We we were doing that part time but not I suppose officially kind of had to do it as a social worker for a while which I suppose it really is your job there but so then I took that over so she doesn't have to kind of do that stuff anymore but that's a big part of what I do now so a lot of my meetings are like that I also meet with a lot of the boys
in school um probably a couple years ago at this point now it's my second year doing this there was some problems it seemed like overall with grades of boys um it didn't seem to be necessarily individuals that could be dealt with necessarily individual ually like that. That was tried for years by
elementary teachers and some of our junior teachers to do that, but it just wasn't working the same way. We were in kind of a different situation, especially at the high school where both of the people who are called counselors just happened to be women. That shouldn't make a difference. We all know
it should make a difference, but to some boys that we were having troubles with, it seemed to make a difference. um uh so having a male do some of that with them I think was probably easier for them to like again I'm not trying to be
offensive here but to listen for whatever reason um it has seemingly I think I think it's starting to work um I started with some ninth and tth graders last year I'll be with the juniors this year and then 10th and some new nth graders but then we have kind of a large
issue which many of you know some of the seventh grade boys have had a lot of behavior problems like attentiveness or disruptions or obstinence towards orders like it's been probably more than what we certainly remember when we went to school. Uh so that is different about a
second year too but that's so what do I talk about then like last year what we did with the nth and tth grade boys was we learned how to do a circle. So I had somebody come and kind of help me how to do that how to show how how to do it correctly. There's rules of it when you can talk when you can't. and some you may have participated in them before,
but we lay all the groundwork down. Then we kind of get to know ourselves a little bit personally, which some kids know each other, but it's still hard to trust these people with vulnerable things. I get that with those guys. It's hard to say things that are vulnerable, think you're going to get made fun of later, but over time it seemed to get better, but the big thing we really
talked about was values. I know it seems easy. Seems like something you do at home church, right? But some of these kids, I don't know that they've ever thought about it. Their parents never talked to them about it. They think it's just a thing that their kids just know what their values are. I have found that is not the case with all these kids,
which was surprising. I think to all of us in our generation, it's a little surprising, but they don't have a clue what that is. So, we have to lay out all kinds of different values. We did it on these tables, like whole bunch of different cards with different words on them. Okay, go ahead and pick the 10 you think mean the most to you. Write those down. And we we really hammer into those
over the course of the rest of the year going, "Okay, like why do you think this? Why are you proud of it?" Um, and some of this year is going to be like we really needed to define ourselves last year. So, we knew the big point was when somebody puts you in a situation where you feel like you're going to go have you're going to
have to go against one of your core 10 things that you really think is important to you that you have something to go back that you can look at this person and go, I know, yeah, you want to do that, but this goes against my core value. I mean, I made the kids little plaques so they have all of them on
there. They're magnetic. They can stick in their locker if they want to or wherever at home, but they know it's like it's an excuse for them to go, well, I can't do that. I just went through a whole thing last year. This is the thing. I don't want to do that. So, I need to give them some ammo to be able to say no when it's hard. Say no and and
say yes when it's right to say yes. So, that's what we tried to do. And so, this year with the 10th and 11th graders, ninth year, we've been doing that because they just started. potential. We're going to move on to a little bit different about being basically masculinity and like what's the
difference between performing for people and trying to put on a show that you are that or or what things you would really do to prove that you are that like an example would be like I think some kids have forgotten that real real strength at least in the past like the greatest generation that you know we call them
reason like what do they do? Well, they protected a whole bunch of people who couldn't protect themselves. That's what they did in the end. That's what they did. I think we forgot that in school. Oh, if you're strong, that's what you're supposed to do. That is your responsibility. I think we're great at
telling kids who are academically gifted, you have a lot of responsibility. You're going to have to run the show here at some point. So, you need to kind of pay attention what you're doing and we all need to work on this cuz you're you are going to be making decisions. We're good at that as teachers and everything. I don't think we're so good at the other thing. feels like we're treading in the water that we
shouldn't or um you know nervousness or we're trying to teach our lesson and not worry about those things. So, I think it's hard, but to get that message across, that's what I want to try to do this year. Try to really get that message across because by the time they're 12, I want them to start coming talking to the little kids, talking
about what their experience was, what they what mistakes were made when they were little kids that they did to other people that they regret now. They don't say, you know, individual things. just let them know sort of what it's like, what their values are so they can boys who are going to come and sit in front of little kids and go, "No, I I went through the process of figuring out what
I care about to tell a kid that I've never done. I don't know what I care about." Like, so I'm hoping that all works. That's my plan with this whole thing going forward. Um, but I know I'm in line. I'll try to wrap it up. But I just want to mention there's a couple things like from my perspective, which
is only mine. I'm not speaking for anybody else. from when we were in school. It's you probably heard this thousand times. This is not the same place. It's not the same place. You can't go into the rooms and just expect that this is what we do. You go to a room, you learn about that subject with the teacher that you either know or don't know, whatever kind of maybe
they're your coach, you kind of know and you just move around the day and that's what you do. Just a building. You get to do that stuff. It's part of your day. But that's sort of what it is. It's not bad. I talked to so many kids last year. I had over 100 easy. And like the amount
of kids that have no adult in their life that ever pays attention to them that ever says anything nice. You should have seen his sin through his face. My phone like your grandpa will be so happy that you said that. He couldn't even he couldn't pull up over his face. So he's never been told something like that before. Like you did something right.
