is based on area median income, AMI. That's why if you had a housing tiff district, you would be restricted to having 20% of
those units at 50% of AMI or 40% of those units at 60% of AMI, which we do a lot of in the metro. Um, so this is not that there is there are no income or rent restrictions in this project, but it is generally affordable just because that's what the market wants down.
>> So in terms of what you model this out at, right, you obviously model out what a onebedroom or a two-bedroom, I don't whatever that is. What do you project a range for onebedroom bedroom? >> So I think on our projections and Shane has seen them, we'll have some studios
that'll be about 1,100. One bedrooms will be 1,200 give or take, two bedrooms 15. And again, they vary based on size and things like that, but I think those are good rough estimates. >> Thank you. Uh, will there be garages that people can rent as well? >> Yeah, there will be garages under
building, but then also some exterior garages too on a perimeter and also a nice outdoor area, barbecue grills, fire tables, things like that. And we will have plenty of parking. Thank you. Which is great, >> Dr. Rob. >> Mr. Chair, thank you. One more question. How many tiff districts does the does
the city of Farwell currently have? Do you know? >> Maybe that's not a fair question. I'm sorry. >> No, >> it's not fair. Go ahead. >> It's fair question. Um, thank you, Mr. Chair, members. Um, this is tiff
district number 20. Um, but that started uh I'm not sure if some of those are are closed at this point. So, some number less than that. >> Okay. Thank you. Y >> just a curious question. >> Yeah, >> director Moore.
>> Uh thank you and thank you for answering the questions. Uh I I see here you said approximately 12% of the households in River Chase will have children. Are you limiting those? Yeah. >> For the you know what if a f what if
it's what 676 unit let's say 50 units that people want to come in they have children. Are you going to limit them or how did you come up with that figure? >> No, not at all. That 12% just came from currently as of a few months ago, that's how many families were in Riverchase
one. >> Oh, okay. >> So, if you're not limiting >> Yeah. If 70 families wanted to move in with kids, I think it'd be great. And I was thought of something as you were mentioning your constituents. I think having a good safe well-managed property
will be good for any kids who get the chance to move in there because we do have a very secure FOB system. We try to professionally manage the five properties we will have here in Farble and uh we you know every property has problems but we try to run a very clean
strict and we do background checks and everyone to create a safe environment which in the long run is good for kids and parents too. So we hope to help that way. Director will director Moore I I don't know if you guys can go to page four or
not where it shows the the unit breakdown of the 76. >> Yes. >> I would just think though you have to be realistic right there. It's on behind you. I think you have to be realistic of how many families with kids can fit into a studio, a onebedroom or a onebedroom
and a den, right? So I think just realistically what is there um in having one or two kids with a parent or parents I don't know what your restrictions are and how many people in a one-bedroom den. Yeah, and there are families who will live in a onebedroom and that den
is an extended space where people might throw up a cot or something, but you are correct. And because we manage like Stray River has many more two-bedroom and three-bedroom units, our ability to move people to help them find places will improve also.
>> Thank you. So, Superintendent Benty, if you would just give your perspective on this from the leadership of the district here. Yeah. So, looking from it from uh a school finance piece, currently the the district is not pulling
any money, I believe, off of this property because it is city- owned. So, we're not collecting any taxes. You know, just going off of the numbers that they've supplied, you know, 12% of the the units in Riverchase. If if they just all
had one student, that's nine. at $10,000 a piece, that's $90,000 that the district is potentially pulling in uh due to that one uh apartment complex. So, from from my point of view as a
superintendent, I see these these tiff pieces as not only investments into our enrollment, but also investments into our tax base of a future of Farbo. Um, so I, you know, I would I would suggest that we be in favor of this simply because it it does when, you know, when
I was high school principal and I would hire teachers, they would say, "I'm so happy to be coming to Farbo and working. Where can I live in Farbo?" And I'd say, "Yeah, I'm sorry. I don't see that happening." Um, so this would also supply, you know, a lot of our staff uh
a place to live as well. So, >> Dr. Kit, >> so um when you talk, you said something about 3% shortage of housing in the area over the last two years. Okay. So, it seems like we've put in a lot more
rental units in the last two years. And when I drive down Willow, I think it's still Willow that I see um flags that there's a, you know, um some of the um I think maybe River, which one is by the
American Legion? But anyway, so there's a lot of signs that that there's leasing available. So I'm just wondering, are we really going to fill these 60 76 more units? and and
I guess I see that there's a need for um for lowincome housing and I think that um a lot of people can't afford to live in your apartments. So, >> Mr. Chair and members, um to be clear, I
I work for the city. Uh so, just to just to make sure that uh I have my city hat on. I'm a we were consultant hired by the city developer. They would own the project. So I'm here on behalf of the city um analyzing the tiff and then we
run the process to move the tiff through the various um approvals. Um and then just as it relates to the to the vacancy. So um all I can say is that Maxfield has an immense amount of data. They do these vacancy studies all over the state and
um all these apartment buildings want to lease up. they don't want to have 5% vacancy if if they don't have to. So, they're going to continue to advertise to try to turn those units because a unit that's >> is empty is is not making them any money. So, I I mean, yeah, I believe in
in Maxfield's work that the vacancy is >> below that threshold. Um, I have no reason to believe that that it's not accurate. Um, they do it all across the state and I I know that Riverchase One is 100% leased. I don't know if it's exactly 100% every day, but um they're
full. So, that's what I can offer. >> I know as an investor also, I am a developer, but I will also put my family's money into it. I hope that Maxfield knows what they're doing and I hope that we will fill it, but there is that concern always the new apartments
right out here that they're building right now. So there is competition which is good for everyone and but one thing also to increase affordable housing and I'm not an expert on this by any stretch when people move we get a lot of elderly
people who move into the apartments too out of their homes let's say they live in a two-story home they move into an apartment so they can have an easier way of living elevators one level that hopefully opens up a single family home for a family >> to move into or rent to. So by
increasing the housing stock from the studies I've read that will help overall housing affordability getting a little bit of that churn also but there is a concern of overbuilding. Maxfield says there isn't. Our experience and
knowledge of the market so far thinks we can help fill this building and turn it into a nice development. >> Okay. Thanks >> Director Wolf. When you say 3%, is that 3% vacancy for apartments only or can
you just reiterate what the 3% is? >> Yes. 3% for rental housing. Yep. >> Okay. Yep. >> And that study is done um from 15 miles from the city limits of Farraball. So if it clips I think it clips well eclipse a
number of cities. >> Director Ken, I think you make a good point. Um, and I know it's one thing that's often talked about throughout the community with the city, with the chamber, etc., is more affordable housing, and I actually would look at this as two separate things. Um, I think
they're they're different. Um, this is meant to be market rate. If it was affordable housing, it would be titled that. And it whether it would be tiff or some other >> financing mechanism. You guys are the experts. I'm not but but there's often grants that are included that nature. It
would not be this but for tiff um finance I it's housing but I think there's two different housing stocks that we're talking about there. So, um I agree with Superintendent Venty that there is no uh tax base right now
because the city owns it and um sub 3% uh apartment vacancies is a really really low number. And um anyway, I'll leave it at that. I I will support this and thank you guys for coming and this and answering our
questions. >> Any further questions, discussion? Seeing none, uh there is a motion for approval of the resolution approving a tax increment financing plan as described. Uh this is a roll call item.
