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Video-1: youtube.com/watch?v=SAqE6LQBq2A

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Thank you. >> Good evening everyone. At this time, I'll call to order the business meeting for the Fable Public Schools School Board here on April 20th, 2026 at district office. Uh we welcome all of you who are in attendance and those of who are watching online. Uh Director

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Steves, do we have a quorum present? >> Yes, Mr. Chair. There is >> everyone please stand for the pledge of allegiance. Aliance to the flag of the United States of America and to the republic for which it stands. One nation under God,

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indivisible, with liberty and justice for all. Thank you. Agenda item number two is approval of the agenda. Is there a motion for approval of the agenda? >> So moved. >> Thank you, Director Steves. Is there a second? >> Second.

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>> Thank you, Director Kudson. Any discussion? Discussion. I got you covered on the policies there. Yes. Any discussion? Hearing none. All in favor of the motion signify by saying I. >> I. >> Opposed. Motion passes.

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Agenda item number three, uh, recognition, awards, and presentations. Our presentation tonight is Jefferson Elementary School instructional celebration. Our presenters are Mr. Nick Jurn's principal, Miss Amanda Seager, instructional coach, Miss Aaron Harmon,

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first grade teacher, and Miss Sarah Peterson, first grade teacher. So come on up and we welcome you and thank you for coming. All right, good evening everyone. Uh thanks for uh welcoming us tonight to

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present on some highlights that we would like to share with you um that we've had this year. Um Chair Bellingham uh offered introductions. I'm just going to let everybody introduce themselves as well. I'm Nick Jurns. I'm the principal at Jefferson. >> I'm Amanda Seager. I am the

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instructional coach. >> Sarah Peterson, first grade teacher. >> Aaron Harmon, first grade teacher. And we also have two other first grade teachers that work alongside of of us as well. >> All right. So, we're here to share an

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instructional celebration. Um, we've talked about how it's important for our us as a staff to be professionally developed and learn so that we can learn and grow and uh be be able to provide better instruction for our students. And there's a couple of things that we've been doing the last couple of years. Um,

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one of them is we've been taking part in uh, professional development around professional learning communities and how to assemble those learning communities, how the work that we do, the data that we look at to make instructional decisions. And then also um, we've been doing um, trainings for

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science of reading in letters and I believe it was a month or so ago that you as a board actually took part in some of those activities. So those are the two pieces of professional development that the first grade team at Jefferson has really latched on to and implemented at a very high level and um

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we've got some um evidence some data that proves that our students are learning and growing because of um those changes uh in the implementation um that our first grade is having. So for the PLC piece, um we've been doing two years

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of professional development with first uh the first education PLC center. Uh Gabe Hackett is the leader of that. Gabe actually came and presented with Jefferson last year. Um so you got to meet him. Then a couple of the highlights um that we've done or that we've focused our work on is the

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collaborative teams had barometer influence uh using formative assessment and then also observable impact. And so I actually put uh the the definition of observable observable impact right there. It's the changes in practice and that's really what we've seen is with

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our first grade team that they're going to talk more about is the changes in their instructional practices that are observable in the classroom. So when you go into their classrooms, it looks and sounds and feels different than it used to. Okay? And then it leads to improved student and educator outcomes. And

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again, I'll have some data at the end to highlight those um those improved student outcomes. So I'm going to talk a little bit about the letters training. I am one of the letters trainers in the district. So we are just uh on Friday we'll wrap up our

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two years of science of reading training. Um so these two along with a bunch of other staff have participated in that and they've really taken to heart a lot of the research. So, I'm just going to do a super super brief overview because I can't do two years of

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training in um right here. But it all really comes down to the reading brain. Um and what we've learned is that learning to read is not a natural process like learning to speak is. And so it has to be taught. Click the next one. So, um this this

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learning to read part of that process is developing phonics. um that's one of the processes that we need to teach and research tells us that in order to do that we have to have some certain conditions and instructional practices in place in order to build that in the

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brain. So I'll explain the research part and then Aaron and Sarah are going to talk about what that actually looks like in the classroom. So research tells us that in first grade about 50% of the instructional time in literacy needs to

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be spent on phonics and phmic awareness. It also tells us that about every phonics lesson needs to have around 15 to 30 or more practice sessions or reps with each specific phonics skill. And then in addition to that lesson, we need

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to have subsequent lessons that contain more practice with that specific phonics skill. And that's in order for students to achieve fluency. Um, in order to to get that many practice sessions in, we've had to really work on aligning

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instruction across different settings in our building. And Aaron and Sarah will tell you a little bit more about that. Um we also know that we need to give more practice during uh small group time and during independent work time.

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So part of the reading brain is developing that phonics um that phonics learning but another part is to develop vocabulary. So phonics is the how how to read. Vocabulary is understanding what they read. So phonics might a student

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might be able to sound out BL and bland, but they might not understand what that means. Vocabulary, that's developing the part of the brain that helps a student understand what they're reading. And then the final piece um that Sarah and

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Aaron will talk about is how we've really worked on using data as a road map to drive our instruction. So data tells us what pieces the reading brain knows and what it needs to know next and how that looks for instruction. So I'll

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turn it over to them so they can tell you how that works. Pardon my allergy voice. Um um a big part of our success has been um our mind shift and shifting the way that

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we um have thought or are thinking with teaching practices. Um a lot of that yes is comes from our letters um two years letters training also with the coaching here um different coaching cycles here with Amanda that we have done um but

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getting away from those past practices of guided reading using level texts moving into more of that decodable reading um aligning that with our phonics um lesson that we have been taught um and implementing that with our small groups again getting away from

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that in our small group um reading block of having that structured 10-minute rotation time um and moving into something new that we started um this year that Amanda presented to us at the end of last year um calling called Read the Rainbow which um Aaron is going to

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kind of talk a little bit more about. So um what Amanda talked about is how phonics that phonics focus uh in prior years we had a lot of time focused on reading and at this younger age we don't have a lot of readers yet. We need to

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teach them how to read and we weren't given that time. So with this new way of thinking we are giving that focus to how to teach them to read so they are able to read than to learn. So we're teaching them how to read right now. And now this new way of thinking also gives them that

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repetition which we'll get into and I'll show you in a second um with that read the rainbow and we can get it through small groups. We can get it through independent work and then also the support staff that we have through our title teacher are um e teachers um as

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well. Um we also like Amanda was saying vocabulary is important. So introducing new vocabulary and helping them understand what that those words mean. So then when you build that vocabulary, the more they know um the more that they can learn as they grow as well. and then

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guiding our decisions. We have our choice and we choose to have weekly PLC meetings and we look at our um bridgetore data which is like our phonics spelling test essentially um our mastery data and do we see are they

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getting for example right now we're at ed suffixes and ly suffixes are they understanding the suffixes that we're teaching them right now and we look at each one of our classes are they getting it why why aren't they getting it are they just looking at the sounds of the

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EDS right now. Do they not know the base words? So really breaking it apart, looking not only at the way they're spelling it, but also what's the data telling us and deciding, do we need to stay with this for a little bit more? Can we just focus on small group or can

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we base our win groups around this? So we're really structuring a lot of it. What is the data telling us as well? And we also do this for math, too. So, it's taken the data um based instruction has taken us in both areas as well. So, you've heard us say read the rainbow for

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quite some time. So, um I like this not only because it's pretty, but it's really organized. Um so, um this is a task and um it's up displayed for our rotation time. And we just say rotation time um just because it tells the kids

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what to do. It's not a set time of like you have to do your phonics fluency for this amount of time because that like um Sarah was saying that is something we've got away from. So they it's more so jobs. These are my jobs for today that I am supposed to be getting done. So um for example that first part is phonics

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fluency and that's more of like at your independent level. Some of them might be working on um short vowels like bat, those shorter vowel words, but I have other students that are at um dip thongs like oi words. So, it's really based on

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where are you at in when to help them with that repetition for your where you're at. But then again, you have other parts of that where you are hitting on where we in our bridgeto read lesson as well with our decodable books and also pulling for small groups as

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well. Again, hitting at that repetition, repetition, repetition, not only independently where you're at, but also helping to support that whole group instruction to move everybody forward. Um, and then, um, you can see there's a timer and that just gives them to hold

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them accountable for getting that stuff done before they can go into splash learn, which is a great resource that goes directly to the curriculum that we are also teaching them as well. And over on the side, you can see some firsties working not only in small groups with

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their teachers and our wonderful support team, but also doing some of their independent work as well. So that's what the read the rainbow gest is right there. So I'm going to hand it all the way back down. So as you were listening to them talk,

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you probably heard some pretty uh some vocabulary that you're not familiar with, right? And that's that's them applying their learning. And actually before we came in here, they were having a conversation about our wind groups and you know we're working on this here and this here and they were getting into

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some real nuance things like we weren't having those types of conversations two years ago and so we really know they know where each child is at and they're able to target the instruction for each child which is why we're seeing the growth that we're seeing. So I'm going

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to show you some data here before I get to it. The tricky part is is we do benchmarking with FastBridge every September, January and May. And then we look at our growth in those, you know, time periods to gauge how our student

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growth to see how we're doing. This presentation, we built this a week ago, midappril. So, we don't have that benchmarking data for the end of the year, but I had Amanda work with the first grade team and run some progress monitoring data, which is for us for

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fluency, which we also track fluency for our our building goals. So, I'll try to explain this, but it's pretty cool what we're going to see. So, if we start up at the top here, from fall to winter. Okay, so I mentioned we benchmarked from fall to

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winter from from September to uh January. The student growth data for first grade, they had the highest growth in the building across all three tests. So we give two reading tests and one math test. When you look at the growth, the student growth in those three tests,

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our first grade team had the highest growth in the building. Okay. Aaron mentioned they're also, you know, looking at data in math and their PLC's as well. I would attribute it to that. Okay. Now I mentioned we don't have that spring benchmarking data. So we ran that progress monitoring data from basically

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this test to midappril. Okay. And here's what we found in our fluency data. The average growth the first half of the year students were growing on average about 3.61 words per minute. They were increasing

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at that rate. Since then they're increasing at 5.85. So the the rate at which our children are reading just in the last you know month and a half, two months is significantly more than what it was the

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first half of the year. And so what this for me as the building principal is a check. Okay, we had a really good first half of the year. Are we maintaining at least maintaining? And what we're seeing is we're actually increasing.