It's wild guys. It's not the same place. These kids come here and they spend all these hours a day. They don't look at this like we did. They look at this like home. I I know it's weird to say, but look at everything else you see. Look at the clothing choices the kids are wearing. This is jogging pants central,
right? This is not get all dressed up and go to work, go to work today. This is I'm barely able to roll myself out of bed and do whatever and come. So, they're not seeing it that way. And the adults that are here are more to them than maybe some of my teachers were to me. My teachers were bored to me. But I
mean the things that kids have told me even about their life knowing that I'm a mandatory reporter knowing we're going to have to go through the process like it's amazing. So that I think this is one of the best decisions school ever made who's doing this. If it's not me it should be somebody else. Ellen was
overworked for many years. She's both buildings. At least now she's got one she can kind of focus on a little bit and try to get that under control. But uh it's a lot bigger responsibility of this school than I think a lot of us realize and whatever happens going forward. I know there's probably budget
thing scheduling that's going to happen next year. Like it it would be a shame this stuff. If it's not me, if I can't do it because of schedule things, somebody must do this besides just the social work. So if I can say that to any of you as you go through your budget stuff and
trying to figure out what we're going to do in the future, I know most of you are. I just wanted to say that so you heard it so you understood like before you decide to do something about that to really think about that and ask some other people about it or ask your kids maybe what they think about it um or anything like that. So that would be
good and uh I'm just you know I'm just going to tell it because they can't talk to me. I remember teachers telling me that oh you can't do that right now but I'm just not going to do that. It's uh they rely on you so much when you when
you finally hear it, right? And they they trust you and they need somebody at school that they feel like will listen to them and that's not going to judge them and just going to like validate at least something from their perspective even if it's crazy. But they need a
person like that in school and it's hard because we don't have that's not set up in schools. It's not that's not so bad school did it. I think it was great golf by I don't know if it was Don or whoever decided to kind of go forward with this but it's awesome. So do you have any
questions about some of the stuff I do or anything I say or anything like that you want to ask I know I talk about >> how much do you have these kids for a period of age? >> Yes. No I don't it's individual at this point. So the boys groups like the older kids and I kind of said well maybe once
a quarter now they're done. Maybe meet with the kids at the end of the year I do that. 10th graders probably once a month at least. Try to keep it fresh in their head. Ninth graders, yeah, probably once a month kind of depending on how it goes. The seventh grade boys,
that might be a whole different thing. I don't know. They they're interesting. I've never met anyone like them. Yeah. No, they're uh they're good. Like they're not people but they are very
functional top world ideas next right thing we're all going to look at that like it's not always like that but this is >> so are you working with the entire grade of boys or you kind of >> select ones yeah we tal I talked through
that about which ones he maybe have some issues with certain ones I have he should refer some but they think really about doing that so yeah it's kind of selective that way. But it can be all over the board. It can be here's a kid who's going to be a great leader, but
they have no idea how to do it >> and they're intimidated of their friends. They should be in there. >> Kid who can't shut up. Loudest person in school wants all the attention on them. Doesn't matter what trail they leave behind them as they do that, they need to be in there. >> Like kids who have no voice. I just
whatever the latest thing is, I'm I'm going to tell you I'll do whatever. I'll just follow you and do whatever the thing get in trouble. they need to be in there and figure out that they need to sign up for home values like so it isn't about are they the good leaders are they all the troubled kids are they all the quiet ones no and there's probably some
we're leaving out that could be in there but it has to be a mix like that or else I I don't know that the kids would take you seriously enough >> right >> so one of the things we do say is you're all picked for a reason but definitely no matter what we picked you for you
have an influence over people or you have the ability to have an influence with people and if you don't learn to control that or use it, this is going to be a worse place. Your life's going to be worse for you. We have to figure out how to do this and that's that's the message right away. >> Awesome. >> So, it's worked so far. A lot of flack
or push back or this is stupid or quit. Not a lot of that. So, it's worked so far. >> Are you exhausted or looking for any external resources to help further support the grow >> like money or people or >> Yeah. Um,
as of now, we haven't needed it. I guess that hasn't been brought up to me, I guess, to try to mention budgets. >> Yeah. Right. That's something that could help anything like that. There's, you know,
things do that with. Yes. Um, whatever it take, I suppose and listening. It's enough to go home and try not >> I could just add that the the move that we made to move Mike into this role and
then uh and the following year then bring James Brady on is all part of the seal push from the state that we actually got some funding for not necessarily dollar for dollar what we're spending but we've made some cautious
decisions um to approach and to try to meet these kids where they come through the door. And that's that's the work of Mike, Jimmy, Brady, Helen, etc. Um because I think I think the thing that resonated most with me what you just
said is it's not the same place that that we went. The building's the same. >> Yeah. >> And we're going to try to work on that, too. But but um it's a different day. And um so I just thank Mike and uh and
and Don's leadership and Dan's leadership in that regard. Uh it falls in line somewhat with the second step curriculum. All of this is part of the SEAL push that has been with us for a number of years, but actually they threw some funding at it two years ago which
has helped. >> The research says it too. We just had a speaker talk about relationship with kids and if you can't do it nothing work that is true. You want to talk about what's different? I had many battles with Mr. Had many battles with him. However, the
guy he's in his class cuz he laid it out. I did the work like, you know, with that kind of relationship like that, I kids now would look at that and go he doesn't care about me so I don't care about him. All work is not work for me. It's his work he's giving
me. So, you know, your adjective you want to use there, but like good It's not about here's the work. It's about you as a teacher and your personality. Do you care about me? Do I trust you? Because all that's gone then this whole thing might as well just fall. That's
why I said that the default respect that we all are used to is not easily given anymore and you have to earn it the right way to their way which is also true. You can't just do it your way and demand it. It'll laugh in your face.
playing Tik Tok to show you how stupid you are. >> So, thanks for letting me talk. I know people have questions often. So, >> questions. >> I guess more of a statement. >> It's a good thing. >> Oh, good.
