Yes. Okay. See? >> Yeah. Does that work? >> I feel like it's the uh prime minister and the king exchanging letter boxes in the red letter box. You had a good turnout this afternoon
for the uh with the staff was nice good group responses and feedback. So, let's go. Which one are you working at today? That's good recognition.
Julie, I see it's six o'clock. Are we good to start without Ashley or >> started? I haven't heard yet, but I'll text her. >> Okay. >> Well, we have a All right. Well,
>> okay, we're good. >> Good. All right, we'll call the uh work session to order. Um Julie, has anyone signed up to speak during an open forum? >> No. >> No one has signed up. >> All right. And we will then um I think
if we can move Sean's report up. Is that work? Sean, for you? >> Okay. You're ready to go. >> Good evening. >> Good evening. Thanks for having me back. My name is Sean Martinson. I'm the principal at West Rapids Elementary School along with Clayton Miller. If you
remember last time I came, if you don't remember the exact specifics, that would have been the night we watched the video of what the kids thought of school. So, tonight you get a dose of me instead of listening to the kids. >> Uh, tonight I'd like to walk you through a few different things. Uh, probably quite a bit bit you may well you may
have heard about quite a bit of it before. >> So, if it's repetition, it's actually reinforcement hopefully. >> I'd like to walk you through our school action plan. And that's where we target uh key strategies to focus on for the year. Those three being our foundational literacy, our first year of UFly
instruction, our second year of deepening our understanding of wit and wisdom. And then the third goal being elevating our science education K through two. The fourth kind of colorcoded bar there would be at the very end I'd like to share with you a
couple programs that work inside of our building. >> Consider them either district or community partnerships. I'd like to talk a little bit more about North Homes, a mental health service provider and our geeku sorry our inab program geeku an aloin. I'll make sure I get that right
again later. Um I am using a new tool on my end so I'll kind of fumble through >> my notes but Julie if you mind switching to the next one. >> So this is a >> so this is a snapshot of West Rapids Elementary School. We have 511 total
students. That's not counting our preschool program. That's about 45 additional. So preschool, as you remember, that's early edge. It's a partnership with the district. So although not specifically a West program, they are housed at West Rapids Elementary. >> We have about 97% of our students
participate in our screening process. So when you hear me later talk about uh so for example, our fall, winter, and spring screenings, 97% of our students are screened. That's a >> that's a >> that's become a norm. We should still we should still still celebrate that. But that is a high percentage. About 30% of
our students are on a free or reduced lunch meal status with 22.5% of our students receiving special education services. >> I believe the last couple meetings you may have heard percentages at buildings uh above me so to speak like 3 through 5
or 6 through 12. So something to keep in mind is although it's 22.5% that's where they're qualifying as they come into our district. It's a pretty rigor rigorous process. Our our core strengths as we not noted coming into this school year would be strong kindergarten readiness, high screening
participation with 95 97% of our students participating, a collaborative staff, those are willing to work together during times of their own times of the district in a positive school culture and climate with PBIS. You can go to the next one, Julie.
>> Winter screen. >> Winter screening results. I'm not I'm not really I don't really like following a script. So, I'll have my notes here, but it's not my not I I'd rather just talk about what we see. >> So, when you look at this slide, what we saw on the winter screens, it's it's not
out of the norm of what we see year to year to year. >> When we do our fall win, when we do our fall literacy, math, and social emotional screeners, we see how kids enter the school year. Our kindergarten students, it's not not to say the surprise wouldn't be the right word.
don't know often what we're going to receive because they're they're students new to the building or new to the district. If they've been in the preschool, we might know them in passing, but we don't know them as well as we do our first and second graders. So, in the fall, we run our screeners. We we immediately set and start intervention groups. We've had
conversations with families lately or I have where sometimes families get concerned about their child receiving an intervention. I wish we could get past that >> because when >> because when students leave a room because typically what they hear is, "Oh, my child's leaving the room for an intervention." What they're not realizing is during that block of time
when a child leaves for an intervention, everyone in the room is also receiving an intervention. It's there's different tiers, different levels, but at that time when a child's leaving the room, everyone is getting an intervention. It's either from a support specialist outside of the room or the teacher in
the room. uh what we saw in the winter screenings and I'm really boiling this down from from high left to right whatever levels you'd like to use what I remember the discussions being is when we looked at our literacy scores from fall to winter first and second grade we had some concerns some of the concerns
could be related to a new literacy initi initiative some of it could be the students coming through but that part aside what we immediately did just like in the fall when we set our intervention groups and we started to target what kids need the same thing in the winter What you often hear is a community or board.
