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Start recording. >> It's starting. >> Okay. Thank you. Uh good evening everyone. Uh we do have everyone here. So thank you for coming. Um so we have form the president pledge of allegiance. >> I pledge allegiance to the flag United

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States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Right. I have a motion to approve the agenda as presented.

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>> Thank all those any questions or discussion on that? Okay. All those in favor of including the agenda state I >> I >> I >> uh oppose same sign. Motion carries. On to discussion items. We're going to

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review the community survey results. >> You're up to >> All right. Here we go. Everybody can hear me? Okay. >> All right. He can see the screen. So we are we are winning already. >> Great. Thanks for letting me promote

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tonight. um just board meetings across the Midwest. Um let's jump to it and look at your results. If you remember the last time I was with you, I talked about the survey distribution. We mailed out 4,718

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postcards to all residential households within your community. In addition, um we pushed information out on social media and pushed out emails to parents and staff. uh you get a nice response rate. So 1,929

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people >> completed the survey. Um so that's you know when we look at that we've got a great response rate there. >> Um we then go in and we look at the data to say who took the survey who responded. Um first thing we do is we

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want to look at who took the survey based on age. And I would say this is very typical response rate. So, you're going to see most of your responses are going to fall between that 26 and 55 years of age. We're really interested in

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those 56 and older folks because we know that they never miss a chance to vote. Um, and typically you're going to see if you're looking at that 18 to 25 year old thinking that's low. Um, you're typically going to see that between 3

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and 5%. So, here you're sitting at 4%. So, age breakout looks absolutely great and what we would have expected. >> We also want to know if the folks who took the survey live within your school district. The reason we're interested in that is what do we know? You can only

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vote on a school district um issue on the ballot if you live in the district. So, 11% of those respondents were non resident respondents. we will remove them when we start looking at support

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and their feedback regarding um what the district should do. So you're thinking to yourself, well, if you mailed this out to residents, who would have taken the survey that was a non resident? Remember, we emailed it out and let all

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staff and parents respond to the survey. So that 11% is likely school district employees that move through the survey and weighed in or parents that don't live within the district. So again, we want them to be educated, understand the

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challenges that the district is in financially, but we're not going to consider their responses when we're um giving consideration to what your next steps are and should you go to the polls. >> We then asked where people live. So what

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municipality they're in and so this breakdown you can see 60% are in Cassen 11% in Manville and 12% in the township of Manville and then some cats and dogs with your other townships. So again that

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really makes up the the your district um you know kind of our thinking does that correlate to your district? I think it it does. So, we're comfortable with that data. >> Of the responses, 13% were school district employees, 87% were

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not. That this is very common when you looked at your response rate. So, we're extremely comfortable and this is exactly what we would have expected. And then we said, do you have schoolage children? So 70% of the survey respondents reported that they have

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schoolaged kids, 30% no. Um so you were a little high here than what we typically see on what I would call the nos of non parent respondents but not by a lot. So you're really um we'll typically see maybe a 65 35. So you're

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at 7030. That's We're not concerned though because as I move through the other responses, I'm going to disagregate the data into three mutually exclusive groups. And so the folks that answered no, I don't work

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for the district and no, I don't have children. That group we're going to call general citizens and we're going to look at those responses independently. And the reason we do that is because we

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know that the majority of voters, about 75% of voters would answer no to both of these questions. No, I don't work for you. No, I don't have kids in the district. So, while we just looked at

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overall survey responses, it's um you know, it's proportionately too many parents responding and they're likely extremely supportive of the schools. So, I'm going to show you how we disagregate the data and consider it with what we

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know about voting habits. >> Right? We also asked about if you've got school age children, where do they attend? And obviously folks could check more than one, but that's just information that we have if we want to >> do some direct marketing.

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>> Remember this survey had a variety of purposes. One was to make sure that we educated your community on the challenges that you have in cats in Manville. and we wanted to let them know that you have no voter approved operating levy and that looks different

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than many of your neighbors and substantially different than many of your neighbors. And so again, this was an opportunity for us and we'll continue to do that moving forward of letting people know what your neighbors are gaining per pupil with a approved

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operating levy and how that's different from you. We also really wanted to make folks understand that the state funding formula has created a challenge for school districts and how that funding formula has not kept up with inflation

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over more than the last two decades and that as a district like others you're facing many new mandates and that those mandates really have additional costs associated with them. So, we let folks know that we, you know,

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we need to secure additional funds and that um without additional local support that the district's going to have to make some reductions. And those reductions do have some impacts on students and on programs. And so ways that the district ultimately could

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consider making reductions of increasing class sizes and reducing teaching and support staff positions and budgets and eliminating programs and offerings. >> Not something we want to do, but certainly something we might have to

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consider. So, we got to a first point in the survey where we said, "All right, given all of this and given our challenges, what advice would you give the district?" >> So, this is the first time you're going to see those three different columns of

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um what should we do? And so, these are three mutually exclusive groups. So, we've got the general citizens in red. Remember they make up 75% of voters statistically.

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>> Parents make up about 25% of voters. 24 25. So you said, "Well, what about staff?" School district employees are very important to know what they think and feel regarding a referendum and regarding what's happening in the

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schools. But when we're saying what would happen at the polls, school district employees only make up less than 1% of voters just statistically. So when we look at this without saying to people, well, how should we cut the

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budget or here's what it's going to cost you? What we see is that your general citizens, 45% of them are saying, yeah, you should explore a referendum. They looked at that early information and they understand it makes sense to consider going out for an operating

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levy. 63% of parents are supportive. >> So um those two numbers together when we do that weighted average. So when we say that weighted support, so what is the formula that does that? 45% support

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times the 75. Remember I said about 34 of voters are those red column folks. And then the 63%.25. So about 25% of voters are parents. >> And when we put those two together, we end up at 49%

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support. And I say that that's great because you're just dancing at that 50% line. You haven't done a ton of educating. And you also see over in that not sure need more information that you're sitting at 25%

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25% of general citizens and 23% of parents going I'm not sure what we should do. What we typically would find through an information campaign if you would go to election that you're going to move about a third of those

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undecideds will move to support you. So in that case you're picking up about another 8% there. So if you factor that 49% and toss another 8% on, we certainly pass the 50% threshold of support or

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just that leaning to indeed we should consider an operating levy. >> So we wanted to explain to folks that another option is that you know we can we can make some reductions and make some cuts to balance the budget. So

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again, you're going to see those three mutually exclusive groups. We did email this out, so if you don't have your bifolds on, might be hard to read the big screen. >> Um, but this again, I mean, none of these are ideal, but we just want to say, all right, what is it? How should

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we if we can't get money from citizens, where should we make reductions? Um, and these do present an opportunity to educate your community on why some of these might not be good options or

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perhaps things that we've already done. >> So, you can see with your general citizens, um, reducing administration has the the highest of I'm checking boxes of where you may make cuts. Um, you see that there. I'm going to tell

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you that if I had a dollar for every time that reducing administration had the highest percent. Um, I probably wouldn't be joining you tonight. I'd be sitting somewhere on a beach with a umbrella or drink. So, not uncommon for

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folks when they're taking a survey to say, "Oh, yep. Reduce administration." So, that doesn't concern me or shock me. Um, that's just people need to understand and give thought to the the leadership that you have and the important role that you do. it does

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present an opportunity to share that information. Second, you'll see that highest bar of um your second highest bar with your general citizens and your highest with your parents and saying increase fees for participating. Well, you you could

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do some of that. You could increase some fees for clubs and co-curriculars. And what you find is that it's going to be a very small amount of money to help you close the gap. but it's where people go to and say, "Well, it's not everyone."

