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So what I'm asking is or what I'm going to explore is I'm going to hold PSO kids to the same standard that we hold our kids here in this school. So that's the biggest change with handbook. Again, right now the only language change was with the eligibility and the withdrawal, but heads up that in August I do plan on

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coming back and speaking a little bit about a WF on on a high school transcript. Access update. Uh we've gotten to the end of our first year of Access here. Huge thanks to Chelsea Pagan. um she was hired and came in and basically built that program from the ground up and she has been amazing. Uh

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she's worked on meeting state criteria and deadlines for the program. It's been wildly successful with the students that she's worked with in interventions. Um we are now entering year two of that program. Uh and I'm going to be attempting to renew that application uh and and obtain funding for an additional

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two years. I don't know what that looks like from the state level right now. There's a lot of conversation going around about what that looks like. And then if I'm feeling really greedy, I'm also going to try and add on to it. Um the other two pillars that you can tap into are math or behavior. And when I talk about behavior, basically what I'd

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be talking about would be like a social worker or counselor. Um those are needs that we don't see going away. Um matter of fact, those are needs that we see increasing regardless of the number of students that are walking these halls. So that'll be something that uh we'll be working on with Chelsea here in the

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upcoming year to renew that and then hopefully even build upon it. Um 26 27 staffing needs and I don't even like saying this because every time I bring it up something surprises me the next week. Um but right now we're only looking for a pair professional for next year which is a a great thing. Um I do

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think that we will find an individual to fill that. We technically have uh ESL access and then our fax and business positions open. Um we do intend on bringing back the individuals that were in those roles this year. Um due to lensure, tier one lensures, they have to

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be posted for a set amount of days before a job offer could be sent out and then they can apply for that that license again. So um right now just looking for a pair professional graduation under acknowledgements. Um like to thank all the individuals that assisted with graduation including the board uh for being there. Special thanks

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to Paul Lumpy, Beth Ruml, and Cheryl Templan. Um they put a ton of work into that and and even getting the kids to practice that morning. Um it it looks simple when you have 130 kids come in and all do the things that they're supposed to be doing, then all leave

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doing the things they're supposed to be doing. Um it takes a lot of practice and a lot of effort to get to that point. So I I'm beyond thankful for them. Um a lot of compliments on the program this year. I I think that's probably the smoothest program we've had in the eight years that I've been here. um very very proud

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of of what we put together for the students and and their families seem to be pretty happy with it. And then lastly, um I just want to congratulate our top 10% again and I know I did this last year but I'm going to do it again here. I'm going to read their names because I think it's important to do that. Mia Noling, John Towway, Samantha

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Matson, Matthew Shme, Riley Magnuson, Matthew Martin, Beatus Besties Ender, Grady Shook, Haley McCrae, William Ostrike, and Isabelle Good were our top 10% this year at GSL. What questions do you have for me? >> Go ahead. >> Sorry.

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>> No, you go for it. >> On the PSO, so in talking to some other school boards, obviously this is not just a gsl problem. It's all over. However, they were working on putting some specific language in and I think that's part of what you're working towards. But

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my questions to you were what is it a does a state set the standard on what it takes to qualify? >> Yeah. Can we change that? >> We cannot. >> So my other question is eligibility. If they withdraw or fail like what happened, can you change that language

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to say you can't go back to PSO? >> We cannot deny that. If they meet state standards in statute, they can they can attend PSO. >> Got it. Thank you. >> And I'll just piggyback on that. There has been conversations with our legislators about this stuff for several

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years. And then when you talk to the legislators, they they seem that they don't get anywhere at the state level in terms of because it seems like a a very reasonable thing if if you ultimately withdraw or you fail,

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hold the the families accountable and and maybe they have the bill and maybe that changes things around, but but for whatever reason, it it doesn't get anywhere. Um, and I've asked, you know, I went out and reached out to MSBA just about, hey, can the school district make

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that a policy for themsel so that, hey, and I I I get there's nothing, but we're going to do local. We're going to say to our students, if you're going to take this class, you're going to go off to college and you ultimately don't fulfill what your obligation is in terms of passing or if

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you withdraw after all of the, you know, the notices and that kind of stuff. Um, that you're going to be held accountable financially. And the answer I got back was nope, can't do that. And so like to your point, I know it's not a GSL issue

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and and I probably been too harsh when I speak about it here, but this is this is an issue across the state and honestly pro probably across the nation of postsecary enrollment options, but for for us and just speaking here, I want to put real numbers and real credits to our students here. So, it's something that

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I'm going to continue to look at and try and play in the gray with what we can at the local level to entice those that should be in PSO to continue to do that and and discourage those that are maybe reaching a little bit to stay stay at home. And we have a

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lot of offerings at home too with college and school and AP and those those types of classes too. You want students to take those classes for the right reasons and because it is a good option. It is something that is good for several kids. many kids. Um, but sometimes they they end up taking those

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classes for the wrong reasons and then, you know, things don't work out and sadly the bill comes to us, you know, in the end and and that's that doesn't help our budget. >> So, Matt, just for some clarification, this this added language for in an

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ineligibility, the language for ineligibility would be for activities and athletics. >> Yes. >> So, >> correct. So, I wonder if it might behoove the district to revisit

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the decision that we had discussed as a board years ago about what the expectation is for eligibility as far as the grade and when we kind of changed it

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as a board to be pass fail. I wonder if revisiting that as a board and moving that back up to either where it was or even higher might be another way to

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um once again I guess set the expectations for what the district believes in as far as the academic component. Um, that might be a way kind of a little bit to what Kayla was questioning and what we

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don't have control over, but what we do have control over might be in a roundabout way a way of addressing it. >> Is it not a GPA? It's just if you're passing your family >> eligibility right now is um if you're passing your plate and it used to be I

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don't know how many years ago this was Jamie. Three years ago, maybe >> quite a few. It used to be a D uh D+ and because we held our athletes to a higher standard and I'm going to tell you right now a D+ is not a high standard. So if if we want to go back to holding

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athletes in those in activities to a higher standard then my recommendation and I'll publicly say it make it a B >> because I believe that's a high standard. But then I'm going to tell you I don't know how reasonable it is that we're going to have sports and activities at that point in time.