>> You'll hear about scores like MCAs that are once a year. What we don't hear enough about is what we do daily, weekly, monthly, and those three seasons of fall, winter, spring with the high level. >> So, right away, we met with individual teams, individual staff. We specifically had our first and second grade
incorporate an additional 10-minute block during their day to target student fluency. That was uh an area that we saw flag. So rather than waiting to spring to find out that kids were struggling say for for example in fluency we immediately started to readress that the
winter which would be normal every year we we re redraw so to speak all those intervention groups they all get redone some kids continue because they still need support exit out because either they have met their goals or there other students with further need but that's an
immediate change in the winter why do I bring that up I mean I read I read social media. I read the newspapers too. And what we often, like I said, miss, and I'll say it again, then we'll go to the next slide. What we often miss is we see those highlevel reports, but we don't talk about what's happening
every day. So everything that I just shared, >> this is even above and beyond what teachers are doing individually in their own rooms to progress monitor what their students are doing. >> So that's our winter screening. Joe, if you can go to the next one. So, >> so for the next few slides, I'm just
going to jump into what we set as a site for some of our >> some of our focus >> some of our focuses for the year. >> What I remember from the discussions were >> and I don't know if it's a simple person or pragmatic, I knew from a leadership
standpoint >> that some high level initiatives for our district this year were some foundational literacy instruction through EUly. um making sure that we were going through and implementing a new science curriculum. I believe we were in year two and the same thing with our ELA
curriculum went with wisdom for year two. So our first goal was specifically focusing on making sure we're doing we're doing the thing we're implementing you fly our teachers are implementing this new training. So daily so there's daily UFly foundational instruction in K through two. We made sure that we had
monthly instructional rounds going through the building, whether it be principles or coaches going through, walking through, seeing what we're seeing. Ongoing coaching support and lesson level assessments. If you scroll down a little bit, Julie, >> what we were looking for this year by January, which we met, is 90%
implementation fidelity. >> What you saw that doing was during the course of the year, >> staff doing this on their own, but how we were checking it. So principles doing walkthroughs, going through checking the timing of the lessons, the pacing of the lessons, making sure that we were going
through and focusing on the core uh concepts of each lesson. What we're looking is to reduce high-risisk students and do um have clear UFly alignment. The pacing isn't not an issue, but pacing is something that we work on as well. For example, Big Fork
being a one section school, Cohasset a two, east and west being a seven. What we look for is less variability between classrooms. >> So pacing becomes really important. >> It's across the district, but you notice it more so in a building like mine, for example, when we have more classroom
sections. >> I know I'm going through really quick. You have any questions on what I've talked about so far? >> I think what threw me off is trying to go from notes. >> Year two of wit and wisdom. So witten wisdom. And I gave I wouldn't say it I wouldn't say it was a cheat sheet but
you should have like a blue one pager in front of you with kind of some nuts and bolts. So you fly how to read Whit and Wisdom how to understand what you read. Whiten wisdom be would be our ELA our English language arts curriculum that we use. I'm just talking about our K2
building but it goes further. >> What we look for in year two was adhering to district pacing guides. Making sure we didn't have some classrooms way ahead some way behind. Kind of like the Goldilocks. We want everyone paced along and really that's so that kids across classrooms across
our district whether it's big for Quasset or West with the K2 are receiving the same instruction or the same exposure collabor collaborative planning was a big thing this year with early outs dedicated time and this again you hear principles talk about things like
dedicated time early outs staff trainings forget >> let's not forget there's also what teachers are doing individually in their smaller smaller pods say they're three to four sections of their grade level or their entire grade level. So I don't want people to think that >> I guess >> I guess I should say it in the positive.
I'd like people to remember teachers are working on this too. So there's quite a bit of work um being implemented >> consistent >> consistent evidence-based vocabulary across the day across the year with vocabulary uh routines. This year as well, we continued our guided
>> guided observation for leaders. >> Principles went through different buildings doing walkthroughs. >> What those walkthroughs would look like would be, for example, I would have the teacher's lesson for the day and I would be following along. >> As a teacher, having been observed before, too,
>> it doesn't always >> unless you're comfortable with visitors coming in, sometimes it can feel a little bit off-putting, like you know, why is Sean staring at that lesson plan? Part of it's because I'm learning, too. I'm learning what implementation looks like, what pacing looks like, what decision teachers are making throughout
the course of a lesson. >> That's been extremely powerful. Um, even to go through other buildings, other grade levels, and have our teams of administrators go through as well. >> And then student work analysis. If you scroll down a little bit, Julie, >> similar to UFly, we're looking for 90%
on pace implementation. One thing we learned on year one um was the pacing. Making sure that we're checking in throughout the course of the year rather than waiting too long so that people don't get too far ahead or too far behind. For staff that might get too far ahead, the too far ahead, it sounds like
a bad phrasing, but digging deeper and pulling it back, it's making sure we're understanding what our pacing and the decisions we're making are impacting. So, if I'm a teacher that's able to get way ahead, quote unquote, what decisions or changes did I make that led me to get ahead? and are those decisions and
changes I should or want to be making as a teacher because there's some things that I might change in kindergarten that seem like a minor change that are actually really big change for the grade levels ahead or down the road. So, we're looking for increased student performance and clear alignment to the evidence. That would be Whit and Wisdom.