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Um, it doesn't impact morning per se. So, again, um, very typical that we see that. >> Then you see increased class size from your general citizens, um, delay updating technology, reducing club

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offerings and reducing support staff. So, very typical responses I would say of what we of what you see. I always look at this as a slide where we want to say to people >> if no is where we end up. Something has

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to change. >> And so we want to start thinking about the fact that >> the change is going to impact how we operate as a school district and how um the programs and services and offerings

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and the good things that we do for students. And so really um you know this this doesn't surprise me but you do see where people are leaning and again an opportunity for just supporting and educating people on um the roles that

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people have in the district. >> So we then moved along to the how do we solve the problem that we've got an operating um deficit we need to do something. So we gave folks four options. The first one was that do

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nothing, just let's make some cuts based on what you told us to balance our budget. Option two said that um you know if we had an additional $400 per pupil, um we'd start out collecting about $850,000.

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That's not going to solve all our problems, but it's going to get us closer and we'll we'll have to make some some adjustments over time, but it's going to certainly help us. Option three was going to give us a little over a million dollars. Again, um you know, we

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probably would be able to add any services, but we could likely be able to continue offering at least the level of services we're offering now. And we always say that because we know that things change and you might need additional services, but this amount of

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money would not allow us to do that. >> And then option four was going to get us over $1.2 million. And so you can see there is that, you know, that was a $600 per pupil. >> So we said to folks, okay, these are the tax increases at each of those

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increments. How much of a tax increase are you willing to um incur in order to support the programs and services in the district? So, this is a tricky slide, so we're going to walk through it slowly

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because it's the most important one in the presentation. >> So, of your general citizens, the folks who make up the majority of the voters, 17% said, >> I'd give you option four. Like, let's

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get you everything you need to make sure we take care of kids. >> And so, that was the $600 per pupil over $1.2 2 million per year with inflation. The 17% and 33% of parents, which are

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25% of the voters, certainly isn't going to find success at the polls. We think across that 50% threshold. >> So, we look at option three. That was the $500 per pupil. You're just going to

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get a little over a million dollars um per year to support your program. I take the 17% and the 16% and I add those together. >> So I would say you've got 33%

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support for a $500 per pupil levy. >> Why is that? >> Because the tax increase is less at option three than it is at option four. And so this question is really asking about well how much of an increase in

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taxes will you support and so because it's less I bring them along. >> 33% of 75% of the voters that red is still not enough for me to say if it makes sense for you to go to the polls

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with that $500 per pupil option. But as soon as I move down to the $400 per pupil and I add another 18% support to the already 33%, I end up at 51% support from my general

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citizens. We crossed that line of 75% voters. We also know that you've got extremely strong support from your parents at Bluehar who crossed the 50% threshold there easily at option three

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at the $500 per pupil. >> So when we add the 14% on top of that, you can see that we're sitting nicely at 66% support from your parents.

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So now I say, okay, what's that weighted average? If we were going to go to the polls tomorrow in Manville, what do I think would happen based on the information that's been provided to us? And a weighted average of the general

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citizens and parents puts us at just under 55% support. We also know that you've got folks that still need more information. So you look over at that furthest data set, 7%

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saying, "I'm not sure I need more information from your general citizens and 13% from your parents." You're going to pick up another 3 or 4% there of your parents and about 2% of your general

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citizens. So given that I would surmise that you're probably sitting closer to 56% support maybe 57%. >> Why do I jump all the way down there and I don't look at the I would support a

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smaller levy or option one I would make cuts. that 34% of folks that are saying making cuts, we've seen that third of respondents really um continue on through the whole survey. So, there's folks that have already put their stake

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in the ground and they've said, "I'm not interested in supporting this." That hasn't changed. But those folks that are still curious, that still are saying, "I'm not sure." Those are the folks that we know we've got an opportunity to influence and educate and likely move

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them along to where the majority of your community is. >> So that's really what that data >> tells us. And I would tell you that I feel comfortable that if you um are feeling like moving to an operating levy

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that that 400 per pupil would have success. I would also say that um all referendums these days certainly need a lot of um information being pushed out to your citizen so they understand. So

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this is not a cake block, but I certainly feel like these folks that are um sitting at support for either options four, three, and two are likely going to stay with you. folks in the survey also had an

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opportunity to provide comments. And so what we do at this point when we're having you analyze the data is we don't want to get caught up in the comments because you might read a comment and you'd say, "Yeah, that's what everybody thinks."

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>> And then the reality is that's what one person wrote. >> So you want to make data driven decisions. This is the data that you want to consider, especially knowing that we're very comfortable with your response rate. We're very comfortable

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with the breakout age distribution of who took the survey and that is representative of all of your municipalities. But if we were to say, what types of things are people still curious about or commenting on that are things we would

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want to focus on in an information campaign as we move towards an election, >> things about how are we aligning district staff with current school enrollment? So, we talked about the fact that you have some enrollment changes.

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So, how are you right sizing district staff? What does that look like? How do your administrative positions are they proportionate with other districts? What are those specific roles and responsibilities of your district administrators?

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>> Have you as a district already made cuts? So, did you just come to us or have you looked under every rock? Are there things that you've done already to address your budget shortfall? Certainly, there are. We just need to make sure your citizens understand.