And so, Director Wolf, would you do a roll call, please? Yes. Director Linda Budro, >> I. >> Director Candace Kudson, >> I. >> Director Linda Moore, >> no. >> Director Jerry Robishaw. >> Hi. Uh, director Chad Wolf, myself, I
director John Billingham. I uh, Mr. Chair, this passes 5 to one. Thank you. >> Thank you, gentlemen, for your presentation and discussion. We appreciate your support. >> Thank you. >> Thank you. Uh, agenda item number eight is a district advisory committee. There is no
report. Agenda item nine, the policy committee. Uh, 9A, the policy committee minutes. Uh, director Moore, >> anything on the policy committee minutes as other than what's been presented on board book?
>> Uh, actually we had uh we convened on February 3rd and I think that was the one of the shortest and most efficient meetings that we've ever had. We adjourned before 400 p.m. for a policy committee. That's really good. And so basically I I think it's pretty
self-explanatory. Uh we reviewed five policies and that's what we'll be voting on tonight. And there were revisions for five policies and we'll be looking at those next time I assume. >> So, >> thank you, Director Moore. Uh 9B, first
reading of policies. Uh first reading, uh the report is uh revisions to policy 306, administrator code of ethics. Revisions to policy 606, textbook and instructional materials. Revisions to
policy 712 video surveillance other than buses other than on buses sorry. Uh and then revisions to policy 722 public data and data subjects requests. So those are the first readings. Is there any discussion
or questions on any of those those for first reading? Questions, discussion. Questions, discussion. Hearing none, we'll move on to 9C. Uh, consider approval of those policies.
This is an action item. Uh, I am going to say we will do these all in one motion unless somebody wishes to pull Amy's out for further uh review or discussion. But uh the policies are review of policy 301, school district
administration, review of policy 302, superintendent, review of policy 303, superintendent selection, excuse me, review of policy 304, superintendent contract duties and evaluation, and review of policy 305
policy implementation. Is there a motion for approval of the policies that I have just read? So moved. >> Thank you, Director Wolf. Is there a second? >> Second. >> Thank you, Director Budro. Any discussion? Discussion.
>> Miracles do happen. Mr. Mr. Chair, >> pardon me. What? >> I said miracles do happen, Mr. Chair. >> So, Mr. Chair, if I'll just add in that, you know, it to reiterate these these are up to be approved right away because there there are no changes that have been recommended by the policy committee. Um, and these have already
been approved by the school board, so they're just being re-uped after their three three years. So, >> very good. Thank you, Superintendent Venty. Any further discussion? Hearing none. All in favor of the motion signify by saying I. >> I. >> Opposed. Motion passes. 6.
Uh, committees, other committees. Uh, 10A is finance committee. And I will turn this over to director Budro. >> Thank you, Mr. Chairman. The finance committee met Monday, February 9th at 7:30 a.m. and uh Mr. Darwick, who is our
new member, was introduced. Everyone introduced themselves to him at this meeting. There were two position requests that were presented. The first position was presented by Cassie Riapel uh for community education and it is a
request for a full-time college and career navigator position that would serve in dual roles. This position would be grant-f funded by the student grow your own grant and the adult grow your own grant as well as the by American
Indian education funds. Um, currently we have a coordinator running the program alone and the job was split to meet the race state requirements regarding American Indian programming
and American Indian parent advisory committee. The second position that was presented by Mr. Dert director is who is the director of special ed was for a new position full-time position for a behavior facilitator
and this would help coach and mentor new teachers and students with behavior dis disabilities. Um this position for 2027 would come from federal funding
and when asked why it's needed now Mr. Mr. Dard said there's an increased load of new students from outside districts and the workload for the current part-time person has been greatly increased into our financial performance. Our January student count enrollment for
January saw a decline in the middle school at 10 students and the ALC at eight students. The average daily membership for January was 2962, but the combined average over five months when we add in our projected
tuition students is about at about 3,50 average daily membership and we budgeted for 3,57 average daily membership. Um, also it was mentioned that when we have students drop, we have a system in
place. mentioned by Cassie Riapel to get them back through a GAD or diploma program so we don't lose them completely. Our January investment report, we see are seeing a slight decline decline in our investments, but
that is expected as we continue to spend down our construction expenses. We've also increased our expenses as we've settled contracts and costs continue to increase, but our investments are still in a good place and we have plenty of liquidity in case
of emergency. According to Barbie, our finance director, our January comparative financial report, we didn't have a bill for Hback last year, but we're seeing quite a hike in January of this year. Water is right in line with where we
should be. Electricity is up and we probably may need to consider revising our budget for that. We had more snow this year than last at this time, but we're still only at 45% of our total
budget. Regarding our self-insured um contributions or revenues have exceeded our expenses by 143,000 which is helping us to replenish our reserve. January analytics the general fund is on
target at 47% for expenditures. Our debt redemption includes a big debt bond payment in January for principal and interest. The rest of the funds are pretty much where we should be. The multi-year comparison shows that our
capital expend expenditures are trending slightly downward compared to last year. Um public schools will be requesting four different RFPs for food service, printers and copers, phone system and
auditing services. And we use a rubric system to score those proposals and choose the vendors based on the results. and the meeting concluded and our next meeting will be March 9th. Thank you. >> Thank you, Director Buddha.
Move on next to uh 10B is district wellness committee. Director Kudson. >> So, um I attended the wellness committee meeting on Wednesday, February 11th at 3:30 that lasted one hour. Um it was
headed um by Cassie Riapel and um all of the schools were represented and all the um representatives shared different things that they're doing with their schools and a lot of it was um focused
on getting the kids and the staff up and moving and I think that that's a real positive thing and and also um by sharing ideas with everybody else. I think that schools got ideas from each
other that that they can implement in their buildings and get the kids moving and living a healthier lifestyle. >> Thank you. >> Agenda item number 11. Uh oh, I'm sorry.