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So that concludes our presentation. Thank you for having us. >> Board members, questions or comments, >> Dr. Steves. >> Um, so last uh school year I got the privilege of becoming a Rotary reader

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and I got to um participate in Rotary Readers with Miss Harmon's classroom. Um, I'd just like to highlight her classroom management and um, throughout the year the intentionality showed and you could tell every every week they

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were growing and learning and and really really thriving. So, it's it's not just the testing, it's not just the, you know, are they growing, but they're happy and they're um, polite and kind and and growing um, clearly at the end

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of the year. So shout out to the intentionality, shout out to all that you do for our students. >> Director Budro. >> Thank you, Mr. Chair. Would just ask if this growth is something unusual or something you haven't seen

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before in first grade. So, I was actually talking to Amanda about this the other day and I just said like I'm excited, but I'm still like my eggs aren't all in the basket yet because this is like kindergarten also

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had very similar like good results with the same group of kids last year with the how well that they were performing and doing well. And this is a group of kids that got Hagerty, which is a very like phonics awarenic awareness um

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practicing how to sound out words and really teaching um how to read as well. And they they did really well with that. So it is showing like the philosophy of letters and um science of reading is doing well for these students. And so they did well last year in kindergarten. They're showing that they're doing well

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in first grade. So, um I was just telling her that I'm I'm very excited to see the incoming kindergarteners and working with those first as first graders next year to see if we see similar results like the progress of these kids. Um we were just again Miss

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Peterson and Sarah and I were talking like we haven't gone this far in curriculum before. I was talking about suffixes like as first graders we haven't gotten to ed suffixes before. Um so it is fun to see that. So right now it is an anomaly. We're hoping it's not

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going to stay that way because we feel like we have found stuff that is working and because we have gotten finally to phonics and getting to what our students need. We're teaching them how to read. Before we're like here, read this and now draw conclusions of what is

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happening. Make inferences. Well, how are they supposed to do that if they don't know how to read? And so now we're finally making that foundational piece for them to help them be able to read. And so that's a huge part as to why um I think we're seeing that growth because

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we are giving them those structures to be able to read. >> I think it's it's awesome to hear your excitement and I'd like to hear from the others too about your reaction to what's happening here. >> No, absolutely. I have taught first

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grade here now for this is my 11th year and I have not seen um we have not made this progression in all of 11 years. So this is very exciting for us too. Um I just kind of want to say too like the confidence that we're seeing in our students too is so beautiful. Um and I

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think that you know contributes to you know this program that we're implementing. >> Exciting. >> Victor Moore. >> Yes. I'm really excited to see that. Oh, sorry.

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I'm really excited to see that uh we're getting back to the phonics and vocabulary. I think uh you know, we really need that systematic structured approach because students do need to be taught how to read and I think this is a good thing. Uh I know a couple of years

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ago when this was brought up, I was really excited that we phonics this. I have a question. You said handwriting are Is that going back to cursive? >> Well, there's some research out there that probably we should look at. So, okay. But yeah, getting back to the I I

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think this is a great thing. We've got to, you know, the systematic structured approach with phonics and uh the vocabulary. So, I think we need to keep that up. Thank you. I guess um so to see students um with

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getting the phonics instruction is huge and I think we really missed out on a number of years not doing that. And so I I I just hope that this plays out, you know, in the future that we have all our third graders reading at grade level and

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and going forward. So thanks for all you do. It sounds pretty exciting. And I'll just say that ties back to the reading brain that I was talking about that we have to build that and develop that and that's what that's what is happening and that's what the letters training that's a piece it is a piece of

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the letters training that was not two years of just phonics. So I want to make that clear that that was one part there's a lot lot lot more to the letters training than just phonics. Um there's a lot more to the brain than just that. So that is one piece that for

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first grade is a really important part. And so that's where we're seeing some success because that was lacking in their area before. >> Mr. Chairman, I just have one more question. I I wondered if what the parents are respond how they're responding to this.

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>> Can I go? >> So when we started getting the the fall to winter that getting the January scores in and they started popping up like you guys started getting emails from me because I'm like, "Oh my gosh, this is awesome." Right? And then the next day, um,

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a mother comes walking in with her arms full of treats. Well, Sarah had reached out to one of her students parents just to celebrate the incredible like unheard of growth. And so parents were like bringing treats in for all the teachers. And so, sorry, I don't want to steal your thunder, but that was like super

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cool to be standing there that morning and what's going on here and oh, they heard about the their child's score. And so, anyway, that was that was super cool. >> You guys can add if you like. It's very exciting. It's very, very exciting. And I'm sure the students are feeling proud

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and building their self-confidence and self-esteem. Wow. It's it's it does a multitude of things. So, thank you. >> Oh, I was just going to add to that. I am a parent of three children in this in my in Jefferson and I have a fifth

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grader and then two second graders. And I wish we had this when my fifth grader was at the younger grade cuz I do see that um phonics uh phmic awareness stuff missed a little bit with her. Um but my two second graders I am seeing like just

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growth from them with that one more than the other. Anyways, um and so I just I'm very very happy that we have this now because she's excited about reading and wants to read and she's proud of that.

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So, um it's just a testament to what we're doing like from the parent perspective too. Like so I feel like what we're doing in the classroom is working and getting them excited about reading too. So, I'm gonna go I want to go down in the weeds just a little bit here, but

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Miss Seager, could you explain as an instructional coach how you work with the teachers? And I know you work with K, not K one, >> one through five. You know, you have all of those, but how do you when do you work with them? How do you how do you

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explain this? Because this first grade is would be the foundation. I'm a a builder. to when you get a good foundation going and and then how do you what's rolled into second grade, third grade, etc. How do how does that progress? >> Yeah. So, my role um you know I do the

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letters training but then and that's that's one part of my role but a lot bigger part then is helping teachers in the classroom and a a big part of that is taking our letters training and implementing the research or implementing that into the classroom.

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So, for example, for today, for example, today I was in a different first grade teacher's classroom during win time. Um, and uh because the first grade win groups are farther along than they have been before, they're kind of having

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to come up with some different routines, some instructional routines that follow along with our letters training. So what I'm doing is I will meet with teachers and we'll talk about what does that look like in in letters, how like what works

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with you, how does that work. So we'll come up with a plan. Um sometimes I model, sometimes I don't. It kind of depends on what the teacher's comfort level is. Um today I did modeling with this first grade teacher. Um and I will continue to do that for the next few

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days for this teacher. And then I kind of gradually hand it off. Um I've done small groups with you guys before. So that's a way that I've done it. Um second grade. So it's kind of what the teachers need and that comes up through

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looking at different data points. It comes up through training sessions. It comes up through individual conversations with teachers. Um and then moving through the grades, it looks a little different. Um, so when I was in a fifth grade classroom, it was small

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groups, but the content was very different. It was not very phonics-based at that point. Um, it was a lot more fluency based, comprehensionbased for those students, but it was all it was all still tied to our letters training.

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>> Yeah. Does that answer your question? He did because it's so for so many years having been there right years ago that we I I felt teachers were isolated and so we would almost ask people come in and watch me am I how's my questioning technique how you know how am I doing am

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I in a rut you know and things like this so it's so important that we have an instructional coach come in and actually say okay here's your training modeling would be great you know is important that uh or did you notice you were doing this or you could accelerate by doing it. So just the professionalism and how

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and how we teach and things like that I think is just exceptional. So that thank you. It's >> I can add a piece to that as well. So with the upper grade levels, you know, when we look at where they should be on their literacy journey, they should be they should be up more in the vocabulary

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and comprehension and the morphology piece. However, we still have students that lack those basic phonics skills. And so Amanda has worked with some of our fourth and fifth grade teachers on looking at those students specific data

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for those students and where they're at on their literacy journey and giving teachers not just the resources of this is what I would use with them in small groups, but also modeling for them how to do it. And now I was actually just meeting with our fifth grade PLC last week and they were talking about some of

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these students. I said, "Are you doing that in small group as well?" And they said, "Yes." That's a piece that we missed in the past. If you were a fifth grader, you were getting taught at the fifth grade level. You weren't getting targeted instruction where you needed to be. We are now starting I say shouldn't

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I should you? We're beyond starting. We're not completely there with the upper elementary, but we're getting there. >> Thank you. Anything else? I thank you for coming in and presenting very excellent presentation and

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descriptions of how we teach reading and our foundation. So, thank you very much. >> Thank you. >> Thank you. >> Okay. Agenda item number four, items of information. Uh, school board members like to go first. Anyone have anything?

