Thank you. >> You're welcome. All right, we'll call the open forum to order. We do have one speaker signed up, Rebecca Sutherland. >> I'm just going to read a statement here quickly. Okay. All right. Uh, the ISD
318 school board shall provide a specific period of time where persons may address the school board on any topic subject to the limitations of policy 206. All individual comments shall be less than 5 minutes. Any group of five or more persons must appoint one person to present the group's views to
the board. Depending on the p number of persons present, the school board chair reserves the right to set further time limits to allow participation within the board shall not allow negative comments in public session about individual employees or students. Specific factual
information or recitation of existing policy may be furnished in response to inquiries, but the board shall not deliberate or decide regarding any issue that is not included on the agenda posted with the notice of the meeting. If there are more requests than time available, priority will be given to the
persons that reside within the Grand Rapids Fork School District. >> All right. Thank you. >> Hi, I'm Becca Sutherland. Um, I'm the head volleyball coach for Grand Rapids and have been there since, uh, 2020. Um, as you may or may not know, volleyball is currently one of the fastest growing
sports in the nation. Uh, we field teams from 6th grade through 12th grade, and we continue to see record-breaking numbers. Uh, this past season, fall 2025, we actually had to completely rework our entire middle school program. We had 53 seventh and eighth graders try
out. Uh, we're not allowed to cut at the middle school level. So, we essentially created an in-house team that only had inner scrimmages. They didn't have any games. They just played each other in order to try to give everybody the best experience and the most feedback. Um, we probably had about six to eight girls
quit cuz they weren't happy with with that. But, um, with 39 sixth graders, the 53 7th and eighth graders, we had 40 high schoolers. And then our spring program, we touched the third through fifth graders. Our varsity players usually go and coach that. We're um
touching just under 200 students or play athletes every year. And I would like to emphasize that we only have six players playing on the court. So we field pretty small teams. Um generally 14 to 15 girls on a team. Because of that interest, I wanted to shift into J volleyball. So
it's called junior Olympics. It's an offseason sport generally run from January through April or May uh depending on the team. the in the Twin Cities, the metro area, club volleyball is elite. It's an exclusive industry. Families are paying
upwards of $4,000 to be on a team. And it's not uncommon to actually have girls prefer their jail program compared to their high school because they get to they have triyouts and they get to pick from a bunch of different schools and have a very competitive program where high school you just kind of have what
you have. Um when I played back and our so our club program is called Rapids Thunder volleyball. Um, it was built on a different philosophy. It was created to provide a local, highly affordable alternative so that our community's girls wouldn't have to travel to Duth or
the cities um or pay the metro area prices just to keep playing the sport they love. We've never cut at the jail level either. So, we've had girls in the past who got cut from fall and they continue to come play spring. Uh, we practice just twice a week and they travel to five or six tournaments. Um,
it's clubs, there's no buses. The parents are commuting. They're bringing all their kids wherever they need to go. Um, 12 years ago when I played, we consistently had four to five teams. Uh, this year we had nine. So, we're having 9 to 10 teams. We're almost double the amount of girls that we're touching in the winter. In order to make this
happen, we have to rent the gym. So, our program this year got build by the school district just about $6,500. um which meant to absorb that cost, we had to charge each player an extra $95 to go to practice. And because it's an
out ofse sport, we're generally practicing from 7:30 to 9:30 at night, which is fine. We make that work. But I just came here today to talk that about that every single one of our athletes is within our school district. So this year we had 99% in Grand Rapids and we had one girl come down from Big Fork.
Actually, it was her third year, I believe, playing for our our club program, which is super awesome. Jo. Um, I think it's a necessity. So, our team has had massive success. I've been coaching for six years. We've gone to state four times, which is truly the best experience for these girls. Um, it
only happens because they're putting in the work in the off season. Fall sports, as you know, are pretty short. They're maybe 3 months long. Um, especially the younger athletes. So, this this is a time where they get to build work on the fundamentals in a in a in an environment
that has a lot less pressure. Um, so I of course entirely understand that you have to have facility costs, but I just wanted to come tonight to share the data with you and that these rental invoices are being fa paid out of the pockets of our own families. Um, that we're not an
outside organization, that they're your students utilizing the spaces just to get better as athletes and leaders. So, thank you for your time and your continued support of our athletes. >> Thank you, Rebecca. All right. The next item on the agenda
is the an update from the Grand Rapids Area Virtual Academy, Matt Gross and Sean Martinson. >> Okay. Um, one of the things that we talked about when about a year ago when we started
the virtual academy as a a way to address declining enrollment and to avoid further cuts was to keep the board updated and I gave a couple updates during this year. Wanted to give you a
final overview. In your packet, you had a um more of a comprehensive report uh that really went through the year keeping the key performance indicators
that we established a year ago in mind and uh I'll take any questions on that that you might have and the purpose of today isn't to or tonight isn't to go through that document uh page by page by any means but to just sort of hit some of the highlights. Um, as you know, Sean
is on board as the alternative education principal. One of his duties is uh, Graa, our online school. And he's been busy this spring um, shuffling on kind of onboarding and on-ramping and
and scaling up his own skills and knowledge and background. Um, and also getting some work done there while he was running West Rapids Elementary. So, I want to acknowledge that. Um, and um, so he'll kind of fill in uh,
with some color commentary tonight, too. And, uh, we'll just we'll take some time for some questions at the end. >> Oops. >> It should be on. I turned it off. I think that um stop sharing button is
maybe getting in the way of what I need to do here. >> All right. Just wanted to circle back to a year and three months ago. This is why we set out to do this. uh to meet students where they were and what they were, you know, recognizing that they
were making choices already adapt to the current landscape. Minnesota was one of the first districts or states in the country to adopt an online learning law and that was over 20 years ago now. Um,
we wanted to have some more um control, accountability if you will, consistency with the programming that our kids were accessing, our kids have been accessing. And then, you know, fourth one is really unavoidable and I mentioned it to increase enrollment. Um,
our objective, as you can see there, wasn't about um scouting out and running advertisements on TV and recruiting. That wasn't what our goal was in the first year. It was really about how do we find kids that have made choices other places because they didn't have
any choices here. Give them an option uh here and um see if there's a need. I want to just acknowledge uh and there's always a a risk when you do this that you're going to leave someone off. Um, but I want to thank the
people that this year stepped outside of their normal in a sense and uh to to help Graa have a good first year. Um, as you might remember the first year I asked two assistant principles, Andy Forbort, Clayton Linder, to sort of step
up with leadership in Draa and they willingly did and did a great job. took on more. That didn't just affect them. Uh it certainly did affect them a ton, but it also affected um Darren Hoffstead
at the high school having his assistant have other duties and it affected Sean at West and affected Jill at East. So I want to acknowledge that. Um Christina and Linda in the enrollment office here, there was a lot of unknowns. Linda had
to create new schools, an MDE system. Uh so that was work and different and so I want to acknowledge that tech I listed Rob he was primarily a point of contact for Graa Gage Fischer also our tech director big piece of that counseling
staff uh one of the things that we learned you'll see in the you saw in the report I hope and we'll talk about a little bit tonight is the role of counselors and the role that they played the role that and the role they're going to need to play moving forward just
because they're a key cog in student support. Um, Zach in his role had a lot, you know, we our students that are online because they were full-time students of our own, they still had to do all the testing, the benchmark testing that's required by law. They
still had to do the MCA testing that's required by law. And these are students that we may not see. And so facilitating that was uh Zach's one of Zach's jobs and he did a great job. And then Justin um
helping us do and and Anna at the fall in the fall um provide services to students on IEPs. We had a I would say a higher percentage of students in Graa on IEPs than we have in our face toface. So
um that may or may not be a surprise but that was the case. That's why for next year you approved and we've already hired online learning teacher and um want to acknowledge Julie too uh ramping up and hoping to organize and then the team at
Imagine Learning as well. They've been really great partners to work with and want to you know just point out again as it happened. Uh this is the same company that will be supporting us with our math curriculum. So that's I think a a good good opportunity.