I jumped jumped one. 10 C is facilities committee. Uh directors Moore and Wolf. Okay, thank you. Um, yeah, and I have to say Kane Smith is very efficient in getting lots of information in a brief amount of time, and I do we do
appreciate that. He does a good job. We had the facilities uh meeting on February 12th. Uh, it was a virtual meeting. Uh, regarding McKinley, demolition is progressing. Um, the last of the building permits are being
finalized, so that's going well. Uh there was an issue with moisture in the floor that needs rectifying and Kane is working on that. Uh I trust him to do that. Uh do you have anything to add a chat on that mister? Okay. Regarding
LTFM, there's lots of future work. Uh the sound system at high school, uh most will be covered by LT FM and I believe um Mr. Mr. Ro, if you did say the booster club would be Was that the one that would be willing to assist with that? Possibly. You had I shouldn't say
maybe. >> Yeah, but potentially. >> Potentially. We We don't want to say for sure. Okay. Uh some of the other ones is LED light issues at elementary schools. Chillers need replacing the boiler piping at Lincoln, the roof work work at
Fable Middle School, classroom remodeling. Uh so there's a lot a lot of future work that we have to consider. What director Moore is referring to at the high school is a new sound system in the performing arts center. >> Oh, sorry. I said sound system, but I
didn't say that. Sorry about that. Uh uh we're we'll be getting the circuit uh update soon. Um Farbo Middle School update. There was an issue with the new boilers. Um they were actually filling with fuel. Uh Kane is working now with
the SVL. They're the installers. and he's also working with the uh manufacturers which is Fulton. There was a one-year warranty, but there was a few little roadblocks there, but I think uh Kane is um uh in contact with them, and
we'll get an update, I think, the next meeting. Uh lastly, we're trying out uh security camera software. Uh and it's 10 cameras, four at the high school, three at the middle school, and one at each elementary school. And
they're working right now to get the bugs out. You know, sometimes it'll see something and it thinks it's a gun or something when it really isn't. So, they're working on that aspect. I think I've covered everything, haven't I? >> Yeah, there's one piece that you have I missed something that >> if you said it, I apologize. I didn't
hear, but just regarding um we have some uh roofing, small roofing issue out here at the middle school. >> At the middle, I did say that. Yes. Uh oh, you want to add to that? I just mentioned >> boat roof work at the middle school. >> Yep. Thank you. >> I think there was something else too,
but there was a whole list. So, >> right, >> that's it. >> Thank you, directors, for that report. Agenda item number 11, other matters, gifts and donations. Resolution 26-18. Uh, the donations uh this month are as
follows. Um, gifts and donations, donations to the nest. Janet Tangren donated $1,000. That's a correction from the January 26, 2026 meeting. An anonymous donor donated two packs of paper towels, a bag of toothpaste, and
deodorant. Uh Jessica Jessica Keely Murado, Thrive Action, donated feminine feminine hygiene products, water bottles, toiletries, and hygiene products estimated at $180. Mary Morgan donated two bags of
clothing, shoes, and belts estimated at $140. An anonymous donor donated four bags of clothing. Other donations, Mike Birding Birding donated filament and vinyl to the tech hub valued at $73.93.
Paul Deer, grand night number 00889, donated $147.39 for special ed students. Jerry Pashki, grand night number 04909, donated $29 for special ed students. And
Rice County Farm Bureau donated $500 to FFA. Is there a motion for approval of resolution 26-16 accepting gifts and donations that I have just read? >> Move. >> Thank you, Director Budro. Is there a second?
>> Second. Thank you, Director Kenudson. Uh discussion discussion. Once again, as always, thank you to our community members and people who donated to our schools. >> Yes.
>> It is so greatly appreciated. >> Thank you. Thank you. >> So, this is a roll call. Uh Director Wolf, please. >> Director Linda Budro. >> Hi. >> Director Candace Kudson. I >> director Linda Moore >> I >> director Jerry Robisho
>> I >> uh director Chad Wolf I Director John Bellingham >> I pass uh Mr. Chair passes six to zero. Thank you. Uh 11B consider approving the American IND Indian Education Aid
presentation. Uh it's an action item. Our presenter is Cassie Riapel, community education and engagement director and she's brought some people with her. So, is there a motion to approve the American Indian Aid in I'm sorry, American Indian Aid American
Indian Education Aid presentation. Is there a motion, please? >> So moved. >> Thank you, Director Robo. Is there a second? >> Second. >> Thank you, Director Kudson. At this time, I will just simply turn it over to you, Miss Pipel, if you want to introduce everyone and we just go from
there. >> Excellent. All right. All right, I turned this on, so I think this is working now. Good evening. Thank you everyone for allowing us to present on behalf of the Native American Parent Advisory Council, or you'll hear it as NAPAC. Tonight, we are sharing our
annual compliance update in the committee's concurrence decision regarding American Indian Education Programming in Farbo Public Schools. Our goal is to strengthen outcomes, belonging, and fair access, and opportunity for Native American students and families in partnership with the
district. I'll go through introductions. So, we have Denise Mesta here. She serves as our Native American student and family advocate and the grow your own coordinator for the district. Then we have Danielle Masters, a parent.
She's the chair of the Native American parent advisory council. Then we have Kim Mson. She served as our Native American student and family advocate before and she is passing the torch to Denise. She also works as an adult education
instructor at the Fairbo Education Center. And then myself, Cassie Riapel. I oversee implementation of the American Indian Education Program Plan required by MDE. All right. I'm going to be doing a little bit of teaching because I know
this is new to the district. So, just bear with me as I kind of explain things. I'll identify some vocabulary just so we're all on the same page. and then we'll allow questions and I'll allow anybody to ask questions to our group up here at the end. Okay. So,
Minnesota law requires that all districts with 10 or more students that identify as American Indian have an American Indian parent advisory council. This committee or council serves as a formal advisory partner to the district and the committee reviews programming,
student experiences, and outcomes to ensure Native American students receive culturally relevant and supportive educational opportunities. Each year, the committee participates in an annual compliance process that includes reviewing district progress and
in issuing a concurrence or non-concurrence vote. This process ensures accountability and partnership between families in the district. The concurrence process is not disciplinary and it's not punitive. It's an opportunity and a standard
accountability and mechanism used across Minnesota school districts and is intended to support continuous improvement with our district over time. And it's important to note that in the state of Minnesota, we call it American Indian Parent Advisory Council. In
Farbo, we have voted and accepted to call it Native American Parent Advisory Council or NAPAC. All right, we're going to share a little bit of our success so far this year. Um before we discuss our vote, we've seen more cultural visibility and belonging
this year through Indigenous People's Day. We've opened a driver's license scholarship fund for Native American students. In addition to our other scholarship funds we have available, we have added books to classrooms that specifically discuss Native American
culture. We have had guest speakers come into classrooms and we have had some students participate in the Ho Karati Cultural Center field trip in Shakapi. Students have been attending the drum and dance class through the South of the River Powow Collective, which consists
of about eight different school districts. And then we're looking forward to the John Knife Sterner cultural event that's coming in April, which is a collaboration with Fable Public Schools, Farmington Public Schools, and Northfield Public Schools. And then we're also exploring future partnerships
with Riverbend Nature Center here in town locally. And I want to give hats off to Danielle and Kim who have kind of led this effort so far this year. And now Denise is stepping in to continue this amazing work moving forward. All right, this slide is more about the
logistics. It's a screenshot from the statute from MDE. So the American Indian Education Program Plan is organized into six focus areas which you see there. Those include post-secary preparation, academic achievement, culturally relevant curriculum, positive
self-image, intercultural awareness, and supplemental programming. Each year, the NAPAC reviews district progress across these areas using data and community feedback. And this annual review process informs the committee's concurrence vote
and helps identify both strengths and areas for growth. After reviewing program implementation and student experiences so far this year, our NAPAC issued a vote of non-concurrence. That's that second box. A non-concurrence vote means our parent
advisory committee determined that conditions do not fully meet student needs or statutory expectations at this time. As a reminder, it's not punitive. It's a formal mechanism within Minnesota statute to request improvement, partnership, and accountability.