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>> Director Kudson. >> Thank you. Um, so I went to the play at the middle school, Too Many Ghosts, and they had a snow day one day, so I was fortunate that I wasn't able to go, but I was able to go on the makeup day. And

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the kids look like they were having a lot of fun, and um, they did a really nice job. And then I went um, this past weekend to Foot Loose at the high school and they really raised the bar there and the play was exceptional. Um, the kids

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had a lot of fun. They were very talented. It was it was mindb mind-blowing to see what a great job they did. And um, and then today, student council was assisting with the Red Cross blood

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drive. So, I saw a bunch of students there while I was giving blood. So, um, yeah. So, everybody seems to be engaged and and having fun that I've seen. Thank you.

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>> Anyone else? >> I uh just have a couple things. Last Saturday, April 18th, I attended at the Legion the uh Fairbell Highf Flyers Banquet. I know many many of you were there. >> Uh what the highf flyers banquet is is a

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farewell alumni graduated from Fairville public schools alumni. um they uh are recognized and awarded as for outstanding things that they have done and this has gone on. If you go in the the high school across from I believe the counselor's office, their plaques

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are hanging on the wall and I believe this is the >> mail in the sixth or seventh year they seventh year they've they've done that and they recognized four Saturday night they recognized four alumni uh all the way from u 1978

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one of them all the way to 2006 graduates etc there. So, it was just exciting to see. I said to someone, people who criticize the public schools should take a look at this and and uh watch and see what our graduates do and

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what a great product we are putting out and um I know they're the best of the best and etc., but that was it. So then the second thing I have is uh continuing to recognize achievers is uh for board

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members the public u Wednesday May 6th at 6 o'clock p.m. is the Fairbell High School awards bank or uh awards program. Uh and so we recognize our seniors for different scholarships and awards etc. board members, as a reminder here, the

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school we do have a schoolboard leadership scholarship. And so it's always been it's been recommended and in the past uh that schoolboard members contribute a month of their salary to for the schoolboard scholarship and it

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goes that so goes that way. I just wanted to remind you of that and u we're we're hoping that board members we have 100% uh contributions this year. Hope for that. That's all I have at this point. Anybody have anything else? >> Mr. Chair, I would just add with that

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distinguished uh graduate, you know, banquet we went to that so many of them attributed their success to teachers, teachers that inspired them and that was that was the most heartwarming part of it. and some of the teachers that were

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there, I mean, they're getting up in age, but they came and they were very honored to to be able to present. So, that was the best part of it. >> That's good. >> Okay. Uh, Superintendent, uh,

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Superintendent Benty. >> Thank you, Mr. Chair. I think some board members are getting my >> Excuse me. Before you do that, I have to go to, uh, I I jumped to Mayor. Sorry. Oh, >> I I skipped it. So, Mr. Mayor Williams, student board representative. >> Uh, good evening. Last month was filled

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with many great things. Farwell High School's spring musical, Foot Loose, happened uh, just this past weekend. Um, all participants did a fantastic job acting and collaborating with their peers. Um, I also went to the play and it was really good or musical. It's really good. Um, FBO High School

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students and n national honor society also had the great honor to volunteer throughout the community this month. Uh students in NHS have been volunteering all year long. Uh but this month was filled with some really cool and interesting opportunities. Uh one example was a book drive put on at our

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high school all last week. Gently used books were brought in and then donated. Students also volunteered at the neon dance at Lincoln Elementary School. It was lots of fun to see young Falcon students uh enjoying time together outside of school. Lots of giving back

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from these dedicated uh group of students. Elections for the upcoming year are right around the corner. Student council positions like president, uh, public relations, treasurer, secretary are all up for grabs. Um, and also the upcoming senior class president position will be

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available. It should be super exciting to see new faces and leading programs throughout the high school. Um, also I was going to note that student council did run the blood drive and it was a big success. we had to um actually ask for more um like openings and they had to bring an extra person to give more blood

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because that's how many students wanted to do it. So yeah, >> that's awesome. >> Thank you, Miss Williams. >> Uh Superintendent Venty. >> Thank you, Mr. Chair. So, I think I need to start guarding my notes a little bit better before these meetings because board members along with student reps

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tend to be stealing things off of my paper here. So, uh, a couple that weren't talked about is our kindergarten students recently visited the arburidum for a day of hands-on learning and outdoor exploration. Students explored animal habitats, placed ladybugs in

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garden beds, and and planted zenia and dill seeds. It was an engaging experience filled with curiosity, discovery, and a little bit of dirt. Um, I'm sure the parents loved that. Uh Farbell High School Spanish 2 students brought culture and creativity together through a meaningful project as part of

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their Guatemala unit. Students created traditional worry dolls, small handmade figures that children used to share their worries about before placing them under their pillow at night. The project provided an opportunity for cultural connection and reflection. Uh nearly 50

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students from Fairbowl Middle School and Fairbell High School choir performed the national anthem before a Timberwolves versus Suns game at Target Center a while back. Their performance was a tremendous point of pride for our music department and the farbo community. Uh we talked about the middle school play

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Too Many Ghosts and the high school musical Foot Loose. Uh Freddy's family fun night at Jefferson Elementary brought together families, students, and staff for an evening full of connection and fun. It was wonderful to see such a strong turnout, including a special

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appearance from Freddy himself. A sincere thank you to our teachers who volunteered their time to make that event a success. And then just two upcoming events. Uh, I'd like to invite our families and community members to join us for Community Unity Day, an evening focused on connection,

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resources, and fun for all ages. It's happening on Friday, May 15th from 4 to 7 p.m. at the Farbo Middle School. And we hope we hope for a great turnout. And then, uh, we're also taking part in bowl for kids' sake this Wednesday, partnering with other schools in a

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little friendly competition to support youth mentorship through Big Brothers and Big Sisters. Uh, the event will be held at J Moos from 4 to 5:30 p.m. Uh, and Mr. Chair, that concludes my report. >> Thank you, Mr. Venty. Agenda item number five, public comment.

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There is no public comment this evening. Agenda item number six, the consent agenda. The consent agenda consists of minutes from the March 16th and April 6, 2026 meetings. uh employment, additional assignments, other authorization of

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payments, transfers and investments, investment accounts and retirements. Is there a motion for approval of the consent agenda? >> So move. >> Thank you, Director Steves. Is there a second? >> Second. >> Thank you, Director Budro.

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No discussion on this. All in favor of the motion signify by saying I. >> I. >> Opposed. Motion passes. Uh agenda item number seven, district advisory committee. There's no report. Agenda n agenda n agenda item number eight policy

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committee. Uh 8A is the policy committee minutes. I will turn it over to directors Moore and Steve. >> Um I think the the minutes reflect the meeting quite well. We had a um plethora

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of policies um for um not included in the first reading of policies as they were full complete reviews on our annual cycle cycle. Um but we've got a couple with um revisions. Most of the revisions are

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statutory guidelines um updates to references those kinds of things. Um, yeah, I think that pretty much summarizes the meeting this morning. >> So, yeah. Um,

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and I I was pleased at the last meeting that were pretty much caught up for a while. So, we won't have to meet until June 2nd. So, that was that was nice to hear. So, >> Mr. Chair, I do have um one of the

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pieces there for the first reading uh is a new policy uh 625. So uh there I would like to have some discussion around that one when we come to it uh just to inform the board because it is a unique new policy.

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>> Thank you. Uh agenda item 8B is the first readings of policies and uh for the public and transparency here. Our first reading of policies are a review of policy 68 instructional

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service special education. Uh review of policy 612.1 development of of parent involvement policies for title one. Uh there was a review there's a number three is review of policy 704.1

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develop development and maintenance of an inventory of capital leases and softwarebased information technology agreements. Number four revisions to policy 427 workload limits for certain special education teachers. Uh number five is

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revisions to policy 515 protection and privacy of pupil records. Number six is revisions to policy 530, immunization requirements. Uh number seven, uh revisions to policy 615, testing, accommodations,

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modifications, and exemptions for IEPs, section 504 plans, and LEP students. Number eight, revisions to policy 618, assessment of student achievement. And then number nine, new MSBA policy 625,

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responsible use of artificial intelligence. Uh any questions or comments on the first reading of the those nine policies? We're going to hold that number nine. We'll hold that for just a minute. If there are no

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further questions on one through eight there, we'll go to then the revision or new MSBA policy 625. Uh, Superintendent Benty, uh, go ahead and if you would just want to explain that. >> Thank you, Mr. Chair. So, what you're going to find is that this is a new

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policy from MSBA. Um, it's about 14 pages long and there's a a a lot of information in here. So, uh, there are only a handful of states that currently have AI policies for schools. Um, this is MSBA's, uh, attempt at this, which is

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a in in my opinion a very good attempt. Uh, one of the things that when the policy committee went through this, there were some questions that were asked um that are still outstanding. We haven't got around to answering those yet. I did uh let the policy committee know that there's a chance that uh that

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we may that the board may pass this in May and that we come back and alter it uh numerous times throughout the upcoming year. Uh, one of the things I am learning around, especially when it comes to anything written about AI, that it's obsolete by the time it's even

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printed. So, this is one of those pieces that the board has been asking for something around AI. Uh, MSBA along with our committee has uh has produced this. Um, but we also want to I I want to just make sure that there's an understanding

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out there that this is as of you know, even a few weeks ago to a month ago. um which AI changes dramatically daily. So um it's one of those policies that we may see pop up over and over again uh

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for changes uh through the committee. Questions or discussions that okay see none for we'll finish the excuse me first reading of policies. Uh 8C is the second reading of policies.