One of the things that happened uh is it scaled really fast. And so if you remember our budget adjustment number was based on 40 students. That was a real conservative uh look at and that was based on how many kids are online
currently, how many are homeschooled, what percentage of those students could potentially return. Uh and as you can see here, 137 that was the ADM. Now that is not 137 bodies. It might be, you know, if two students had 0.5 of their
enrollment in Graa, that would add up to one ADM. So that 137 is how many um average daily memberships they there were. Some of them were part-time um students from our district. So about triple what we expected, more than
triple what we expected. And that created some challenges. Um there's no way around that. This is a look, an overview of who the students were. Internal secondary transfers, that would be students that may have been at our high school
previously, either one, Big Fork or Grand Rapids, that chose to move to Graa or partially maybe take a class or two through Grava. Um 49 students from outside the district's traditional pipeline. Um
those could be homeschooled students. They could be students that had gone online and came back. They could be students in a um uh a local private school that took classes or most of their classes from Graa, but students
that wouldn't necessarily typically have come to us. And then 11 students are open enrolled. So this would be a student from another district that attended Gra that open enrolled into our district and then became a student of Graa. And you know, I heard a number of
anecdotal stories about students that were really um struggling for a variety of reasons, just like we have students struggling here that Gravo was a really good fit for and was um kind of their last resort. And so um we did have some
of that. An overview, some of this data is repeated. Uh 465 courses completed. One of the things that we can measure online, it's a little bit unique and Sean will be sharing more of this data with you next year especially, but we
can measure um a student's achievement on the activities that they've completed and we can also measure their achievement in the context of the whole course. And so there there are two different measures of engagement or
achievement. um 86% of our students um had progress towards their their uh accomplishing credits. Um we had one of the things that we felt was important about our program was that students could stay connected to our school
district. So 45 kids between Grand Rapids and Big Fork High Schools participated in high school activities. And uh if you remember back our goal, our budget adjustment based on grava was $300,000 and we exceeded that. Um that's
the net impact and I'll talk a little bit more about that and there was more details in the report uh as well. 642 enrollments that would be a student in a course. Uh completion rate 72% average grade 73%.
Um, so right in that C range. I don't know how that compares to our face-toface courses. That would be a data point I'm interested in knowing for next year. And so we'll we'll work on that. So there's some comparable. One of the things that we found, and this isn't
a surprise, but we as we learn more, we're we're finding where the tipping point is with engagement. So if my memor is right, if we had a student that was um engaged in the program for 40 hours, that was so sort of where the pivot
happened of them being successful or not. And as we knew there would be students um that engaged with Grava that weren't a great fit or maybe they enrolled in an online program for the wrong reason. Um but but what we are learning and I think this shapes next
year and what onboarding looks like um we can now talk to parents really specifically and students specifically about what it will take to be successful in an online environment. Sean, do you have anything to add so far?
Okay, this is just uh I kind of got ahead of myself a little bit, but um engagement, time spent in the environment was a primary driver of student success. We can track minutes. That's something again we can't do in a face toface
setting. We can track attendance, how many days a student might have showed up to school, but we can't necessarily track hours or minutes spent in the environment. And you know obviously a student could turn their computer on and you know game the system that way too.
But it is an interesting data point. >> One of the other places that students participated was in prom and after prom activities and also graduation. If you rewind back again a year to our policy, we established a policy where a resident
student will graduate from the high school that's in the attendance boundary that they would have attended if they attended here. An open enrolled student can graduate uh from either high school. They just need to choose that. That was that's what our policy currently says.
We um did surveys in the fall and spring and and we need to uh do a deeper dive or get more responses in the surveys in the future um especially from students. What we did learn from the limited data that we got so far is that student or
families really appreciated the flexibility and the support that the students got but they were interested in connection whether that was um how are we onboarding families?
How are we communicating with families and um how easily they could access their students work? What are their kids working on? how do they know if they're staying on task and on um making or making the progress that they need to make. So, that's one of the things that
um families talked about and I think it's going to be again one of the reasons why having someone whose job responsibilities um are specific to tracking, monitoring progress will be really really helpful.
like a negative that's something that we're working on already. You had mentioned, you know, maybe there are some kids that maybe shouldn't have been in that setting. I think one thing not think one thing we've made an improvement on is in the onboarding process even ahead of time is a family could go online now and say, "Okay, my kids in this grade, what courses would
they participate in? What would the courses be? What should my home life look like? what should the setup look like? What's a sample schedule? And I'm we didn't necessarily have that readily available before where now even if you as a board member had somebody call and say, "My kids's in a certain grade."