Um, it's also important to note that a vote of non-concurrence is common across many districts in Minnesota. It signals that there is still progress to be made and just know that our parent advisory committee here in Faroh is actively engaged in improving outcomes for our
students. State law requires that when a committee issues a vote of non-concurrence, the school board is to provide a written response to the committee's recommendation with 60 days and send that written response to the NAPAC group
and to the Office of American Indian Education. So that response has to be sent to both places and I can help facilitate that along with Jamie Kitty too. The committee has submitted a formal resolution and smart goals to guide this collaborative work and that is included
in the letter that you received and it's attached in board book and I also put it up on these slides so we can talk through them. Smart goal one, the committee members identified meeting accessibility as a barrier to participation because all of our meetings so far this year have been
in person. So this goal would say that at least 80% of the NAPAC meetings will be offered virtually while maintaining in-person gathering. So a high flex option. This would improve accessibility to families that may have transportation barriers or logistical barriers to get
there in person. And then meeting formats and attendance data will be reviewed annually and reported to the school board. Goal two, current NAPAC parent participation is at approximately 7 and a half% which is
three of our families. The goal of this is to double that by another 7 and 12% through targeted outreach and flexible meeting options. Strategies would include relationshipbased invitations, better communication, removing logistical barriers, and then
participation will be tracked at each meeting and reviewed quarterly. Goal three, students and families express a need for a visible, consistent, belonging sports within their schools. This goal would establish at least one designated space
in the district or structured program to support Native American students, academic success, and sense of belonging by fall of 2026. This could include mentorship, cultural gathering opportunities, or academic support.
Goal four, student voice is essential in advisory work. This goal supports creation of a studentled club for Native American students within six months. The student and family advocate, Denise, would assist with development, access, and
sustainability. Participation and continuation would be reviewed after the first semester, and this would support student leadership opportunities. Goal five, families have expressed interest in stronger visibility into Native American
representation within the curriculum. This goal would ensure that the student and family advocate can participate in teaching and learning advisory groups when appropriate. This would allow native perspectives to inform curriculum discussions and decisions.
Goal six, staff knowledge and cultural awareness directly influence our students belonging and experiences. This goal would incorporate Native American history, cultural traditions, and student needs into at least one district or sitebased professional learning
opportunity each year. And then staff participation and feedback would be reviewed annually to guide ongoing training. And that concludes our presentation. The committee respectfully requests the school board's written response to these recommendations by April 17th of 2026
and we appreciate being here today and we would welcome any questions that you have at this time. >> Well, thank you for the presentation. So, just to since we've had a motion and a second to approve this presentations. So, what we're approving is we're
acknowledging the uh non-concurrence of statute plus uh including the six smart goals laid out on how how we're going to achieve this. Correct? >> Yes. >> Okay. So, so that by voting yes for that by approving that that that's our
mission here and then getting back that response by April 17th I think you said. Thank you. >> Okay. So, discussion. >> So, just to be clear, Mr. chair. Uh so if we accept these goals, we have to accept how to we're going to have to uh
state some as to how we're we're going to carry out. Correct. >> But I refer back back to you. >> Yeah. >> So if if the board accepts this, so this is kind of a new thing. This is the first time that we that we've done this. Um and it and it's required by statute.
So if the board if the board accepts this, what you're first of all exactly what Mr. chair said you're accepting the the the non-concurrence piece, but you're also accepting that these are the goals that they that you give the district permission to work on with the committee. >> That's not what the question was.
>> Okay. That you accept these goals as kind of goals that we will work towards with the committee. >> That was my question. >> Further discussion? Director Budro. >> Um, thank you, Mr. Chairman. I'm just wondering about the following curriculum
that will be implemented with with our whole um American Indian studies. Do you have any role in playing in that? I know the goals are here but we don't know what curriculum or how they would
be implemented. And that's my interest is are we following the um liberated ethnic studies curriculum that was that's free for our district and maybe that's not a question but it's important
to me to know how we're going to be implementing it. >> So Mr. Chair I can take that one as well. So uh speaking on behalf of Julie Hall who's not with us this evening. Um that will be a presentation that that is coming. Um I will spoil it a little bit
and say it is the recommendation of that of that group that we not move forward with the free curriculum. So we will be looking at at a purchased curriculum at this point. So >> thank you Mr. Chairman. Just to follow up, um I I thought your goals were very
positive that you presented to us and I like that you are trying to unify and that is really important to me that we unify our students and not that there would be any divisiveness or
reason to be divisive moving forward. Thank you for answering the question. Thank you, Mr. Benty. Director Wolf. >> Uh, thank you, Mr. Chair. Question for the four of you. Um, there's six smart goals.
What does success look like in terms of moving from non concurrence to concurrence? Is that six for six? Is that five for six? Is that four for six? What does that look like in in your eyes? >> I can speak to that one. Sure. So each
year we put together a program plan that has goals with data attached to it. There were some very lofty goals in this plan that we had this year that was set last year. And the NAPAC group has said that they are very collaborative and they want to work with the district.