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it might be worth a discussion and stuff for the future. Um, and I don't know what others feel about that. Um, another question that I have is, um, with regard to the credit recovery,

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how many of the individuals that we're kind of talking about with these PSO classes and withdrawing and or failing and so forth are now needing to take the credit recovery to get what they needed

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to begin with. I don't have that number right in front of me, but I can tell you that we had more than a couple seniors that in the last 10 days needed to do credit recovery in order to graduate. So, my assumption would be of I think we

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sent out 42 letters um and I can get that number, but my assumption would be that probably 10 of them. I would guess about a quarter of them are due to to failed um ESO courses. Okay. I I think it's something that we as a district have to discuss and see what we

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do have control over, what we don't have control over. But I think it's time that we look at once again the expectations that we have academically as this district and see what we can do.

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>> Thanks. >> Thank you. Thanks, Matt. >> All right, we'll move on to superintendent reporting. Thank you. Um I gave some of the acknowledgements here earlier, but there's a couple of things that I want to um point out. One of them, uh you

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guys have got the the MSBA workshops schedules there for you guys to take a look at. Um so please take a look at that whenever if there's ever trainings or things like that that you would like to go, let me know and we'll we'll see what we can do. But the other thing is, and I don't know if you've heard about this, but you're going to hear more

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about this for the um school districts about the permanent school fund that's going to be a constitutional vote this November. And one of the things that when you read through this, this is from MSBA that's on your on your um on your

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tables. This vote is to basically um modernize how the the fund works. Okay. And and and basically, it's going to try to get school districts some more funding, and it's not going to be increasing anybody's taxes. It's not

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going to be increasing um any other things. It's just being able to take some of the utilized money that's already there and get it to schools. But the big thing is is that it's it's it's going to be a vote. And when you read through this, you know, from the I don't

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know if any of you got on that webinar here last week, um it was something that was like a no-brainer. This is something that's easy, right? People should do this. But the biggest thing is is that if if you go to vote, you have to make sure that you educate your voters.

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Obviously, not only what this is all about, but to make sure that they actually go to the constitutional place on the ballot and vote because if they go to the ballot and they finish all these things and they leave this part

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blank, it'll be counted as a no. And you always hear stories of, you know, you go to the turn of the page and you've got, you know, 17 judges and a lot of people just move on, right? And they don't even fill out that stuff. And then somewhere on the ballot will be this. If if people

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ultimately treat like treat that the same way and they just don't take the time to vote, it'll be it'll be a a no. And that would be um if it doesn't pass, that'll be something that's not going to be in great news for the school for school districts. Um so we will be

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giving more information. MSBA has encouraged bring it up at schoolboard meetings, bring it up at your Rotary meetings, Lions Clubs, those types of things. Um and and make sure that you're getting people out there to to look for it and to make sure that they're

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knowledgeable on what this is all about. So, we have some time, but uh I'm giving this information because this came from MSBA. And if you have any questions, just let me know. >> I've never seen a a fund that doesn't cost anybody anything. Kind of little

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fishy to me, but anyway, >> it it has to deal with the natural resources and it's being able >> money they're already collecting took x amount from >> and they want to take a little bit more fund because it's there. >> Yeah. high a little higher percentage

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than what they're getting now. >> Can we make sure that in our fall newsletter that that maybe is another place to place it so that as public is looking at GSL schools for the fall maybe just a little earmark or something

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noting to families and write the public to look there. All right. Any questions for parent? Any committee reports? Any committee reports tonight? All right, hearing none. We'll move on to approve the consent agenda and

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closure uh number one. Do I have a motion? >> Have a motion by Alicia. Do I have a second? >> Second. >> Second by Jamie to approve the consent agenda. Uh all in favor, please indicate by saying I. I. >> Oppos same sign. Motion carries. Old

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business item eight, activity passes and fees and closure number two. Activities director Schwarz will request board approval to increase activity passes and fees by $10 per activity and pass. Do I have a motion? >> Motion by Kaylin. I have a second.

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Second by Randy to approve the request to increase activity pass and fees by $10 per activity pass. Any questions or comments on this? If you remember, we we brought this to you guys' attentions here about a month ago, and we let the month lapse to to

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see if you get anything. And I have not heard any um negatives, positives, or whatever. Um when you look at from our conference standpoint, we're still going to be at the lower bottom of activity fees. Um from that standpoint, uh and of

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course, this is also kind of part of our our budget reduction plan as well to help gain a little bit of revenue. Um, I think it's a good balance. It's been a couple years since we we've ultimately have done this and so, um, I look forward to hopefully having your support

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on this. A motion by Kila, second by Randy to approve the quest to increase activity passes and fees by $10 per activity pass and activity. All in favor, please indicate by saying I. >> I post same sign.

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>> Motion carries. >> Can we get an update on that? um maybe this fall or something like that because I know other boards are visiting theirs right now also kind of as we are. So, as they change theirs and as we just

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changed ours, um I don't know exactly >> I sent you the most. If you check your email, I sent you guys that where the conference schools are at. >> That's right now, current, right? >> Right where it's at now. Yeah, we can get an update in the fall. >> Yeah, maybe fall because like I said, I know that some boards are revisiting it

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just like we did right now. So maybe that'll change a little bit for some just so that we get the most up to date when everybody settles things down. And that's probably be fall before a fall vote is probably when everybody would settle things down. >> And thank you for doing it now because

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as you guys know, July 1 is basically kind of when we start allowing kids to start signing up. So that's why we wanted to get this done now. All right, we'll move on to new business. Item a donations received information only. The following donations were accepted with

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appreciation. Um Brown Lions Club, VFW anonymous anonymous donation um and the Gle Alliance Club for Spanish club trips, high school bandets and gso golf team. So thank you for all those organizations to help keep our school rolling.