>> When you first started talking, you you seem uncomfortable. You mentioned you had mentioned about not offending us or something. >> Yeah. I like how comfortably you rolled into that totally because you you started there but you can see the comfort level in it in what you're doing and and I think it's very good
appreciate >> I think and I think maybe you saw that >> yeah vulnerability in front of a bunch of people that >> but as a as a teacher and I'm certainly no teacher I've done with my railroad stuff I've done a lot of classes and
things like that and they're 50y old students so >> yeah But where I'm going with it is they look at you as a father figure. >> You know what I'm saying? You know, and I I think that's important. And and they look at the at the women teachers as mother figures, too. And I think we've
gotten so far away from that in society. If we can bring that back, I think that's awesome. >> Yeah. Because it's there. >> I'll I'll throw him out there and be the be the person that look silly. >> Sure. I remember in fourth grade calling my teacher mom,
>> not because I didn't have a great mom at home, an awesome mom, but you spend your whole day here. >> It gets to be like family center. So that too. The last thing I'll say too, the big message that pushing on kids now this year and the end of last year is
I tell them I don't want you to leave. And then they we all laugh, you know, about that. I have to explain, no, you can leave. But like coming back, I think we forgot. We're kind of niceized town. We're not I wish I was a little small, but um like we can have what feels like
I belong here if we all do it. If we all say, "Well, no, I'm teaching this because I'm assuming you're living the rest of your life." Like I want you to roll over to the town doing it. I want you to feel important. I want you try to get you ready for all this stuff. because we want you to come back. And so part of my thing this year is I kind of
want to get some awesome people that have come back over the years and some of you that stay here our whole lives like I almost kind of have too but like to just talk in front of the kids and what was that like and are you proud of you? Why did you come back? What do you like about this place? Like I know kids
don't always think the same as us but to see more people right in front of their face that say that got to be the right direction, doesn't it? It just feels like it's the right thing to do for the whole town. >> I don't I don't want it to just fade off this spirit. >> That's part of a critical equation for
growth as a community is fostering a sense of belonging to those individuals. You don't get many people that are going to come from the outside unless there's some affiliation. the first but [Music] you can have those opportunities with
kids coming up like an internship. >> Yes. >> Right. >> Show them the value of why there's here future future generations. We want to grow. Every individual plays a critical role.
>> Yes. >> Yeah. Diverse kids in that group too. >> So, you know, some rich kids, some not rich kids would be nice to know the difference. So, >> some athletes, some not athletes. It's shouldn't be all the same thing. So,
yeah. But I'm really happy school did this. I know might not last forever based on how long ago but it was good last time. >> It'll still be last. >> All right. Thanks. >> Thank you, Mike.
>> All right. >> Skip 6.0 for now. >> Skip 6.0 and move to 7.0 and we'll come back. Finance break is available. So, we'll start with 7.1 elementary principal report. >> That's item number one. You can see we're up uh two students from September.
So we're at 294 K through 6 and 335 total preK through 6. Um and again it's added from September 2016. So enrollment CF and as of now we do have four list. So
any questions on enrollment there? Uh item number two, just to review, we had Indigenous People's Day on October 13th. Uh every classroom teacher along with special teachers presented a lesson uh to their classrooms and that was uh
delivered either by doing a a lesson or an activity related to indigenous people's day. Um, each teacher took the opportunity to enrich curriculum by incorporating perspectives and traditions, providing deeper understanding of indigenous people and
contributions within their classes. That was very successful on the 13th. Um, last year when we implemented that there were Angie Bushy put together a series of lessons and activities that teachers can choose from, which is a
great outline for us to get started. And a lot of our teachers implemented that last year and they carry over the same lesson. Um, which is uh very beneficial because they gain the knowledge in that lesson and they're able to repeat that the following year and it doesn't double
up in some of the grade levels. So they're kind of designated one certain lesson or activity. So uh thank you to all the teachers, all the specialty areas too for uh their presentations for Indigenous People's Day. Item number three, I just put in there
and our student leaders uh presented a positive performance. Uh we kicked that off on the 13th. Just like to thank our student leaders uh and our student body and all of our staff because when we implement this uh it involves everybody and whatever I think our theme is like
this for this month in October is welcoming. Um and really try to hone in on that. Doesn't matter what position you are at Madison Elementary. We want people to take the time to recognize those students who are demonstrating that quality. So, so we kick that off on
the 13th. Also, with that, um like to thank uh Pine Peak Therapy, Perry Pine Central office for the popcorn. Will I think you were >> Yeah. Headwaters um health clinic has stepped up as well. They jumped on board to support that
going forward. >> Yeah. And our goal, so each teacher uh specialty or any area received a box of pop off and they'll recognize students throughout the could be this month of October. They display a welcoming uh
trait or an act of kindness or something like that. So um teachers, uh we're excited to get that and get those dispersed. Um and it's just great. So we just appreciate it. Let us know your problems.
Uh item number four, learning academy starts tomorrow and just I put in here some uh background information for learning academy. Some of you might might not be familiar with it, but it's through freshwater targeted service program which is a state funed program.