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Um, I've been asked to by director Moore to deal we'll deal with these individually. So 8C, revisions to policy 406, public and private personnel data. Is there a motion for approval of revisions to policy 406 public and

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private personnel data? >> So move. >> Thank you, Director Budro. Is there a second? >> Second. >> Thank you, Director Steves. uh discussion and director Moira, I'll turn it over to you here. >> Oh, thank you, Mr. Chair.

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Um I'm referring to I'd like to refer this is policy 406, public and private personnel data. And I'd like to uh have people turn to page six. It would be under five, private personnel data F.

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And that's the revision. Uh and I'm going to read it here. says notwithstanding classification by any other provision of Minnesota statutes chapter 13, upon request from an exclusive representative, personnel data must be disseminated to labor

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organizations to the extent necessary uh to conduct uh elections. Um I I just like to be clear on this. Um Mr. Bendy, this affects all employees, correct? >> That is correct.

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>> Yeah. What about volunteer staff? >> No, >> this would affect >> just the employees. >> Just employees. Correct. >> And this would be without their consent, right? That their data would be sent. Correct.

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>> Through through the employment agreements, they would be signing on to all of our policies. >> They they would be signing that. Okay. So, it's uh All right. So that's in the an employment agreement then. >> So when you when you decide to work for Fairbell Public Schools, you agree to

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the policies that we follow. >> Okay. Um I I guess just from 40,000s. This is my problem with it. Um so it will be disseminated to all of the unions and we have the labor unions. You know, we all know that this includes the

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teachers union and those involved with the construction industries. Uh I believe that approving this for me will give one political party a huge advantage over another political party since you know most of us know I think that the teachers unions and the

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construction industries are aligned with one particular party the DFL. Uh I know this is tied to Minnesota law. However Minnesota law also propo propo purports to serve all groups equitably. So there

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seems to be a conflict within the Minnesota laws themselves and in addition if we approve of this we are also in conflict with our basic principles of fairness and equitable access. Uh with this in mind I cannot good conscience vote for this on the grounds

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that it is not fair and does not uphold fairable public school principle of equitable access for all groups. Thank you >> Mr. Further discussion >> Mr. Mr. Bellingham, um just to piggy back off of what Director Moore Okay, so

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let's just read through um this whole paragraph. Not withstanding classification by any other provision of Minnesota statutes, chapter 13. Upon request from an exclusive representative, personnel data may must

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be disseminated to labor organizations to the extent extent necessary to conduct elections, investigate and process grievances, so on and so forth. When they talk about conducting elections, that's for labor

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union elections, not political. >> They're talking about labor union elections. That is correct. Thank you for that clarification. >> The labor union um election would be approval of a master contract, approval

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of an anou. So nothing political affiliation etc. >> Mr. Chair, >> director Budro. >> Thank you, Mr. Chair. I I know that there's many things I don't

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agree with that are in law, but this is in Minnesota law and our district does have to do it and if we don't, we could be subject to um some action. So,

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just so we all are aware of that, this was put in law by the Minnesota legislature. doesn't mean it was put in law by both parties, but um I remember that it was kind of a surprise.

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So just a little information. >> Any further discussion? >> I just want to clarify that um I cannot vote for this out of matter of principle. So thank you. >> Any further discussion? See no further discussion. We have a

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motion for approval of policy of the revisions to policy 406 public and private personnel data. All in favor of the motion signify by saying I. >> I. >> I. Opposed. >> No. >> No. >> Motion. >> Motion passes 42.

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Uh, agenda item 811, revisions to policy 503, student attendance. Is there a motion for revisions to policy 503, student attendance? >> Moved. >> Thank you, Director Robisho. Is there a second?

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I'll second this one. And discussion. Once again, Director Moore. >> Thank you, Mr. Chair. Um, there's a couple points here. Um, on page 10, I'd like a point of clarification. uh

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habitual we're talking about uh habitual truent. It seems that we're redefining student truency. Am I correct on that? Uh we're adding on it would be 50 on

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page 10 number uh C habitual truent. Uh and then they add a paragraph here. It says pursuant to section 260C 163 subdivision 11 habitual truent also means a child under age 12 who has been

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absent from school for seven school days without lawful excuse based on a showing by clear and convincing evidence that the child's absent is not due to the failure of the child's parent guardian or custodian to comply with cul compulsory instruction law. So there's

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there's a few negatives here. I just want to make sure I'm clear. Uh so if the student is absent all these days and the parent has not complied with compulsory instruction laws, a student is not considered trident. Correct? Or maybe I can say it a different way. So if a child's absence is due to failure

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of parents to comply with instruction laws, that is not considered truent. Is that correct? >> So the there's there's pieces with age 12. >> Yeah. So 12 and under it's considered child neglect.

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>> Okay. >> All right. 13 12 and above is considered truency because that's the age at which the state says that the child is is capable of getting themselves to school. >> All right. So what this is adding is saying if the parent is doing everything

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they can to get that child to school >> and that child is still not attending it takes it off the parent and places it on the child for the courts not on the >> Okay. So thank you for the clarification. Uh secondly,

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uh it's on page eight. It's number three, religious observance accommodation. And now we are adding and cultural. And it says, "Reasonable efforts will be made by the school district to

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accommodate any student who wishes to be excused from a curricular activity for religious observance or American Indian cultural practice observance or ceremony. Requests for accommodation should be directed to the building principal." I I guess um I'm having a

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problem with I think religious um accommodations are good, but I think when we get into cultural observances, I think we're opening the door here to something that maybe we don't want. You have to think about the ramifications.

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And I've already got one parent and probably a few more complaining that we as a district are already taking off more teaching days um in the classroom than we should. Um and I think this will add to it. Uh is this really good for

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the student academically. Uh one of the things too I think we have to realize that we're not cultural centers that we're academic center. Um and so maybe we need to get our achievement levels up to acceptable levels and the and if the community

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wants it then go into the cultural aspect. Um theoretically I guess under this a student can ask to take off for instance um a little early to prepare for the October Fest in New Elm. They can uh what about taking

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off for the week of Kwanza? What about the Swedish or French cultural festivals? I think we need to think about this. And this cultural observance is opening us up to a lot of things. I think it's mainly depriving students of

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learning the basics of reading and math. And um I just have a problem with with I think religious is fine, but when you culture can be just about anything. Uh and I don't know if we even there's a number of cultures. I think there's 27

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in Minnesota right now. And I think I think what we're doing right here is just opening up the door to uh you know, a number of things that a student wants to take off for this, wants to take off for that. And if we do it for one, we're going to have to do it for for all. And

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that's one of the problems I'm having with that. And um my moving on to another piece that I'd like to address something with this one right here. Oh, should I wait then? >> If you would. >> Okay, that's fine. >> I just want to ask >> I have one more after this.

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>> So, uh, Director Stevens and Superintendent Benty in the policy committee was it explained that, uh, this is how I read it that in red it says or American Indian cultural practice. I don't see other cultural

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practices. I think how I read this it refers specifically to American Indian culture. Would I be correct in that? So that is correct, Mr. Chair. >> It's not any other cultures that were just >> that is that is not what has been listed by the the state here the legis >> because it's not there's no commas or anything like that. Correct. And that

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was discussed at policy committee. >> That was not discussed at policy committee. >> This was >> and I want to reiterate if I may, Mr. Chair, that this is for the parents to sign their students out. This is there's already a statute allowing parents to to uh assign their students out so many

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hours per week for a religious observance. This is just adding an American uh Indian cultural observance to that as well. >> Great. That answers my question. Thank you. Go ahead, director. >> Thank you for that clarification. Uh the thing that I am having a problem with is I think if we if we want to be equitable

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and fair, if we do it for one group, we have to do it for another. And that's a problem I'm having. Uh sec. Uh the last thing I'd like to address is it's on page two. It's 2. A.4.B.

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Um and this again is in policy 503 student attendance. It said the district must count a student as in attendance on each day the student receives supervision, instruction, or services from school staff during scheduled school hours. And this uh this Minnesota

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statute section 120.8 A.22 does not remove the school district's responsibility to continue to comply with reporting requirements in Minnesota statute section 126 C.05 for the purposes of funding. Now, this is a recommendation by the Minnesota

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School Board Association, right? And it's also in Minnesota law and that's exact wording. I I guess my problem is adding this to our policy. It's it's all so vague. Um, and I and I repeat, it's

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it's very general. District must count a student as in attendance when the student receives supervision, instruction, or services. Um, you know, we really haven't defined the terms. What does services mean? It doesn't give a time or a living limit. Um, it it

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appears like anything goes. Um, for instance, what if a student had and according to the way it's worded, if a student were in class only 20 minutes, would that still be counted as an attendance? Uh, theoretically, it would be. Uh, what

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if a student had an appointment with the dental or health clinic but did not attend class? What would would that be counted as an attendance? Um, you know, through and we this would be through healthinders. Uh, and so I I guess ser, you know, and

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what is service? That can be anything. Even a phone call. I I'd like to know what is the average funding per student. Now, it's a little over three 3,000, right? >> The average funding per student. >> Well, that we get the average. >> We we average it out at $10,000 per

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student per year from general from for for from the state. >> So, it's 10,000. Okay. Um, and I noticed within the finance uh committee report of March 9th that attendance from January to February decline, most likely due to the ICE activity in Fairbell along with the

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15-day drop rule. Uh, I think that rule states that if a student is absent 15 days, they're no longer considered enrolled in a district. Correct. >> That is a state statute that says 15 consecutive days by a student, this the uh district must drop that student and

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and discontinue receiving funding. So I guess you know if we and we had declining enrollment for a couple of months which is results in decreasing our funds and all of these funds do come out of taxpayer funds. Um I guess

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is this part of the MSBA's uh and min combined with Minnesota law to uh the solution to def declining attendance in January and February due to the ice. Um, was I got a asked too, was ICE ever

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present in our buildings? No. So, in the first place, if a student is essentially missing class, because this is very general, the wording, but is still counted in attendance, that's not fair to the student, first of all, and we are not doing our due diligence.