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Item B, resolution to restructure, create, and discontinue educational programs and positions. Action item closure three, 3A, and 3B. Superintendent Sanji recommends the approval of resolution to to restructure the early childhood program position by

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eliminating the early childhood coordinator position and establishing a licensed early childhood director. Do we have a motion? So move. >> Motion by Kayla. We have a second. >> Second. Second by Alicia.

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Um, any questions or comments? >> So, ultimately, I'm I'm giving you guys a recommendation um of of restructuring down there. Um, I would like to see an administrator that's that's kind of in charge down there on a day-to-day basis. Matt has done a great job for us, but

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he's not there every single day. And so, um, we used to have a director, and I think it's in the best interest of the school district to have a director that is in there daytoday being able to to make those decisions that need to be made. Um, and so when you go through

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that process, um, when we work through our school attorney with this, you need to go through a resolution of this. And so my recommendation to you guys as a board is is that we would eliminate the child coordinator position and then we would

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go and and attempt to hire um a licensed um early childhood director. >> All right, any questions? >> Alicia, can you please take a roll call vote? >> Yes. Um please signify for or against when I say your name. Uh Alicia, myself

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four. John, it's gone. Jamie, >> four. >> Kayla, >> four. >> Randy, >> four. >> Jason, >> four. >> Motion carries. Thank you, Alicia. >> Thank you. Item C, approval of student handbook action item closures number

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four and five. Included with the school board packets are parent student handbooks for the 2627th school year for the board's review. Two handbooks have been prepared, one for the elementary students and one for the secondary students. Superintendent Sanji recommends approval of the handbooks. Do I have a motion? Motion by Randy. Do I

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have a second? >> Second. >> Second by Kayla. Any questions or comments? Hearing none. I have a motion by Randy. Second by Kayla to approve the parent student handbooks for the 26 27th school year. All in favor, please indicate by saying I.

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>> I. Post. Same side. Motion carries. Item D, approval of the faculty handbooks. Action items or action item enclosure number six and seven. Included with the schoolboard packets are faculty handbooks for the 2627 school year for the board review. Two handbooks have to

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be prepared. One for the elementary staff and one for the secondary staff. Superintendent Sanji recommends approval of the handbooks. Do I have a motion? So >> moved. >> Motion by Jamie. Do I have a second? >> Second. >> Second by Alicia to approve the stu staff handbooks for the 26 27th school

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year. Any comments or questions? There's one spelling error I think in the staff handbook would be um in our handout that we got on page number eight and then the topic says purchases from instructional

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budgets and it should say budgets update summary says deadline March 30th for orders to be made and that's fine just the topic should be budgets >> is it in the elementary or junior high senior thing Um,

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good. Let's see in our hand out that we got it looks like it came from Matt. So, it's maybe the secondary one on page eight. It's it's it's the attachment that we had to our email. Let me pull it up. Yeah, I think it's the

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one that came from there. You're talking the highlight or the actual handbook? >> Highlight. >> Okay. >> So, I don't know if that's in the handbook. >> Oh, yep. You're right. Thank you. >> You see it? >> Yep. >> We're catching that.

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>> Budgets. Budget. Got it. >> Thank you. >> Maybe it wasn't in the budget. >> Thank you. >> Yeah. Thanks. >> All right. All right, we have a motion by Jamie and a second by Alicia to approve the staff handbook for the 2627

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school year. All in favor, please indicate by saying I. >> I post same sign. Motion carries. Item, fuel contract renewal action item. Superintendent Sanju and director of finance recommend approving the one-year renewal contract with Glen Co-op

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Association for gasoline and diesel from July 26 through June 30th 27th. The discount at the pump will be seven cents pump price per gallon. The board approved um approved in June of um

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that's >> June 24 the initial contract from July 24th through June 30 26 with possible renewals up to 10 years. Okay. Do I have a motion? >> I'll make a motion. Do I have a second?

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>> Second. Second by Randy to approve the one-year renewal contract with the Glinko Club Association July 126 through June 30th 27th. Any questions? >> Just Chris, you mentioned maybe purchasing our own fuel barrel. I think

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we just >> that's for years. >> It has been it's something that I think would be a really good thing to do. Um but we've worked with 4.0 you know, and and ultimately, um, you know, we're going to have to purchase that that fuel

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tank and it would it would pay for itself in the long run, but it's a big hunk of money to start up. >> Yeah. So, I know that the last couple years, um, we've been trying to get 4.0 to buy the tank since it's their property and then we supply and pay for

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the fuel that's being used >> cuz how would that even work if we paid to put it on their property? Well, that's all part of the the balancing act and and there's I guess just no incentive for them to buy a fuel tank. >> I wish there was.

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>> Maybe would we negotiate the next contract with them? >> And that would be above ground or under I would assume above ground on that. >> Yeah. >> Above ground with containment and stuff. I mean, John knows a lot more about that stuff too on the farms, but it would have to be something similar to that.

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>> Yeah. They're just expensive and that's where it always is hard because you have to get that upfront cost. You do save over the course of time but you know schools are tight with money.

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I wonder I wonder if you know if it's an above ground I wonder you know the airport sometimes city Gleno sometimes talks about that and I don't know if their jet fuel or airplane fuel or whatever is different than ours but you know if it if it's something similar um

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might be worth the conversation just to see. Well, all of our all of our buses are unlimited now, so I I would assume. I'm not an airplane, but I think it's different gas. >> Yeah. I don't know. >> Is it 150? >> Could be. It might get the buses routing

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going a little faster. >> I know personally for our business, if you have a big enough tank that a semi can come in and fill it, there's a huge cost savings. >> Huge savings, too. >> All right. Um, I have a motion by myself and second by Randy to approve the one-year renewal contract with the

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Galactica Co-op Association from July 126 through June 30th, 27. All in favor, please indicate by saying I. >> I. >> Post same sign. Motion carries. Item F, approval of contracts action item. Superintendent Zandu and school board

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negotiators, directors Keenan and Luckard recommend approving two-year contracts with licensed nurses Lori Aishins from July 1, 26 through June 30th, 28. Do I have a motion? I'll make a motion. Have a second.