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um how is financial information and decisions being shared with the community. So transparency, people really wanting to make sure that the decisions you're making they understand. And again, a lot of that happens in an information campaign and

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then is the district exploring all possible revenue sources. So when you start to ask folks for money, they start to go, well, are there grants you could write? Certainly, there are grants and there's different things you can do, but we do know again that those will bring

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in a small portion of money compared to the amount of money that you will need in order to um balance your budget and meet all of your needs. >> So, those are really those five key areas that if you were like, what should

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we focus on or what are things going on in people's minds? I think those would be areas you would want to pay attention to and find ways to message. >> So, with that, I'm going to stop sharing so I can see y'all and open it up for

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any comments or questions. >> All right. Thank you, Miss Peterson. Any questions for >> Um, I have a question. I'm just getting back to it, but the second option that was the most

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supported uh would still require the district the district to explore budget cuts. So sometimes schools go out and get a levy, but then they have to go out a year or two later. What does that look like generally? Are those supported or is it

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more annoying for citizens to like be going through a similar process in the school asking for money again? >> Okay. Okay, I want you can I ask you to ask the question one more time. I want to follow along. >> Okay. So, it on this data shows that

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option two is the most supported which would still require our district to explore budget cuts to balance the budget. So, what I've seen in the past is that a district will go out for a levy, but then within the next year or

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two be asking for additional money or like doing it again to help cover those costs and prevent the cuts. Are those levies then supported? Is because after going for money once, I assume that the community will feel, I don't know,

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exhausted like they supported when we're ready. Why should we have to do this again? What does that look like? Great question. So, you know, we kind of set this up with a how much, you know, there's we have a lot of needs and what

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are you willing to support and knowing that if you give us those 100 peril, there's going to be some changes. And so, um, you're telling folks that out of the gate, but it's you're not going to see significant changes because we'll

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have an additional approximately $800,000 of revenue. >> There are districts that then make make reductions. and in a few years they may say, "Well, let's let's ask again either because we have to make even further

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reductions or they go out and say, "Well, if you'd like us to return some of those programs and services, we need additional dollars." >> In some cases, people start to see how >> how much it hurts programs and services

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and offerings and have success. in other cases um your community is you met I think you know what you were referencing is your tax threshold right that um people are saying this is I'm willing to support you but at just this level and

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so a district really has some consideration to when do they go back out if they go back out I mean this is 10 years that you would be asking for um there are districts that after year three or four might say, "Let's see if

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we can add to or add another levy on." Um, but yeah, certainly, you know, you'd at least keep what you've got and it would allow you to continue to close that gap, that inflation gap in the program, the need gap that you have. Uh

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sometimes it works that you can go back out, you know, four years from now. But I would say um going out now and saying let's go with option, you know, three, which gave you a little more money but didn't have enough support, I would say

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we would have success. >> Okay. Thank you. >> I just had a question. Um when it when you're under balancing the budget and you look over that under uh increased fees to participate in athletics line

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art club activities I'm really surprised that the parent one was the highest. Is that typical? >> You know you know what you'll see is when you think about all parents in your district that responded to the survey.

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If I am a parent and a prek through maybe sixth grade >> which was you know 40% of the parents they haven't I want to say hit the activity stage of life yet. Um, so some

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don't know what what does that actually mean or look like? And some might say, "Oh, I'm only paying X or I'm not paying any. Kids aren't paying anything to do this or that." And >> my kid plays club this or private that.

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And so people are >> um in those programs are used to a fee. And so they might say that makes sense. >> So I think there's a couple things. one people that are in it in many cases are used to paying something. So that might resonate with them like maybe need to

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pay more. You have other people who may be n not yet engaged in things where the fee would matter. So to them they see it as an opportunity. Again, um an an opportunity to educate is um if we

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raised all fees to X, whatever that is, that still only would bring us this much money. Or if we capped out families and maybe already do that at this much, the additional revenue would only be this. >> It's always that you're kind of like

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spitting in the ocean. So not uncommon that that is a place where people easily check because I feel like um I think the psyche of people when they're checking that is is not impacting the classroom even though

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every one of us that's around the table tonight probably knows the work that happens and the experiences that happen in cocurriculars and clubs and activities is certainly an extension of your classroom. >> Okay. Thank you. And then the other one is in which municipality do you reside?

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I I under the other category that really surprised me that there's 7% because what other what other districts do we have voters from in our school district? >> Well, so remember you had 11% of people that didn't live in your district that lived in the school district. So that so

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of that 11% >> um that that thinking that's going to pick up seven. So then your other non resident respondents might fall in some of those outlying townships if that makes sense. But that's why you're

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picking that up. So there's probably a little bit of a disparity in the number of respondents. So I didn't live in the district. I might have skipped that question. But of those who answered the question, 7% said other because I don't

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live in your district. So um that was what I would have expected there. >> Thank you. >> Good analysis. >> Other questions from anyone? >> I have a question. Um, so in your

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experience, have you had school districts before that get results similar to this where the lowest option um is is around that 54%. Um, if they chose not to go for it this year and waited and tried to educate the

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community more on the needs, would they have more success the follow like in the following year or two? Would you say that like is something that would help with this? Yep. Good question. So, when we designed

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the survey, we really talked about um let's let people know we've got a need and let's let people know based on the tax increase. Um you know, there be consequences to how much we um you know, we can only get a certain amount of

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money. >> So, we ripped off that bandaid to let people know you've got a challenge, a financial challenge. Um, so sometimes districts will toy with, well, that's not enough. So, let's just do nothing

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and you got to wait another year because you can only go in November. >> So, if you wait, there's a snippet of concern that I have and I've heard and seen in other projects I've done like this where people go, >> "Well, if you needed it, but then you

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decided to wait, did you really need it?" >> So, we we've started to play by the hand that you do you do need some you need some support. Um similarly if a district goes out doesn't find success and then

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does nothing can actually make it work >> and that's a little bit of a did you need this or not. >> So in your case um I think the survey is good news. You've got a large percentage of your community that's saying we get

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it. you need some you need some additional support. But they're also saying I'm looking carefully at all of my bills and here's where I'm willing to land. >> So, you know, 30% or 33% saying kind of putting their fork in the ground of a

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heck no. Um, that's that's pretty common, which means really you got 65% of people in general that are with you just at different places. And you've got some that are saying I need more information and some that are saying I can't give you as much as even what the

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400 people was. But I but I get it. You need something. >> So in my experience taking your foot off the gas this point I think is ill advised. Um, I want to be super clear like going going out for a levy and a

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bond, especially in the last few years is work and it's work of the board and work of district leadership and work of school staff of letting folks know um we're unique. >> Most others around us have a levy and um

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we're struggling to do what we need to do with the amount of money that we're being given. So pausing I think is less less advised. >> Um if you feel like oh we can really do this more

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>> um the inflationary factor is helpful although that's just going to kind of give you where you need to be and it's nice that you can now do that. But I also think um if you need to take what I call like a baby bump in a few years and

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go back out um you know it's easier to ask for a slight increase after you've gotten something than doing a giant jump in a year or two from now. >> That makes sense. Thank you.