They think we've done excellent work so far, but they just don't think it's enough and it didn't meet the goals that was in that program plan. Our plan is to submit goals to MDE that are more attainable um than were previously
submitted. >> Thank you. >> Further discussion. Director Robell. >> Thank you, Mr. Chair. This may be going a little bit into the weeds, but okay. >> Need to ask a question. In the cultural competency part, will there be any language
developed in that or any language exposure in that um program? And I don't know what language you would be looking at, whether it's Lakota or some other native language. >> I think I would have to connect with Julie Hall on that to see what type of
professional development we could offer and if it could include language. >> Difficult to understand the culture without understanding the language. >> Yeah. Yep. I practiced saying the ooati many times so that I could say it right
as respect. Director Moore. >> Um, yes. I I think some of these goals are very good. I I really like the aspect that you're doing the virtual because some people can't always do that. I think that is good. Um, I actually I have a a friend that's uh her
great greatgrandfather was the chief Wabasha. And I I I mentioned this to her and actually Wabasha is named after him. They changed the P to the B though. and she's actually from the Metawakatan Sue tribe. So she asked me, she said,
"American Indians, you know, it's just a broad thing." And she said, "How can you get all of these cultures in?" So, you know, that's what I've got several questions here, but how are you going to do that? because I there's a number of cultures like she uh
she actually comes from different Indian cultures because at one point three of them were I think in Mano they were pushed together in one section. So she's been down there a number of times >> and so I I'm wondering how are you going to
>> how are you going to do that? >> Yeah, >> you know, you got several cultures and they're all different subcultures. >> So how is that going to work? Mhm. >> I guess that's one of my questions is concerning. So, >> anybody you want to take that?
>> Sure. I'll let Kim take this one. >> Uh, thank you, Chair Bellingham, members of the board. That's an excellent question. I have been working on this since the beginning of this school year, and it has been uh immensely powerful and just meaningful to build
relationships with this community. Um, you bring up an excellent point. There are, I believe, 11 tribal nations in the state of Minnesota and we have been working really hard with uh um technology and innovation to really
identify what are the tribal nations that are represented represented in Farbo. We have done some work and we will continue to do work to learn about our students and what tribal nations are represented. I think one way we can do
that is to build partnerships with other organizations, other um build relationships with the um tribes themselves. So we have made communications or connections with them. We also have um connected with the south
of the river pow which is a really powerful collective of around nine different districts and we have students even uh Danielle's son uh who is Native American he attends that it's twice a month and it's currently in Apple Valley
uh district I believe it's 196 and it's a really great opportunity for several different um districts to connect and many different representations to come together and learn in a really safe environment. But you bring up an
excellent point. It's something we will continue to learn about as we build relationships. I think this community in particular really um is relational and so that's really important for us and so we'll continue to do that as time goes
on. >> Thank you. Um yes, because I think we have 40 is it about 40 students and How many tribes do they represent? >> 11. >> 11 approx. That's okay.
>> Sorry. >> As of right now, uh when I worked with Mike Birding, we were able to identify um I believe two tribal nations, uh Dakota and Ojiway. But we know we can be more granular with our data. there has
been discussions to be more um relational like sometimes you really have to build relationships to learn more about that and so that is something that we have talked about with Cassie to really get more data and as part of that
we can then explore other avenues from a funding perspective as well >> I know she's been going into the background of where her you know in just in the last couple years so maybe I should connect her with you at some point >> sure that would be fant Fantastic. >> And and so I goal number three though,
it it talks about designating a space or structured program. Could you go into that a little more? Are you segregating students? I >> I I hope you're not segregating American Indian students. So in our current >> What do you mean by designated in space
or structured program? >> Yep. So in our current plan we had, we wanted to designate one rise mentor for our Native American students. >> Sorry, I didn't hear you. one RISE mentor, okay, at the high school. And MDE said we couldn't do that because that would be supplanting. So, we're
trying to think of another way to offer an opportunity for students to come and feel supported with a mentor type position. Um, we're not sure what that looks like, but that's our goal. And so, we're going to try to figure out how to make that happen. Um, listening to building principles, listening to
mentors, listening to the students and the parents, what that could look like. um and being very careful of how we're doing that. >> Yeah. Yeah. I because I don't think we should segregate because when I was looking at this, one of the things too that I I was looking at and I think this is great, but I think we have I've got
too many so many questions here. Um it's it's this is national origin. Okay. Uh, I know that does it conflict with other laws like the the civil rights act of 1964 with the equal protection clause and also Minnesota statute 3 363A
02. It says you can't you can't discriminate with national origin. So I think one problem I'm having is if we do it with one culture, we're going to have to do it with the German. Somebody somebody asked me this, what about German or Swedish? What about the deaf
or the blind culture? So, I'm having a pro I think it's really good and I'm hope I'd like to see it work out differently in a way like the relationship type of thing. But what my concern is is that if we do one thing
for one culture, we're going to end up having to do it for a lot lots of cultures. And that that's my problem. So, uh, but yet I think from a relationship standpoint, I think you could do it. You could work it out and get around that. That's why I'd like you
to meet with my this friend of mine. So, I am having a problem with this because because of the culture thing because we start open up, you know, this uh this type of thing. Uh, you know, I think if one group, if we do
it for one group, we're gonna have to do it for it all. And we've got 27 cultures, I know, in Minnesota, and then we've got 11 subcultures with with the American Indian. So, I I think I'm having a problem with that one. So, but I think it would be good if we could
work it out relationally and not not this way. So, that's the problem I'm having. So, I hope I made myself clear here. So thank you. >> And also with our uh equity, we have an our equity clause in DEI with our
policy. We have to treat everyone safe. And so >> I have a question. >> Yes. >> Are you suggesting that the American Indian students would be getting special treatment of some sort? No, we're gonna we're gonna No, I'm
gonna ask you not to answer that >> because we don't take questions from the audience here on the presentation here. Sorry. So, Director Wolf, did you have something? Thank you. >> So, then Thank you. >> Just following up on Director Moore's
comments. Um, I believe this is required >> by Minnesota statute section 124D.78, right? >> Yep. >> Okay. Thank you. >> That's correct. Thank you. >> Maybe just from from my point, I know
from uh Minnesota studies taught that for many years. I I do know that there uh and especially with a history of farbo of the deep rich involvement in our Native Americans, you know, Teop Dakota Dakota in the Ojiway,
Bishop Whipple interaction with our Native Americans here and and how far got started, etc. uh our sixth graders going through that curriculum, our Minnesota studies do have do get exposed to a beginning of of somewhat this. But I think these goals
are well set and and well done. So do appreciate that. But I just had to mention that because you know the Rice County Historical Society we did quite a bit with with with that group to you know just enrich your curriculum and and get a get a good handle on uh you know our Native American and the Native
Americans and the importance of them not just in Minnesota or the upper Midwest but specifically here in Faros. So it's very interesting. So with that >> Mr. Chair um I I just have a question clarification. If we would go along with this, would with our ethnic studies,
would that take care of part of our ethnic studies? Was that part of your question? Uh, district or Miss Maduro or not, would that I know we have an ethnic studies that we have to comply with? >> Would this be part of that if we did this? So this is a this is a different
piece between what is standards from the state >> and what is what is professional development and some literature pieces that this group is asking for. So I think we're getting a little bit confused with curriculum versus
professional development here. So >> go ahead director. >> Thank you Mr. Chair. just for working business meeting working knowledge so the four of you are aware um this is a board meeting that is open to
the public so the time for community comment was when we had community comment so um the lady that spoke and and Mr. chair here that that um asked her to stop speaking. It has nothing to do with what she was saying at all um
for or against it. Meaningless in terms of we we are open to conversation before meetings, after meetings, via email, via phone call, any of that type of stuff. It's just following our proper meeting protocol. So, I just hope that the four
of you are aware of that and >> um >> I don't want to minimize that. >> Yep. Thank you, director Ro, for that clarification. Yes. So, with that here, we do have a motion and a second for approval of the
American Indian Education Aid presentation as described. So, hearing no more discussion. This is not a roll call, I believe. So, all in favor of the motion signify by saying I. I >> opposed. >> No.