And we've been running uh targeted services ever since I've been here and that's for years now somewhere. Uh and we've ran this after school program and we call it learning academy but it's through targeted services. And so it begins tomorrow. We talk about
eligibility first graders through sixth graders who need support academically. Um but it also can uh be attached to uh developing skills, organizational skills, social emotional uh part of the focus. The format it's
delivered after school. Um and it's uh Tuesdays and Wednesdays from 3:00 to 4:30 and we have two instructors, two teachers. Uh actually I think we might be adding a third because our numbers are higher than than the two people. So, right now we're going to be serving 34
students, which is great. Um, and again, that'll be starting tomorrow, Tuesday, Wednesday, 3 to 4:30 p.m. So, we usually start at this time in October and then we'll end it in April. So, post throughout the year. Any questions on learning again?
Okay. Uh, just an update. Fast bridge assessments again, that's our student assessments in the area, K through six, and area math and reading. we start our second testing window starting October 27th which is next Monday. Uh and this we test right away at the beginning of
the year. This will be our second go around like I stated and what's great about that it comes right at the right time because we'll the teachers mostly get that completed by conferences and are able to share that information with parents at parent conferences. So we hopefully I'm guessing everybody will
have that completed by November 13th which is our there our conference times. Uh and then below that I have some upcoming dates. October 28th I have my annual MESPA MESBA is Minnesota Elementary School
Principles Association. We have an annual seminar that will take place on the 28th. Uh October 31st is the end of the first quarter as things are flying right now. Uh November 5th we have our next readback training day. Again, no
school for preK through third grade. And then November 13th and 14th, parent teacher conferences. Thursday 7th and Friday 9:00 a.m. to 3. Any other questions for Mr. >> We are. We won't start that until after
Christmas. >> There's there's some preparation there. >> Oh, that's right. I enjoyed it very much. So yeah, you can look for that after Christmas. >> All right, we'll move on to the high school principal report. >> Yep. First item there is course
enrollment. Um you can see from the month of September October, we're down one student. Um, want to congratulate student council, Miss Ellen, organizing a very much fun-filled week for homecoming events.
Um, as they mentioned, you know, there were quite a few different changes that took place for homecoming this year. Uh, a lot of that came from feedback from our students and staff. Um, and you know, like I say, I think it really got a lot more students involved this year
in homecoming with the hall decorating and things of that nature. Um, a lot of fun with the, uh, students versus staff games, whether it was volleyball or dodgeball. It's great to see staff get involved in those things. So, um, and
again, congratulations to Ellie Olsen and Caleb Richardson for being crowned homecoming queen and king. Uh the dance, the building was packed. I mean, I think we were white maybe on the senior class. Other than that,
probably every student grades 7 through 11 was present. It was full. So, they had a great time. Um little bit of staff recognition. I want to make mention of uh Carolyn McCullum or Miss Mack. uh she was asked
to speak at the Minnesota date conference on the 25th of September. There she spoke with regards to what it was like to go through the date program at BSU, what it was like to be a first year, which this isn't your first year, but what it was like as a first year
date teacher. Uh talk about the licensing experiences and all of those types of things. Um you know, to those that are looking to become licensed and Dave. So, it's great to have her representing Boston at that conference.
Um, want to make mention of Mila and Tony. Uh, they both have been very busy with securing some grants from Pine Prairie. Uh, you can see Mila has received couple of new welders. So, about $14,000
worth in new welders. Tony is getting a couple of different items from random tools to planers to uh computers and so on. So, he's he's pushing right around that $30,000 mark of new equipment
coming in for the kids. So, uh you know, kudos to both of them for being actively seeking those dollars and and bringing some of the latest uh technology to our kids. uh representative from the Army National Guard was here on the 9th of October,
went through the ASVAP test with those uh juniors who did take that test. Again, it's not a mandatory test, so it was a matter of wanting to take it. Uh the interpretation piece of it, of course, starts directing our juniors in
terms of career exploration. Um, our sophomores this week, they're going to be going to the Northern Valley Career Expo at the Ala Center. Um, Mike and Ben are taking them as chaperones. Taylor Mueller, uh, she has all the
sophomores, so she did a lot of the leg work for us in terms of getting our sophomores registered. Uh the sophomores basically uh in the registration process they have the entire list of all the careers that you know are going to be
represented and then they pick their top three four that they want to attend and then uh the expo itself you know puts them into a schedule. So they'll be busy from about quarter
after 9 until I think they wrap up right around 11:30 12:00. So basically they'll do little those little mini breakout sessions hearing directly from an individual from that uh profession and so on. Uh obviously talking about the
skill sets needed the education piece all of that. So we had a great experience with it last year. So, of course, we are sending them this year. Uh Dan mentioned he has his conference on the 28th. I have mine on the 29th.