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I I have another question, Susan, but it's gonna feel like I'm beating a dead horse, so if you could just bear with me. >> Yeah. Sorry, Ben. Um, the amount that is supported now is without community education

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about where we're at. And if you look at the number in the neighboring school districts per student levies, it's substantially below the majority of those numbers. what we'd be asking for. And what I'm

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>> hoping is that if we had the right messaging or the right stamina behind it, the difference between the two at most is like $10 a month and that would maintain what we have and there wouldn't have to be future cuts. And I feel like

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that's so minimal that maybe if more people understood that it wouldn't cost that much more to just maintain where we're at, that would get more than >> uh I think you said there was like 8% that we could sway

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>> into support. Is that being like overly hopeful >> as a parent board member? >> Cool. Cool. Okay. >> Okay. Let me tell you why it's easy to look at. So you you want to go a couple

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places and you're doing what we're should, >> right? Like they get 1,200 per people. Oh my gosh, we have zero and you can only get 400. >> The citizen is saying >> 400 costs me what? So correlating

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what the >> the end goes up with,200 per pupil cost the taxpayer that lives there >> compared to what the 400 per pup cost the taxpayer in your district. You can't

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like those could be different, you know what I mean? Or the state like they whatever it costs folks there because of the makeup and the property valuation in another community. >> You tried to correlate things that are

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you can't correlate if that makes sense. So, we've taken like what it means for $400 per pupil in your district and here's what that tax increasees and we analyze that and said, "Okay, here it is. If I was going to do this exact same

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survey with these exact same per people amounts in six different districts, these numbers would be extremely different." >> Yeah, I'm just looking at what's coming into the school. I understand what you're saying, but per citizen, it's a different cost.

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>> Right. >> Right. At the end of the day, >> your taxayer, while they may love students, >> they're all going, "What does the student mean?" >> They're looking at my property value. >> Slide 16, funding to support operations.

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Just between option two, option three. Those are just for our houses though. >> True. >> True. >> Yep. >> Okay. That's the amount I'm looking at because then both got that 700,000. >> It's 35.83 a month or 4483.

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>> Right. >> Right. >> Yeah. >> Yeah. And you start to go it's not that different. >> Yeah. It doesn't >> So I mean some communities you might say well you could maybe do a two question ballot like and identify certain things

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for a second if you're like I want to get to 500. Would I do it? >> I'm just telling you based on where you were sitting at option if when we added option four and option three together and you were sitting at 46%.

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>> I might say go for option go for um a 400 and then another $100 per pupil >> that has specific programming for it. I gota tell you just kind of knowing what

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November is going to look like and looking at your data, >> I'd say put your heads down, go for the 400 per pupil. >> Um, get it across the finish line, >> look out 29 2029 and

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run another one for a second levy on top of it when you need it. >> Okay. >> Okay. Thank you. >> I know. I know it's I know it's unpopular, but it's like the data just I like I'm a broken record if you've ever heard me speak before, but just the data doesn't lie.

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>> You're just not going to pull enough people to that option. >> Yeah. >> Can I ask you said something about a dual question? What would a dual question look like on the ballot? >> Yeah. Again, ill advised, but really not

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wanting to make cuts. So, so some districts will do, you know, like a base question for 400 per people. So, you have two questions on the ballot. >> Now, we're educating people on here's what you know, question one increase is

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this. >> And then we could use an additional $50 per pupil, maybe a technology level or some specific programs and services. and you say those things are going to be um

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>> you know that levy is going to cost yet this much more. So you think like oh maybe we'll get those people that were um you know >> that were with us a way that we can sway enough and get both.

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>> You're not likely with your data going to get both questions across the finish line. that second when you looked at where you were at with option three when you added option four and option three together you're just not close enough to

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the finish line for that to work you I think you'd be way better served to get the 400 people across the finish line people up thank them transparency all of

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the things and looks out to some more How far out do the questions have to be submitted? Like we have to finalize. >> This is the question. >> Yep. >> Good question. So really um you're

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you're at a place where I'm working with lots and lots of districts right now. you would want to adopt your question in July >> and then there's going to be early voting will start in >> August >> August September. Yep.

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>> And so while you may be thinking like is this too fast? >> It's not. Um the survey has done a nice job of educating people ripping the bandon off and your messaging campaign

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uh would start like about the third week of August. You wanted as part of your back to school campaign. September you're doing a lot of information. October you're really starting to motivate people to get them out to vote.

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So, um, it's kind of that 65 70day campaign is what that's going to what it would typically look like. So, you're right on track, but I would say if you're going to move on this, you would want to be directing your leadership um,

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as you leave tonight to be contacting your bond council to write the question and to take action next month. A quick clarification um to our guests out there. I'm not staring directly at you. Actually, >> she's on our >> Yeah, she's on our screen right there.

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So, I don't want to make anybody feel uncomfortable. >> Okay. >> So, so I'm kind of pointing this I'm listening to both sides, the 400 and 500. Is it possible that we come back and say we've gone over the survey and

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we come in and we'll do a 450? I'm just I'm I'm trying to get the most that we possibly can the first time because I don't see it coming. I don't see people saying yes the second time. Just my just my intuition, the way that I've been asked, the questions that I've been asked, the research that I've done. I don't see that happening. So, I'd

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rather do it as much as we can than in this initial. I might be wrong and I pro I probably can I throw a wrench in this and I think it kind of piggybacks on you. Back to the questions. I was curious. Can you not ask a if question where you know I'm somebody who really

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wants to support option three the bigger one and that's what I want to vote for but if that's not going to pass then option B would be or option two sorry is like I want A but if A is not going to pass I want B so at least we have the option and hopefully we can educate people all the way up through November

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and we can sway enough people that you know option A is the best going to the bigger one but you know if there's still that push back option we already have the support 400 it's still on the ballot You know, and everybody who voted for the bigger option is still flow just the way you question I guess write the question.

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>> Have you reverse what I you do it reverse what you just described and what I previously described. You do the 400 and then the 100. >> So you do the 400 people.

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>> You want to get that in the bag. That would be question one. Question two would be for an additional 100 on top of the 400 for pupil and you specify out specifically what those things are if you felt you wanted to go to 500. I'm

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going to just remind you go back to the data with the 500 s you'll find you have to kind of decide if you want or you can do a 50 people as a second question. Do you think though how they're

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presented, like if 500 were the minimal option that the data would still reflect the same thing, but just people going for the lowest option regardless of the amount? >> Yeah, that's always the million dollar question post survey, right? Like, oh,

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we should have had that be our lowest number and then that would have worked. And I just I've done this enough that we just haven't seen that. um because >> you know eager to add five options for folks you know so it's not a huge lift

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but it's really people saying >> you know I think that there's when you when you look at what that level of support was for option two of 400 people and you're sitting just over 50% and when you think of that first question that I asked that was the slide that

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said what advice would you give the school board and you a weighted support of 49% without any other information on um you know explore some sort of a levy like you haven't like people are either

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with you or they're not and so you've got about half your people that are with you. >> Um you picked up some more people when you started to say here's how much it is. You got a third of your community that's kind of gonna you know you got to make some cuts. I got I got to see some

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I got to see some stuff happen. Um or this isn't what's important to me given all of the things where my money is needed right now. >> But it's not uncommon to feel like we should have gone, >> you know, you know, 876

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or 765 is our lowest. Um that's not uncommon. But I think the work that Beth and Bob did was like, "Okay, what does this really mean?" >> I was just gonna say, I think you can blame it on me. I I needed that for to

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be on there. I was lying to go anywhere. I'm the one that slided slid it down. So, you can blame it on me. It's okay. >> No, but you want to do that. Otherwise, you're going to end up with that >> no and then you're going to have that I would something lower and then you're