What would they even offer? You could say, you could go to the Gravo website right now. You could see the exact course. Um the teacher of record might be different in the sense of who the final teacher is, but you could see the syllabus, you could see the standards, you could see the course outline, you could see what your year would look
like. Um, as a parent, you could drill into your section and go, "Is this a good fit for my kid?" And there are some really pointed questions to ask. Like any setting, there might still be a parent or a family or a child that isn't in the right setting. I had that when I was at K2. I had that when I was at a high school before. I had that. I've had
that in different settings. But the one thing, and we already have that improvement, it's it's already live, is if a parent were to say like, "What do I need to do for my kid to be successful?" There are some very pointed things. And Matt had talked a little bit about the engagement. And I don't remember the number either, but the reality is if if
the child has the support and the child whether they're really independent or they really need a lot of help, if they have that support and they're continuing to chip away, they can be successful. There's a there's a direct correlation between keeping up with the work. And it would be the same thing like even that you wouldn't know if I was talking about
in person or online. There are some things they transfer really well. If you're an in-person student that keeps up with your work and you're attending and you're there and you're engaged, you're probably going to do a lot better than for a student that's not there, they're not engaged. So, I mean, I know we're probably not to that point yet,
but from a district perspective, I've never seen a program or a district be more responsive so fast. Be like, "Okay, year one, we were looking for enrollment and we got it and we need to make some adjustments and it's rolling really fast." So, um, and those are the same things that I've heard. I looked through
some of the surveys and just talking to some of the families that we've had in there. Um, the local piece came up to having somebody local to talk to and whether it's northern Minnesota or not. I think most people would like to be able to reach out to somebody that they know or a district that they're
connected to. That's been a really big positive is that like before was like I'm gonna talk to Andy or I'm gonna talk to Clayton or I'm going to talk to. So, it's been really good. Um, financially I mentioned uh the net financial impact. This again is based on
the basic formula allowance of $7,481 per student. Um the revenue based on 137 students is a little over a million. We had $342,000 in costs. That's the
cost of teaching those 137 students the curriculum uh the platform etc. Um that there's an assumption there and so that 75% of the students would have stayed elsewhere or attended elsewhere.
We have a financial breakdown. Obviously if all of them would have left not all students would have left. Um uh we have a a a model where 50% of the students would have left and 75% based on
conversations with Andy who and you know 90% actually more than 90% of the students 90 like 6% of the students were secondary um his estimate that is that that number is well over 90% of the students would have left if we wouldn't have had an option and so 75% is a very
conservative um assumption and that puts us at that $427,000. With that said, our average revenue per pupil is not $7,481. That's only the base formula. Our average revenue per pupil is $16,89
from fiscal 25. So, if we're looking at the net impact of our actual uh revenue per kid, it's it's over a million dollars. Um so I think from a financial perspective uh we proved the concept that there that
it was a good decision to move forward. Um it did save the district from making reductions last spring. It did help us retain and return students um and had a financial benefit to our district. Some things we learned and Sean hit on a
few of these and you saw some of these in the family feedback. Orientation matters. onboarding is critical. And again, if when I talk about Sean being working in two kind of roles in the same time, if you went to our our Graa website, you'd see a whole different
built out set now than you saw a year ago or 6 months ago. And so, a lot has gone into that already. There's even a video uh there. So, that's really neat. Um, attendance is one of the things that we still need to drill into. and Sean's
been working with Ross resources to um define more concretely well what does it tend what does it mean to be truent >> in a asynchronous online program. This isn't like a 15-day or a student drops. We also know if kids not engaged in it,
they're going to be struggling. And so we need to have those safety nets in place. Um and we have some resources to put towards that through our achievement integration grant um to help with truency. Elementary students need something different. That probably is no surprise
either. Um those younger learners have really need somebody at home that uh imagine Egenuity calls a learning coach. It's usually their parent is sort of monitoring are you making progress? Are you um doing your work? Uh kind of
monitoring that they just don't have the independence that they need. And the fourth one is growth outpaced our systems. Um when you grow 300% faster than you expected, uh that meant that the assistant principal model quickly
became overwhelmed really. And and Andy did a good job. Um, Clayton did a good job, but uh, it was a lot to try to balance that with their other full-time duties. Uh, it created, uh, dynamics with student accountability and
counseling, like who's who's making sure that our credit checks are happening and the kids are in the right courses and, um, those types of things. So um we learned a lot there and you'll see in a minute that the folks of year two um is
going to be about building systems. >> So one year one uh I think we'll talk about that as developing pro proof of concept. I think we did that. Year two is about uh proof of systems. Can we build systems that can support success,
accountability, quality? um some things that are, you know, we're moving forward with. Obviously, the alternative ed principle is a big piece uh to support that. Again, I think you can see from the the net financial impact um more than covers the cost of
that alternative ed principle. And as a reminder, only a portion of that uh really needs to be coded to online because uh part of that role also is responsible for the area learning center where part of it will be coded and um
the task and education center as well. So I think that that's going to be a huge improvement and benefit to the program and and smooth out some of the rough edges that we ran into. uh truency sports I already mentioned uh this year uh this year we're teachers are going to
become more involved in our plan from the very beginning has been a real soft start um and uh our union president's here and I'm really grateful for the collaborative approach that we've been able to have since day one with this um
developing anou that we recently um revised and resigned that just made it clear that hey our goal is to have our people doing this when we're ready and they're ready. Uh last year wasn't the year to do that. This year we're going to take a real uh real real shallow
weight into that pool, focus on training. We have one section of FID this fall that will be taught by a Grand Rapids area school teacher and potentially more this spring based on enrollment. And then again the role of counselors and how we uh ramp that up.
This is our vision for year two and uh sca again scaling up from what we did before to more long-term and sustainable. Uh one of the big changes is adding that enrollment pathway on the right. Uh we had full-time Grand Arseria school this
year in the middle is hybrid flexibility. We had some students do that this year that couldn't fit a class in or needed some flexibility in their schedule. Um, but one of the things Sean has been working on is applying to be a supplemental provider, which means that we can uh provide services to students
from other districts in a part-time basis. And so Sean has had to go through um do standards alignment with our teacher team and submit that to MDE and we're uh waiting on approval for that. So that'll be kind of um that'll be one
of the next steps in Graa's evolution for this next year. Um themes that we're going to be focusing on systems as I mentioned scale, how do we grow deliberately? I've kind of set a a goal of 250 ADM for 26 27. Uh I really don't
want to be at 600. I don't want to overshoot our our capacity again. um and we'll figure it out if we do. But uh I think growing steady and slow is going to be important. And then um how do we dial in the conditions that lead to
student success? >> Our goals uh scale enrollment. I mentioned systems improvement engagement completion. You heard that a bunch. Um there's staff involvement again both with our teachers and and counseling
staff ramping up. build and strengthen local partnerships. Uh that's internal with our own ALC and credit recovery, but also external with other schools in the area uh that might have need or other programs that might have have a need. I know Sean just met last week
with some or today with um some unique some programs that serve students, high school kids that have unique um social needs, um young parents and how do we support them? And then that supplemental piece
just kind of wrap it up. There was big demand. We had positive outcomes as we hoped for. Um sustainability. We've kind of proven that that's uh we're in a good place that way. And and I feel good about where we're at with our goals for next year uh with those with those five
or six uh goals that we laid out. >> Questions? Matt, >> I had a Go ahead, Ashley. Um I know that we're only coming into year two, so we're slowly uh starting to
implement a little bit more here. Uh I'm just wondering if um we have thought about when we go into you know the years three, four and five um implementing Whiten Wisdom and then our new M
something we foresee happening in the future with our Graa students. Um and is that something that we're also again further down the road um thinking of having our own educators provide?