And then lastly, just a little update from the ship ramp. Um my supplies have come back and so we purchased eight bikes and helmets and a bike rack. The bike rack has been used a lot out front of the building. Uh the bikes and the
helmets, they'll be used more probably in the spring of the year with our quiet department. Mr. Hamburger take the kids out doing some some of those types of exercises. Uh last thing, and it's not on the report there, is I just want to thank
Hannah Wilson for her uh two years of working with us. She did a great job as a parent. Any questions? Thank you. All right. 7.3 Superintendence Report. >> Yeah, I I don't have anything in writing tonight and I don't have a lot to share
other than spend a lot of time working with ICS on these listening sessions and and getting ready for them, getting feedback from them and I don't know how to feel about it. Um, you know, officially we had
seven people attend the fosting session. Uh, that was disappointing. I'll say I was disappointed in that. Um surprised that more parents wouldn't have been here from the local community. Um especially our younger parents um where the future
if if we are if we choose to do something and are successful in a project. Um you know, our juniors and seniors aren't going to see any they're not going to see it. They're going to be out the door. But our younger um our younger students certainly will benefit
from some future planning and vision that we do for the district and and um seven people showed up. So I was disappointed that re regain a little bit of feelood. Um we had 10 people in Gully
and um that was great showing for the Gully community and then we had over 20 up in Lane or over in Lane B um later uh last week as well. Um the reports back were that people were engaged and in asking questions and and seemed truly
interested in in the vision and the future of our district. And that's really what we want. Um, I think that people will will give us input once they see a plan. The sad thing is is we want them to be part of the plan. And um, the
next steps that I'm working with ICS on right now is we're we're going to craft a survey that we try to that we will distribute community or districtwide. Um, trying to figure out the best way to get that word out. It will be an
electronic survey. Um um some of the feedback we got was that didn't know about it yet came from people that were at the meeting. So obviously they knew about it. But um I think the the feedback from parents was um was that they did know about these
listening sessions um because I I mean I put it out and it's easy for us as a school district to communicate with our parents. It's it's more difficult for us to communicate with the greater community. Um, and so we need to really think about how we can do that. And got
a call into the county actually right now to say, is there a way for us to get addresses of every household in our school district? And I don't know if they're going to be able to help us or not, but anyway, that's kind of the next step. Um,
we need engagement in this. It's not it's not going to be my plan. it's going to be the school board ultimately will sign off on it, but we need some engagement from a lot of different people and um I'm not seeing that and I
don't know what that means. Um as I suggested you in one email, maybe it's a full trust of the school board that they will you've been elected to make decisions on behalf of this community and and they trust that you will make good decisions in that regard. Um I
don't know but um um I thought we had some momentum um coming out of our our listening sessions um with our with our people meaning school district people uh teachers uh staff uh administration
schoolboard um and I was just um maybe I shouldn't be disappointed maybe that's just the way it is but um I was hoping for more from the community. Um, also working a lot on budget and and actually the the
audit tonight. There was number of pieces that still needed to be kind of fine-tuned with the audit and we need to look at our finances, folks. They're not where we need them to be and uh that's a can we can kick down the road. So, um
it's going to be important. Um it'll be interesting to see how it's presented tonight, but um we have some real some real hurdles in front of us financially and um again um not not doing anything
is not a solution. So we need to think about that. So um that's my report and it's been it's not a lot of things like this but it's kind of big picture stuff. Somebody once told me that your decisions as a principle are they come
fast and furious and and I believe that and those two gentlemen over there can can echo that as well. Um and um any given day you'll have a number of decisions to make as but they said as a superintendent you're your
decisions are and your issues are slower in between but bigger more more visionary and that's totally where we're at right now with this with this school district. We uh we have some big
decisions to make moving forward and we we do not have the financial position um nor some of the other pieces of of this district to just not do something. So there's a lot of work ahead and um I'm
hoping that um everyone jumps in and gets engaged with it. That's all I have. Any questions for Mr. Silk? Move down to 8.0 personnel. I.1
approved not approved the contract with the Boston Education Association. The contract is there on the negotiations team represented here tonight. Um the the uh teacher group did approve it
uh ratify the contract on their side of things last Wednesday. Um if there's um approval tonight by the board that will officially um negotiations and and put a contract in
place for the next two years. Does anybody have any questions for this? >> Feedback teachers general questions >> um >> discussions. Well, I mean, I can walk through what kind of a summary of what
we did and I think that's kind of a representation of what that discussion was. Um, in year one, we didn't increase the salary schedule. They'll still get steps. Um, we realize that that those that are in the top right corner um don't get anything. Uh, and it was
suggested that we um add a longevity statement to the schedule or to the contract and we did that in year one. Um it was also heard that um insurance went up 20% and that was a big
deal. Um so we decided to increase insurance by quite a bit the insurance coverage that we offer. Um I mean that was most of the most of what we heard was you know the kind of the high five and insurance were
the the biggest concerns at this point. Um and then in year two, uh there's a 3% increase in the salary schedule. We still keep that longevity statement. It's part of the part of the contract now. Um and then increased if you
in the second year only. Did I speak that correctly? Otherwise, it was just a some language clean up and some um just determination of timing of stipen requests and payments and things like
that. >> Feedback I got from the union uh will was that obviously it was ratified by the teacher group but it was not unanimous. Go. Any other questions? Be looking for a motion
to approve or not approve the contract with the Boston Education Association. Make a motion to approve the master agreement as presended. Second. >> All right, we have a motion and a second. Do we have any further
discussion? >> Hearing none, I'm going to take a roll call vote. Uh, Director Dupon, >> yes. >> Director Catch, >> yes. >> Director Marcus, >> yes. >> Director Munter, >> yes. >> Director Nelson, >> yes. >> Bosler, >> yes.
>> Motion passes. There's some uh some signatures that will need to be y >> Matty will get with those people that need to do that. >> Thank you, Mr. Selk. And for the negotiations committee, I know all your work. I know that's a lot of meetings
and time away from family and all that. So, >> Maddie, Maddie, everybody that's there so I don't have to be. Appreciate you all. All right. 8.2 to approve not approve the winter coaching assignments that's in the
packet. Um Ryan Hamlin submitted his list. Looks like we have a full slate except for maybe one girl's basketball coach. >> Nobody wants to coach with Maddie. >> No, I guess not. >> Well, you got them both, right? >> I'd say she's so darn good that she can
do it by herself. >> Yeah, exactly. Whatever works from all your football. >> Yeah, that's what I was >> I [Laughter] he says, "What do we do with locker?"