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going to look at me and say, "Well, what does lower mean?" and I'll be like, >> I don't know. >> That makes sense. We're just really hopeful on this board. Can you tell? >> Yeah. It's great and you want to be. >> And so, and that's why I'm just, you know, repeat repeat repeat like

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>> um >> if there's anything the state of Minnesota has learned in the last few years, it is that any type of election now is a grind and requires all hands on deck and an information campaign. really making sure your community knows the

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importance of the money you're asking for and the consequences if not successful. >> Well, that's just it. I mean, then that that kind of leads into the the runway to move forward, right? So, if by the

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we have to adopt the question for July, but the the actual information campaign that we saying August that kind of starts. Y >> this would be my fourth bloody and we've always kind of kicked that off in August. Um I have found that if you go

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too soon that information gets swayed and changed and she's shaking her head. Yes. But you know doing it too soon doesn't really benefit a campaign. >> Um that I found and Sue you can certainly correct me. >> Y >> that's the word.

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>> Can I ask one last question? Maybe not even a question or a bizarre question or a statement. How much of like the results were do you think our community was caught off guard by the survey? Because I don't feel like it's I could be wrong, but I don't think it's been people perceive the school district as being in any kind of financial trouble.

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They look around and look at Byron and some other school districts. Look how much trouble they're in. They're struggling. That's why they're asking for a levy. And then all of a sudden out of nowhere, we send out these postcards saying, "Hey, we need a levy." Do any of Do you think the results reflect at all? People might even got

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caught off guard like, "Oh, do we really need money?" Like, do they never talked about this? This isn't an issue. You know, DCI hasn't been reporting for months that we're, you know, financially super far behind or we're making huge cuts. >> And I don't know if that's your question. >> In our community, the history of it, it

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hasn't been publicized well like our the need for it until uh Dr. Thompson came and started to talk to some local groups about it. And then we had Mr. who didn't go anywhere with it. So I I don't think

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it has been very publicized that we are operating without one. >> And I guess my question would have been do you think we would have had different results if you know we were in a different situation where in the last year or two years we've been talking about huge cuts are coming we are struggling like you know we have huge

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class sizes right now. Uh next year we're definitely $ 1.5 million in the whole please take the survey. Do you think we would have had different results from just kind of this out of nowhere we see these postcards of hey we're considering this November? >> I the only challenge I would have to

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that is I mean look at how often we talk about enrollment and where that trend has been and where that trend line has been for many years. I feel like as a board we've talked about that a lot and it's understood as the board but the general community I don't think they're clicking on the enrollment link on our

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board meetings and oh yep yep definitely we see that trend coming. So then then it's a challenge right like how do you those conversations are being had and are being managed even within the district and I would say from a from a community

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member perspective having those conversations as far as like the strength of the district financially like that that conversation in has to go in tandem with enrollment because one drives the other right and so I don't know I I wouldn't say at

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least stuck. Um I don't know if it was too much of a surprise for many just because if if they were paying attention, right? Like but if they if they weren't hearing the

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conversation or looking at even the last two or three years worth of data for trend lines in our enrollment, you're right, then it would have been >> And I think Erin, that anytime you do a survey versus just going to the voters, you're doing two things. And I think Sue

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hit on that. You're educating the public like, hey, maybe we will, maybe we won't, but here's the information and we want, you know, and we want to acknowledge this information. Many people didn't know that we were the only ones without um those calls that came in

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said, "No, I see it on my taxes. I know that you do." Well, that's a bond. You know, and educating people, the differences is what's on their their tax statements because they see 0204 on there, right? And so I think the survey maybe wasn't a surprise but maybe a tool

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to kind of pre-talk about things. Whatever you decide to do tonight, that's why you do a survey versus there's many districts that don't do a survey. They say this is what I need. The business managers run the numbers. We've looked at the revised budget. We look at having a shortfall in about five

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years. Um and our educ, you know, we can educate them that it's not tomorrow that we're going to have this dip. We're trying to slowly make sure that it doesn't happen. And so I look at as not a surprise, rather an an opportunity to educate. >> And so I didn't mean it as a surprise

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since I thought it was a bad decision. I'm just saying I think I was just kind of curious, you know, if you know, we're not in that struggling financial position right now. And then we send out these postcards and the majority of people haven't been tracking and following and they see it, they're just kind of caught off guard. Oh, why are they asking for money that, you know, we

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haven't heard anything about this. This is just a surprise to us that we're we're pushing the ball around. I was just curious, would we have had different results? I guess is my question. >> I would say that remember that um the percentage of your public despite the

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fact that your school board members that are dialed in on the school operating budget is limited. Um, but also know that nationally it certainly isn't a shock that funding for education is a

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challenge and so you end up benefiting of what have we hear just across the country as far as um our schools our schools are struggling with the amount of funding they have. So probably um those that are dialed in are not

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probably even in your community dialed into the very spec specifics of your district's financial state, but just the fact that the funding formula and what's happening with the needs of education across the state and across the country. Um those are things that they're hearing

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repeatedly. Can we go back to one of the questions about, you know, in between that option two and option three on the ballot, what that would look like? I do feel that what we've kind of

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heard is tell me more. I mean, they do want to be educated. They do want to be involved. So, I feel like there's a lot more that we could do. and using this time before that, what would be the risk of having that two-part question, I guess, on the

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ballot? >> Maybe the risk would be complication like it gets confusing. >> Um, you know, a one question ballot is clean. You're in, you're out. It's 400

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people. Here's what we've got. We're going from zero to this. Um, here's what it costs. Now, you're going from 0 to 400. That's going to cost me X. >> But if you want to give me another $550

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per pupil or $100 per pupil, that's an additional this many. And that additional $100 would be used for X, Y, and Z. Saving this just that. So you have to very specifically

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um call out what the additional dollars like what the question to >> or wouldn't do um >> so it's a bit less clean >> but it's there I think I would just push

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back to um >> you know whereabouts and bomb felt like >> within remember you got an inflationary factor as well. So you're going to get the 400 people with that inflationary

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increase each year. So there is some benefit in that um that you'll pick up in those years looking at >> how clean or complicated or is there is there set criteria that need to be a

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part of a question for a bond? >> Yes, that's why you have your financial advisors do that. We've already spoken with others. they would draft that up. Um, that's not something we would do. >> Yes. On behalf of all easily confused people, I agree

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totally. >> I know that some districts that have done the dual um, you know, 400 and then the additional 100. You'd be shocked how many people skip over the question asking for the 400 and they skip right to the 100 and check yes for that. It

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doesn't help you because they didn't vote for the first one. It it does get complicated. I'm not wrong. Am I sue that you see actual voting error and they don't need to. You can spell it out as much as you want, but they'll skip to that because they feel like that's what

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I can give. And so then I I do want to say something too, but it's not about the data, it's about the survey. You guys did such a fantastic job putting it together and making a lot of complex information very clear. So, thank you. >> Any other questions from Peterson?

