board meeting, we had a discussion about community engagement and uh the formation of the subcommittee. Um the kind of this is just an update on the two meetings that we've had so far. And
um we spent some time in the first meeting laying out, you know, what this committee's role was specifically. And um you can kind of see that on the sheet on the report on the update uh to develop a recommendation to the full
board about how to design and implement an effective community engagement process and whether or not the district has capacity to manage the work. Um we also talked about community engagement. You know, what does that mean for the purposes of this work? You can kind of see that there. Um, but really there's a
component of this that if we're looking at this seriously uh for the future, thinking about honestly thinking about our options, the budget situation that we're in, digging into the purpose behind
this. It's important to be communicating with our community for sure, but at the end of the day, our options moving forward really come down to making reductions, more reductions or asking the community for support via a
referendum. So, I think there's a part of this where we have to get really honest about the purpose of the community engagement. uh because just doing community engagement for community engagement sake
may not really be something that that uh especially internally we can invest that much energy into. Um, we talked about the purposes of uh kind of what goes into a good plan and then we spent some time talking
about getting some help from the outside especially as it relates to if we're going to be taking steps towards uh potential community ask. So, I don't know board members on the committee if there are things you want to jump in on
and kind of uh extrapolate on or extend uh about the committee's discussion so far. Again, this just an update. Um yeah, um I can jump in. I think
the couple of things uh when in the section of what we hope to accomplish with the community engagement um specifically um those pieces are really important I think one and the top one is one of the most important around school funding clarified because I think
there's uh you know the level of knowledge of how schools are funded on this board it's uh not even at the level that we probably need it to be let alone the whole community and So, how do we continue to help um share insight and
clarify how schools are truly funded? Um because there are just so little levers on how to make changes. Um and just helping the community understand that there may be misconceptions um that we can help clarify um that I think are are really important. Uh obviously the
legislative challenges that are out there. Um and then really trying to understand, you know, those things. I think there's a at the end of the day it's the community schools and we have to uh what out in front of them what do we
want this to look like? Do we want to um go down the path of ask to maintain and or grow our capabilities at Grand Rapids or do we want to continue to cut? And I think at some point we have to just be real with ourselves and say um what do
you want to do with community? And the way you do that I think is eventually through the voter box. One of the one of the things that came up in tal um um if we're if we're not going to run
a referendum we might as right now about what the cuts are going to be next spring because um we know we're going to be there and u uh it's it's probably a good time to
engage the community to find out what parts of the school are important to them. Um it's kind of obvious that without a referendum, we're not going to look the same. There's going to be things that go away. I think it's also pretty evident
that um if if we don't run a referendum this fall, um it it doesn't make sense to run one the following fall 26. We would never
pass a referendum in a general election year. And so if we make the decision not to run a referendum, we're making it for probably a two-year period at least. We can't afford to do that. Um we can't
afford not to have a referendum go uh this fall and then think that in two years we'll be okay. Um and also we have to remember that yes this is the
community schools. However, uh what is the community willing to let go of and put at risk? Like meaning we have a lot of people in this community who might have the advantage
of just picking their families up and leaving and going to a completely different school district that offers all of the things that we want to be able to offer to to our students and we've already had some community members that have left um and because of that.
And so if we aren't willing to, and that's everybody in the community, and I understand, you know, financially it's rough. However, if we're not willing to invest in our youth and in our students,
um then what are we really what are we willing to invest in? Um and if we're not investing in our teachers and our staff, then what are we willing to invest in? If we're not willing to invest in our children's programming, you know, the question just keeps going
on. And then what does that look like for our community later on down the road, we won't have a community left because there is no public school system to be attached to it. And therefore, why are people going to be here in the first place? You move for a good job, but you
also generally move because there's also a really good school district attached to that job that you're moving to. But if you don't have one of those, then why would you move your family somewhere? So, you know, these are all just questions that we really have to think of.
Um, and we just have to kind of keep in mind that it's a tough question, but at the end of the day, it's a decision that we are probably going to have to make at some point in time. And then also remembering that
um on the legislative end, even if we wanted to do um a referendum to receive funding if that uh bill goes through for the um recreational property tax, that's still a referendum that we would have to pass in order to even get that funding. So
there's just a lot of um communication, right, Dave, that we'd have to give out to our community just to make sure that they're understanding exactly what that looks like. What does that all mean? Um what does that mean for them at the end of the day that they're putting into?