>> Go to the next one. That'll be for science. >> Science. >> Science. So, we've got two different programs that we use. Kindergarten uses a program called mystery science and second grade uses STEM scopes. >> What we're really looking through both of them is that scientific thinking the
the exploration and really engaging kids. If you scroll down kind of slowly, Julie, again, we're looking at following pacing guides, the weekly instruction, so science becomes weekly planning. We had times dedicated through early this year, using the assessments, and going
off of our K5 science expectations from the science committee. If you scroll down a little bit, the the success criteria is going to be again on pace implementation covering the standards and increased engagement. >> If you're maybe not necessarily aware, there are quite a few standards and
quite a few categories elementary staff cover throughout the course of the year. >> This year, making sure that we had time dedicated to science in our master schedules. And that's a whole another session on master schedules. But everything I've talked about so far, we have our early out planning, we have
staff planning, we have our schedules that are dedicated to that. >> There's a lot of forethought that goes into the course of the year. >> Anything on that so far? >> So, one question when you say um there's dedicated time weekly for science, for
all grades, K through two. How much time is that? >> So, for example, kindergarten through fourth grade, it would be one day a week at a minimum. >> One whole day a week. Sorry, not a whole day. One block, one lesson per week. >> One lesson. >> So, it goes throughout the course of the year. As far as you have literacy and
math, which is daily, that entire block, science gets worked in as well. >> Okay. >> Okay. >> Next one, Julie. >> Since I have you as a captive audience, I'd like to talk about a couple partners that we have inside of our building as well.
>> These are very similar across sites. The first being, >> if you scroll down a little bit, Julie, I think there's a heading underneath the pictures. >> So, North Home North Homes is an onsite mental health provider. They provide access to mental health services during the day.
>> Over the course of probably the last five years, the stigma around the term mental health is thankfully breaking down. >> It could be a spectrum of services that kids are receiving. But when kids do need support, one hurdle that often
comes in play is families that maybe have the access or means. So what we would see in the past would be families that could take their kids outside of school for support would and that would pull them during the day and those that couldn't take them outside of the school day wouldn't take them at all. So what
this looks like in West would be and well I'll talk about it again in the next slide. We have a couple rooms that are dedicated to private or excuse me, >> excuse me, we have at least one program room for therapy. So that'd be like one-on-one individuals in a private
setting. And then we have two other rooms for the uh therapeutic services like skills training and those typically more small group. The other program we have, >> the other program we have in our building, we have an American Indian education program advocate through our inabuin
program. And that would be Becky Jones. >> She'll probably watch later. So I told her I would say Rebecca Jones, but if you don't mind flipping to the next one. >> So with >> So with North Homes, they're currently serving 53 clients. So that'd be 53 students.
>> They've had 47 new referrals this year from West alone. you should see that as a high number >> when you compare it to other sites. We're the entry level buildings. So when you talk about early intervention, >> those are good things. Whereas some might paint it as maybe an alarming number. Whatever the number is, because
they have really typically they have no concept of what a number is, but they see, oh my gosh, 5, those are 53 kids that are receiving help and support during the school day at their school. It's much less of a burden on the family, and we're not losing time to kids having to come and go. And then what they're learning in the school
setting, the school setting is picking up on because there's a much uh closer collaboration with Northolmes. >> 21 new clients started this year and five have completed treatment so far. >> What Northolomes offers in the building would be individual therapy. That'd be confidential one-on-one.
>> CTS, >> CTSS, we have all sorts of acronyms. This one would be children's therapeutic support services. This would be for example skills that you work on. So whereas in the therapy they might talk about >> why or what had happened the CTSs would be skills to work through that
>> we um with those providers in the building the process for a comprehensive evaluation is much more streamlined as well. Parents can still bring kids outside of the school for those eval but now they can do portions of them in the building as well. Uh we've also had one of our providers that's offered parent
trainings. I think he offered two last year and he's got planned for this year. So, this would be a parent event on >> I think last year >> I think last year there was one on anxiety and skills that parents could implement at home to help kids um working through anxiety.