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Secondly, uh if a student is absent but let's say receives 10 minutes of service, whatever that means or um and it is I think I should mention too here that

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it this is on page two of this policy student attendance. Um it is required a student is required to attend all assigned classes and or study halls every day in school.

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So um and we have to be reminded too that this is coming out of Minnesota taxpayer money. So if a student what I'm saying is this is so general that service could be anything. It's um you know even a phone call maybe to the

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uh student that stayed home. uh those 15 days. Um and what we're doing then is we're really charging the taxpayers for something the district hasn't done and that isn't right. I believe the way this

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is worded right now is an attempt to manipulate and I'm not saying we're doing that but this is what MSBA is and this law. This is an attempt to manipulate student attendance numbers. I think this is not honest and it could be considered fraud. And I'm surprised that

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the MSBA even considered this. Um, one of the things too I just want to say at the what I am having a problem with is the way this amendment is worded today.

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The way it's worded today, the potential for manipulation and abuse is very high. Um, I think if we want to put this in here, we really need to probably send it back to the policy committee to define our terms, especially what is service and what is a reasonable time. So, I'm

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really having a problem with this because I think it opens the door to uh some manipulation and abuse and I'm having a problem with that. Thank you, >> Director Steve. >> Uh, Mr. Bellingham, Mr.

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Did uh items C and B um on pages two and three, did this come from MSBA or it is it a statuto update? >> Miss Steve, >> it is statutory. I know the way it's worded.

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>> Okay. So, if it's if it's statutory, it's it's coming from the state of Minnesota. So, not from MSBA. No, MSBA I think is doing it, but they they took it and I have the um I actually have the uh

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it's C 12 it's statute 128.22 >> and I actually says reporting attendance a district must count a student and okay >> and yeah so it's it's >> Mr. By is this verbiage from MSBA or is it >> conforming to state statute?

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>> Well I think it's an extension of the statute. So to me and and I apologize I'm going to disagree a little bit here. To me this is is expanding what the state has said in 12A.22. The state just talks about attendance.

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This talks about these other things can be as well. And and I I believe if you would ask some of them that that will put this in, it has to do with online schools, um outpatient services, pieces like or inpatient services, pieces like

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that that students also then would be accounted for. >> What I'm saying though, what I want to be >> Can I can I finish my line of questioning? So, if we were to kick this back to policy or table this until the

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next policy meeting to get some clarification, I guess I'm understanding and reading it as if a student comes to school and has a headache or throws up or I don't know whatever illness my children have had in the last three

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weeks. Um, that's counting as a service. Correct. >> Correct. >> In the nurse's office. >> Yes. >> Okay. So, is my child if they leave within the first 30 minutes of class, are they counted for a full day of class or are they counted for a half a day of

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class? >> And that's situationally dependent, right? >> That's Yeah, it it because our elementary schools count students by half days. They take attendance twice a day. >> Our middle school and our high school take attendance each period. >> Okay. >> So, it's a it's a little bit different

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in what that looked like. So, uh, if if if your student was there for 30 minutes, they most likely would be, uh, classified as sick, which is still an excused absence from the state. What the state is talking about here is unexcused absences. The student is gone and

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there's no reason. And the in 120 uh 120 uh.22 lays out what are the reasons for excusable absences. >> Okay. So, I'm I'm going to get into the weeds a little bit. So, my middle schooler, I drop him off at school and

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he leaves the building within the first 30 minutes of class. He's unexcused for seven hours. >> He would be unexcused for that for if he went to his first hour and then skipped out the rest of the day, he would be present for one hour of the day at the middle school level.

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>> Okay. If my second grader gets dropped off and leaves within the first hour, skips the playground, she would be counted as there until noon, assuming, right?

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>> Depending on what the circumstance is. So, uh it's possible that she would be counted as there till noon as a half day. It's also possible that there would be some type of other code that was put in depending on what the circumstances in is around why she left. >> Okay. And then just to piggyback on one

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of the other additions questions that Miss Moore had, my child is under 12 >> and I've made every attempt to get my child to school. It's not my fault. I'm not going to be negligent for bringing

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my child to school if they're skipping the playground. >> That is the new piece to the to the policy. That is correct. >> Okay. >> I should say it will be put on the student then. >> Got it. >> Not on the parent. >> Okay. >> Further discussion. Director Moore.

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>> Yes. And I will repeat the way this amendment is worded today, the potential for manipulation and abuse is very high. And the impetus for this, and I I will not say the source, but I was told um

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that um uh there was a teacher from another district happened to say that because of the especially because of the January and February because of the ICE presence, uh enrollment was dropping that uh some districts in Minnesota

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are resorting to um uh I guess uh manipulation of student attendance records. So uh when I heard this I thought I had to take some action here on behalf of the public. I think

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the way this amendment is worded again the potential for manipulation and abuse is very high. I'm not accusing anyone, but since this whistleblower did come forward and I did hear about it from a reliable source. Uh I do think that uh we really need to

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define some terms like what is service? What is uh you know especially service that could be anything and there's no time limit on that. So that's the reason I'm bringing it up and I'm very concerned and so I won't be voting for um this policy. Thank you.

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So last com uh for comment here discussion is this is uh this is a second reading of policy 503 it was reviewed and revised in the

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policy committee probably February >> uh I'm guess I'm guessing March >> February March we reviewed it >> for the first reading last month at the business meeting. I do not recall any of this discussion

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brought up in the first reading of that. And now when we are to um policy to the second reading to approve that um we have all sorts of now questions from people

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who are on the policy committee. So I'm uh firmly believing that we should approve this. It's been approved by the policy committee. First reading, second reading has been discussed and then we need to move forward. Any last discussion?

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>> I did not approve of that. I think the vote went down I think six to one or whatever it was. Um, at that time I was just hearing about this and I think it uh I need to make gather some more information and uh but this is the reason I'm

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bringing it up because I and I will not be able to I will not be voting for it. Thank you. >> We have a motion for approval of the revisions to policy 503 student attendance. We're ready to vote now. All in favor of the motion for approval of the revisions to to policy 503 student

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attendance signify by saying I. >> I opposed. >> No. >> Motion passes. 51. Agenda item 8 C number 12 of revisions to policy 520 student surveys. Is there

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a motion for approval to the revisions uh is there a motion for approval of revisions to policy 520 student surveys? So move. >> Thank you, Director Robo. Is there a second? Thank you, Director Budro. For the second uh discussion, Director

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Moore. >> Uh yes. Refer to page three, please. And it's B. Uh the second paragraph. It says the right of a parent of a student to inspect upon a request of the parent any instructional material used as part of the educational curriculum for the

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student and any applicable procedures for granting a request by a student for such reasonable access to instructional material and I won't read the rest of it but we I see we've added uh any applicable procedures and any and

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reasonable access. Um now Mr. Benji, does that mean that we have to have a formal the parents have to have a formal request or can they do it verbally? >> So, instructional material? >> If parents are looking for instructional material, there's a form that they fill

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out asking for it and then it is pulled for them and they're able to come to the district office and look at it. >> Okay. Thank you. Um I guess just that by the adding uh because it's it said and procedures but now we're adding any applicable and we're also adding uh

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reasonable access reasonable the term the word reasonable access. So I guess this this seems to me uh just to be a subtle attempt to make it more difficult for parents to access their child's instructional instructional material and

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uh so I just for that reason I'm voting against this. Thank you. >> I'll just piggy back on that. Um I respect your opinion, but I'm just going to read through the entire parent graph again. Um the right of a parent of a

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student to inspect upon request of the parent a survey including evaluation created by a third party before the survey is administered or distributed a school to a student including any applicable procedures for granting a

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parents request for reasonable access to such survey. So in my opinion, it's the right of me as a parent to inspect um the survey, the evaluation um whether it's created by the school or

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created by the third party. It's also the right of me as a parent to ask or um inquire about any procedures um in which to do so. So simply I mean

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just saying Mr. Benty what is the survey? I mean there's a formal process obviously. Um but for me this paragraph would allow me to have the right to the survey. It would also allow me the right to for him to explain to me the

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procedures in which to acquire the survey. Isn't that what we want? I don't I don't want it I don't want to I don't want to argue or but I mean >> if it's some arbitrary thing of like

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okay we have this survey and we're not going to tell you how to get it. This is says any applicable procedures and how to get the survey. So that's saying that's my right as a parent. Am I understanding that paragraph correctly?