But >> bring >> Yeah, I think Ryan has a few things up his sleeve yet. So, >> generally does. >> Yeah, generally does, right? Looking for a motion in a second for those coaches.
>> Make a motion to approve the winter. >> Second. All right, we have a motion in a second. Is there any further discussion? >> Hearing none. All those in favor signify by saying I. >> I. All those opposed, same sign. That motion carries.
>> Wait. How far is it from an omen here? Yeah. I I thought >> uh moving I guess down um reports we already heard from the negotiations committee um prior to this meeting. >> I do actually have something just just
to throw out that um just kind of the next steps maybe um so we're going to do the survey u meeting administratively on Wednesday to look at that. Um want to bring that in front of you Jake and maybe couple board members just put some
eyes on it. Anyway, upon completion of that survey, which will run maybe about 10 days, they figured that's what they best practice is there. >> Then um that will culminate all the input per se and they'll start to
quantify all those responses etc and give us a report believing that we should probably do that. um in a work session and so we need to just be thinking about a date for that. Um they did suggest
that potentially the Monday um the next board meeting the 17th to adjourn without you. >> No, we're ready though. >> So anyway, um we'll be thinking about that, but we'll get that information out.
>> Okay, so >> sounds good. Catch your breath. >> I know it. >> The front door. It's locked. So >> I know it. I apologize. backiv. >> We can take
>> you can hand them to them first and then I'll or sorry misunderstood this one. >> We might take this back. >> All right. Where you want me? Um You want do you need a computer? >> No.
>> No. Let's put you right up there in front of Dean there. >> You didn't hit a deer or anything. >> No. >> Good. >> Appreciate you allowing me to be a little bit later. >> No worries. Um,
[Applause] >> couple things I guess before I get started to communicate. Um, actually had no disagreements with management. No difficulties performing the audit. I appreciate everybody's help and getting this done in a timely manner. So,
there's a lot to go through and little transition happening this year too with the business office. So, um, we're optimistic that that'll go well. So, appreciate that. Um there is one new standard that affected financial statements that I'll go through real quickly. It's really an accounting
exercise in the past for compensated absences. We've gone through and basically if you get paid out sick leave, vacation leave when you leave employment. We've always set that up as a liability because you actually have to pay on the next round. The new standard
required anything that doesn't get paid out for us to look to see how much you might use in the next year. We also set that up. So really an accounting exercise. There's nothing extra that's going to cost the district. It's just instead of salaries that you're paying a
teacher, you're paying medication instead. So it's kind of silly in my mind, but um it is something that changed. As we go through the report, you're going to see some references to the complicated GS 101. That's what that means. So um in
the audit report then if you want to follow along pages 2 through five this is the impact auditor report where we issued an unmodified which is considered a good or that the financial statements are fairly stated
principles. It is management's responsibility for the numbers and the points for these financial statements and then our responsibility to uh review for its accuracy to ensure that's reasonably sted. Um we do have that note in there about
the change in accounting principles um as well just to kind of bring that to highlight that for you. Um the next section which is pages 6 through13 is management's discussion and analysis section and what this is is it's a highle overview of some uh of the year
under review. Um it is condensed information but it does provide some comparative information. So for example if you were look on pages 11 and 12 you're going to see the general fund revenue for example from 2024 compared
to 2025 which are basically dead even. um difference between the two years. And then the expenditures on page 12, you can see the expenditures were about $690,000 for 2025.
So like I said, this is condensed, so it's really hard to get a whole lot out of this, but it might help start generating some questions. Uh the first audited financial statement starts on page 14 and goes to page 15. This is the statement of net position. um similar to the balance sheet
difference is this starts with your assets subtracts out your liabilities and you arrive at the bottom that position. So the bottom page 15 this is your retained earnings or equity on a full level which basically means we're bringing in like your capital assets
your debt pension liability which we discussed in years past that compensated absences. So it brings in everything. This is not what you budget off of or anything like that though. So, I just wanted to point that out that although we're required to report this, it's kind of hard to take a lot out of this statement. Same thing with the next
page, page 16, this is the change within those full financial statements. So, it's bringing in things like your uh that change in the personal liabilities, depreciation, expense, etc. Uh you can see about five lines to the bottom. The change was a deficit $351,927
on a full level. Then we get into the fund financial state which is where you're budgeting making decisions as far as so page 17 starts at um you can see we have three columns of numbers broken out
for the general fund debt service fund capital projects fund. Then that fourth column of numbers is your non- major funds which is your food service and community service funds. Those get rolled together on this statement but in the back we have them broken out. So if there's any questions we'll circle back there in a second. Um,
two lines to the bottom is the fund balances which in within each one of these, the general fund has a fund balance of about $2.1 million. Of that, that line right above there, that unassigned number, that's the portion that we kind of look at for
financial health. So, $1,339,47. Um, when we get into the graphs, I'll show this as well, but uh it's about 12% of your general fund expenditures for the year. So, um, like I said, we'll get to that in a second, too. But just wanted to highlight that that we take that number, divide it by your general
fund expenditures. Like to see it at like 15% or higher. Um, the bigger the district, the the lower that percentage can be just because, um, you know, the number ends up being bigger. And then you, if you're a small district and you go down four $500,000 a couple times,
you kind of run out of balance pretty quick. So, um, just want to throw that out there. If you look on page 19, then you're going to see the change in here that the general fund um three lines at the bottom on page 19 was down $841,940.