Um and the bottom line isn't just money. It's their kids and their children's education and what are they willing to not have at the end of the day when their kids get into the high school or when their kids get into the middle school. What are they willing to lose? What are they not willing to lose? Those kinds of those are those aren't great questions to ask people, but those are
real questions that we have to ask people. So I think one thing too when Mark talks two years le money doesn't come to the district immediately when you as a board approve
the levy in December that authorizes the collection of revenue the following calendar year. So we don't start to see those funds the school year with the we don't see the funds in the year that are
up in a pass. So um you know if we push off a vote for two years we're really pushing off funding for three years. And I I'll be honest
and we got to be careful about talking about that too because I mean people know votes get pushed through at off time off times and it really makes a mad you know and and in my
mind if we have the merit for what we're doing we shouldn't be worried about what it's got merit behind it And and I think that's where we are right now. We need or that's where we need to be ultimately because we've
already got bulldo over on the last one and and if if if people people are going to be looking for it to be honest and it's just going to make her mad. I think we got to be completely upfront on it, honest with them and and like Melissa
said, we got to get the backing grassroots from from the community on it or it's doesn't have a chance. Honestly, I really believe that. One of the things that we talked about, I think that was that was uh good was just, you know, the
difference between somebody who would support a referendum and someone that would advocate for it. And we had thousands of people that voted in support of this, but we didn't have a huge group of people advocating for it.
And that was, you know, that was one of the things that was in Achilles heel for sure. Um we had, you know, from a from a turnout perspective, um we had a higher than average turnout.
Uh usually it's a 30 to 40% turnout in an election like we ran and ours was was uh well over 40. So that was a good a good indication that people were engaged. Um, but we really lacked that grassroots group of supporters that
were willing to advocate for it. And that comes down to what Tom is saying and what Dave is saying. Like Tom is right that we would need to have that grassroots support. Dave is also correct in saying that the communication needs to be so extreme that we're just like
talking it to death answering questions over and over again and just like making sure that everybody I mean for lack of a better term everybody but that everybody is understanding everybody hears it everybody knows and is aware and like
Tom is saying making sure that they're at least comfortable and understanding why we're running a referendum or why we need to run a referendum and what does that you know how does where does that start at on the grassroots end. So a lot of our
discussion was is that type of communication in the subcommittee. A lot of the discussion was is that type of communication something that we can do internally or that we should be um either buying a block of ours from
somebody or diverting our radio funds or or whatever it might be or taking on a full contract. But, uh, it is a pretty heavy lift to do internally. Um, whichever whichever way it goes.
I I I always caution the board not to get into the weeds too far on reductions. I mean, our job is more to say we need this reduction, this amount.
But I am feeling more and more like as we go forward, we probably need to give Matt some guidance. We don't need him standing out there by himself taking the full brunt of look what they're doing to the district. Uh that's what the board
is for. We don't want to get into the weeds, but uh it's probably our job to go out and say this is what the community is telling us they need to see in our schools. Yeah, I I agree with you. I think if if we are going to reduce,
they're going to have to be it's it's not a partial full-time equivalent, right? You know, it's going to be kind of looking at a program and saying, "Well, we got to let this program go or or or whatever it because I don't know that
program is the right word, but but you know, it's going to be a a a loss of a a feature for lack of a better term that we're just going to say we've got to sacrifice this. We're at that point. um because we can't do it in
a way that makes sense or that it has any value at that at that low of a you know and that and unfortunately that's what happens with you know and I'm not trying to but that's what happens with businesses when they get into that recession right you got to come back to
your cores find where your core competency is strengthen up on it so that you can then expand again it's just kind of the natural cycle of business. Sometimes you start getting all over the place and trying to be everything for
everybody and all of a sudden, you know, but it's never easy. Not looking forward to it. That's for sure. The kind of the goal of the subcommittee was to come back to this and report to the board. And I think
actually we'll probably have something on the agenda at the next board meeting. What is the 19? Yeah, 19th. Um, and you know, I think any productive discussion we have here
tonight, you know, would would definitely factor into what we do on the 19th. Mark mentioned it, you know, um getting some support, external support, and and the idea of buying a block of time and
and I had a chance to follow up with Jeff about that idea. And uh I think that probably in our case makes a lot of sense where we're not committed to an entire project. There would still be some uh scope that would be defined but
it would be more of us accessing that expertise for planning uh perspective when we reach out when we want to use that or access that time. Um and Mark mentioned we do have some current
advertising budget that we could redistribute or or divert towards the cost of that if that's something the board wanted to look at. kind of from a net budget effect standpoint. So, I feel like as a superintendent that would be
money well spent. Um, you know, we have a for a a business with a $60 million budget, I have a part-time, very part-time communications person. That's it. Um,
and uh, that's pretty tough when we're talking about engaging, you know, a community our size. And, you know, we won't we won't see that tonight, but in one of the in one of the the slides I share with our community when I'm out doing these road show
things is just the complexities of a a district the size of Delaware with 30 townships and two tribal nations. Um, you know, it's a complex complex system that we're in. So, I'd certainly be looking for that kind of help. Um,
but if there are ways to design it that give us options, I think that that's always a good thing. Would we be um looking to make some sort of motion tonight to approve a block of time or
are we waiting until next week? We we typically wouldn't vote on a on a proposal tonight travel. We typically would do that at the board meeting. I think it would be helpful to at least put it on the agenda then because we'd
be able to come back as a subcommittee to report out and share, you know, what the recommendation look like. I mean, I think it would be appropriate for this group to tell the subcommittee to come back with a
proposal on the agenda at the 19th. I don't know about that. Yep. And I don't know that it helps anybody or a thought process of any sort, but we would not be if a if a referendum is
discussed, we wouldn't be the only district attempting that this fall. Deer River is also doing a referendum. And if I'm not mistaken, I believe it's a million dollars, Mark, right? I think possibly if I'm not
mistaken that that's what their that's what their cut is. That's what their cut is. I'm sorry. Yes, that's what they're trying to cut. And so again, they're trying to pass a referendum in order to help ease all all of those financial burdens.
