So, moving on to 4.0, the approval of the agenda. So, on the agenda, um, under honors and recognitions, we're going to have that live, uh, demo from the robotics team as well during that time. Anything else
you add or change or remove? Hearing none take a motion to approve with that change. Motion by Scott. Second by Danny. Any further discussion on the agenda? Hearing none. All those in favor? I
opposed. Motion carries. 5.0 is the approval of the minutes from the February 23rd, 2026 meeting. Are there any changes to those minutes? Hearing none, I'll take a motion to approve as presented.
>> Motion by Danny. >> I'll say second by. Any discussion on the agenda or the minutes? Hearing none. All those in favor? I opposed motion carries. >> Sure.
>> Okay. So, we will uh 6.0 is recognition. So, we will uh present first. >> Sure. >> So, we're fortunate enough to have we can have our robotics team come on up. Um couple things. Uh
we're going to get a demonstration here today first of all, but um we also want to take a moment to recognize And uh, Coach Kuzzman, correct me if I say it just wrong, but the jukebox at
the Grand Forks competition most recently ended up fifth overall. Is that correct? >> Yes. >> Out of 51 teams. >> Uh, kind of technically eighth out of 51. Um, that led us into being an alliance captain. And then in the finals, we ended up forming the fifth
place alliance. So, we kind of finished both eighth and fifth, but um eighth out of 51 and then five out of eight. >> So, all in all, great job representing our school district. Thank you very much. We have certificates for all of your your participants. Um but with
that, would you like to do a demonstration for me? >> Yeah, I'll start with first. This is this is him not doing anything. So, the first part of the competition is an auto. They take about 20 seconds where the robots do their own thing. Uh,
after that, it kicks into what we call teley off, which is when he's going to take control and start driving the robot. Heat. Heat. So, um, the game this year launched on January 9th. >> Yes.
>> So from then till now is how long we had to work on the robot. So it was only a handful of weeks that we built this thing pretty much from scratch. Um and we're able to compete with it. Pretty fun. >> Well, if you don't mind, I would like to
just recognize the participants. So, we have certificates here for Christian Milbrand, and I'll give these all to you. Um, maybe you somebody wants to help me hand them out to anybody who's here. Christian Milbrandt, Maddie Clayton,
Seth Franen, Matthew Ferguson, Braden Goddess, Hudson Chi, Anthony Larson, Kayen Mo,
Riley the Goddess, RJ Kuzzman, and Casey Potter. Can we give a round of applause? We're always looking for more mentors in case anybody has good time. >> Engineer anybody electrician.
>> Thanks guys. Thank you guys. >> Okay. And then our second honors and recognition. Um we have uh we had two students and are they present here today? >> One of them is >> okay. Um the two students were Greta
Borman and Reese Weber and they're being recognized because they spoke in front of the Madison Kanis Club at their weekly meeting. Greta and Reese were actually asked to share their experiences about enjoying the books donated to the MMN library by that group. And they did a fantastic job.
They both got up, gave individual speeches to a pretty large group. Uh once they heard kids are coming, you know that we have a pretty good crowd and um again just did a fantastic job and acted like students uh twice their age as far as their maturity and being able to handle a stressful situation
like that. So, I I was super proud of the way they they spoke, but I was more impressed with the fact that they were able to sit there with 50, 60, 70 year old people and actually be engaged and so like they were actually listening to
them and had to hear about their stories, but it was they did a great job. All right. Well, Ree, you're going to have to be recognized on behalf of both of you. Let's give reason. >> All right,
we move to 7.0 student council report. >> Um, to start off, we started our spring project at the junior and this year we decided not to do tie blankets. We decided to make gift boxes all baskets for the hospitals which included like
some little colored books um and some puzzle that they can do when they're in the hospital. And then we voted for next year's homecoming theme and it was between gala carnival and arcade and carnival ended up winning. So that'll be next year's
homecoming theme. We are in the process of finding someone to build rebuild or reupholster our thrones for our coronation for like homecoming and school's coronation. Um we're also
um we are planning or we finished planning our teacher appreci appreciation breakfast which is going to be May 6th in the comments before school. And then at our last meeting we members to sign up for
>> any questions for All right, moving on to April. The live update this month is with Principal Swatski. Yeah, I laid a few things on your um on your spot just so as I work through our building goals um you have something to
refer to. The first one of our the first goal that we have here is to ensure guaranteed viable curriculum for students in each grade level. And so that is what we have been working on. Um actually what you're going to reference there, I just printed off a couple
samples of um some casing guides for you here. Um so this is what we're talking about here. This is the work that our teachers have been doing on the early out and late start phase. So um it's an opportunity to dig through the standards of their curriculum, their specific
curriculums um and make sure that we have this living breathing document that's basically going to be continuously updated. And in here we talk about the timeline, the pacing that that it'll take. And these are rough estimates, but t pacing that it takes to
uh implement their the curriculum, um the standards and benchmarks, the learning targets um that they're trying to accomplish. As you'll see on on these attachments, there's some links with assessments and resources so we can have some common
assessments where applicable. Um some key vocabulary phrases. And so this is a document that basically no matter who pops in um if if there's if there's a new teacher at an elementary level or a new new teacher in a content area out here at the high school, this is
something that we can place at their fingertips and they've got an immediate actionable resource at their fingertips to help cover curriculum. So like for example, Shannon, this would be a wonderful spot for you hopping into a an English classroom. So, she's covering
things that the assessments are right at her fingertips. Um, and she can just refer to a document like this when when they're all completed. Um, new teachers, same thing. So, this is the work that our teachers have been doing throughout this school year. Um, I don't, for lack
of better terms, um, we're we're at different places depending on where different teachers are at. Some of our teachers have many different um ones content areas that they have to prepare where others teachers might have um two