Uh we'll see how that compared to the budget in a second here. Um the other funds, debt service fund, capital projects funds were both up a little bit. Um once again, we'll get into the non- major funds, but those are down about $22,000 as well. Um
the next section of the financial statements which is pages 21 to 48 are the financial statements which this goes through accounting policies uh changes in your debt long-term capital assets lots of information on
pension liabilities. We can circle back to that section if there's any questions. But right now let's go to page 49. Page 49 is the budgetary comparison schedule for the general fund. And so the column all the way on the right is going to be the difference between your
actual and the final budget. And so you can see on the top there starting with the revenues. Revenues are about $270,000 more than what you budgeted. Most of that comes from state sources. Also, something I think to keep in mind here is um your student activity fund rolls
into here as well, which most districts don't budget for the student activity fund. So, keep that in mind that that's going to cause some discrepancies as well. Um and that's probably where your other local and county revenues are coming in because that's where the student activity funds go. Um then about halfway down the page, you're going to
see expenditures. We're about $295,000 more than budget as well. Um, you also then transferred out some money which we'll get to in a second to cover some deficits in another fund. Uh, overall you anticipated to be down about $713,000
and we're down $841,000 for $128,000 deficit or negative change from what you expected. Uh, page 57, excuse me, go to pages 56, 55 and 56. These are the food service and community service funds. As I
mentioned before get broken out back here. Both of them end with positive fund balances. Food service $76,000 community service fun about 131,000. And if you look on the next page, uh page 56, three lines and bottom you can see
all of them did have a small decreases, but the community service fund did have a a transfer from the general fund about $18,000. So, uh, without that transfer, the the community service funds are down about $118,000. And we'll see some of
that on the next page here. Uh, page 57. Um, this page we go through in some detail when we're on site to make sure everything's put in the right bucket. And it's just another way to kind of look at all the different restricted categories that you have and what you have for leftover fund balances. So you
can see within the general fund about halfway down the page, that's where you're going to see that unassigned fund balance of $1,339,47. Um you do have a little bit of restricted dollars in your LTFM monies about $139,000. Um some money set aside for separation
benefits for separates, etc. Um but then as we go down into the community service fund see uh school readiness for example started with a deficit $41,000 and then needed $150,000
to get that back to even. So takeaway there I guess is there's lots of districts have school readiness programs and often times don't make money or even break even. So there is going to be some sort of a transfer made from the general fund to cover that, but this is a little
bit larger than than I usually see. Um, and so there's nothing wrong with it per se, but you always going to have to make that transfer. So, you know, if you're budgeting for fund one, for example, you might want to take this into consideration, too, if you're going to require another $150,000 each year of
that. If you don't do the transfer, all you're doing is borrowing from other funds anyway. So that's why we always recommend it. That way your funds don't look higher than they really are because you're borrowing it from some place as well. You do have some money in in community ed. But the state will allow
you to transfer any of that to other categories. So a couple things to look for look at doing possibly is to see what's being coded for expenditures in that school readiness fund to see if there's something that could be in a different area that might help that go
forward as well. Um just something to keep on. We talked about that when we're on site >> and Brian that was that was a question you asked of me two days ago, three days ago or whatever and and this reflects that transfer. Correct. >> Yes.
>> Y >> and when you left in the summer, that was a question that we had to deal with and we finalized that the other day. >> Yes. >> Okay. >> Yep. >> Yeah. Like I said, I mean, you would have been required to do a transfer, but
if you go down $150,000 next year and then do something even close to that next year, then all of a sudden you're like, okay, now we're talking big numbers. >> Yeah. >> Schools that go that far down, it's hard to get back caught up. So, >> um, then the rest of the report is
really just compliance type stuff. Page 58 is the Minnesota legal compliance report. state provides us with an audit guide where we go through things like such collateral conflicts of interest work here. So nothing found during that
testing no there. And then lastly pages 59 and 60 is the government audit standards report. We have two repeating findings which virtually all districts have this um related to us preparing financial statements as well as separation of duties within the business
office just due to the small staff size you're going to probably have those findings continuing. Um but we do think that those are mitigated u number one these get reviewed approved by by finance before we issue the financial statement. So that helps mitigate that
risk and then also reviewing bills though helps mitigate the risk of separation even though we do have the point that still no changes prior. So that's >> is there anything that is there anything that would become binding for us to do
as a result of these findings that you don't there's >> the state just wants to make sure that you've got some compensating controls in place. >> Yeah. you know, a we're not auditing our own numbers. That's that's the concern of us preparing financial statements. And then within the business office,
making sure you're trying to separate duties as best as possible. So, the same person isn't receiving the money and bringing it to the bank, doing the bank, all that stuff. There's just a risk that something could happen. Um, but yeah, like I said, most of these districts that that I'm going to
presenting have seen compliance. pretty rare to have a business office that have enough staff always. >> Yeah. >> So that is the auto report. I guess why don't we take a look at the graphs real quick and then if there's anything that
we want to circle back to that um the first graph that you see there is that unassigned fun. Once again those are the dollars that are available to spend. you kind of see where you were at back in 1819 and that had been trending upwards I guess until this last year and
obviously that was budgeted but I'm not sure what FY26 looks like but you know just just something to keep an eye on and like I said it's nice to know where you were at to kind of see you know the trend that you're in and the last few years you've gone up a little bit or on
a side um the next page then shows that percentage of your general fund expenditures um you know 12% for this last year had been around that 15 to 20% give or take and then back in 1819 we're
at 11%. A lot of this gets driven based on student counts as well. So students dropped this is going to reflect that as well. Uh last two grasses that we went through this is a little bit of detail. Food service uh was down about $13,000.