>> I don't think there's anything lower down that page, Julie. >> Oops. >> Uh another program would be we have a student advocate in our building, Becky. She's works with 49 students across our K2 building alone. She works through what they call the seven grandfathers
teachings. We also connect those a lot with our PBIS program. >> There's weekly cultural groups and there's been two cultural camps to date with Wild Rice and Sugar Bush. That'll be a little bit further down. >> What she does each week, I think there are some things in that list that you may recognize, but there are hopefully
some things that you maybe didn't know about. >> So, she does have a space in our building. It's a full classroom. It's not like an add-on. Same thing with North Homes. When we built our new facilities, they were built in a very thoughtful way. So, North Homes, >> back in the day, like Murphy, Forest
Lake, when I was at Murphy, we had uh small groups in hallways. Forest Lake had small groups under the stairwell. Um, Mr. Murray probably remembers some of those. That space has become very valuable. The student uh she also so Becky also helps us with our DART meetings, which would be students that
are um receiving additional supports or going through the process of teachers trying to help provide more supports for kids. She's there as a representative or an advocate. Same thing with our attendance meetings. She'll sit in on all of our weekly, we call them an engagement meeting. It works on
typically it's attendance, but we also talk about other factors going on in children's lives. >> She has her own space. >> She has her own space. It's a very nice room. >> It does. >> It does provide a family and community connection. And if you scroll down a little bit further, >> there has been a wild rice camp. We've
had the sugar bush. And then there's classroom curriculum support spec I mean a very specific example would be there is a unit in second grade and witten wisdom where we talk about the American west and American Indian culture and
Becky was able to bring in some dancer jingo dress regalia. So some real first world examples of like no this is this culture is still here it's alive it's prevalent and she shares that as well. Um she also greets students every morning. I kind of have her set right in the middle of the building so everybody
gets to walk by her and greet her every day. >> I think that's the last one. Julie, >> I apologize that trying to go from notes really threw me off. That is not my style. >> So hopefully today you had a little bit little bit better look at West. So for
example, going through our school action plan. That's something each site in our district has highlighting the work that we're doing this year. And then >> I was hoping that it reinforced what you already knew, but I wanted to share again the benefits of that collaboration with our American Indian student
advocate and North Homes. They really do provide services that >> we didn't we didn't provide when I was a teacher and definitely not in a school setting. So >> wide open question. Any questions for me?
>> Questions, Mr. Chair? Uh Sean, uh I'm very impressed with the high rate of um uh evaluation on students at the front end. Uh that's that's incredibly important and the uh high uh
accomplishment rate 90% uh of the students uh uh uh 90% of the uh program being realized. Uh I have a question about the uh science. I saw that in the science specifically
uh K1 and two had different programs. Is that a concern for us? >> No. Same Minnesota standards just a different vehicle to get there. >> So K1 is much more of a primary focus whereas STEM scope I don't remember
their exact levels they start at but STEM scopes for example is targeted for upper elementary and middle school. So, so for example, STEM scope is is 2 through five or 2 through eight, whereas mystery science is K through one. So, they it was smart to pick a different
program for primary versus intermediate and secondary. >> Thank you. And you had hit on the screening. One thing I didn't mention too is that after every fall, winter, and spring screening, parents receive a report. And thankfully as a parent too,
it's written in parent friendly language >> because what I what I have a staff reading and going through is not always parent friendly. >> So at least three times a year parents receive a report. Right away in the fall, how are my kids doing right away in the winter and then right away in the
spring? >> Typically the week after we do those screeners, everybody gets them sent out. >> Glad to have that value of uh that that uh level of information. Thank you. Anyone else?
>> Melissa, do you have any questions? >> I I just have two quick ones. Um, in the north homes, which I think the mental health is is awesome. Do you one I'm making an assumption here, but I just want to know um any
any sessions that Northome provides has to have parental permission. Am I correct on that? Correct. >> Correct. For a student to receive services specifically from North Homes, for example, the parents have to provide per permission and they're part of the entire process.
Where where it runs a little bit differently would be say for example our school counselor or or our interventionist. We have a little bit more flexibility there is their district staff. >> But there is a clear distinction when it's north that it's right away parents.
We always involve parents. But yeah, it's a good point to bring up that you have parent permission >> and there and there's a process by which that involves parent consent through a diagnostic assessment that triggers that. So similar to parent involvement
in an IEP process, they're involved to that level with that diagnostic assessment with permissions. >> Thank you. >> Yeah, perfect. So then that kind of just leads to my next question is that you
know we have a high number of referrals which I totally understand. Um especially because now there's access right so that makes those things a little bit more easier to make referrals. Um but do you know like about
approximately what percentage of kids that are referred that actually take advantage of those services? Do we have any idea about that? like 50% or >> Oh, without asking, I wouldn't know. If if you were to ask me how many how many
kids that the building refers for those services actually receive the services, it would be a very high percentage. And and a big part of it is that we have a system in place now where it's it's not Sean as a teacher just saying, "Yep, let's let's go here." there's a process
in place with our MTSS system that in order to even get to that point, we're trying other interventions from the classroom level first. >> So that's I that's a tricky one of like the reason we would see a high percentage of referrals qualify is
because we do such a good job of only referring those that should be referred. >> That's great. >> Thank you. >> That's all I got. Thanks, Melissa. Any other questions?