>> Yeah, the goal um the goal is to have our teachers take over the instruction. Um when they're doing that fully, uh I would anticipate there is a point on the timeline where the curriculum that we're using more reflects the same exact curriculum that we're using in our face
to face. Um I think first it'll be about developing teacher capacity to teach online which is not the same as what they experienced during co that was a whole different thing um that was synchronous in many in many cases this is asynchronous um it's a different
software so I think the first goal is developing capacity with software platform and people have that down using our own curriculum uh would be ideal Thank you.
>> Uh, a question I had for you, Matt, was >> you mentioned, you know, if all of a sudden we had 600 kids that want to do a mechanism to say no or how do we, when you say responsibly grow, how do we responsibly grow if the demand just
skyrockets? Yeah, the that's a good question. How do we responsibly grow if if demands grows faster than we anticipated? Again, uh I think we we can't say no to a stu an indist.
We legally can't do that. So, um we have little control over that. We don't have any control over that's not true. We have some control over online. If if a student wants to open enroll online, we could close Grava to
open enrollment. We could do that. Um, one of the things the board can do is close a school or close a grade level um or a program. So, we could do that. Um, the the supplemental one would be the
easiest one to shut down is to not take students um any supplemental. So, we could do that without a lot of problems. When you do think about supplemental too, uh, keep in mind the level of support for a 318, a full online 318 student, think of
that, that whole suite of supports versus a supplemental student. They're still receiving supports and their their district is still providing different levels of support, too. So, >> Tom, do you have any questions? >> I do. I do. Thank you. Um, so Matt, I
was I was very pleased to hear um the discussion point of of a few of those statistics, right? Um, there were a couple statistics that I was curious where the comparison was to in um to our students who are in school, right, or in
class, those performance statistics. And I I'm really interested in where those come in. I know I know that we might have a little uh little difference in the student um capabilities. Um but I but I would like to see those.
Um and I was glad to hear you mention that. um when we talk about um as we as we look at this I mean you know you know I I love that it helps our
district financially right but I but I but I can't stress enough how important it is that we're still doing justice to the students right and that and that performance is there and I and I think we're trying to do that right Um when I look at when I look at a couple of the
flags there, we t one of the things that was mentioned in the report was that uh in regards to elementary, we really aren't seeing the um we we can't trust the stats there the way it looked just because there wasn't uh it seems like there was a lot of
changeover. Um do we have any is there any comment on how we can what we can do to that? I guess based any thoughts on that yet? >> Yeah. Um I appreciate the the comments about the data and your insight that
we're not talking about a um a random a random sample of students that are in grava, right? Like students are choosing an online program because there's something that's not working for them. So um but I do like you said I do think that data is interest would be useful to
comp for comparison. Um, I think to the second question, the we we identified that elementary kids need something different. And I know one of the things Sean's talked about is looking at how do we support students um through other
teachers that might be that might use their duty time to check in with a group of kids. Um, just like we have some a program called check and connect at the elementary school where a teacher during their duty is checking in with kids to see how they're doing. um the potential of having teachers do the same thing
just with a group of online kids. We're not talking about huge elementary numbers right now, less than 10 still. Um so that it's not a huge, you know, a huge lift at this point, but I do think there's going to need to be some more personal checking in with the elementary
kids. Sean, anything to add to that? >> Same thing. And part of it, too, is as a as a program doing a much better job meeting with families. as a principal last year when one of our students went online. I had little to no background. That's my own that was my own cross to bear at that time. Like I didn't know.
Now I could sit down with a family and say, especially if I knew them from an in-person setting, this is what we this is what we experienced. What will you need to be successful there? So yeah, I would be much more prepared this year to help an elementary family or any of our families.
>> Okay. And and I I guess what one of the things when I heard what you said there, Matt, I get a little bit concerned about is is our elementary classes right now are inclass students. We kind of have some of the highest student counts we've
had, don't we, at this point? Is it realistic to expect them to do check-ins even though it's not a big number? >> Yeah, it depends on the level. I mean, because of our declining enrollment, I think we've got, you know, we're in the we're in the >> I'd say an average of mid20s for our
elementary, which is >> still pretty reasonable. >> Okay. Okay. Um then the the last thing that kind of came to mind and and I guess I'm well there actually I'm sorry, there's two things. Um,
it seemed like a lot of students chose to opt out of any standardized testing or any way for us to really our normal metrics out there. Um, have we, you know, do we have thoughts on how
we, you know, because that's I I know again we're we're talking about a, you know, potentially different group of students here, but but really that's our way to measure how it's performing, right? And is any thoughts on how we can
try to incentivize that, for lack of a better term, or up that somehow? >> I don't have any ideas on that one right now. I it is you know you heard the the report about opt outs at that you know they're really condensed in our online program and my guess is the MCAs are the
same um I don't have any I don't have any ideas on that now but I do think it it would be good especially and maybe even if it was I don't want to say even if but um getting the benchmarking data I think would be really really helpful
um so I think that's one of those things we'll have to continue to problem solve We have a meeting with counselors tomorrow. Um, and maybe they'll have some ideas about that. >> Okay. And then and then the last comment I was just going to make is more of a
comment than a question. I I hope as we look at this that um we are looking outside of Minnesota even, right? Because I I think I think Minnesota learned from COVID that that we weren't ready for this, right? and and and we're
still a lot of learning game going on here and I'm not you know I haven't done an extensive search myself by any means but um I hope we're we're asking beyond the state who and look to if there's other states that have had success at
this and trying to see where the what the keys to success are. But um with that that's all I wanted to comment on. Thank you. Thanks, Tom. Any other questions? >> All right. >> Thank you. >> Thank you. We will adjourn and come back
into session for the regular meeting uh in a few minutes. >> When whenever you're ready, we can start. We're good. Thank you. >> Sorry. There you go. >> All right, we'll call this regular
session of the school board meeting to order. Please stand for the pledge. >> I pledge allegiance to the flag to the flag of the United States of America and to the republic for which it stands. One nation under God under God, indivisible, indivisible, liberty and justice for
all. Justice for >> All right, with a couple of our members attending remotely, just a reminder that all votes will be roll call votes. The first item on the agenda tonight is the approval of the agenda. Do I have a motion? >> So moved, David.