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>> Second. >> Second by Alicia. Um, so each one of these are individuals, right? Yeah. >> Yep. and and if you want me to give you information a little bit or you know feel free to jump in. Um but each of them are going to be right around that

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7.25% total package. Now their their percent of their salary or their hourly rate was up 3% each year. So it went up, you know, just a little bit, but um we we moved their insurance contribution to

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match 284's insurance contribution. And I think that was the right way. Those those contracts, you know, the LPN's and 284 are kind of parallel. So that's what we did to stay consistent with with that group.

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>> Lauren just under >> at the 7.25. Yeah. And that would be for all that's for each one of these similar >> and and these are the three LPNs that the district has in each of our health offices. Okay.

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>> All right. So I have a motion by Jason second by Alicia to approve licensed nurse contract with Lauriations. All in favor please indicate by saying I. >> I post same sign. Motion carries. Item B uh in this under item F, superju

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and schoolboard negotiators, directors Keenan and Luckard recommend approving the two-year contract with licensed nurse Angela Laxon from July 126 to June 30th, 2028. Do I have a motion? >> Motion by Randy. You have a second

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by Kayla to approve a licenser contract with Angel. All in favor, please clear the gate by saying I. >> Oppos same sign. Motion carries. Item C, superintendent Sanji and school board negotiators, directors Tina and Lard recommend approving two-year contract

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with lic nurse Sharon Good from July 126 to June 30th, 2028. Do I have a motion? >> Motion by Jamie. Do I have a second? Second. Second by Randy to approve licensed nurse contract with Sharon Good. All in favor, please indicate by

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saying I. I post same sign and carries. Thank you negotiators and superintendent Sanu and whoever worked and I'm sure Patricia was involved in this too. So good job getting that one taken care of. >> Jason, before you move on to item G, um

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I noticed that there is one person missing from that. I don't know if you want to add it >> scrib >> when we item G approval of change in contract days which is the next item. Um there's one person that's missing from

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the list. We I just checked with Jacqueline. We do have the signed contract from her. Um, so I don't know if you want to add it right now or if you want us to move it to the end of the month or >> I think we can go ahead and add it with the >> What's the name?

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>> Stacy Scrier. >> It'll be a speech teacher >> and that is what would >> it be moving from one 1.0 FTE to a8 FTE. >> This can all fall under the item G approval.

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>> Correct. >> That thank you. >> Okay. All right. So, item D, approval of change in contract days. Action item. Superintendent Sanji recommends approval of reduction in addition and addition in

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contract days for the 2627 school year for the following contracts. Beth Jerbeck, district school nurse, reducing additional days from 10 to 5. Frankie Mcatune, speech teacher, adding 10 additional days.

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Elizabeth Dyson, speech teacher, adding 10 additional days. Whitney Peters, counselor, adding two additional days. Stephanie Zichek, speech teacher, adding 10 additional days. Stacy Scribner, speech teacher, going from 1.0 to a

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point8 FTE. Do I have a motion? >> Motion by Alicia. Do I have a second? >> Second. >> Second by Randy to approve the adjustments in contract dates. Any comments or questions? >> Well, I'll just give a quick review of

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this. Um, you know, obviously this is a part of the budget reduction process that we've had. Um, when you look at the speech people, um, we're ultimately not bringing the SLPA assistant. And so when you look at, hey, you're adding days, it doesn't necessarily make sense. But it's

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because of trying to find that balance between making sure that they get the time and the need that they have, but we're also um not bringing back um an additional support person that they did have in in in the past year. So, when you add all of that stuff up, there is a

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a savings that the school district has. Um, and Stacy's, you know, her her specific contract is going from a 1.0 to a.8 and it was an additional day. So, I think that's kind of how that one got missed on there. um Whitney Peters, her

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her um we're giving her a couple of extra days because of some summer stuff and the new school counselor or um uh person that's in that role, they're getting eight days. Right now, if you compare it to the person that was here,

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um she Britney Schmidt had a total of 15 days. So, when you add up the whole total, we're reducing that position by five extra days. So, I know it's a lot to kind of keep track, but in the end, this is all a part of the reduction process of of trying to, as we talked

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about throughout the the spring, balancing our budget as best that we can and also making sure that we're still meeting the needs of our students. And so, that's where this is all part of. So, any questions? All right. All right, I have a motion by

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Alicia, second by Randy to approve the adjustments in contract days. All in favor, please indicate by saying I. I >> post same sign. Motion carries. Item HGSL memorandum of understanding action item. Superintendent San recommends

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approval of theou between GSL and local 284 for the reduction of days in the secretary position within the union. Do I have a motion? >> Motion by Kayla. Have a second. Second >> by Alicia to approve memorandum of

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understanding to reduce days in the secretarial position. Any comments or questions? >> So again, this is another part of our reduction process. Um we've worked with 284 to our secretaries and they're all getting basically reduced 5 days, but

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Cheryl Templan or the position of the counseling secretary is going to have an increase of two. But then basically what that's going to do for this next year is that every single secretary is going to be at 214. So in the end it's a savings.

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Um and we do it for a year. We worked with them from a from aou standpoint. So then we can have that conversation um when we negotiate that contract which will start in the spring year of of 2027. >> So just a clarification. So when the

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conversation or contract negotiations start again, thisou obviously will sunset, but will it default back to I mean because when when the conversation's going to begin with 284,

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let's be kind of clear on where is that conversation starting from? Yes, the conversation is starting that this is going to be the norm for how many days that they're going to have. That's what I hope that we're going to end up having. They reality is the

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school district is to set this, but we tried to work with them on this so that we had an understanding and a and a partnership as we we understand the budget process, we understand the reduction process. And so we went through this thing and and when I was talking with their their union lead,

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they said, "Let's put together anou and then let's have an understanding of of the we'll negotiate this and talk about this uh in the spring." And and I said, "Yep, that sounds like a good plan." Yep. So to clarify then this is going to

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>> sunset >> but then when the conversation begins is it defaulting to is the conversation as we're then going to decide what number of days they get >> where where is that going to be starting

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from as far as >> the the conversation I guess >> the expectation will be that the the secretarial days will stay at the number that we're dropping too. That will be the expectation and I believe we have the authority to set that date, but we

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worked with them to have an understanding. Um, and so that's why theou was created. >> So then this one kind it doesn't sunset. >> It officially does. >> I can't remember the wording of theou I guess is what I guess I'm saying. >> It it's right here. Um, it it will

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sunset June 30th, 2027. >> Right. And in the spring we'll be negotiating that and then there'll be that understanding of of when we work together that this will be the number of days that the contract that the

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secretaries will have. Okay. Thank you. Any other comments or questions? A motion by Kayla second by Alicia to approve the memorandum of understanding to reduce days in the secretarial position. All in favor, please indicate by saying I. I. >> I.