>> I just hope Sean you will share with uh the teachers and staff at West uh how very impressive they are and thank you for taking care of our students as well as they have. Congratulations. >> Thank you. >> Sean, are you saying for the board meeting or next meeting?
>> Yeah. >> Okay. Um, assuming the consent agenda goes the way that I assume the consent agenda will go. Um, I just want to take a moment to recognize and thank you for what you've done at West Rapids. Um, that school has only had one principal
and I know you've poured your heart and soul into that building and on behalf of the district and the kids, thank you. >> Thank you. >> All right, we will adjourn and come back at 6:30 for the regular board meeting.
I'm not saying the Apple device. Ready to call the war stand algiance to the flag of the United States of America and to the republic for which it stands. One nation under
God, indivisible, with liberty and justice for all. Just a reminder to turn your mics on. Uh, first item on tonight's agenda is approval of the agenda. Do I have a motion to approve? >> So move David. >> Moved by David. Second. >> Second by Mark.
>> Second by Mark. Any discussion? >> All right, Julie. Can we have a roll call vote? >> Yes. >> Yes. Thank you. Melissa Bar. >> Yes. >> Tom. >> Tom Gustoson. >> Yes. >> David Marty. >> Yes. >> David Cowen. >> Yes. and Mark Schroeder. >> Yes.
>> All right. The agenda is approved. Thank you, Julie. The next item is to approve the minutes of the March 2nd, 2026 regular school board meeting. Do I have a motion? >> So move. David. >> Moved by David. Second. >> Second. >> Second by Mark.
>> Second by Melissa. Any discussion hearing? None. Julie, get a roll call vote. >> Tom Gustiffson. >> Yes. >> David Marty. >> Yes. David Cowen, >> yes. >> Mark Schroeder, >> yes. >> Melissa Bar, >> yes. >> All right. The minutes of the March 2nd,
>> 2026 regular school board meeting are approved. The next item is to approve the February claims uh February 2026 claims in the amount of 7,612,176.51. Do I have a motion to approve? >> So moved by Mark. >> Moved by Mark.
>> Second, David. Second by David. Any discussion? >> Is is this a new format? Because I didn't really notice that it was any different. >> Okay. Okay.
>> That's a new analysis, right, of the how it's presented. >> Yeah. >> Correct. Okay. >> Any further discussion? >> Hearing none. Julie, can we get a roll call vote? David Marty, >> yes. >> Dave Cowen, >> yes. >> Mark Schroeder, >> yes.
>> Melissa Bar, >> yes. >> Tom Gustiffson, >> yes. >> All right. The February 2026 claims are approved. The next item is to approve the consent agenda. Do I have a motion to approve?
>> So moved by Mark. Moved by Mark. Second. Second, David. Second by David. >> Any discussion? All right, Julie, can we get a roll call vote? >> Dave Cohen, >> yes. >> Mark Schroeder, >> yes. >> Melissa Bar, >> yes.
>> Tom Gustoson, >> yes. >> David Marty, >> yes. With appreciation. >> All right, the consent agenda is approved. Thank you. The next item is to approve the 2025 to 2027 Indian Education Advocate Group contract. Casey,
>> thank you. Good evening, board. The the financial part of the agreement includes a 1% salary increase for 2526, a 2.25% 25% salary increase for 2627.
The addition of two workshop days to the advocate schedule. The ability for our new hires to start at step two. Adding 50 cents per hour base pay for those with a diploma or certificate in a related program
and an increase in sick days with a decrease in personal days. I'm recommending approval of the 2527 Indian Education Advocate Contract. >> Move to approve David. >> Uh moved by David. Second.
>> Second by Mark. >> Second by Mark. Any discussion? >> Mr. Chair, I'll just add that um we receive uh funding from the state and federal government specific to this programming that we use to pay these individuals. Um so there are grants
involved in this contract. >> Okay. Any other discussion? >> I just have a quick question. Oh, go ahead, David. >> I was just going to say that uh I was involved in the negotiations and I was
uh uh very proud of how the uh unit uh responded in this and I thought we had a very successful uh conversation. >> Uh just a quick question. uh the certificate or education uh the 50 cents
for uh something connected. I can't remember exactly what the language was, but what do we have? What sense of degrees or certifications we're looking for that would be directly related to what exactly? Yeah, I know in the discussion there
aren't any employees currently that have any that would qualify, but just an opportunity for them in the future to have alternate ways for increases because associates degrees and things are not as common um in the tribal
world. Melissa, I'd add if they were uh related to language and culture, uh those would be examples of certifications or they could be specific to um providing student support as well.