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All right. Well, thank you for all your time and like Kate said, just great job. We really appreciate it. We uh you have any questions that you haven't answered, but we tonight we uh we assume we'll be able to reach out anytime. >> Absolutely.

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>> Okay. Thank you very much. >> Thank you. >> Hi, Sue. >> Okay. Um we will move on to communications. Um we have a resolution for acceptance of gifts. >> Before you move on, do we need to

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>> Yeah, I was going to say >> take any action. Um are we reaching out to elders having them draft the question for to prepare for you in July to vote on? >> I think you can probably reach out to them, but I would I would like to digest some data. >> Okay. We just got it and I think we I

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can put it on the agenda for next month. >> But I but I think you're saying we need to like approve the actual question in July which I think if you know you want to just do we have another meeting coming up before that session. >> Sure. And that that's fine.

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>> Could we just vote because I don't think we need a a work session for it. I think the community shows support unless you're thinking the number would be different. You could also add discussion at the July board meeting and just vote at the end so your work session happens

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before you don't have to schedule a whole new date. >> Okay. Could we do that? >> But I think you should >> I'm sorry but you're you're asking someone to prepare a question. I mean there is a cost that goes along with that. I would >> do that if >> if we're not going to move forward.

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>> You're we can we can definitely do a session. I don't want to put words in your mouth. Bob, you what do you think? >> I mean, we could have Jeff draft the question. >> We can certainly do that. I don't know if I have enough information exactly how you want me to do that, but

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>> I think that's what you're saying is that the next meeting on the 20th, we need to have a finalized question, the finalized question that we're going to say yes or no to. >> Correct. For that meeting >> for the meeting approved. And I don't think waiting until the 20th to discuss it.

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You know, if it's a draft, we don't like the draft. We haven't seen it until 20th and we're sending it back and you know they're saying that we need to have this question approved >> by July. >> I would definitely get time to draft that up to get

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>> you wouldn't want any changes after July 20th. You know, I I think it would be wise to have a work session. That way it gives you that time to digest it, kind of chat with people, get the information out there. The results are public. They can see that on the web page. I don't know if you're the one that

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spoke to Jeff. Would he be comfortable with that? >> Great. >> Thank you. I apologize. >> No problem. >> Great. Thank you. >> Um Mr. M. >> Yes. uh resolution for acceptance of grants and gifts. Whereas the following

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have generously offered to donate to KM FCCLA class uh class projects and leadership conference KM Lions $2,550 KM youth fishing team $500. Cassen Laser Graphics and Cassin Variety 175 yards of

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fabric valued at $875. Empower your wellness $100. Mercur financial group $200. Hodgement drainage $200 as where Michelle

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has generously offered to donate an Alto Saxs valued at $1,600 whereas the KMes PTA has generously offered to donate $1,257.32 to KMES for field trips and experiences

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whereas Claus Alberts has generously offered to donate 5,000 in parts and labor to KM schools for the repair of the crow's nest. >> Right. Uh thank you. We have a motion and we have a second. >> Second. >> Thank you.

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Any questions on that this hearing? None. All those in favor of approval resolution second gifts say I. >> Same sign. Motion carries. On to boards. Looks like M. Ryan the has done any work this month.

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>> Well, on June, wasn't there a student activities >> June 1st? We had >> Yeah, we could. Do you want me to go first or do you guys want to go? >> You can go. >> So, yeah, June 1st, we had our student activities committee and brought to a

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nice job of kind of our general um updates of people going to sections doing very well. lot of positive things going on in the district. Uh the biggest takeaway that I

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had is when we asked about participation in clubs activities um it was 86% of student participation. So that is very high and um I just think that they're doing a great job of getting kids involved. Um there was a

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few new um clubs uh diversity club would be starting. There was a new business club that started this past winter. Um and just a lot of positive things that

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are happening. >> The diversity club is going to start offering like different food right once a month. Was there any of >> we did talk about it gets reviewed um >> every year. So maybe it was really a

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well attended club. Um maybe the those students graduated and so it is looked at every year and um and then look taking a look at any new ones and request that. So the other thing that we talked about too

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is the the fundraising review because there's so many different uh clubs and even outside of the school doing fundraisers maybe volleyball example of tried to have a better track of who's doing what

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fundraising so their community is not getting tax to get done with one another is doing it. So, we're gonna there's going to be a fundraising review. Try to keep track of that. >> Do that all year. But

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>> I have that pencil for July. I think >> any other questions. >> I will make that so finance committee also met but we the items that we discussed are dominant action items. So we'll go in greater detail about those.

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That being construction. >> Sweet. Okay, I'm happy to go. Um, Zed had their graduations which were awesome and um, Miss Geese and I attended um, they celebrated a lot of the end of the year stuff and they had one of their

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classes that actually got to go um, and I think they spun it on like a physics learning but went to Mall of America. So that was awesome. Um, our business manager is going to stay the same. They had some business like

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whole system adjustments and I think that bought by a different company but we get to keep Jack Paradise who's been fantastic. So we're really excited at Zed for that. And then um next month I'll be bringing or it will be on our agenda to approve their LTFM

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um plan they will submit to all the districts um to get approved. So just a reminder our percentage is 21.475% 475%. Um, this Thursday is our next meeting. So, if you guys have any questions or want

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me to bring anything up, I would be happy to if you could just email it to me uh before this Thursday at 6 technically. So, um, and then those percentages were developed when Zed

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um, like was being built. So, um I think Patrick came and spoke to those a little bit when there were questions previously. Um and then per year it's around $36,000 that they're hoping to save or bring in. Right now, they have

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nothing. Um so again, if anything did happen to their facility, all of the member districts would be taking that out of their general fund, and we don't want to do that or have an unexpected cost. So, I may have dismissed it, but was there

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any public input today? >> I'm very sorry. You are brought that up. There was no Thank you. >> You have a to get on the next one. >> Yes, let's attach both to the next one. I apologize. Usually I forward them to

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Carlin, but I must have missed that. >> Um, I guess far as legislative, there was a state meeting. I was the audio was so terrible I just kind of gave up. Was there your audio any better? >> It was good until about midway through and then it was Yeah, exactly. It was

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really, really hard to hear. >> They did send out updates. No huge surprises. the session ended kind of where we all thought it would. >> All right. Anybody have anything else on committees? >> Okay, we'll go ahead and move on to

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communications. >> And I sent those out prior to me leaving. I've been negotiating like crazy and I sent that out to you via email. So, if you have any questions on it, I can certainly answer that. Um, but I was in Tennessee, so not getting a fancy,

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you're getting the email message. But certainly, um, if you have any questions, um, we kind of go into the session where we get caught up a lot of planning for next year. Um, I think a lot of people think things get quiet for us in the summer. It's actually quite the opposite. It it's our time to really