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Okay. I hope >> we don't have to well you obviously disagree with me but I disagree with you so that is the way it is. So >> okay >> further discussion last call for discussion

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hearing none. We have a motion for approval of revisions to policy 520 student surveys. All in favor of the motion signify by saying I. I >> opposed. No. Motion passes 51. Move on to agenda item number nine,

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other committees. Uh 9A is finance committee and I will turn this over to director Budro. >> Thank you, Mr. Chairman. The finance committee meeting was held virtually on April 13th. Committee actions include approval of the minutes

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from the March 9th meeting, approval of the purchase and sale agreement of the alternative learning center with a closing date of June 30th, approval of a recommendation to hire Clifton Larson

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Allen for two 2026 auditing services after reviewing proposals from three auditing firms. I believe there'll be a savings Um other information presented was the March student count which shows six

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students less than the February report and 25 students less than um projections for the year. uh March investment report uh was shows a good balance and interest

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earned um compared to financial notes uh we received over a $100,000 credit for energy costs. Our costs have been quite high but we received a credit due to

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errant reading. Um current revenues in self-insurins insured fund are currently um meeting expenditures. The year-to-ate expenditures shows a

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slight drop in spending for supplies and materials and capital expenditures but we are on track with prior years. financial strategies. Some notes. Um, RFPs, requests for proposals will be

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sought for food service, copier, printer, and phone system vendors. The meeting was adjourned and the next meeting scheduled for May 11th at 7:30 a.m. Thank you. >> Thank you, Director Budro. Agenda item 9B, the facilities

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committee. Uh, Director Moore, >> yes. And I do appreciate uh Kane, he keeps things very it's brevity and to the point and it doesn't take long. So I appreciate that. Um

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as far as McKinley, that should be done at the end of May. Uh they do have to have there's one problem here there. They need they really will be needing a lift wheelch wheelchair lift and that is required by code but apparently the

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state law is comes in conflict with that. So uh that has to be resolved and I I believe uh Kane will will be able to do that. LTFM funds um with the LED lights. This is I think the retrofit

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company and that's going to be a phased in approach which would be nice because it will be you know budgetary friendly if we do it in a phased approach. Uh Barbie and and Kane uh you worked on the LTM if you had a meeting so I don't know if there's anything you need to add

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because we didn't nothing. Okay. All right. And as far as circuit I IQ, this is where you're checking the uh circuit the circuits, you know, uh the switches, make sure they're labeled correctly for each building. And I think that's they

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can be quite extensive. And you know, in an emergency, if you have this whole panel and something needs to be turned off fast, uh and it's not labeled correctly, there could be a big problem there. So, they've been working on that. Uh I think they're going to do this over

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a long period of time, too. and they're going to do it with start with the elementary and then they'll finish with Farwell Middle School and the Farewell High School. And then as far as we talked about the um security cameras, we had the uh 10 buildings. It was a demo

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and Lumina is uh I believe the company there uh will need a grant for that and it's going to be a phase in approach because that's going to take some time too or I mean some money. Um, the roof is done at the Fable Middle School. Uh,

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I think I covered everything. I think I did. Thank you. And I think the the uh meeting only lasted what 20 minutes or so. Yeah, he gets it done fast. So, I appreciate that. >> So, >> thank you, Director Moore.

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>> You're welcome. >> Other matters. Agenda item number 10, uh, gifts and donations. Director Steve, this is a resolution. Resolution 26-23 are accepting gifts and donations uh this month. Donations to the nest. Uh

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Chad and Courtney Wolf, $200. Bobby Olsen, personal hygiene products such as deodorant, toothpaste, and body wash estimated value $250. American Legion Auxiliary hygiene products, food and clothing items,

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estimated valued $250. The Elks Lodge, cleaning supplies, hygiene products, food, winter gear, and clothing items. Estimated value is $600. And Matt Drenth, two dresses.

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Second is from Boeing/the blackba giving fund. $4,000 donated to the Fairbell Area Learning Center for program enhancements. That is resolution 26-23. Is there a motion for approval of resolution 26-23 accepting gifts

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donations? >> So move. >> Thank you, Director Budro. Is there a second? >> Second. >> Thank you, Director Steves. Any discussion? >> Just a huge thank you to our generous community. Sorry, >> director Moore.

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>> You said Ditto. Thank you. >> Discussion hearing none. Uh, Director Steves. Roll call, please. Linda Budro. >> Hi. >> Handis Kudson. >> Hi. >> Linda Moore. >> Hi. >> Jerry Robishawa. >> Hi. >> Cassie Steves. I John Bellingham. >> Hi.

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>> Passes 6. >> Thank you. >> Agenda item uh 10B. Consider approval of the purchase agreement for the Farbell Area Learning Center ALC property. Is there a motion for approval of the purchase agreement for the Fairbell Area

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Learning Center ALC property? >> Thank you, Director Budro. There's a second. Director Kudson. Uh, Mr. Racer, do you want to come up? You're on. You're going to be on the next couple of agenda items anyway. So, that's what you up here. And, uh, discussion

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or maybe Miss Raceler for um clarity just giving an explanation of the purchase agreement, how much it's for, etc. We go from there. Thank you. >> Okay. So the purchase agreement um is actually for the sale of the um site and

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the and the land. Uh1 million um $50,000 is is what uh is being proposed and then there would also be an earnest money deposit of $100,000. Uh we've discussed with the um with who

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is helping the reality company as well as the proposed buyer um to have a closing date of June 30th so that we can finish up the year and get everything moved out of the current ALC building and then into uh McKinley um hoping that

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you know that's finished and ready to go. So that is that is the current um proposal. Thank you. >> Discussion, Dr. Robishaw. >> Um, is the building going to be torn down? I assume. >> I don't know. I don't have those

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details. >> Well, if it is, I think you should invite Dr. Bergie. >> Okay. >> For that destruction. Superintendent. Nicole. How many years were we out there? Used to be the old control data building. >> Oh, sure.

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>> In the district office. Many years. discussion. Director Moore. >> Um, yes. Thank you. I haven't heard any objections from the public, so I think it's a goal. >> Discussion, Director Kudson, >> I guess. Thank you. Um, so does it look

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like the building will be ready by the first of June so that they can start moving? >> Yeah. >> Okay. >> July. Yes. >> Yep. I >> mean, the McKinley will be ready by >> Y >> July. August for sure. They'll be all ready for

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>> but it'll be ready for the ALC student staff to move everything in. >> Yep. That's that's our goal. Yep. Absolutely. >> And I'm I'm you know um very optimistic that we'll be hitting that deadline. >> Dr. Ro, one more question. Thank you.

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Maybe you could clarify any proceeding or any proceeds from that sale has to go into capital improvement. Can that go into the general fund? Is that correct? >> It may not go into the general fund. >> So, it has to >> it will go into operating capital and then we'll use those dollars to help

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with the remodel at McKinley. >> Okay, >> Mr. Chairman, >> I just want to thank Barbie for all the work she's done on this takes a lot of extra time and I think we've come to a good agreement. Thank you. >> Thank you.

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Yes, I wish to echo that. Mel and also Superintendent Benty, both of you had instrumental um work in getting this uh thank you for that. Any further discussion? None. We have a motion for approval of

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the purchase agreement for the Farwell Area Learning Center ALC property. All in favor of that motion signify by saying I. >> I. >> Opposed? Motion passes 6. 10 C. Uh, consider approval to change

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auditing firms to Clifton Larson Allen. Is there a motion to to approve to change auditing firms to Clifton Larson Allen? >> So move. >> Thank you, Director Budro. I'll second that. >> Okay.

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>> And discussion. Uh, Miss Raceler, I think I will just >> Yep. >> turn that over to you again. So it's been uh at least four years since we've went out for a request for proposal for auditing firms and it is always good practice to go out to ensure that that we are getting the best service for the

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best price. Um we have had Bergen KDV for uh quite a few years and it was actually Clifton Larson Allen that we had prior to to Bergen KDV. Um the recommendation uh is to go with Clifton Larson Allen. Uh we did because they are

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the least expensive per hour. Um we did have three um bids. Uh they were from ID Bailey, Clifton Larson Allen and of course Bergen KDV also provided a proposal for us. Um I have a familiarity

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with Clifton Larson Allen as well and so can speak to the um customer service that they have as well as the um the the quality of work that they do um and so feel comfortable in this process going

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with uh going with them. I actually have um I've worked with all three of them now. So even I'd Bailey. So I do have familiarity with with each one of them and I do have confidence in the recommendation of Clifton, Larson, Allen, Brett Martendale and I uh did go

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through the proposals and and um you can see the evaluation rubric uh so that you're understanding uh who scored what and why they scored it and and um feeling comfortable um moving forward with this recommendation if if you approve it.

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discussion. >> Victor Moore. >> Um, yes. Uh, Barbie, did you uh did you develop the rubric? >> Yeah. Yeah, Brett and I did. Yeah, >> I read through it. So, thank you for doing that. >> Absolutely. >> Further discussion.

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I was very impressed with the rubric with that. And then also, as a reminder, board members, this uh this as well as the ALC property was approved by the finance committee as Director Budro stated before. So, Further discussion.

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Okay, we have a motion for approval of changing auditing firms to Clifton Larson Allen. All in favor of that motion signify by saying I. >> I. >> Opposed. Motion passes. 6 10 D. Consider uh approval of the rates

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for our 2026 2027 health insurance premiums for all non-teer employees. Is there a motion for approval of the rates for our 2026 2027 health insurance premiums for all non-teer employees?

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>> So moved. >> Thank you, Director Steve. Is there a second? >> Second. >> Thank you, Director Kudson. Um, Miss Yokam, do you want to come up or okay just saying 8% is that's here?