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>> Oppos same name. Sign. Motion carries. Item I, property liability, auto work comp, and cyber security coverage insurance action item or renewal, excuse me, coverage insurance renewal. This an action item. Director of finance. Zek has reviewed the school district's insurance policy. She will provide more

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information Monday evening along with the cost coverage. Zek recommends approval of the following insuranceances. workman's comp coverage with SMM um for the new cost would be $65,53.

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Total property liability cyber auto insurance and EMC through Marsh and Mlan Insurance Agency would be $242,813 for the 2627 school year. Do I have a motion?

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I'll make a motion. Do I have a second? >> Second. by Alicia comments or questions. >> All right, so you can see that there is an increase the total all increase um is 16%. Um the biggest increase is going to

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be in the property um just because of our lakeside claim. Um when we met um middle of March, he was expecting it um to be higher than this, but when it fully came in um it was a lot lower. Um

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which doing the budget, I already budgeted a lot higher, so I can move that down now, which is a nice thing. Um cyber coverage when it when he first came um two weeks ago, it was at 17,000. um he emailed me Wednesday before um I

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was gone for a couple days and he was able to get that lowered down to $14,85. So that was another savings that we could see there. Um work comp is increased. It's based off by payroll and then our work um comp claims that we

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have. Um we have a schedule credit of 22%. Um, so that's why you were going to see a little higher increase um on the work comp, which was a 15% increase, $8,000. So, any other questions?

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>> Like the limit, >> what you ask? What's our limit? 1.5 >> 1.5 is >> for cyber just cyber coverage. Do they give you guidance on that on like what's appropriate?

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>> Nope. They just chose that. I didn't. >> Yeah, this has been a conversation and uh um you know, where is the right number? I don't that's one of these balancing acts that you kind of trust the insurance company on um in terms of how much coverage you you actually

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should have. I I know we've had conversations with our agents on this and and this is kind of what they recommend, but it could be I mean, you really don't know, >> right, of of what type of breach could potentially happen and hopefully

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hopefully we're we're covered. >> I did ask >> and this is where we look at Jeff a lot who's here tonight is keep doing what you're doing. >> Is was it Donald that just had one? >> Yes. And so, um, our company, our

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Marshia Mlennon is also theirs. And so, when we got to this, I asked like, like, "Are we good?" And he's like, "Yes." You know, and he's like, "I just did Delan O's, we're all good." That type of stuff. Um, so a lot of places it's getting harder and

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harder to find the cyber coverage. So, for us to be able to find it at this price and this, I think is a good thing. I've worked with them before, so they're I'm pretty confident in what they recommend for us that they're

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others are at. But regardless, you never know what correct experience. >> Yep. >> Yes. On a much larger scale. >> All right. Any other questions? It's a

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motion by myself, second by Randy. No, Alicia, excuse me, Alicia can be by Randy to approve the renewal of property liability, auto work comp, and cyber coverage insurance um as presented. All in favor, please indicate by saying I I

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post sign. Motion carries. Item J, information only. Inclusion number eight, Lakeside Elementary was designated by MDE for guided school improvement based on performance and growth of our English learner students in partnership with Compass and an assigned continuous improvement

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specialist Superintendent Sonichu and the elementary leadership team work collaboratively to develop a three-year improvement cycle to improve outcomes for multiling multilingual learners. Um, Adam Gregory is here with MDE to help with any

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questions that we would have and think we're going to get a little more information from him on this. >> Yeah. And and you know, Joy has been working very closely with Adam on the process of of of this hole and ultimately there needs to be official notification and that it needs to be at the board level and that's kind of the

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action that's happening here tonight so that we make sure that we have that. And if you guys have any other questions, Adam, you know, was very kind of of driving up and and and being here tonight. I know they start with some stuff tomorrow, right? And uh continuing

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working on that process and and uh um I know that they put a lot of work in also throughout the school year. So, if anybody has any questions for Adam or if Adam, do you want to give a quick little summary of what you get to do for us? >> Yeah. Well, I mean, you know, I work for

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Compass, by the way, which is it's through MD, but I'm actually employed to cooperate. But so, your ESSA dollars are your are your federal dollars. They're they're tied to Title One Part A. >> You want to grab my microphone? >> Yep. >> Sorry. Usually think I >> We can hear you, but they won't hear you at home.

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>> They won't hear me at home. Yes. Okay. >> Is this good distance here? >> Here. um your asset dollars, your title one part A and your title three part A are tied to those federal compliance pieces with every student succeeds act and there's certain metrics tied to your

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MCAs because that's your public facing measurement that that is taken uh even though there might be other metrics at the elementary level like progress monitor and screening we come in and look at that data but it's not what the state uses IMD or report card to to identify schools essentially so um when

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you're below the a certain 25th percentile and you go through each which is reading achievement or math achievement which is the base scores and then reading or math progress and math or reading progress which is how fast your students catching up with from where they were. It follows the same

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students year here and then consistent attendance and then for your English language learners you have English language proficiency all those have certain metrics and if you're in the lowest 5% of schools then you're identified for certain metrics after you go through stages. Um, so you've been identified for English learner

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population. You were initially identified in 2018 and um, and we're, you know, we're working through that. There's there's some higher accountability me measures right now with the federal government and some auditors taking look at things to make sure we're doing what we're supposed to be doing. So we come in and take a look

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at the data and and uh, the high schools can only be identified if they're below 67% graduation rates, which typically doesn't happen unless you're an LC or a charter or somebody that's in a bigger system. you're serving that purpose or uh an elementary school you can be identified for a lot more things and uh

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Joy is a school where they start taking MCAs and Bill and Joy and their team everyone's been great to work with uh Bill's school for example they don't take MCA so therefore will never be identified that elementary school unless the state or the government switches to a progress monitoring metric which might

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happen now eventually but just not correct questions I Oh, that's a lot. >> So, you mentioned that we were flagged back in 2018. >> Um, but we exited that status at that point.