>> Motion passes 51. Thank you all for your presentation very much. Appreciate it. >> Thank you. >> Okay, we'll move on to 11C. Uh is okay. 11C. Consider approving new
position request college and career navigator 1.0 FTE. Um and again, uh presenting will be Miss Riapel, our community education engagement director. Um, is there a motion for approval of the new position request, the college
and career navigator 1.0 FTE? So moved. Thank you, Director Wolf. Is there a second? >> Second. >> Thank you, Director Robashau. And at this point then, uh, Mapel, I will just turn this over to you if you would. And and board members, this was approved as
director Budro said uh, in her report from the finance committee, this was approved unanimously by the finance committee. Thank you. >> Go ahead, Cassie. >> So, I'm requesting approval for a college and career navigator. This would be a 1.0 FTE position, fully grant
funded, and the position would be located at the Farbo High School and shared with the Fairbo Education Center. It would be grant funded by by the Grow Your Own Student and Adult Grants, which is to develop students and adults who
want to go into education to get a teaching license. And so right now we have our grow your own coordinator who also works in the rise room as a rise mentor and that's Denise and she's also taking on American Indian education
planning and programming and the parent advisory council. So my goal is to split those two positions um to allow for more capacity for Denise to do the coordinator level and then hire someone that is more studentf facing the college and career navigator position.
>> Very good. Thank you. >> So with that uh discussion questions, >> Mr. Chairman, >> Director Budro, >> I'm just going to make a little correction. I could not get on the video for our finance meeting, so I wasn't
able to vote for this, but I did talk with Cassie. We spoke on the phone at length because I had a lot of questions and I think she's done quite a very thorough presentation and explanation to
me and I appreciate that that you took that extra time because I I really had some important questions and uh you answered everyone. Thank you, >> Director Wolf. Uh
Mr. Mr. Chair, I will just say that um part of the conversation of this came up at the uh finance meeting. One, there's zero impact on the general fund. Correct, Miss Riapel? >> Correct. >> And number two, that um this is funded
with your the grow your own grant. Correct. >> And if the grow your own grant were to go away, uh this position would not continue. Is that correct? >> Correct. >> Okay. Thank you. further discussion. Director Moore.
>> Um, as I said before, I think we keep adding administration every year and I I don't really think there's accountability there. Um, I'm just going to say just in 1950 there's and I've got the stats here in the US there was uh
26.2 staff to uh student ratio with 3.2 illiteracy. In 1979 it was 0.6. in 2022. This is from Minnesota 11. Uh it's 11 staff to student ratio, but now we got 14% illiteracy. I I just don't
see I think at some point we have to stop stop adding administration. Uh what I'd like to see is maybe some of these duties. Um could you add some of these duties to the pres some of the some of those in the present administration? I don't know. But I I
have a problem with adding administrators, administrators, administrators. So that's my two cents. Thank you, >> Director Roishelle. >> Thank you. Um Mr. Chair, you had indicated that this person would work with individuals interested in going
into education as teachers >> and across the board. It wouldn't specifically focus in on those areas where we have a shortage, but generally some. Okay. Wonderful. >> Yep. >> Thank you. >> Yep. Our grow your own teacher
initiative. Yes. >> Why didn't they have that when I went to school? >> I grew, but I don't know. >> Any further discussion? >> Mr. Chairman, I would just like to remind folks that we have a mandate to
do this. This is this is not something we have options and we have some funding from the state to do it. Last call for discussion. Hearing none. We do have a motion for approval of the uh new position request
the college and career navigator 1.0. All in favor of that motion signify by saying I. >> I opposed. >> No. Motion passes 51. >> Thank you, Mr. Rapel, very much. >> 11D. Consider approving an increase in
working days for the assistant director of special education. Is there a motion for approving an increase in working days for the assistant director of special education? Also move. Is there a second? >> Second. >> Second.
>> I heard a second. Director Kudson. Thank you. So before we begin discussion, uh Mr. Dert, if I will turn this over to you, give us the And this also was approved, uh by the finance committee.
>> Yes. So um since 2017, um we've had an increase in our special education child count by about 26%. Um we've moved from from approximately 694 students um
identified as special education to 877. In that time comes with that increase comes an administrative burden um to help families and teachers navigate the compliance um special education
compliance. Um we've we also are seeing a difference in the um in our new teacher pools. Um most of our new teachers now are coming to us with very little special education experience um which increases the compliance and and
the paperwork and the and the need for um mentoring. Um and we're also seeing um a turnover rate in our pair professionals which is quite which is not what we're used to. When when I first started, we had a a pool of pair professionals who had been here for
a very long time and continued to work here until they retired from our district. Um, now since they've required, we're hiring younger and younger um individuals to fill those positions. Um, and they're using those positions as a stepping stone to
something bigger. Some of them go into teaching through the Grow Your Own grant. Some of them um go into other careers like law enforcement or any number of things. So um one of the assistant director's jobs is to interview and to hire and to onboard all
the par profofessionals in the district. It used to be a job that happened in August and now it's a job that happens all throughout the year. Um and finally, last year when we eliminated the um the behavior coordinator, the behavior health coordinator,
um some those duties didn't just disappear. Um many of those duties went to the assistant director. Um including homelessness and being theo homeless liaison. So um there's been a number of additional duties that I've assigned to the assistant director. And in order to
in order to help her manage those things, I'm proposing to add 15 days to her to her contract. Um, and I I can certainly speak to finance, too, because I know that question will come up. Um we're financing this similar to the way
that we finance um all of our administrative or um a majority of our administrative um positions by by coding it through the state special education funding which reimbures our cost at 80%.
um and then backfilling that money by paying also this like amount um with federal funds which actually brings a net gain um to the district of approximately um 13 $13,000. So um
so the not only is the is the general fund remain whole, the general fund actually has an increase has a has a added benefit. So I can certainly answer questions or >> discussion. Director Robishaw chair.