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Thank you. Good evening. So, this is um a group that represents all of our non-teers. So, all of our pair professionals, custodians, directors, coordinators, principals, um nursing staff, and and so forth. All

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of our community ed people. It it is about a group of 300ish employees. So all of those employees are on our self-funded plan. So the district self we we we pay we pull the premium amounts

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out of our employees um paychecks and then also combine our contribution to pay the rates on our own versus outsourcing it to um a company if you will. So, our rates we watch very closely each year or excuse me, each

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month we watch our utilization to ensure that we're taking in enough money to pay out all of the bills. And when we reviewed our utilization for this last year, we realized that um we needed to increase our rates by 8% in order to

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cover all of our bills that are going out and then also continue to build up a little bit of a fund balance in our self-funded um fund so that we have um a little bit of savings account, if you will, to offset any market changes in

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the next year for our insurance um bills. So with that, our insurance committee reviewed the data and we came to a dollar or excuse me, a percent of 8% that we felt we needed to give ourself um an increase so that we would have

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enough funds in those accounts for the premiums for the next year. Good. Thank you, Miss Yokum. Discussion, questions. I believe this was also Besides the insurance committee, I believe it was also approved by the finance committee I

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think the other day, didn't we? >> No. >> No, we didn't do this one. >> I don't think so. Okay. First, we're seeing it. >> Then I aired that. Sorry. That so >> Mr. Chair >> as a member of the insurance committee was uh Miss Yokum and George Vandervit.

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I probably mispronounced it. They do an excellent job laying out all our data, laying out the costs with, you know, people who are using the insurance and things and it's quite complicated and they do an excellent job and then this is the recommendation from from that

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committee. Director Budro, you have a question. >> Well, I'm I guess I'm concerned how much it is, but I'm going to abstain. I have people in the system and I'm abstaining. >> Very good. Okay. Thank you.

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Further discussion. Okay. Hearing none. Uh we have a motion for approval of the rates for 2026 2027 health insurance premiums for all non-teer employees. All in favor of the motion signify by saying I. >> I. >> I. >> Opposed.

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>> Abstain. extension one. So we have uh actually goes in in the majority so it passes 6. We'll note the one abstension in the notes. Okay. Agenda item 10E. Uh consider

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approval of resolution 26-24 placing a non-probationary administrator on ULA status. Is there a motion for approval of resolation resolution 26-24 placing a non-probationary administrator on ULA status?

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Motion, please. >> Thank you, Director Robos. Is there a second? >> I will second it. I'll second that. And discussion. So, I will simply turn it over to uh Miss Yoka once again. >> Thank you. Um this action is a result of

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our district budget adjustments that we brought forward back in March. This is the action. This is a result of dissolving one of our farable high school assistant principal positions. The pos person in the position is

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tenured and will be placed on unrequested leave status for the next five years with our district. >> Thank you. questions, discussion. Director Kudson, >> so

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what does that mean? That she could come back in next in the next five years if that position opened up? >> Yes. >> Okay. >> Further discussion. Further discussion. Hearing none, we're ready to vote. This is a roll call. Uh,

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Director Steves, please. >> Linda Budro, >> I. Candace Kudson. >> Hi. >> Linda Moore. >> Hi. >> Jerry Roisha. >> Hi. >> Cassie Steves. I >> John Bellingham. >> Hi. >> SS 6. >> Thank you. >> Uh 10F. Consider approval of resol

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resolution 2625. Probationary teachers to be non-renewed for the 2627 school year. Is there a motion for approval of resolution 2625? probationary teachers to be non-renewed for 26 for the 2627 school year.

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Also move. Is there a second? >> Thank you, Director Steves. Uh discussion um do you want have any input? That was just pretty self-explanatory, right? Non-probationary. >> Yes.

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>> For for next year, >> Mr. Chairman, does this have to do with the budget? >> I mean with our budget reductions. I'm sorry, I don't understand. Okay. >> Sorry. No, it it does not. It's more of a lure issue and some program changes at the high school.

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>> Okay. Thank you. >> You're welcome. >> Further discussion. >> Discussion. Okay. Miss Steves, this is a roll call. Miss Director Kudson, I'm assuming you're going to abstain. Thank you. All

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right. >> Uh, Linda Budro, >> I. >> Linda Moore, >> I >> Jerry Roasha. >> Cassie Steves. I John Bellingham. >> Hi. >> And Miss Kenson extension.

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>> Yes. So motion passes. 51. Sorry. >> And then technically 6. Okay. Agenda item 10G, consider approval of the 2026 school board member

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handbook. Is there a motion for approval of the 2026 school board member handbook? >> So move. >> Thank you, Director Budro. Is there a second? >> Second. >> Thank you, Director Kudusen. Uh discussion board members, we went over this in the

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work session. We have was presented. We went over it. questions were asked and I believe director Moore sent out that email. You have uh amendment or a

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proposed for proposed change. Correct. >> Correct. >> So I will turn that over to you. >> Uh yes. On page 21, it's under evaluating the superintendent. It would be this first bullet. It states the superintendent evaluation committee will

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set goals annual ann annually with the superintendent and will write up the midyear and final evaluation for public notice. Um I would like to add the amendment to add one word. The superintendent evaluation committee will set measurable goals.

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So I'd like to make the following amendment to the by adding measurable. Thank you. We have a motion to amend >> uh that sentence by inserting measurable. Is there a second to the motion to amend? >> I'll second it.

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>> Thank you. Kenudson second. And then discussion. Uh Director Moore, you wish to discuss this? >> Uh yes. And uh the one of the reasons is I some a member of the public contacted me and said we really need to put

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measurable role uh goals in and I think it's very important even when you in the educational system that we have measurable goals. So I think we need to add that that wording in there. Basically that's it.

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Further discussion, >> Director Steves. >> Um, I would agree with this amendment. I guess one of my favorite quotes is if you can't measure it, you can't manage it. Um, but I do want to clarify um that Mr. Benty's uh current goals are um

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measurable smart goals. Um but adding that verbiage in there is um okay with me. >> Mr. Mr. Chairman, I would concur with uh Director Steves that the goals for superintendent have been measurable ever

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since I was have been involved. So I don't know before that. So it's not that they have not been measurable. I I think I mean it's my eighth year on the board that the superintendent evaluation process we've

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used the MSBA uh format for for at least the last I'm going to say six years six to seven we've gotten those and I I do believe the process has evolved in a very positive manner and so we collaborate

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with Superintendent Benty on and we believe should be the goals for the district. We also look at our mission statement. We look at the playbook, you know, we look at those things. So, we're we're aligning everything for for our

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goals and and this year particularly, we really hone down and so we do have a rubric to be measured with all of these. I'll just add this. I think to throw in the word measurable,

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you have to be careful. I'm gonna be cautious here is that um be careful what you wish for because maybe not every goal or everything has a true number to be measured.

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I understand your your rationale that if it isn't goal and it's not worth be measured it's not worth very much but in thinking about this for quite a while are there any by putting measurable in here are there any unintended

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consequences with this so it it's kind of a that that's my thinking right now I can't really have any come to mind but um definitely I guess I just wanted to stress I believe our EV valuation has come a long way since I joined the board

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eight eight years ago with that and by using the MSBA model etc. So Mr. Mr. Venty, do you have anything you would like to add? If >> I don't I don't have any concern with adding measurable in. Um I I I do echo

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what you say that you you do want to be careful um because uh when you when you look at, you know, and I'm going to speak openly and honestly here, when you're looking at uh measurable goals, it is possible many times that somebody is achieving their goals, but you still

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wish to not offer them another contract. And so being able to to have that discussion as well um is is difficult at best many times. >> I guess the unintended consequence I was thinking was so let's say if we take a a

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teacher and we set a goal for that teacher that all students have to be at grade level reading and math wise. Okay, that's a measurable. And if they don't achieve that goal, then is that cause for since they didn't reach that

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goal, then is that cause for disciplinary or corrective measures? Because we know in a classroom with the diversity of learners with the abil I'm talking ability scale non-readers to if

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you're sixth grade, I had readers that were in 10th grade reading. I had ones that were in second grade reading in my sixth grade classroom. So what would be my goals if if I didn't get them all there or whatever. So

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I I understand measurable but so I just want to you know think about Dr. Dr. Show, you look like you you've been this road quite a few times. So, I have no problem with inserting measurable goals in

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any further discussion. >> I I Are we still talking about measurable or >> talking about the amendment? The word measurable, please. >> Okay. I'll >> thank you. Any discussion on the amend motion to amend insert measurable? Okay. Hearing

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none. All in favor of the motion signify by saying I >> I >> opposed. Okay. The motion to amend passes 60. So we will insert measurable after set measurable goals and all

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right. So with that u now we're back to the original motion of approval of the schoolboard handbook. Dr. Steve, do you have something you'd like to add? >> Um just a clarification question. And so

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will we review these handbooks prior to the organizational meeting or >> so Mr. Chair if I may answer that. >> All right. Thank you. Um so Mrs. Kenny and I just actually discussed this last

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week and one of the things we thought was that this should be updated. um it's a living document so it should be updated on a regular basis and then it we we believe it should be approved by the board at or immediately after um

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every time there's a new election uh and new board members that come on. So it would potentially at at at the least be every other January. Uh but the board could decide that you want to do it once a year depending on how many changes may

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or may not happen to it. Thank you for that. And then um yeah, just to piggyback um what Mr. Bellings Ham said at the work session is um thank you to everybody that put time and effort into it. I think it's a a great document and I appreciate the online

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version. Save some trees. >> Director Robelle, >> um I have one issue under board compensation. Um that it lists the compensation in there. Now, um I if it should be that board

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compensation will be approved at the organizational meeting rather than specifically put a dollar amount in this document that it should be um set up to board

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board chair $400 and board um directors of 325 that should just be determined at the annual meeting or the organizational meeting rather than having or maybe the board vote. No comments. >> That sounds like an amendment that I'll

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second. >> I will offer that as amendment. >> Okay. So, >> what page >> strike the dollar? >> What page is that on? >> Thank you. >> Page number So you

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you're going >> it does say the board at the organizational meeting I guess in the second >> bullet point school board salaries are currently add >> the second bullet indicates what the

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salaries are compensation and I'm just saying I have the second one in there just for fixes compensation at the organ organizational meeting in January. >> So you do not want to that that second bullet is information

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as what the board salaries are. We'll just announce what they are. >> So your amendment is >> to strike that second bullet. >> Strike the second bullet. Thank you. Is it and we have a second to that. >> Okay. So further discussion.