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>> No, you So, to exit, it's kind of confusing. It's an and and an and you have to beat your original metric score. So, whatever your score was, even if you were in the low percentiles, you have to rise to that score or above it. That would that would exit on one criteria. The next criteria is you have to not be

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below the new threshold. So the new 25th percentile threshold is established every three years. If you hit both of those metrics, then you exit. >> Okay. >> How many schools actually exit? >> Well, it's been a little difficult after CO, I'm not going to lie. Um because

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we've got a lot of decreasing numbers. They're starting to come up in rural Minnesota compared to the metro. Um so we're seeing I had a school out of my six that exited last year. It was a high school. It's a little easier for them to exit obviously. Um, elementary schools it's a little more difficult, but we

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also want to make sure that things are going right because that's really the foundation of education. I really want to make sure that things are are where they need to be. So, and that's that can be challenging and it takes a while to do that improvement science which is kind of my specialty. It takes about 3 to 5 years of solid functional

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programming to really lift that up. >> And so, you provide programming to joy or what what is your role exactly? >> Well, my role is I have two roles, right? I'm an advocate, which means I come in and talk about I take a look at your local data. First, I take you know because your your MCAS are a snapshot,

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right? But there's three-year average snapshot over the same students. So, I come in and make sure that your local data is matching what I'm seeing in your state data because that's just one moment in time. So, we take a look a little deeper and take a look at and we kind of decide on a plan of action or

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root cause. What are we going to work on with some positive intent that's going to move the needle? the federal government makes us pick from some evidence-based practices based on what our identification is. >> So based on that, we've we've chosen a couple things that we're going to work on and some timelines and some phases over the next couple years, if not a

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little more to move the metric. Um, so I do it's kind of twofold. I come I'm a compliance officer, so I come in every two weeks and make sure things are getting done. I report back to the state, which reports back to the federal government, and I also come in and just offer help, you know, where needed, which is my favorite part of the job,

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believe it or not. Thank you. >> Yeah, you're right. >> Anything else? >> So, when you look at the the data of of GSL, are you looking at the cell of ML or ELLL learners? >> I look at all the data.

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>> Okay. So, as as you were looking at that, um what if the individual students within those cells change? So when you're looking at GSL's ML data or cell

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>> at a at a given time, snapshot of time, you've got X amount of students and individual names. >> Sure. >> And then when you look at it again the next time, >> it's still a cell here at GSL and other districts to the ML. But what if there's

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move ins and move outs out of that cell? How does that impact >> Sure. the information that you lend or the support that you lend. >> Yeah, the identification is decided by the state, but the ELP progress can be different students. That's it can be students moving in, students moving out.

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It's really how fast are your EL students moving through their proficiency levels because there is some set kind of guidelines on how that should happen. When it comes to your MCAs, those are always the same students. So, they're following those they will always follow that same MARS number over the course of three years and that's where they'll come up

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beautifification average number. So if that makes any sense. So and it's always by a federal race code or a state race code. Minnesota is a little different from your American Indians. If you have any American Indian blood, you're automatically classified as that race. So it but you're you're broken down by

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category. So your your white students, your Hispanic students, your EL students, your sped students, your free and reduced lunch population. There's different ones that they break out if you have a number over 20. So they're all then measured and metric against basically compared to one another. So, for example, you have about a 40%age

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point gap between gap between your EL readers and your and your highest performing group, which in your case is the white students. Um, that's the same also in the high school. You look at a high school metric for your Hispanic students, it's about the same 40%. So, it's tend tending to carry up. That's a pretty common metric in Minnesota. The

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higher the demographic, sometimes we'll find that. It just means we have to be more purposeful with our with our teaching, even teaching to the changing of the MCA tests. um depth of knowledge, how that test is done compared to how it was done 10 years ago. It's completely different variant. It's not about

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content. It's not about know because we can all look up things on a computer nowadays. It's not about content as much as it's about how to solve problems. So we have to purposely teach in that manner in order to test successfully in that manner, you know. So sometimes the work at high school is some of those

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pieces or even the elementary. So, and and one more question. I think you sort of made mention of you look at some of our local assessments, you know, fast bridge assessments, um other um measurement tools, formative and

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summitative that we do here at GSL. But you also, I think, made mention of um like the access or the WEDA scores. Um >> those are looked at also by you guys, but that isn't the tool. that's measured

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with the state. Is that right? MCA >> for ELP would not be the biggest focus. So I mean our biggest concern would be stage one metrics you know uh your reading achievement your math achievement because you know every especially at the elementary level everybody learns to read the same way with whatever race or background they

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come from everybody reads in the same they learn to read the same manner at that age. So we look at it's very important for us to correlate the reading achievement reading scores with ELP progress you know and it gets a little complicated but when we talk about tier one in a classroom what does it look like for EL teachers to support

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tier one and tier one to support EL students right because what generally is good for EL students is always is also the same thing that's good for all students because we all learn and read the same way the science of reading is taught as that um so it can get a little complicated and I'm happy to explain that anytime to anyone um but you you

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really kind of need to look at the graphs and the numbers and see how your pattern has been over years to kind of see that. Um, but you the school is doing well in some in some good in good areas too. Like we came in and looked at tier one this year. You're growing in tier one at the elementary. Both elementary buildings are growing in tier

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one which means we're supposed to be serving about 80% of our tier one or our classroom population at that tier one level in the classroom without needing a a tier 2 or tier three intervention. We're sitting at about 60% to GSL. So that's good compared to some schools that I've worked with and it's been