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ramp up and be prepared for everyone to come back. Um, a lot of budgeting things. Bob and I unfortunately have to spend a lot of time together, right Bob? Going over a lot of things and just making sure um that we're listening to the people that are reaching out and making sure that we're making everything

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ready for next year. But negotiations has been the um highlight of my last few weeks along with evaluations. I really believe in evaluating everyone on the leadership team and to do that effectively, it takes a lot of time, but it makes better

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leaders when you do it the right way. I do invest the time in that. >> Any comments or questions from this piece? >> We'll move right along to the personelformational items only. Is there any questions or discussion on any of

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those? >> Okay, hearing that move on to the consent agenda. Do I have a motion to approve the consent agenda? >> Thank you, Mr. Stalker. Do I have a second? I have a question. Do so Keith, my husband, got his bus driver's license,

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which he also encouraged me to vote no for him tonight, but do I just abstain from this vote because of that? >> You should abstain. >> Yeah. Okay. So, I will abstain from this vote. >> I didn't catch that first time. >> I didn't actually either, and it's my own Yeah. Sorry for doing that. If you

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could abstain, that would be great. Okay. >> All right. We have a motion and second. Any other discussion on that? Mr. Ryan will be due to a personel personal conflict employees. All those in favor

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same side motion carries. Um action items business. We have none. New business. We have a few here. Approve the FY26 revised and FY27 proposed budget.

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Get a chance to put those. No questions. All right. >> Such a great report that I was back to part. >> Do I have a motion to approve? >> Is there anything to touch on though that you guys talked about in the committee meeting that you could highlight?

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Actually, I think Bob has a short summary that might be really good for this just so you kind of understand the budget for next year. That'd be awesome. >> So, basically just going through that first page in the budget document itself. I'm just looking at our

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projected enrollment. Again, as in the past number of years, the incoming kindergarten class is much smaller than the outgoing senior class. So, we're projecting that our enrollment will be down probably about 35 to 40 kids

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heading into next year. As we continue to look longterm over the next five years, we're projecting that trend to continue. Um, people just aren't having as many kids as they used to.

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We're hoping that with maybe some of the construction in town here that maybe some families will be moving in. But crystal ball that we have just isn't telling us that right now. Um so when Beth and I do the enrollment projection,

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we always try to be somewhat conservative because we don't want to over staff. We don't want to over project our revenue. It's much easier to come to you in the fall once school starts and say we were short or we underestimated our enrollment by 10

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kids. Um so we have 10 kids more. That's kind of what we're hoping will happen. Um um kind of on a similar note um we have made some reductions going into 27

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or reduced a key teacher the high school math um instructor. Um we've also reduced some of our technology staff. So over the last number of years we have

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as these smaller grade levels have moved started moving through the system we have um reduced number of sections at the elementary school and we'll continue that trend as um and once they start moving into the middle school we'll start taking a look at the number of

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teachers that are required there as well. Um on the revenue side of the budget, the state increased the general formula by approximately $23 per student and that's

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the rate of inflation. Um one thing that I did not mention in my notes here is this coming fiscal year will be the first full year of the Minnesota paid leave program. And if we

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spend every dollar that we have budgeted for wages, um, our total premiums will be approximately $80,000 for this coming year. So basically a teacher is what that's costing us.

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I don't know if you have any questions. I could go through a whole bunch of numbers that may or may not be of any interest to you. Um, I guess I'd rather take the time to answer any specific questions that you may have.

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>> I've got a general question and you don't necessarily have an answer right now, but just maybe to help me wrap my mind around the build for the levy is this is say in five years, you know, if we continue to keep right sizing as classes get smaller, what's our like budget deficit or what shortfalls are we

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actually going to be at in five years? You know, we keep doing all the right things, but we don't have a levy. Class size is getting smaller. We're increasing class sizes. We're getting rid of teachers. As you know, we're convincing classes. But what what what's the future look like in five years if we don't have it slipping?

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>> I'm guessing that maybe within the next couple of years, you're going to be looking at probably about a 200 to $250,000 deficit. And I think that will just continue to kind of start snowballing as time goes on. So, I'm guessing that

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probably could potentially be in the seven to $800,000 range >> by year five. No value. >> We continue to try >> three to five years. >> And that's even with us doing the financial right things of continuing. >> Yep.

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And I think we will continue to do the right sizing even if a levy does pass. It's not as though we're just going to just blindly keep all the staff out. We

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currently have so I would assume that we continue that process as well. That >> it's what we know. Excuse me. It's it's kind of what we know today. Who knows if we have an influx of

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additional students that changes the picture as well. Because typically if you have more students move in, they don't want to all just come to one degree level. >> Thanks for explaining that, Bob. It's a good opportunity to go over especially after what we talked about earlier. Um,

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and just looking at what we bring in for revenues under our general fund, it's pretty tight with our expenditures in the next school year as well. >> Exactly. Yeah. Exactly. >> We almost spend every dollar we make. So, There's not a lot being saved in that

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general fund. >> Any other discussion? >> We do have a motion in second, correct? >> No. >> No. Okay. Do I have a motion to approve 6.2? >> Second.

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>> Second. Dr. Motion and second. Any further discussion? Hearing none. All those in favor say I. >> I. Same sign. Motion carries. Uh on 6.2.2. We do this every year. It's a identify

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an official with authority even though we approve it every year. This be your first year off. So I'll make a motion to approve that. Second. >> I'll second. Any questions or comments on that? Hearing none. All those in

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favor say >> I. Same sign. Motion carries. 6.3 purchase agreement for two cast property box. I'll take a motion. I'll make a motion

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to approve. Do I have a second? >> I'll second discussion. First, I would just like to say thank you for the effort that went into acquiring those lots for the rate at

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which we're buying for that. It's a very good purchase in support of that program. >> Will you talk more about the plan for that? Because I think in facilities we talked a little bit about changing that program or trying where we weren't

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selling houses. So, what's the plan moving forward, especially if we don't if it slows down anymore with all these other new houses going up, >> right? And I know B can interject here, too. Don't be afraid to do that. Um, you know, we were really looking at a lot of different options because we weren't

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sure where we're going to go with this program, and it always makes you a little nervous if you don't have that backup plan. Um, obviously, when lots of acres are right next up to, you know, your property line, you certainly want to look at those. So, we have investigated it's not off the table for

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down the road. Who knows, right? Um, but we are going to always try to keep this program going. As Patrick said, the lots get really expensive. Kassen is a very desirable Manville very desirable place to live. So, our lots are just more expensive. But when you run the program

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the way we do, and Bob does a great job with that, we have to make sure that we're getting them at a reasonable rate so that we keep this program, you know, something that we can afford to do. So, it's not that we've ditched all of our other ideas. We are just staying the course with what we have. Um, and that's

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probably why we didn't really bring it to facilities first because this is the program that we just continue to have. We haven't reduced it. We were just exploring other options that at this time have not come to fruition. >> And and just to elaborate on that, I think one of the other options that we

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were looking at was utilizing that construction tech to build concession standard like something on our property, right? Like whether it was the concession standard, storage shed, and things like that. Turns out there's rules that we got to follow for being

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>> like actual general contractor. >> It got so complicated. I mean, there's times we have to wait 21 days before take your next step. What do you do with, >> you know, 24 young adults out there ready to build a house and they're just waiting for the person to come do the

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next inspection? So, >> for this though, so what made us want to buy two and How much of a savings is it for the district when they did that? When you talk about >> So for the lots versus market value, um

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we were able to get they were able to negotiate for 65 grand per lot. And >> so what's the usual that's a I I'm just not in the market. >> Uh just just in a as a perspective, the

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last lot I bought was at 70. All all the lots that we've recently built on behind my house, they are all listed, this was from four years ago, they all started around 60 to 70,000. >> The ones that we purchased were 80.