>> Moved by David. >> Second by Mark. >> Second by Mark. Any discussion? Hearing none. Julie, can we get a roll call vote? >> Yes. >> Mark Schroeder. >> Yes. >> David Marty. >> Yes. >> Dave Cowen. >> Yes.
>> Tom Gustoson. >> Yes. >> Ashley Goodman. >> Yes. >> Thank you. >> All right. The agenda is approved. Thank you. Next item on the agenda is to approve the minutes of the June 8th regular school board meeting. Do I have a motion?
>> So moved by Mark. >> So moved. Ashley. I'll take Ashley as a second. Any discussion? >> Douly. >> Mark Schroeder. >> Yes. >> David Marty. >> Yes. >> Dave Collins. >> Yes.
>> Tom Gustoson. >> Yes. >> Ashley Goodman. >> Yes. Thank you. >> All right. The June 8th school board meeting minutes are approved. The next item is to approve the May 2026
claims. I have a motion to approve. >> So move David. >> Move by David. >> Second by Mark. >> Second by Mark. Any discussion? >> Hearing none. Julie. >> Mark. >> Mark Schroeder. >> Yes. >> David Marty. >> Yes. >> Dave Cohen.
>> Yes. >> Tom Gustoson. >> Yes. >> Ashley Goodman. >> Yes. May 2026 claims are approved. Thank you. Next item is to approve the following retirements. Casey,
>> good evening board. One retirement tonight. William Carpenter bus driver retirement. Bill has served the district for 35 years. Recommending approval with thanks for his years of service. >> Thank you, Casey. >> So moved, David.
>> Moved by David. >> Second by Mark. >> Second by Mark. Any discussion? >> With appreciation for 35 years. Incredible. >> That's a long time to be driving a school bus.
>> Oh my goodness. Thank you. >> All right. All those in or I'm sorry, Julie. >> Yep. We'll start with We'll start with Ashley Goodman. >> Yes. >> Tom Gustoson. >> Yes. >> Dave Cowen. Yes. >> David Marty. Mark Schroeder.
>> Yes. All right, William Carpenters's retirement is approved with our thanks and gratitude. The next item is uh to approve the consent agenda. Do I have a motion to approve? >> So moved by Mark. >> Moved by Mark.
>> I'll second it then. >> Second by Ashley. Uh no discussion needed. Julie. >> All right. >> All right. Ashley Goodman. >> Yes. >> Tom Gustoson. >> Yes. >> Dave Cowen. >> Yes. >> David Marty. Yes. >> Marker.
>> Yes. >> The consent agenda is approved. Thank you. The next item is to approve the permission to post for an early childhood special education teacher. Casey, >> thank you. You have a request before you to post for a teacher in early childhood special education. There's some
rationale listed there from special services director Justin Sunquist. The highlights there. The district has seen a referral increase of over 25% and an eligibility rate of 81%.
So we're expecting that next year we will fall above the statute pupil maximums in early childhood for each teacher. The position would be placed under the teaching unit and it would be supported with state and federal special education
dollars. recommending approval of the permission to post for an early childhood special education teacher. >> Thank you, Casey. >> So, move David. >> Moved by David. >> Second by Mark. >> Second, Ashley.
>> Second by Mark. >> Um, any discussion? >> Hearing none. Julie >> Ashley Goodman. >> Yes. >> Tom Gustoson. >> Yes. Dave >> Dave Cowen. >> Yes. >> David Marty.
>> Yes. >> Marker. >> Yes. >> All right. The permission to post for the early childhood special education teacher is approved. The next item is to approve the 2025 2027 principal contract. Casey. >> The summary of the principal agreement
is before you for 25 to 27 fiscal years. There is no base salary increase for 2526. Similar to the other units, a one-time stipend, which is um around 1 and a half% of base pay, 2,000 per principal
or 2,300 if placed in a HSA, a 2.25% 25% base salary increase for 2627. Increase in a reimbursement available for property damage due to employment. And then some minor revisions to the
salary schedule, removing an assistant director of special ed we no longer have. Adding the alternative education principal and removing that first step or that starting days pay. recommending approval of the settlement
between the principal's unit and the district for 25 to 27. >> Have a motion to approve. >> So moved by Mark. >> Move by Mark. >> Second. >> Second uh by Tom.
>> Any discussion? >> Not having participated in these negotiations, I just want to say thank you. It was a very good negotiation. Thank you. and to Casey as well for a lot of the behind the scenes work. Thank you for that. >> With that said, any other discussion?
>> All right, Julie, can we get a roll call vote? >> Uh Tom Gustoson, >> yes. >> Ashley Goodman, >> yes. >> Mark Schroeder, >> yes. >> David Marty, >> yes. >> And Dave Cohen, >> yes. The 2025 to 2027 principal contract
is approved. The next item is to approve the 2025 to 2027 director contract. Casey, >> thank you. Similarly, we have the director contract for 2527. The highlights include no base salary increase for 2526
with a one-time stipend of 1.5% of base wages, a 2.25% base wage increase for 2627 beginning in 2627. some reclassifications of the six directors based on market data.
Group one will include two positions with a 4,000 increase. Group two will include two positions with a 2,000 increase. Group three would include two positions with no adjustment and no change to the six coordinators in that
unit. increase of 500 for the match for 2627 to line up with similar agreements and an increase in life insurance from 50,000 to 100,000. I'm recommending approval of the
director unit contract for 2527. >> Have a motion to approve. >> So moved by Mark. Moved by Mark. >> Second. Second by second by Tom. Any discussion? Hearing none. Julie, can we get a roll call
vote? Uh, >> Dave Cohen, >> yes. >> David Marty, >> yes. >> Mark Schroeder, >> yes. >> Ashley Goodman, >> yes. >> Tom Gustoson, >> yes. >> All right, the 2025 2027 director
contract is approved. Thank you. >> Thank you. >> Next item on the agenda is to approve the lease agreement with North Homes Incorporated for space Ask Education Center. Alex, >> thank you, Mr. Chair. The district
leases space uh at the Itaskin Education Center from North Homes um in order to serve our students there. Uh before you is a three-year contract from September 1, 2026 through August 30th, 2029. There is a slight cost increase due to um slight increase in space being
leased. However, the the base pay per square foot remains the same at 1775 a square foot and a total contract cost of $19,383. I am recommending approval. >> Thank you, Alex. I have a motion to approve. >> So move David.