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>> Mr. Chair, I think it's important to have the salaries in there so people know what they are. And obviously they are on the agenda for the first meeting. They can be

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I guess I I just feel like it's important to have the salary >> noted discussion. Director Moore. >> Uh yes, I I can see both sides. Um so and I I do agree with uh director

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Robasha but at the same time I think for public transparency I do agree with director Baduro. So I'd have to on >> follow the transparency is when the board acts at the organizational meeting

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establishing the salary the public becomes aware of what those salaries. So there's no hidden agenda there. >> Mr. Chair, yes. I I didn't mean to say that there was I I think my point was

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for transparency. It's just e probably it's easy for the uh for the public to go in if they don't see you know if they don't listen to the meeting or anything like that they can go into this online find out for themselves. So I guess that's what I meant by that. I should

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clarify that >> what about adding the verbiage currently 26 Well, then you might then you might as well then you'd have to change it every year.

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If we're thinking about only every other year, then then you have that issue there. >> I mean, how often do we approve our traditional school building handbooks? Every school year. >> Every year. >> Every school year. That's correct.

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>> Yes. This will be on the docket for approval of in the organizational meeting. Any other discussion on the motion to amend by striking the second bullet on board salaries on page 14.

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Discussion. Okay, we have a mo a motion to amend u booklet here by striking the second bullet on page 14. School board salaries are set at 325 per month for directors and $400 per month for board

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chairpersons. Okay. Um all in favor of that motion signify by saying I. >> I opposed. >> No. >> No. >> Let's do a roll call, Miss Linda Budro,

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>> no. >> Candace Kenson, >> no. >> Linda Moore, >> no. >> Jared Roashot, >> yes. >> Cassie Stevens, I >> John Bellingham, >> I >> motion fails. Um,

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>> three to three. 33 by tie fails so it stays. Okay. So, we're back to approving the handbook. >> Mr. Chair, >> Dr. Moore, >> may I um I just wanted to bring up

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something uh with the board committees if I may and just express my opinion and and um because right now the board that's on page 31, the board committee assignments and board appointments are assigned by the bo by the board chair during the school board's organizational

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meeting in January. Um I would like to actually add that it's per the discretion of each individual board member with the approval of the chair. Um I guess I I think that each board member um should have the discretion to

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choose their respective committee assignments. Um and my my reasoning is um it's on on page 19 under the attributes of high-erforming board teams. Uh it's it's number six. It says the board is not

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dominated by an individual. And so I think that the board itself, you know, operates as a democracy. The majority rules. And so I think it's just a matter of individual respect for each board member to

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>> Are you going to offer an amendment? Give you rationale. What's your amendment? >> Okay. Board committee assignments and board appointments are assigned. Then I'm going to add this as the amendment per the discretion of each individual board member with the approval of the

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chair during the school board's organizational meeting in January. And I gave my explanations. >> Okay. Is there a second to that motion for to amend? >> I'll second it. >> Okay. Discussion.

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>> Um yes, I I basic I think it's just a matter of respect respecting each um individual board member, but then it's also at the discretion of the um at the approval of the chair too. So that's basically my rational.

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>> So having to do this twice now like that's not a pleasurable job because some people want some committees where you can only have three board members maximum. We're trying to get to two. Um you go by strength. So what happens when there's four board members or four board

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members that want to be on the finance committee? Who's it come down to? Because if you have per discretion of >> by talking to each board member and at the end somebody's got to make the decision >> and that's where I say with the approval of the chair and that's where you that's >> why the chair still has the approval to

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do that >> uh when there's a when there's a you know a conflict. Yes. Yes. And that's what >> four people who want to be on the finance committee >> that would be at the approval of >> the chair is going to say be the >> and that then the chair would pick but

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most of the time I think people just are usually with the committees it's only one or two people are on the committees. So usually there is not a um conflict. >> Well we want and we could really don't want to talk about committees that much but you don't want a committee to be

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totally board dominated. You don't want three board members on a committee of let's say like the policy committee. That's one reason I got off was that if you have three board members and there's seven or eight policy committee members, you have a board

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heavy committee, then if that's the case, you might as well conduct the committee business at the board table. But that's just my discussion discussion. More discussion here. >> Um Dr.

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So, I've uh lived through kind of both versions. Um I guess my my preference is the way that we've done it the last couple of years. Um I feel like you know between

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chair's recommendation and you know if he's got questions about like my own personal schedule or you know think I'd be interested in um he does take those into effect. So I like I like how it's been going. So, I'd be a proponent of keeping it the

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same. >> Mr. Chair, can I ask a question here? Can I ask for the the amendment to be read again because I just want to make sure that the language of it does not conflict with policy 213. So, I

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>> Okay. uh board committee assignments and board appointments are assigned uh per the discretion of each individual board member with approval of the chair during the school board's organizational meeting in January. What I would like to do, what I would

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like to see is more I know in the years that we've done it before this or the last couple of years I think it was uh you know each board member could decide which committee they wanted to be on because it's with their interest. So, I think it's just a matter of respecting

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the board members. Thank you. >> The only reason I bring that up is because policy 213 does say the school board chair may appoint up to and three for the committee. So, I just want to make sure that any amendment doesn't. >> So, this amendment technically does not

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>> that's what it appears it sounds like to me. So, it still would be it still would be the chair's decision. So, Director Kudson. >> Thanks. Well, so I think going forward and I'm new and I was just assigned to a committee. Um, but maybe to to put out

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um that what committees are we interested in and you know and you could send out an email or whatever and we could say hey I'd like to be on this one or that one and then you know you can decide but um just so I can have a little input. Yeah, we did we did that

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initially when Chad was chair as well and even before that. So, but when I >> Well, yeah, >> I became chair. So, if I upset somebody, sorry, but >> Oh, no. I mean, it's it's fine. It's been fine with me so far. >> Yeah,

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I think the chair, no matter who it is, Cassie, next year um you can um you look at the strengths at when you have committee meetings, you look at strengths prep, right? you look at strengths of board members and how they're

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interacting on those committees and how they vote etc and how they committees they would be most fruitful with and besides overloading them. I mean I don't I don't see too many other board members that have seven committees like me that are put on and some a lot of you don't

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want them but whatever they're >> Mr. Chair what policy was that again? 213 >> 213 >> Further discussion have a motion to amend. I didn't write all that down. So Jamie,

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you have that. >> Okay. Right. Great. >> You have your question. >> Well, Mr. Chairman, it says the school board chair may appoint up to three board representatives to the following district committees. So, it sounds like the appointment is

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granted to the chair and and how I'm reading it and then it lists the policies. I know it's been done different ways, but Mr. Chair, I just want to mention uh may does not mean must.

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>> Thank you. >> It's true. >> Welcome to leadership. You're never going to never going to please everybody. So there you are. Okay. Um we have a motion for to amend the

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last the under board committees board committee assignments and board appointments are are assigned and as per an I didn't write it per discretion that and we have a second uh there further discussion. All in favor

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of the motion to amend signify by saying I. >> I against. >> No. No. >> Let's do a roll call. >> This is for the amendment. >> Linda Budro.

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>> No. >> Candace Kudson. >> Hi. >> Moore. >> Hi. >> Jerry Roisha. No. >> Cassie Steves. No. John Bell. >> No. >> Okay. Motion fails. 24. >> So we're and discussion and all points

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brought out have been noted by chair for the notes and uh will be passed on to future chairs. Um anything else in approval of the 2026 schoolboard handbook for discussion? >> Director Moore.

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>> Uh yes. I I just want to mention that even though I don't agree with every point in this handbook, it is not policy but merely a merely a reflection of policy and I think it's the main purpose is for the guidance. So I will be voting

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in the positive. >> Thank you. Again once again the purpose of the handbook on page two is to outline the board's operating procedures and norms. >> Okay. We have a motion for approval of the 2026 schoolboard handbook. All in favor of the motion signify by saying I.

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>> I. >> Opposed. Motion passes. 6. Uh dates to remember. Agenda item number 11. Uh April 22nd, 3:30 p.m. Community uh education

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advisory council. May 4th, 4 PM, district advisory committee. Uh May 4th, uh also at 5:30 p.m. is the board work session. May 6th is the uh district 3:30

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p.m. district wellness committee. Also, as a reminder, board members and general public, uh May 6, 6:00 p.m. is the high school awards program by the FAPSEA committee, etc. And also board members, we have the school board scholarship.

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Make sure you get your payments in on that. Uh May 11th, 2026 at 7:30 a.m. uh finance committee. May 11th is also Minnesota's birthday. May 11th, 1858. Uh May 14th, 2026, 7:45 a.m. the

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facilities committee. And May 18th, 2026, 5:30 p.m. regular business meeting. Uh, agenda item number 12, motion to adjurnn. >> I'll make that motion. >> Thank you, Director Steves. >> Second, Director Kudson. All in favor

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signify by saying I. pose.