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>> How did we do this? Was that you, Bob? >> So, Beth and I had talked um we thought sometimes if you buy multiple, the developer might give you a little bit better deal. These were on the market for 68, so we offered 65 and accepted

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that. >> Awesome. >> Thank you. >> And I'm assuming it gives us a little breathing room, too. Buy more than one. We're not just struggling each year to find a new because this will last one lot will last us all next year. And then >> Yeah. >> So, we two years.

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>> These homes will be more affordable as well. Just the location they're out on. >> It's called the dump road. Is that the official name? >> It is. Okay. You guys all that. Sorry. >> Okay. Okay. >> If you called it that, we wouldn't know

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what you spoke of. >> So, sorry. Anyway, um they are there and the backside um lines up there. It they're going to be beautiful lots. But I'm I'm excited because they'll be very sellable. They will bring families into our communities. And that's part of this program is not just the building

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process. It's building something that families can move into. and some of our homes have gotten quite expensive and not starter homes and those kinds of things. So, we're excited about this. This I mean if you vote yes, but this is a >> Will they be slapping grades again? Is that usually what we always build? >> The first one will not be

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>> really >> No, they will not be. >> I don't think too. >> Cool. Thanks for explaining all that. It's good to know because I know there's a lot of behind the scene works. You know, >> Bob was on the phone with the gentle

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plenty of times. He did great. Yeah, and we had to get really creative. So, I'm glad to see that it's continuing and it provides this opportunity. That's really >> some of the highest enrollment that we've had in the class. So, that speaks volumes, too. The kids really want this program and we're giving it to them. So, >> yeah. >> Just out of curiosity with all the lots

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we have in buildings we have, do we have do you get any kind of tax credits or refunds or anything because it's educational and it's for class purposes? No. >> The governor foundation is five years. We don't pay property tax,

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right? We we pay just >> you pay basically what the open lot is valid and then as it gets developed if let's say that let's say that the house gets

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half built in year one they would whatever that value that you have into that at that point in time that's taxed at the full value >> do we the our does our school property

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do we pay property taxes on our school property too? >> No. Is there any kind of loophole or not loophole but I mean I I mean I'm saying we we are educational system. We have these classrooms that we provide teaching to on our you know our kids in

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the building that you know we don't pay property taxes on. And this how why can't we just say this is an extension >> is if you went to a housing initiative and created I mean it's a huge process that you'd have to go through a pro an outside community would have to run the

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program very similar to what they do in canals it's called the housing initiative then you can get some of those benefits but otherwise no >> I believe the reason that we pay taxes on it is because we won't ultimately >> so like the roughly 25 acres to the

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north that is farmed. We do pay taxes on that because it's considered property. >> But even on one of these vacant lots and it's not all for nothing, but it's a couple hundred. >> But I'm assuming like the house we had

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where it sat for a year before we could sell it. Assuming we're paying property taxes of what the house was worth for that entire year, that would be a significant chunk of money if we could say why it's in our hands. >> I guess I was I was thinking of the developer what I don't think the

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developer has to pay tax on lots that would affect us. Sorry. >> I don't have a question about it, but I just want to say I think it's a a wonderful program that we're able to offer here. Um, I came in to the district not knowing anything about it

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and now I have a student that's been in it for at least a year now and loved it and learned so much from it. So, I think it's a very valuable program. Any other questions or comments? Hearing none. All those in favor say I.

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>> I sign motion carries on to 2.4 four approved resolution relating to the nonrenewal teacher contract motion to approve that. Sorry.

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>> Okay. Thank you. Any discussion on that? >> I have a question. How come this one's coming in a little bit later than the other ones? >> There was some confusion about whether he was hired as a long-term sub or not. She thought she hired him as an LTS, but the paperwork did not reflect that. So,

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we had to go through the motion. >> Okay. >> Okay. >> He also is out licensed out of the area. He's going back to school to be a counselor and we had him in as a special education teacher. He was a parah in a neighboring district and we brought him over to help out in a mid year. So, I

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can see why her confusion. She thought he was a longterm sub. We actually put him on contract to license. >> Okay. He's out of he he doesn't have a license to teach anything that we currently need. So >> wonderful teacher. >> Yeah, >> he did a great job.

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>> Wonderful. >> Okay. Any discussion on that? Any further discussion? >> None. All those in favor say I carries 6.2.5 approve all 26 27

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handbooks. And I think um the teachers and the administrators are really gonna work pretty hard on this to kind of make more of a unified type. So that's work. So I appreciate that.

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>> Do I have a motion to approve those? >> I'll second. Any further discussion that hearing none? All those in favor say I. same motion carries items next meeting is at 5:30 uh June

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20th and then we have a special board meeting 5:30 in the spring on the August 3rd. I think we we need to vote that up

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take a look at that'll be your calendar invite and Notice school board filing period is going to be from July 14 to July 28th. So anybody interested >> Oh never mind. Sorry I was going to ask

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how many people are up but I think >> that's right. Okay. >> All right. >> So we are going to do a work session though for the to discuss the >> can can I give some input on that?

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>> Sure. >> I was going to say summer. Seriously, >> I think we're pretty flexible on the date. I would like to have all four members here for that, >> right? >> Maybe can do a poll on that. We have to

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have it other than Monday night. >> So, um I'm going to be gone the first half of July, like out of the country. So, if we could do it at the end of June or next week, I don't know how much time you guys fly in between. Um and even and

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I might still have to attend virtually. Maybe we could figure out a date like on a poll, but just a heads up. >> It will be available >> in June, not in July. >> Yeah. >> Like June 29th.

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>> I'll be gone most July. >> Yeah. >> What would be And I don't know if you know this, but how long would it take to draft up those papers? I wouldn't think it would take much more than a couple days.

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>> June 29th would be a problem. I can do June 29. >> I can do that too. >> Awesome. Thank you guys. >> We will get that prepared. Um, okay. Then we do have Okay, that's

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it, I guess. So, I'll take a motion for socker. All those in favor everyone. >> There's no question or concern about all those favor. >> Okay.