>> Okay. I was just wondering how broad that was versus like how do we know what's related, what's not. >> Any further discussion? Okay, Julie, can we get a roll call vote? >> Mark Schroeder, >> yes. >> Melissa Bar, >> yes.
>> Tom Tom Gustoson, >> yes. >> David Marty, yes. >> And Dave Cohen, >> yes. >> All right. The 2025 2027 Union Educ Education Advocate Group contract is approved. The next item is to to accept the capital asset listing. Mr.
Superintendent. >> Thank you, Mr. Chair. This is an annual um report that's supplied to the board that we're required to uh take action on. The board's required to take action on. It lists the capitalized assets for
the school district and it uh summary of this report is included in the annual audit report. Uh there's no you know you can see it's quite substantial. I think uh if anything it should be an indication of the degree to which the
district tracks spending um from dishwashers to tractors to uh chairs. So it's a pretty significant uh list. A lot of work goes into tracking
this uh and uh in order to create maintain accountability. I'd recommend approval. Thank you. Do I have a motion to approve? Miss >> Melissa. So moved. >> Moved by Melissa. Second.
>> Second by Mark. >> Second by Mark. Any discussion? >> Hearing none. Julie, can we get a roll call vote? >> Melissa Bar. >> Yes. >> Tom Gustoson. >> Yes. >> David Marty. >> Yes. >> Dave Cowen. >> Yes. >> And Mark Schroeder.
>> Yes. >> All right. The capital asset listing is approved. The next item is to approve technical updates to the following policies that are listed in the agenda. Mr. Superintendent. >> Thank you, Mr. Chair. In your packet,
you'll find a list of policies that um have technical changes. In the past, the board has lumped all of these together into uh policies that didn't have substantive
changes. These I would say are a particular subset of these where there might be just a statute number change or a very minor technicality. The tech from a pure policy or board action standpoint. This isn't something
that the board would have to take action on if it's purely a technical change. Our board has um so I'm bringing you kind of two things. One is to take action on these because that's what the board's previously done. uh we've done that in one meeting if they're technical
or substantive. I'm also bringing to the board's attention that in the event that there are policies that have um strict statutory strict technical um updates, the board could authorize
Julie to just make those changes. So, um, if the board would prefer to do that, it would be important to capture that in a motion or the same motion potentially. Um, or if it wants to leave it the same, the board could
choose to do so. At minimum, I would ask for approval on these policies that are listed here that have small technical changes. >> Uh, okay. So, do I have a motion to let's address the first one that's on
the agenda here, which is to approve these technical updates. I have a motion to approve those technical updates. >> So, move David. >> Moved by David. Second. >> Second by Mark. >> Any discussion? >> What what was the motion? Approve that.
>> The motion is to the technical updates that are here. And at this point now, we could be looking for an amendment to that motion to also approve Julie to make technical updates going forward if we choose. I would just need an
amendment offered for that. >> Okay. You've used the same term twice here. So, I wouldn't consider all of these technical updates. >> Okay. >> Right. I mean I mean there was verbage there was some verbiage in the policies,
right? more than just a reference, let's say, to a >> to a statute that change or new statute or >> or is the board feel that it's this is all completely technical. I >> these were identified as it from MSBA as
technical changes. So that wasn't even a determination that Julie or I made. >> Okay. >> Yeah, that from PRA practice that's pretty common. just statutory changes or a definition change and a link to where
to find it. Those are considered technical. >> Yeah, I thought there was some kind of in the body here and not a lot but but a few that were more than just the references, let's say.
Okay. >> Any further discussion. >> How does the board feel about um making an amendment to giving Julie the ability to make technical updates? >> I I appreciate being able to see these
and even just going over. In fact, myself, I would appreciate a little more time because there was a lot lot of reading to do there in in 3 days. And really, if you want to understand it at all, right? For me, >> a lot of this is a first seat.
>> Sure. >> Too, you know, as a first run, it's a little might be a little different for those who've been on the board longer. It's >> doesn't take, you know, you look at the changes and that's the end, right? But but I know it, you know, it constituted
a fair amount of reading in a few days here to kind of really know and understand what um and I won't pretend that I knew and understood it all in that time period. So >> we can certainly leave it. >> Okay.
>> I I would just concur with with Tom. >> It's just always nice just to see them even if we don't have to do a lot of discussion. >> Sure. Mr. Chair, I would concur with Tom and Melissa. >> Okay. Regard
Okay. So then the motion um that's been moved and seconded upon is just to move approve these technical updates as listed here. >> Any further discussion? >> All right, Julie. Can we have a roll call vote?