>> Move by David. >> Second by Mark. >> Second by Mark. Any discussion? >> Hearing none. Julie, can we get a roll call vote? Ashley Goodman, >> yes. >> Tom Gustiffson, >> yes. >> Dave Cowen,
>> yes. >> David Marty, >> yes. >> Mark Schroeder, >> yes. >> The lease agreement with North Homes for space at the Itaskin Education Center is approved. Thanks, Alex. The next item is to approve the proposed fiscal 2027
budget. Alex, >> thank you, Mr. Chair. I do have a brief presentation. I know the board has been involved in discussions throughout the spring, so I'll move through it quickly, but feel free to jump in with any questions. >> Okay. So, I know in February, I believe
we briefed the board on some of our assumptions for the budget and things unfortunately did change since then and we've talked about compensatory and um other changes that did or did not happen
to the end of the um session. Thank you. So, but we um shuffled a few things around and we'll we'll be okay um for next year. But, so I'm just going to go through this short presentation.
So the budget goals um and this is what you saw last year as well but stewardship of resources having a balanced general fund budget maintaining a fund balance in accordance with the board policy building community awareness trust confidence and
confidence regarding district finances and improve school safety processes and procedures. Evidence of progress. A lot of this has happened before my time here, but we were able to have a mostly balanced budget in fiscal year 23, 24, 25, and
now 26. Um, the district met its own itself imposed policy for fund balance um maintenance at the end of fiscal year 24. Uh it has since dipped down a little bit, but we're still hovering right around that 10%.
Uh the district sold all of its excess property except one piece of property. Um and then education of the public through referendum work and the forward committee and there's been a lot of communication efforts with our
community to build trust and then the reduction of leases as as listed there. Um yeah, as I mentioned, the district has a goal of carrying a 20 or 10% fund balance, which it did achieve in fiscal
year 24. And currently, as of 20, fiscal year 25 sits at 9.2. The uh Department of Ed measures it a little bit differently, and if you use their measurement, it's 15%. So, we're right close to where we need to be with the policy.
uh timeline of what we how we got here. February 9th, we gave the board a budget update, talked about assumptions, and announced that we do not believe we would need targeted reductions. On February 24th,
um we had a budget presentation with all staff and March and April, administration discuss staffing, other considerations. We got more information with regards to our health insurance. May 18th, the
legislative session ended >> and we know how that turned out. So June 9th, we uh Matt and I met talked about some adjustments and how we're going to handle the loss in compensatory
and that's when we talked about not purchasing a bus and um we didn't we adjusted our curriculum budget for next year and that's how we got to where we're going here. And then tonight we're adopting the
fiscal year 27 budget. Um this is just enrollment history for your information. As everyone knows, enrollment drives our funding and it's very important to continue to keep an eye on it. Um actually it's I mean it's been fairly stable. We're we use 3,685
for our development of this budget and we hope that it comes in higher than that, but we do have some smaller class sizes coming in at the kindergarten and first grade level. >> So, this is a summary of the
>> general fund budget that um I'm asking or I'm recommending to approve. You can see uh total revenues of just over 68 million and total expenses of >> 71.5
million for a deficit of 3,538,000. Um I know those that number really pops out and we're going to talk a little bit more about um how that is going to look different.
Any questions so far? Uh this is again just information on the budget. You can see the percentages of where our revenue comes from. By far the bulk of our revenue it comes in the form of state aid um and about 10 to 12%
comes from local taxes and a small chunk from federal and other districts and tuition and fees. same breakdown for expenditures. Um you can see that if you add the blue, the red and the green part of the bar,
that's our salaries, benefits, and special education um is between 80 and 85% of all of our expenditures. And that and the other items are contracted services, supplies, and capital spending.
uh probably pretty small to see, but that's a history of our budget and interesting to look at um post postcoid when inflation went crazy. You can see that how quickly um our costs have gone up since then
>> um from inflation and high health care costs. Yeah, just in a in a very short time, um, expenses are up almost 17 million or
10 million. >> So, back to the deficit from a couple slides ago. Um this is just a depiction of how our levy process works. So it's a levy spans over three years. So for example, the levy that the board
certified in 2025 last fall or probably right around Christmas time or right before Christmas, it's payable in 2026. So the taxes are being collected last this last May and upcoming in October. and it gets recorded and
reconciled in fiscal year 27. So there's a lag with anything that we have on our levy. >> So the the arrows are pointing to two important numbers on this in in the budget. You see on the top three 3.4 4
million for our oped retirey health benefits is being levied, but we won't receive it until the next uh until two fiscal years later. So,
it's over maybe oversimplification, but if you net out that 3.4 4 million in revenue that has not yet been realized with the um deficit at the bottom. That changes this the story of what it
looks like at first glance. So, and again, the very bottom number here, it kind of catches your eye, but let me just go through quickly. in fund one, the general fund, um the deficit with revenue that has not yet
been received, um changes that number to a deficit of 138,000. So quite a big swing there. The food service is generally a well balanced budget. Paulie thought that we
will be able to get there, but this was her estimate as of a couple weeks ago. Community service is a balanced budget debt service. We don't really have a lot of control. All the debt schedules are set. Um we
take in more revenue be to 5% more than the actual cost of the debt service payments in case there's default on property tax. and the health insurance fund went up in both revenue and expenditures because of
the healthcare um increase of 15.5% for fiscal year 27. The OPED health insurance trust also skews the bottom line because there is no revenue coming in other than in the form of interest earnings then that is the 130,000
tentatively planning to draw another 2 million for our oped costs. So that negative 1 almost 9 million skews that bottom number as well. >> That make sense? >> Um yeah, just some other other thoughts.
When when accounting for the money not levied, that changes our deficit from 3.5 million to 138,000. 138,000 on a $70 million budget is pretty balanced budget.
Um, and as I mentioned, the compensatory hold harmless was a big hit to the district as it was for many districts and there's nothing we can do about it other than what we did a couple weeks ago is shuffle things around, change our
plans a little bit. Also, just wanted to point out that there is a line item in the budget for fund balance replenishment. So, I'm saying it could act as somewhat of a contingency for a situation like this.