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growing this year, you know, so that's good. We've seen growth, but we're still not servicing the amount of students we'd like to see at tier one. Now, the problem with out those numbers being about 80 to 90% of tier one is you can't intervention your way out of that. You just don't have enough interventionists and people at level two and three to

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deal with that amount of students that need that that level of of care, if that makes sense. So you have to look at programming at tier one all the way down in curriculum and standards and what a guaranteed Bible curriculum looks like. So there's a lot of moving pieces to it and there's been a lot of changes in

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elementary and the read act and science of reading. There's a lot of demand. So I have a lot of empathy for all of that. But it it can get very detailed. You know these teachers have to know a lot. >> So and I think we're on the right path. you know, lots of our science and reading,

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you know, we we train them all and and that's going to be exciting as we move forward to continue to have see these improvements. So, >> and that is our goal that we've kind of chosen to focus on this year because we can choose, you know, any evidence-based practice in our identification area. It makes the most sense when the teachers

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are finishing phase one training to get them the help to what does that look like in application in the classroom because there's a gap between me learning and me doing, right? There's always that gap and what does that look like? It's everyone needs modeling and practice and the ability to do that even teachers

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>> and and one more time you said that uh we're flagged currently the support that you will lend will be for how long and how long is this monitoring taking place and looking for growth and >> in a sense exiting out of >> three years. So 2028 will be the next

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time the metric is measured. Those thresholds will be different because they're based on the state averages. So you'll we'll then look at did you rise above your original metric that you were identified for originally and then are you not below the new threshold that's established. If both of those are met then you would exit.

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>> Okay. And if not then we wouldn't exit and then what would happen? >> Well it depends. I mean it's it's a little hard for me to say right now because the federal government's in a different place than it used to be. you know that it used to be that you know we could come in and work with schools and

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as long as people were working um in a positive intent kind of way the state kind of held people harmless well they're not being held harmless now you know they're not being held harmless by the federal government for those funds more accountability for that for those metrics and more compliance check boxes

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and pieces that we have to comply with in order to say we're we're we're taking part in continuous improvement science. So they want you to really follow the model of continuous improvement and evidence-based practices >> and and that's within the current dollars and cents that we have. There's

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no additional financial support given to districts for interventionalists and or >> there is like access was talking earlier about assets which is talking about applying for and those pieces. So you can apply for different funds in SEAL or

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math or reading you know those buckets for that. Um those are for interventionists to help students avoid the the special ed pipeline. Um there's no I mean it's not free. What I do is not free obviously it's taxpayer funded. It's funded by the federal government funded by the state at some levels. Um

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but when I come in and help or when we bring in this literacy team which we'll be doing this year our identified schools have priority. So they'll get those services first and other schools might have to contract for those same services. So although they'll get some help, you know, any help beyond what is,

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you know, if you're not identified, but that's one of the benefits about being identified is you'll get a lot of that that free guidance support and pieces like that. >> Which, you know, I probably drive a little crazy this year, but we've been pretty good. We >> talk a lot. >> We do talk a lot.

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>> Adam, with budget crunches happening at many schools, obviously curriculum, you mentioned that we're a lot um but updating curriculum sometimes gets pushed. >> Oh, it's hard. Yes, >> we've done that here. Um, do you see a difference in your kids and your, you know, the the percentages and the test

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scores? >> Yes. I mean, when it comes to highly aligned curriculums and obviously there isn't highly aligned curriculums in every curriculum because that's something new. I mean, most marketers, most people out in whoever, you could just say you'd hit one standard that you read that standard in the state and you

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got a gold sticker and you got to put on your book saying the standards in line. There's very weak consumer protections for that. I'm just going to be honest with you. When the state went through the rubrics to take a look at reading, they really were very detailed and they, you know, people they put them in highly aligned or medium aligned. And that that just means your teachers have to go

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looking for less things. >> Otherwise, I mean, that's why, you know, teachers pay teachers has become a half billion dollar industry, you know, because people are needing other resources they're not maybe getting from their main curriculums. So, the first thing we want to do is make sure that your you have what you need to teach. That's important. That's the first block

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of building. Doesn't mean you can't supplement those pieces in. It's hard for districts to go spend $300,000 on curriculum. I mean, I can go buy that table myself for $50 at Target and the school orders and it's $ 250. You know, that's just the way that's unfortunately the way the world is built. Um, and and

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so it's difficult for, you know, obviously the best advice I can give anybody, but I don't control your budgets to try to keep up with your curriculum cycles. People have pushed them off with readback and other pieces, and some people are waiting for the state to come up with math rubrics, right? What what curriculums make most sense for that?

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Um it's a complicated question. Yes, I try to find highly aligned curriculums. There are some very decently priced ones out there for reading especially, you know, especially ones that are university generated um that are way less cost than others, you know, but it doesn't those sometimes only work at lower grades or for structured literacy.

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So it doesn't translate all the way up the pipeline. >> Is that something you provide as recommendations? I >> Well, I don't. So I go by the rubrics that the state provides. I provide, you know, I'm kind of the point person. I'm, you know, I'm a 20 some year old science teacher, administrator, right? So, like I try to stay in my lane. I I try to

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find resources for schools and get them the experts that they need, whether that be multilingual, e, literacy, math, you know, I try to point them in the right direction. Compass is does have specialists that I get to tap into. So, that is nice. Um, they're all limited

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resources because there, for example, we have three multilingual specialists for the entire state, you know. So we even the state itself is underfunded for these pieces. So >> question maybe for Joy. Will this um and

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maybe even just the cabinet in general? Will this change um PLC focus at Lakeside? Will it change staff development um at Lakeside and or even just the district as a whole? because obviously

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these students are being identified at Lakeside, but they get to the junior high, they get to the high school. So, in preparation for those students as they're coming through the system, what will that maybe look like or is that kind of being discussed as far as

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professional development in PLC's? >> Yeah. Well, I'll let you spend the lesson, but I'll I'll add in what you want me to. Adam loves a good question. So, yeah, we need to answer. Um, yes, it's definitely changed what we've been doing at Lakeside for sure. Um, the entire year. And then we actually are

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planning in the next couple of weeks with Natalie Del Monaco who is one of the state literacy experts. She's been phenomenal as as Adam's help um just connecting us with different people and then that is also impacting how Lincoln is doing things because we have a

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meeting or a team that is actually prek through six as we plan and initiate all of our things >> and that'll be into next year as well, not just this summer. I mean >> Oh yes. Yep. So we started it last summer. Adam and I worked together and

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then we met with our um our sol sorry our science of reading team and then our tier one team which is like our leadership team that we have at the building and both of them walk the same path on how we going to structure this um and then that'll

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continue the summer planning actually as we looked at curriculum um we looked at two different curriculums this year and we actually piloted one um through McGraill um the ticket for one of the curriculums is roughly $300,000.