>> Tom Gustoson. >> Yes. >> David Marty. >> Yes. >> Dave Cowen. >> Yes. Mark Schroeder. Yes. And Melissa Bar. >> Yes. >> All right. These technical updates have been approved. The next item on the
agenda is board reports. And let's start tonight with the Melissa Bar. >> And I'm going to say thank you very much. And I don't have anything to report. >> I feel like you could have told me that
a long time ago. I just had to do it. Sorry, Dave. >> Touche. >> Touche. All right. Well, now that that foolishness is done, um Erin, um so we've had a busy couple weeks here
with spring sports starting up. >> Um and then our winter sports are wrapping up. Basketball is heading to state this week on Wednesday. They play at 2 um in the state tournament. Um, baseball started practice on March 10th.
Um, softball has had captain's practice throughout early March and their first official practice was today. Um, lacrosse had captains practice practice this week and next, and their first regular season practice is March 31st. Um, track and field starts their season
with several indoor meets and the first one is tomorrow. Um, and then girls flag football starts on April 6th with Sunday games to come. Um, boys tennis started practice today as well. Um, and then student council is aiming to receive donations at finish planning prom with
purpose. Um, and then we're also looking into a attendance space bracket style tournament to encourage attendance. >> Yeah. And then Key Club um started a fundraiser for Women's History Month
raising money for the charity Every Mother Counts. Um they had a walk on Saturday to spread awareness about maternal health and then band played at contest on Wednesday in Virginia. Symphonic band received a
superior rating and concert band received an excellent rating. >> Hey Tom, >> like to ask one question. >> Sure. >> You piqu something that piqu my interest there a little bit. The attendancebased tournament. What's what's Can you
explain a little bit about that? I'm kind of curious that. >> So, um, student council participates in the Justin's Renaissance like culture and climate challenges every month. Um, and this month their challenge is to do a tournament kind of reminiscent of March Madness. Um, to encourage
attendance behavior or grades. Um, grades is the most feasible one for us to do just because of how like campus works and what like we can track. Um, so we're like like trying to like So what we have right now is a
bracket with fifth hours. Um, and then we'll go each round the class with less absences will like win the round and advance >> through the tournament. >> Interesting idea. I like that. >> What What's our prize?
>> Um, we haven't quite gotten through all the details yet. Thank you. >> Sorry, I didn't mean to put you on the spot, but I turn uh last week we had the uh Big
Fork advisory group and I was up there again and we had uh as usual we had very good discussion there again. um really uh do appreciate the input that that the community has given in that right now and I think it's making some very good
points and very good progress for in a number of areas. So that's all I have. David, >> uh not thanks and appreciation to Aaron. Nice report. Uh good to hear what's uh going on uh with students. Uh several of
us attended uh two weeks ago uh the Minnesota School Board Association Day at the Capitol uh to talk to uh senators and representatives about issues of importance to schools as we move
forward. Um I attended uh a couple of Indian ed uh negotiation sessions and they were very very positive. uh CACR uh met and uh had a very um
engaging conversation and I was uh proud to be a part of that. Boys and Girls Club uh met this past week. Boys and Girls Club is uh really challenged right now uh because of uh
lack of funding. Uh the Boys and Girls Club is looking for new sources of funding. Uh trying to determine what the uh summer uh program might look like for Boys and Girls Club and uh how
we can balance budgets and it's it's quite challenging right now for the Boys and Girls Club. and the endowment committee uh met this past week and uh I'm hoping that all of you are going to be getting letters uh in the mail uh uh
either already received or in the next few days and I encourage you all to support uh our endowment program that gives funds back to our students for things that the school cannot uh fund but it's something above and beyond
benefit of our students. >> Great. Thank you, David. >> Uh, last week I attended the IS board of directors meeting on Tuesday. Um, pretty much uh, routine issues
there. Uh, additionally, I attended the admin professional negotiation session this morning. That's all I have. >> Thanks, Mark. >> Um, I also participated in the, uh, MSBA day at the capital and I thought there
was some great conversation. um with Senators Heinszman, Farnsworth, and Hoschild. Um I think they know the situation that our district and all districts in Minnesota uh are faced with. Um and I think they listened when
which I think was was good and is what we were asking for. Um also participated in a couple of negotiations with several bargaining units and then uh the RIFE board met virtually last week. All I had. Uh the next item is a
superintendent report. Mr. Superintendent. >> Thank you, Mr. Chair. Um as mentioned, there's been quite a bit of activity at the capital. Uh and had the opportunity to be down there a little bit. Um couple opportunities and you know,
it's a it's sort of a frustrating time down there. Um the attitude at the house seems to be one of gridlock and difficulty compromising or getting to resolution on just about anything. And so it's concerning because we have some very important bills that we're
watching. Um but not a lot of room for optimism there. A lot can still happen. Um but bills are uh really needed to be have been heard already. And so it will be interesting to see how this shakes out. >> Um
Tomorrow is the third forward community advisory committee meeting. Uh we're looking forward to it. The uh participants are going to be working through a district budgeting activity to get a sense of how uh district budgeting works in a very very uh simplistic
format. It'll give I think us a sense of where our committee's priorities are and how they're thinking about spending and resource allocation. And I think it will also give our committee a sense of uh the challenges and difficulties
associated with budgeting. We had along with that we had a meeting today for staff to get some feedback from them both on some of the same questions that we've asked our our community but also to get some feedback on what we're hearing from our
community. So, um I'll be aggregating that data and um sharing it with both groups, the staff and the community advisory committee probably at our next meeting. >> Third quarter ended today as was mentioned, so it's hard to believe we're
at that point in the year and Aaron's talking about spring sports and uh things will move quickly here the rest of the year for sure. strategy team met since the last time I reported. Uh planning for next year, adjustments to the calendar and how that looks with PD.