But and I say this because I'm a parent again. I have four kids. I I I am at my red line. I am tired of my kids missing out by like by just a hair on everything.
Everything. My kid is in high school and she misses everything by a year and I am so over it. I will also say that I'm in a position with my family personally that I would put money into that. And I don't I get that not everybody in our
community is in that position, but I also go back to the fact that why do we have children in a public school if we are not willing to invest in them and if we're not willing to invest in those teachers that are teaching them? Why why
do we have families here then? For what? What is the purpose? And I'm getting fired up about it because again, I am tired of my children missing out. I'm I'm just I'm over it. I'm over it. I'm one of those families
that we talk about in this room when we talk about families voting. I'm one of those families. Those are my kids. So, I get it. And I also understand the decisions that have to be made that are really, really tough. And that like just all of the stress that that puts on every single
human that lives in Grand Rapids fully aware. Well, as a superintendent, and I' I've shared this with uh individuals, but you know, I had this is a great month because you get out and you're able to see a lot of these neat things
happening. Um, and we had uh in the last couple weeks I've had a number of academic awards things, scholarship nights. Um, you know, I was at the academics award academic awards ceremony at Grand Rapids High School and I was
sitting there thinking to myself as the superintendent, I don't know that there some of the things that we're celebrating tonight. I don't know that we're going to be able to do anymore if we don't get this, you know, if we don't get more revenue. I mean, I we can't cut
our way to um we can't cut our way to the kind of district that I want to be the superintendent of. I'll just say it plain as day. Um, I don't want to be the superintendent of a shoestring school district. That's not why I came here.
Uh, I want to I want to be innovating and I want to be taking care of people and I want to be giving kids world class opportunities. I think our district has the potential to be that. Um, but there's going to have to be some, you know, sacrifice. There's just
no way around that. And so, yeah, I want to win here. And our staff, you know, we've been very open and forthright about um negotiations coming up.
Um we need our people to to want to stay here, too. They deserve that. And so, that's that's a part of this, too. Uh, we have a reputation and I want to I want to make this a destination not just for people kids but for people that want
to teach our kids a great job in a great place doing great things and I don't think we can cut our way to that and I think the committee needs to come back to us with with strength. I think the community the community's head right now and we all
see it is in the wrong place. They are thinking the school can just cut its way uh and we can't and that needs to be very very clear. It needs to be enunciated and we
need to give the opportunity to the community to step up. Uh we can't uh we can't just complain and say, "Well, we made a bunch of cuts because we didn't think." We need to be out there
forthright and say this is what's going to happen. The only way around this is this or we can bring all the uh Nashwalk students and build our numbers. They got a brand new school. They're not
going anywhere. And that again grassroots all the communication and think about what we as board members can and should and ought to be doing and how we can go about that. I think we all have a responsibility
uh to carry this message and to be very clear with community and how how do we go about that and I would even argue that um the time is now. There's no reason that we have to wait for anything to be able to help our community understand the
situation we're already in. Absolutely. Right. I mean, if not everybody watches these amazing meetings with this amazing group of people around the table, but some do. And then for those that don't, if we're having the conversations, we should be sharing this status and where where things are and what does that mean
for them? Um what's the legacy that we have? Um because I think Matt's job now, if we come back and we say, "No, Matt, hold the line. Cut." It's going to be
um experience changing cuts, not because all the all the fat, if you will, has been trimmed. And now we're getting to a part where you got muscle. So now what what's that going to look like? And I can tell you that there's a lot of programs here that people feel very very
passionately about, myself included, that will be on the chopping block because that's just how it is. So the community gets to decide we want to keep it or or not. We need to be clear, right? And that's where I think Mark's point
was if we go into something like this saying, okay, this is what's on the table. I think that can spur some dialogue, too, to get people to think through what does that really look like? Not as a threat, but as a reality, because that's where we're at. So committee coming back on Monday with
the kind of communication. Correct. We'll uh put together a proposal to put on the agenda. Thank you. Thanks for the work you've done already. It's still important. Impressive. Lots on the line.
All right. The next item on the agenda is uh to approve going into close session according to Minnesota statute 13D.03 labor and negotiation strategies. Do I have a motion to go into? So moved.
Moved by Ashley. Do I have a second? Second. Second by Dave Julie. Uh well I guess we do a little discussion first. There any discussion? Julie, can we have a roll call?
David, yes. David, yes. Ashley, yes. Yes. Yes. So, give me a minute. I'm going to stop the recording.