You have anything to add, Matt? Or >> I don't I think your point there about the fund balance replenishment line item is important. We could zero that number out if we wanted to um by adjusting some other items in there, but um
negative $130,000 is 2% of our expenditures. So it's it's pretty close to zero. >> Any other questions from the board? >> I I just want to say thank you. Uh I appreciate the uh clear explanation
uh of where we are with the numbers. Uh I appreciate the work that you have done on this budget uh in a very very challenging environment. Uh and appreciate the uh um recommendations that you're making.
>> Thank you, >> Tom or Ashley. Any questions? >> More of a comment, I guess, right now. Um you know, you know, I think I think we need to keep in mind that uh the OPED does present a challenge, right? And and
the part of the challenge too is going to be that every year um you know insurance costs go up and we're always going to be fighting that lag um you know every cycle here uh with that
increase because we're not going to be able to levy and we're not going to see that increase in we're going to see the initial increase in cost, right? So it's a cash flow challenge. It's a real casual challenge that's going to hit us for a few years here, I think. So,
>> thank you, Tom. Ashley, anything? >> No. Um, just, um, kind of echoing off of what Dave said. Um, I know that we kind of hit some speed bumps that were unexpected. Um, but I appreciate Alex already having that information provided and being able to pivot as quickly as we
were able to. So, thank you for the work that you put into that, Alex. >> Thank you. >> Thanks, Alex. Uh, just a couple questions for me. Uh, the one is what is the amount of the line item for the um fund balance? >> Yeah, we have 300,000 set aside for
>> 300,000. >> So, if we wished, we could turn that into >> we could if we needed to. Okay. Um, however, I I would like to not, right? I don't want to get back into the position we were. We have a board policy for a reason. So, I think that's important that we continue to account for that.
And the other thing is I know I I believe in one of the former community newsletters, we had a dollar bill graphic that showed when we spend money in the Grand Rapids area schools, this is where it comes from. Um, and I think that's helpful to continue to show. So,
as we move forward, I think if we can continue to show that year-over-year, like this is what it was in the last budget, this is what it was this year, and show the difference to help just the community understand, I think it's really impactful to see what comes from the state, what comes from the the local taxes, what comes from the feds and
whatnot. So, I just encourage us to continue to share graphics like that to help our communities understand where the funds come from, and continue to be very transparent, educated. >> Absolutely. >> Any other questions? With that, do I have a motion to approve
the 27 budget? >> So move David. >> Moved by David. >> Second by Mark. >> Second by Mark. Any further discussion? >> Hearing none. Ashley, can we Sorry, Julie. Can we get a roll call vote? >> Mark Schroeder. >> Yes.
>> David Marty, >> yes. >> Dave Cohen, >> yes. >> Ashley Goodman, >> yes. >> Tom Gustiffson, >> yes. >> All right. With that, the fiscal 2027 budget is approved. Thank you, Alex. And then I believe Alex, you have a
financial report. >> Yep. This is um information only. If happy to take any questions if there are any. >> It's just the report that's in your packets. Does anybody have any questions about the report? >> Ashley, anything?
No. >> No. Okay. And then there's also an FYI, there is a information in your packet about the schoolboard election timeline on November 3rd. Any questions for Alex on that? >> I would just uh point out that the
filing period begins on July 14th through the 28th. It's $2 to file and you can do that by coming down to the office and either myself or Julie can help you with >> Do you take cash or check for that $2 fee? Yes, we do. >> All right.
>> All right. I don't think there's any questions. Thanks, Alex. >> Thank you. >> All right. The next item is to approve the professional services agreement with I ask for physical disabilities. Justin Sunquist. >> Hi. Thank you, Mr. Chair. Uh so this is
a service agreement that we've had with IASK special education cooperative for several years now. Um it allows us to retain a 1.0 FTE in a low incidence area. Um it's a difficult license to
come by. So uh we share those services with our is partners. So I'm recommending approval for this professional services agreement. Thank you, Justin. Um, do I have a motion to approve? >> Motion to approve by Mark
>> Mark. Second, David. >> Second by David. Any discussion? >> Hearing none. Julie, can we get a roll call vote? >> Dave Cohen, >> yes. >> David Marty, >> yes. >> Mark Schroeder, >> Tom Gustiffson, >> yes. >> Ashley Goodman,
>> yes. >> All right. The professional services agreement with I ask for physical disability services is approved. Next item is to approve the professional services agreement with IASK for hearing disability services. Trust me, >> again, similar situation. We're just
sharing a very unique service to our IASK partners. Uh lowers our own costs while also sharing those services with them. >> So move David. >> Moved by David. >> Second by Mark. >> Second by Mark. Any discussion?
>> Thank you. >> Hearing none or outside of here. Thank you. Uh, can we get a roll call vote here? >> Yep. Ashley Goodman, >> yes. >> Tom Gustiffson, >> yes. >> Mark Schroeder, yes. >> David Marty,
>> Dave Collins, >> yes. >> All right. The professional services agreement with I ask for hearing disability services is approved. >> Next item is to approve the business services agreement with ISD 319 Nashwa Kiwatan Schools. Alex, >> thank you. Um, yes, this is a two-year
agreement um, beginning on July 1st, 2026 through June 30th of 2028. It's been a successful partnership for the last um, several years. Uh, the cost increase is 4% in year one and 4% in year two to offset the cost of cost
increase of the staff here in Grand Rapids to provide the business services. I recommend approval. >> Have a motion to approve. >> So moved by Mark. >> Moved by Mark. Second, David. >> Second by David. Any discussion?
>> I appreciate this partnership. I think it's uh uh a wise use of resources in our region and uh it is uh financially responsible for all. >> I would agree with David. And I guess a question I would just have for um Matt
is how is our staff feeling um knowing that we've been doing this for a while? Is our staff um generally supportive of continuing this and are they able to continue to keep up with the responsibilities they have in addition to these?
>> I think the there's no question that is it is additional work and difficult uh challenging. We have really good team players in our business and HR departments. So I think you know they would all I think they would all indicate it's it's hard to balance. It's
hard to do. It's complicated to be in. I mean, you'll see in the next contract. They're in three different districts work. Um, so I think they would all say it's complex. It's difficult. It's challenging, but I think they also understand the big picture of what why we did this in the first place. Um,
beyond just relationships. I mean, and I would, you know, I guess Casey and and Alex are both here, too. I'd be curious to know what they would add to that. I would I would say just what you said. It's it's very busy and um there's a lot
going on, but nobody complains and they find a way to get it done. So, >> yeah. Yeah. We've learned a lot from the district. We have great people. So, a good partnership. >> All with our gratitude, I think. Thank you from the district for what you're
doing to help us um both our district and their districts. >> With that, Julie, can we get a roll call vote? Dave Cowins. >> Yes. >> David Marty. >> Yes. >> Mark Sher. >> Yes. >> Tom Gustoson. >> Yes. >> Ashley Goodman.