Um I'll also be bringing a revised operational plan uh that'll be recommended from the strategy team that'll drive some of our goal setting for the for the upcoming years. And so um that that's just a preview on that. You'll see that at the next board meeting in April.
um with uh Fawn Samson, our achievement integration coordinator, resigning earlier this year. Um I've taken those duties over and submitted the re uh revised plan to MDE last week as well as
the fiscal 27 budget and we'll be submitting the fiscal 26 revised budget here in a couple weeks. I think we're we're learning I think still about how best to establish the that the goals and
strategies in that grant. Um I'm not sure there's going to be a replacement for that coordinator position. I think we can do that um in house. I'll probably continue to manage that for a while and um that'll enable us to put
more money into programming. Our next issue of the community newsletter, >> it will get get into mailboxes uh late this week, I believe.
>> Yeah, late this week. So, they'll uh mailboxes should see that right before break. Um we get great feedback on that and it was very interesting. Um I was listening to someone speak about communities and where they're getting information was actually um Peter
Leatherman who does a lot of surveying across the state for pol politics and and other things and he talked about how um many many people still get their information about schools from school newsletters and so I think that's really
important especially in this case for individuals that don't have children in school they get a copy of that newsletter and enables us to tell our story. I don't believe I've mentioned yet, but the state got a grant either last year
or there before to do mapping of schools. And so we had a company that does mapping. Uh their background actually is in military doing mapping for um
uh areas or arenas where activities happening in the military. They applied that same mentality to facilities. And so an individual went through every one of our buildings. They to verify the uh
blueprints we had with what is actually here in real life. And so they looked at door numbers and where um fire extinguishers were everything. And so that is complete and we will have a preliminary tabletop with them coming up
soon. all the districts in the county went through that and uh so those maps are consistent from school district school district um I think it'll be a big benefit for emergency response and um and other things we also in the
process asked about uh Yanmar and whether that could be included even though it's not a school uh obviously we use that facility and so that was included and so worked with the city on that and um and also our our
fields. So, uh looking forward to that. That's good. Uh the last thing, we're busy doing planning for summer school. At a meeting last week, Melanie Deay pulled together all the entities that are touched in some way, shape, or form by summer programming all the way from
IEC to ALC to food nutrition to transportation to learning academy and community ed. uh it's just a a really big circle of people that help make our summer programming go here. So, uh that is in process as well. That's all I
have, Mr. Chair. >> Thank you, Matt. Uh just a reminder that uh upcoming schoolboard committee and meeting dates are posted on each agenda and the board meeting agenda can be found on the district website and the designated posting site here at ISD 318 Educational
Services Center. >> Good. Can I ask one question, >> Matt? When you talked about the summer programming, does Graa have any summer programming that goes on for that? >> Not currently. I I anticipate >> um I anticipate that the
lines that exist between >> summer school, grava, >> ALC will start to get blurred um credit recovery. And so this summer, I would say it' probably be the last summer we don't have some sort of online component
of of uh Grava or credit recovery or ALC, whichever direction that goes. there are and and along with that I know this wasn't directly your question but um one of the other things I anticipate you know and we have our our our future
principal here um but he and I have talked about seretti there are al area learning centers currently operating that have online components of their ALC so they're running a seatbased ALC like we do and then they also have an online component of that so we're not ready to
jump into that yet but I think that'll another option for us to look at or investigate down the road. >> Thank you. >> All right. Is there any other business to come before the board?
>> Julie, has anyone signed up for public input? >> No. >> No, no one has signed up. >> All right. Can I get a motion to adjurnn? >> David. >> Moved by David. Second. >> Second by Mark. >> Second by Mark. Any discussion?
Really, can we get a roll call vote? >> Certainly. David. >> David Marty. >> Yes. >> Yes. >> Dave Cotwin. >> Yes. >> Mark Schroeder. >> Melissa Bar. >> Yes. >> Tom Gustoson. >> Yes. >> All right. We're Dave. Thank you.
>> Good night. Thanks. really appreciate your right. Well, now there's a new