Um you before co I remember being out here that the food service used to go down quite a bit 35 $40,000 and you have a transfer to make there too. So um you've kind of gotten that back on track even with increased food costs. And then
the last draft there you kind of see where that's been trending and you know but from a $45,000 increase down to $150,000 decrease. So certainly something pages
rush through that something we should look at when we're coding stuff to so we don't have to make >> Yes. Yeah, we do discuss this with with Joan from time to time too as far as saying is there anything that you could
go into a different pocket we did fun for. So I think she has looked at that but just something to kind of take a look at. I think I remember what we discussed if there was an extra fulltime teacher something that got quoted there this year. >> Well I think the correction will be
forthcoming this year with some staffing changes. >> Yep. that can we go back and look at that stuff and make corrections or no? >> Um, >> well, it's still >> 25. No, >> like I said, you're kind of starting
from from zero now that made >> but I mean the dollar has been spent. We can quote it wherever we want, but we're the dollar still been spent. >> True. True statement. Yeah. The argument would be is if you could pull it out of
a different restricted category where you have more funds available to spend them down because yeah, you know, you don't always want to be carrying over 80 $90,000 in other categories not be able to spend them, >> right? >> Yeah. The money come out of bucket. We just wouldn't have to make the transfer
from >> Yeah, you'd like going forward it should help or not but questions from my person that does numbers. >> Do you have questions? >> No, I don't understand question.
I have to sit through this and use chat GPT to figure it all out later. So, It's a lot to digest if you haven't had a chance to look at it before question. Sounds good. >> Just looking for a motion to approve.
Accept it, I guess. >> So, yeah, be looking for a motion to accept the audit report. Motion in a second and then a roll call vote. >> Make a motion to accept the reported
second. >> All right, we have a motion and a second. Is there any further discussion, questions? Hearing none, we'll go through roll call vote. Director Dupon, >> yes. >> Director Catch, >> yes. >> Marcus, >> yes. >> Director Munter,
>> yes. >> Director Nelson, >> yes. >> Director Bosler, yes. accepted off the hot seat. >> I guess right before um our board meeting tonight um Paul and I met with
the meet and confer group from teachers. Um just a couple of high points. Um they were uh expressed a lot of gratitude to kind of how we were able to lay out the calendar as far as the kind of back to school week um the week
before um with time in the classrooms as well as um all the events that happened. Um they were also very spoke very highly of the speaker that was brought in both from a staff and from student standpoints at the elementary and middle
school and high school level. sounded like um all the groups they felt like took a lot out of that. Um and then um also um some thankfulness about how we were able to lay out the calendar as far as the
redact training. Um that you know having that full dedicated day rather than transitioning back and forth between teacher and learner um has been um wellreceived and and not only well received from the teachers but does it
seems to have been well accepted by families. um they have not heard any bad comments. I don't know if you've heard anything from the office level. Um, but the teachers hadn't heard anything and it kind of sounded like um the upper elementary.
Um, and then they weren't quite as sure about the like junior high level. Maybe you have um but they weren't didn't look like we have a lot of absences from those upper levels to take care of their younger siblings. Like we thought there would have to be potentially some leeway
for that, but it doesn't sound like that's been happening. So all in all, you know, it sounds like those things have all gone pretty well. >> Good. >> And then the only other thing they had, they were asking some questions about the um the listening sessions and just
kind of, you know, what was the purpose behind it? Um you know, what were we looking for? and kind of just said that, you know, transparency has been kind of the I don't want to call it buzz word, but been a pretty unified theme through this um board and
administration on this whole process and and truly right now it's it's information gathering, information sharing and gathering and trying to figure out what board, the staff, the communities in the district are looking for, what they like, what they don't like, and then
help that shape um future decisions. So um that was reiterated and hopefully with that, you know, you've said it, we've said it now. Um you know, it's obviously been said at board meetings and and that, you know, those continuous messages hopefully will help continue to
permeate through everybody in the public and hopefully the survey is well responded to. >> Yeah. >> Yeah. I mean that was I mean you know they they were asked the question and I'll say I was asked the question too like people weren't sure what these
listening sessions were for like were we talking and they were listening or you know >> were we listening >> were we listening were you know um so they just you know so they I mean then they said even as staff and I mean I was
approached by staff outside of this meeting too just were like what were these for like what this the purpose of this? What's the goal? Like, so I I don't know if that's part of why we didn't get participation if people were just like, I don't know what this is
for. Um, sometimes it's hard to see that when you're in it and when you're working in it, when you're, you know, you're doing these things and trying to gather this information, like if you're not in it, like maybe you just don't understand like what what this is
all about, you know. Um, and then the last thing they mentioned was just that they would like the any extracurricular positions to get related to FEA. Um, so Paul, any other comments on that
meeting? Okay. Is there any other committees that met that wanted to report? Okay. Hearing none of that, then our next regular board meeting scheduled for November 17th at 6 p.m. right here.
And we'd be looking for a motion to adjourn. Second. >> All right. We are adjourned at 7:26.