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The other one is $213,000. So, I really appreciate the help that Compass is giving us as we look at what that's going to be. And then if we consider how much technology we want to use as we move forward, if we want to start pulling some of that back so that

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maybe we have more money that we can spend towards the actual hard cover of the books something that can provide some more longevity for us as we go forward. Phil was like walk to learn was that something that was implemented as in

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elementary this year to kind of bridge that gap or was that >> so walk to learn is kind of a brother of the win program that we had done for many years and was very successful. The walk tolearn program came from more of a um we call them flexible grouping. So we

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see a need for a student that's based on the information that we gather through data through our progress monitoring and our benchmarking and then we put students in those flexible groups based on that. So our walk to learn is kind of like a brother to that program that worked really well for our needs. But

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like Adam said so much of this is continually evolved over the years and we get better with the knowledge that we have. But it's wonderful to have the support that can come in and provide, you know, just professional development for us because we don't have the time or

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um like the money necessarily, but certainly the time to leave the building to try to get that and bring it back. >> Okay, great. Thanks for coming down. Any other questions for anyone? No, I'm welcome back.

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>> All right, we'll move on to item K. Minnesota State High School League membership action item. Annually, the school board must act to renew the membership in the Minnesota State High School League. The board is required to review the why we play training video and the code of conduct statement. The

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signatures of the superintendent and clerk of the school board affirm such compliance. It is recommendation of superintendent that uh the Minnesota the high school league membership be approved for the 2627 school year. Do I have a motion? >> Have a motion by Alicia. Do I have a

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second? >> Second. >> Like by Randy to approve membership in the Minnesota State High School League for the 2626 school year. Any comments or questions? >> Typically, we've had this on a piece of paper, but it's now all online and then you guys have to approve this. So then

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when we go online, it's now in the minutes and show the minutes and things like that and all. It's on the high school league. I think you guys, some of you are familiar with this, but I'll make sure that you guys get the the link for your why we play um process that the

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board needs to ultimately do. And um and and of course, you need to be a member of this if you're going to participate in any of the Minnesota State High School League uh competitions at the end of the seasons. So, thank you. All right. Uh we have a motion by Le,

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second by Randy. All in favor, please indicate by saying I. >> I. >> Oppose. Same sign. Motion carries. Item fundraiser report um for 2526 information only including number nine. The fundraising report for the 2526 school year is attached. No school board

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action is required. Item F, fundraiser request for the 2627 school year. Action item and closure number 10. Request for fundraisers to be held during the 26 27th school year are attached. The board approved fundraisers at the June and January meetings. Superintendent Sanji

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recommends approval of request as presented. Do I have a motion? >> So move. >> Motion by Jamie. Do I have a second? >> I'll make a second to approve the request for fundraisers to be held for the 26 27th school year. Any comments or

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questions? Hearing none. All in favor, please indicate by saying I. I. Same sign. Motion carries. Item N, first reading of policies. Action item is a recommendation recommendation of the policy committee to bring back the

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following policies for adoption at the next schoolboard meeting. 401 equal opportunity employer equal employment opportunity excuse me. 410 family and medical leave policy. 503 student attendance. 515 protection and privacy

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of pupil records. 522 title I call the number. What is it? >> Nine. 9 six non-discrimination policy uh 530 im immunization requirements 615 testing accommodations modifications and

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exceptions of exemptions of IEPs section 505 plans and leap students 701 establishment of adoption uh of school district budget 72 721 excuse 721 uniform grant guidance policy

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regarding federal reserve sources. 722 public data and data subject request. Do I have a motion? >> Motion by Alicia. Do I have a second? >> Second by Kayla to bring back policies listed above for adoption at the next school board meeting. All in favor,

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please indicate by saying I. I. >> I. Same sign. Motion carries. Item all miscellaneous. There's none at this time unless we want to talk about >> the meeting. Um we just I mean it doesn't have to be on one of those two days, but we we typically have met on

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the second time for the um second um fourth when the second meeting would be the fourth Monday is typically how we have that. In June there is a fifth Monday. Um, as Trisha mentioned, it allows Pam to get a little bit more

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detailed in some of the the contracts and things like that to help out with the budget and there that gives us another week of of uh work to be able to get some potential contracts that are on there. But we'll make anything work. Um, >> just has to be the budget just has to be

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approved by June 30th. That's the only good >> and we we've done this in the past before. every once in a while there's a need because of the the fiscal year ending on on June 30th that we need to have some um some dates like this. So, does uh does the 29th work for people?

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>> I don't think the 29th will work, but the 22nd will >> the 22nd will Okay. >> 6 o'clock would be fine. >> Yes. >> Will we record that meeting? >> It'll be a regular school board meeting. >> Okay. >> All right. We will set a June 22nd

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uh at 6 p.m. meeting >> for the fourth Monday of June. >> All right. >> Okay. >> We'll officially get that notified when we do our official notifications, but >> it's now get the agenda and all that.

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What's going to be on there? >> Yep. >> Patricia, you have to go a little quicker. Okay. All right. Um, ajournment. Do I have a do I have a motion? >> Motion by Jamie. Do I have a second? >> Second by Kayla. All in favor, please

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indicate by saying I. I say same sign. adjourned at 7:29 p.m.