Thank you. Um where's the growth in the special ed child count? >> Um we're we're seeing it all over. Um with the clo with the close of the STEM school, we had a number of students come in from there. And early childhood. Um
early childhood. Um we've seen a lot of students come up through early childhood. We have a bubble. We were talking about it this morning. Um when I went over my staffing report with the cabinet um we have
our fourth graders are the edge of a bubble that's coming up. So um I have um functional skills classrooms and when I started the functional skills classrooms there was um we had two functional skills classrooms. Now we have six
functional skills classrooms. those students, the oldest of those students are in fourth grade. And so two years that bubble of special ed students will come through the middle school and then go through the high school. So it it started about whenever the fourth graders were in kindergarten and early childhood, it started about five years
ago and then it's just it's just kept up. Um last year we had a little plateau and I was hopeful. Um but this year it went up again. So >> that's such a significant increase. >> Yeah. It's not just Farbo that sees that. It's it's it since co it's been
fairly it's been across the it's been across Minnesota and across the United States. Um and it's not it doesn't personally it doesn't make me happy. I I don't I mean I it's just very sad but our my job isn't to be happy or sad. It's to meet the need and so that's what
we do. >> Mr. Chair, one more question. What's the back fill in the federal funds? >> So use for the special ed. >> Yeah. So Paul Farren who is the director of finance for the department of education um is works with directors to
try and maximize our funding. And so there's um there there are some situations where districts who have a lot of tuition billing towards other school districts. So for example um we have students who elect to go to Northfield. We have students who we we
um place at SESC. Um, we don't, Northfield doesn't service them for free. The excess cost is build back to us in the form of tuition billing. We're allowed to put our administrative staff in specialed state funding and get 80% reimbursement and then we're also
allowed to move our federal funds over directly to pay for um, tuition billing. And so that's where we get the that's where we get it doubled up. >> I was going to say you can't shift it into the personnel. >> No, you cannot. That is you are correct. Yeah. >> Thank you for the clarification.
>> Yeah. >> Further discussion. >> Thank you, Mr. J. >> Director Kudson, do you have something? >> Yes. So, um, so I've worked with Rob and Carrie and I know that you guys do a really great job. I know you're very
visible. I know that you meet with the departments and the teachers and are very helpful to, you know, all the staff members that work with all our special ed students. And so I think you're doing a great job and I appreciate all you do. >> Thank you, >> Director Moore.
>> Yes, I appreciate what you do too and uh I will go along with this. Thank you. >> Great. >> Further discussion? Discussion? We do have a motion and a second for approving, excuse me, for approving the increase in working days for the assistant director
of special education. All in favor of the motion signify by saying I. >> I. >> Opposed. Motion passes 6. Thank you, Mr. Dart, for that. And I see you're on next as well. So, uh, 11E is consider approving new position request behavior
facilitator 1.0 FTE. Is there a motion for approving the new position request of be behavior facilitator 1.0 FTE? >> So moved. >> Thank you, Director Robo. Is there a second? >> Second. >> Second, Director Budro. Uh, discussion
and once once again, I will turn it over to Mr. Dert. Yeah, we in Farbo and across the nation, we've seen an increase in students who have um significant disabilities and a lot of times with a significant disability um
students exhibit behaviors. Um with our young teaching pool and with the increase in behaviors that we're seeing in Farbo and across the nation, we're we're finding it more challenging to have teachers feel like they're successful in the classroom. Um, so, um,
some of the some of the things I've talked about with Miss White, my assistant director, and our current, um, behavior, um, behavior specialist is that we don't have enough capacity to to do the things that we want to do and be proactive towards behaviors. So, this is
a position that's similar to a a reading coach or an instructional coach where we have a person who's who specializes in behavior and behavior mitigation and is able to go out and model um how to how to teach students behaviors, how to manage behaviors, how to track
behaviors, how to how to theorize the function of the behavior to to help teach the children skills so that they won't exhibit the behaviors. Um so, we're trying to take a proactive approach. Um, and I do want to talk a little bit about funding because I I
came to the finance committee um anticipating that I would fund that this in the same way that I was I was funding the first request through the through the shifting of the federal money back into the account. Um but since then uh MDE has notified us that we are in year
two of a disproportionality issue in regards to um identification of students with other health disabilities, emotional behavior disorders, um speech and language and um students in our setting three programs. Um and because
um while year two doesn't involve any restructuring of our federal funds, um if we're found to be um um disproportionate in year three, we would have to shift 15% of our federal funds to to mitigate or to to help solve the
problem. And so we we talked in cabinet this morning a lot about the word um supplement and supplant. um were not allowed to supplant. If I if I use the funding mechanism that I described um
with Mrs. Wida um in a year, if we were determined to be in year three, then we would have to supplant and I'm I'm told that that's not good. So, yeah. So, um, my funding proposal would be to would
fund it directly out of federal funds and and do a what's called a voluntary, um, cease, which is I forget what the acronym means. Um, it it would it would fund the position directly through my with my special education funds for that purpose so that if we do get into year
three of this disproportionality, we would have the staff in place to help mitigate that. I think a behavior a behavior um facilitator their whole purpose is to reduce referrals to special education or or to reduce behaviors um with students with
disabilities. So um it would be it would be no cost to the general fund. Unfortunately, it also would not make the increase funding to the general fund as the special education director or the assistant director's hours does. So that's one clarification.
>> Thank you. >> Does that make it as clear as mud? Yes, probably. >> Exactly. >> Director Oisho, >> thank you, Mr. Chair. I have one question. Um, have we seen an increase in that percentage that you said earlier, Rob, in kids that are experiencing trauma?
>> Um, our I'm not an expert on trauma. I know Jake um Jake at the ALC is an expert on trauma. My impression is that from what I know about trauma, a number of that that
our free and reduced number is an indication that ch children are in trauma and our free and reduced number is over 76 to 80 oh some >> 80%. And so I would say we absolutely is probably the case. Yes. >> I know it's not a disability. >> No, specifically,
>> right? >> Would this behavior specialist be able to help facilitate? Um, >> yeah, we're looking for someone who's able to who is aware of trauma >> um and who is able to use trauma-informed practices? Yes. >> Thank you, Rob.