>> Yes. >> All right. The business services agreement with ISD 319 Kiwatan is approved. >> The next item is to approve the fiscal host agreement with ISD 6070. I ask Alex. >> Thank you. Yes. This is a similar agreement, a 2-year agreement, beginning
July 1st, 2026 through June 30th, 2028. The cost increase for this contract is 10% for the term of the contract. And is my understanding that the fee has not increased in a number of years. So, we're doing increasing the cost to cover
our increases just as the prior contract. I recommend approval. >> All right. Can I get a motion to approve? So move David. >> Moved by David. >> Second by Mark. >> Second by Mark. Any discussion.
>> Hearing none. Can I get a roll call vote? Julie. >> Ashley Goodman. >> Yes. >> Tom Gustoson. >> Yes. >> Mark Schroeder. >> Yes. >> David Marty. >> Yes. >> Dave Colin. >> Yes. that the Minnesota rural I'm sorry
the fiscal host agreement with I ask is approved. The next item is to approve the 2026 2027 Minnesota rural education membership act. >> In your package you'll see the uh information and cost to continue to be a
member of MRDA. This has been a long-standing membership that we participated in. It has a base fee and then adjusts based on pupils. Uh very I really value our membership in MEA. Not only do they provide a lot of
information to us um that's specific to rural schools, but their advocacy is very very effective. Um, if you look at some of the things on the advocacy list there, MEA was a key key u organization
in leading or advocating for those efforts and getting across the finish line. So, I think it's a very good investment and I would recommend approval. >> All right. Can I get a motion to approve? >> So, moved by Mark. >> Moved by Mark. >> Second David.
>> Second by David. Any discussion? I would echo uh Matt's comments about the value uh of this organization uh as an advocacy organization and providing us a lot of information uh for the school board for our u uh programs and
development. >> Any further discussion? >> Just one comment I had. It doesn't really necessarily apply to this uh um membership, but for an item that's
only $2,500, is this does this require board action because of membership or why does it can it fall into the purview of the superintendent? >> I just don't know. >> Good question. I I don't know the answer to that. >> Yeah. Um >> we've always done it's always come to
the board. Um, but it probably could. >> Probably could. It could. Yeah. >> Right. >> Yeah. >> Okay. With that, uh, can I get a roll call vote? >> Yep. >> Dave Cohen. >> Yes. >> David Marty. Yes. >> Mark Schroeder.
>> Ashley Goodman. >> Yes. >> Mark Gustoson. >> Tom Gustoson. >> Gustoson. I'm sorry. I said Mark. >> No problem. No problem. >> All right. With that, the uh membership in the Minnesota Rural Education
Association is approved. Next item is board reports. Uh let's start online, Tom. >> Well, um I had the I was able to participate in the online session we had
with Big Fork Advisory Group where we uh talked about communication again and and we're working with an outside consultant. I think things went well there. Um, there were some good good ideas thrown out. Um, and that's all I
have. >> All right. Thanks, Tom. Ashley, >> um, I was able to participate in our policy review committee meeting. Um, we discussed AI and it's,
um, and some of the policies behind that that MSBA has created for us. There's a lot of discussion still happening um with that. Uh but I'm trying to pull up some notes here and I apologize my computer is not working. So um it it
was a good discussion. Um I still have some questions about the policies in general that MSBA has and I'm still doing some research. So I'm sorry I can't really give a better report on that. But um David Marty was also in attendance. I don't know if David has any comments that he would like to make
about it and so was uh Superintendent Gross. So, um if they want to, I will pass that over to them. Otherwise, I do apologize um not being able to get into my notes. >> All right. Thanks, Ashley. >> Mark, I also participated in the Big Fork
advisory. It was communication session with uh consultant. It was very good. Um, I guess the other two things I've uh been a part of here in the last couple weeks is the principal and director's contracts. So, both successfully
settled. >> That's all I have. >> All right, David. Uh, as Ashley noted, uh, uh, we were part of the, uh, uh, policy committee. It was a very thorough and indepth, uh, conversation. We're not
across the finish line yet, but uh we've got gotten a lot of information. I've also been uh part of the uh Boys and Girls Club uh meetings. the Boys and Girls Club are uh uh in a very
unfortunate situation right now and that uh we don't have as an organization we don't see where funding is coming from to get us through the end of this year and so we don't know what that means but we're continuing to work on that.
>> Thank you David. Uh the only couple things I had was I participated in the Refe Center annual meeting uh a couple weeks ago where there was a new uh slate of officers elected. So thanks for those departing and we continue to work
through the discussion and um possibility of building a uh cultural center uh off of school property. And then I also participated in the principal negotiations which was uh again a great discussion.
All right, the next item is uh superintendent report. Mr. Gross, >> thank you. Uh Mark and Tom mentioned the big fork advisory committee, so I won't uh expand any further on that progress though. I had the opportunity to uh participate in the uh Minnesota's
Association for School Administrators region 7 summer retreat. um on Monday a couple weeks ago. Real valuable information there and lots of end ofear wrap up. We're in that middle ground now between finishing up uh 25 26 and
ramping up for 26 27. Have some trainings coming up in July that we're planning for. Uh the last thing I mention is the uh prospective board member training that we're going to be offering or not even training just educational opportunity on July 13th uh
right here in this room and it'll be the first time we've tried it. I'm looking forward to that uh and hope we have a whole pile of people. >> That's all I have, Mr. Chair. >> All right. Thank you, Mr. Gross. Uh just uh note that uh future board um
committee and meeting dates are posted on each agenda. Meeting agendas can be found on the district website and on the designated posting site here at the ISD 318 educational services center. >> Is there any other business to come before the board?
>> All right, Julie, has anyone signed up for public input? >> No one. >> No one has signed up. All right, with that, can I get a motion to adjurnn? >> Move to adjurnn. David >> moved by David. >> Second by Mark. >> Second by Mark. Julie, can I get a roll
call vote? >> Gustoson. >> Yes. >> Ashley Goodman. >> She must have lost. Yeah, that's okay. Mark Schroeder. >> Yes. >> Dave Marty and Dave Cohen. Yes, we're adjourned.
>> Thank you. Now we just have to figure How you