>> Further discussion, director. >> So, would this position be with all the students or just with special? >> Yes. So, one of the things that um that moving it to this to a cease plan does allow is some flexibility in working with general and special education
students. So primarily working with special education students, but in um cases where we we have a general education student who is really struggling um that this individual could also work with them. And that's because that one disproportionality piece gives
us that flexibility. Otherwise, no. But in this case, it would be yes. >> I guess clear as mud. >> Yeah. Um so um so are we hiring somebody
who will be training teachers and then this about after three years we won't have the funding or no should go away or >> no we would we would fund it through what's called voluntary cease cis I
cease is the way I pronounce it um and then after three years if we're found well in after another year if we're found still to be disproportionate. We would be in in mandatory and so it would be there's more regul there's more
oversight with mandatory cease. Um they want to make sure we're doing our due diligence and there there's there's more oversight but we would not lose the funding. The funding would would move on. Yeah. It's it's you know the difference between volunteering for something and not volunteering. We would
be volunteering until we're not Okay. Any further discussion discussion? We do have a motion in a second for uh approval of the new position request of behavior facilitator 1.0. Further
discussion? All in favor of the motion signify by saying I. >> I. >> Opposed? >> No. >> Motion passes 51. Uh, agenda item 11F, consider approving five overloads for FOA. Is there a
motion for approving five overloads for FOA? >> So move. >> Thank you, Director Wolf. Is there a second? I'll second that. And discussion. I will turn this request over to Superintendent
Benty. >> Thank you, Mr. Chair. So, I'm taking this up on uh behalf of our FOA director who has she had her baby yet? Do we know? Okay. We don't know, but she's she's uh due. So, um so looking at this,
we've had an influx of students to FOA. Uh this is not uh this is typical for this time of the year. Uh a little bit more with uh some of the circumstances that are going on, especially with our secondary level students. Uh so we're
looking at increasing uh some six fifths through the language in our contract. You can see on I believe it's page two where we talk about uh the spots that are open and the spots that we need uh based on student
enrollment. Um, and usually overloads are one of those pieces that I am just able to uh say yes and pass on because they fall under that threshold of the $10,000
mark. But with these be kind of being a group of them, we thought that it would be uh important to bring it to the board uh to to so that you can one see the numbers and see the need um and also then approve what we're looking to do
here. Uh I did have uh Miss Raceler run our funding side for FOA and one of the things that we're able to find out is that through open enrollment we have received uh over $250,000
in uh open enrollment funds from students that have joined FOA. So that will help offset this cost. Any other qu or I will entertain any questions at this point. Sure. >> Director Wolf. >> Um, Superintendent Benty, it's hard to
see on that page without it being bigger. I I've got it blown on my screen, but there's seven I believe there's seven staff members listed on the left. Is that right? I think >> Yeah, that is correct. Yes. >> So then when I go to the next page, it
appears there's five staff members listed. Does that mean that two already are doing? >> Two have already been approved for Yes, that is correct. >> They were in the approved. >> They were in the consent agenda today. Yes. >> Okay. Thank you. >> Discussion questions, >> director Moore.
>> Yes, there's quite a few students here that doing with the fair online. Is this largely due to the to the presence of ice? So, so what we we don't we don't have we
don't ask those questions. So, what we what we regularly see is at the beginning of second semester, we usually have more students that will go towards FOA. They tried it first semester that it's it's not what they were expecting, so they look to go online. Um, and I and
I will say we have had more students that have been uh less likely to come to school uh in the last six weeks. So they we have had an increased uh increased uh what's the word I'm looking for? Um
incre increased uh expectancy or or more people looking to get into our online program. >> It's not the age, it's the mileage. >> Question director. >> Um I guess I would like like to ask Mr.
Benty about should this um 42 students I mean with circumstances that could change if that diminishes I mean I'm assuming this is we're paying overtime to our teachers or we're the
overload maybe explain that because >> so yeah so thank you for asking this question. So, um, one of the pieces is that six fifths are only guaranteed through that school year or through that semester. So, if the board approves this, you'll only be approving it
through this semester and it'll get erased off the books. So, this is not an ongoing cost. Um, it is not an overtime type thing. It is a negotiated uh portion of the contract that is in the teachers contract. Um it's just refers
to as a six-fifths because uh for the majority of of teachers, they lose their prep at the secondary level when they take on an extra course. >> Okay. Thank you, >> Mr. Chair. Victor Moore. >> Yeah, I I guess I I think students do better in the classroom and
>> as you probably know, I am not impressed with egeneuity nor I'm impressed with our online academy. Uh, I truly believe students receive a better education in the classroom and I for whatever reason I and I'm not sure
that's why asking about some of these things. Uh, I think they should be in the classroom. >> Further discussion. >> Last call for discussion. >> So, >> Director Kudson. Okay, thank you. Um, so
there, so from last year to this year, they went from 150 to 200 spots before, um, they would get additional compensation, right? >> That that is correct. >> And so when I'm looking at this, like
Monica has 200, Chris has 199 or 200. So are they getting extra? >> So at this at this point, no, they they max out at that number. >> Okay. >> And then to go to be able to that that
spots is how many they have left. >> And and you see on the right hand column is how many spots are needed to fulfill the requests of students that we have asking right now. Oh, >> okay. I guess I didn't study this beforehand. Um, and I'm not in favor of
online academy either. So, I think I'm pretty um outspoken on that. >> One more question, Mr. Chairman. Are these are these 42 students not in school right now? >> So, that I I don't know the answer to that. I'm sorry.
>> But the it's a request. >> It's a request from these students to go online. Yes. >> Okay. All right. Thank you. >> Last call for discussion. Hearing none. We do have a motion for approval
of the five overloads for FOA. All in favor of the motion signify by saying I. I. >> Opposed? >> No. >> No. >> Motion passes for two. Agenda item number 12. Dates to remember
uh February 18th um 2026 at 3:30 p.m. the community education advisory council. March 2nd, 2026 at 5:30, work session. March 3rd, policy committee at 3:45 p.m. March 9th, uh, at 7:30 a.m.
the finance committee. March 12th, 7:45 a.m. the facilities committee meeting and March 16th at 5:30 p.m. our regular business meeting. Uh, is there a motion to adjurnn? >> So move. >> Thank you, Director Wolf. Is there a
second? Seconded by Director Budro. Believe that was you, right? >> Yes. >> Thank you. >> All in favor of the motion signify by saying I.