or three different content areas where they have to navigate through the standards. So the work is the work the scope of the work is I guess not equal in all cases if that makes sense. Um so this is an example of the work that
that we are doing and and uh um on these early elements. Any questions about goal number one? And then the goal is as as teachers continuously use this, they'll continue to implement different assessments, different key pieces that they'll plug
in here. So this document is continuously being updated and can be utilized at the the whenever it needs to be done. >> Um, our second high school. >> Yeah. Go ahead. >> Are so with this right are we aligning
or the intent is to align the grade schools with the high school and junior high curriculums eventually so that it's feeds one to the other to the other. >> So that would be your power standards that that we'd be talking about there. So each each grade level has typically
about five power standards where we say, "Okay, moving from fourth grade to fifth grade, we really want these pieces to be we want our kids to come in strong and and feeling confident in these areas." That that would be that particular piece. I think this across district
would be ideal to be at the K4 level consistent um to the best of our ability. Y >> c can I ask? >> Yeah, for sure. Yeah, please do. So, Kent, um, specifically this year, the elementary buildings have been working on unpacking the ELA standards, which
has been a big focus of the read. And I know Lindsay's here, she's been working on that diligently, and we are going to do a vertical activity, vertical alignment activity upcoming on April 2nd
to speak to exactly what you're talking about. So, we're aligning that K12. So the language is consistent. Shannon jumps into a classroom, she'll know what's going on with the pacing guide document. So yes, we are moving in
that direction. Next up will be math. That will be the next big chunk that we'll work on. And as Mr. Sawsky said, unfortunately, we have some departments that they're by themselves. So it's they're in a different place, but yes, that is the goal to be aligned
districtwide. Thank you. Okay. Um the second goal that we have talked about here is just providing robust college and career opportunities and experiences um that articulate the pathways for our students. And one of
the things that I wanted to make sure we had done and um is this is the larger piece of paper here. So essentially what this is this is as big as I can get the letters right here. But essentially what this is is this is all of the classes
that we offer at the 712 level um that are under the Minnesota Department of Education's career pathway. So that's the color colored sheet that you have here. So we utilize those six areas, seven if you're counting the gold area in the middle,
the foundational knowledge and skills. But then what we did is we took all of our classes and we plugged them into those career pathways. Um the goal is going to be um by the end of this year hopefully to have a visual that we can
have up in the walls of our building so that students can um literally just stand and see wherever they're at what the classes are. If they want to look in in the egg field, they can stand here and just look at a nice visual of uh some classes that they should strongly
be considering while at Lacaparo Valley. The other thing that I'm hopeful for is we can have that we'll have an interactive um component on our website so students can click on on the different career pathways and be able to see the classes listed there as well. So
a nice visual that parents, students, etc. can can utilize to say okay if this is if I'm interested in the medical field let's let's look at that career pathway and see what sort of things we can be exposed to at Lacaw.
Um, the other thing that we've done is we continue to get our our kiddos to different college college fair, career fairs. We are hosting a career fair this year on April Wednesday, April 22nd. That's always a great opportunity. Our
students in grades 7 through 12 will be um participating in that. Um, I realize that our our younger kids might not have a clue what they're uh looking to go into yet, but that is just an opportunity for them to see the many things that are here locally if it's
something that they want to stay in the area or are considering. And secondly, it might be something that will jumpst start their their thinking in terms of career path that they might maybe didn't even know existed that they might find exciting. And then through job um uh job
shadowing opportun in 9th and 11th grade. That will be an opportunity for them to maybe get their feet wet and and go meet with somebody there. The third goal that we talked about um is taking a deep dive into our the
district's communication tools. Um Dave is is helping not helping, Dave is leading this one. Um I believe he's pushed out a survey to the school board looking for guidance in that. I think there's a few that two or three that have to get some feedback yet. We're
looking for your guidance on kind of what direction we want to go with this communication audit. Um so if you haven't completed that survey, um maybe do a do a dive into the the inbox or reach out to Derey and we can help
make sure that you get it back in in your um in your inbox. That's kind of a a pivotal first step that we that we want to take there. Once we get that information ready, then we'll we'll keep on progressing through that communication audit.
And then lastly, the fourth goal is um establishing systemic conditions and promote student connection and engagement. Um, one of the things, and we did this today at both the Appleton Mile and K4 building as well as out here at the 512, um, where we're doing some
leadership team walkthroughs, getting a chance to see what our teachers are doing, uh, not for assessment of our teachers, but for collaboration amongst the leadership team to talk about, hey, here's some things that I'm seeing, here's some things that I'd maybe talk about in a post eval or or just a post
uh, communication with walkthroughs. And it's been very valuable for me anyway to just hear what other people are saying, maybe see what they're seeing that maybe I'm not necessarily looking at. And and I think we we'd all probably agree that it's nice to get other people's perspectives. So that happened today for
the second time out here, second time in Apple, and then tomorrow we will be doing the same thing in in Madison. And we did it I can't remember a couple months ago at all sites as well roughly. So this will be our second time going through this year. Um, we've had some
student forums, two of them this year, December and February, where students have given some feedback on on, you know, what their what their thoughts are about the school. We continue to have our sore team, which is promoting uh social emotional learning and and
positive connections with our teachers and and each other within the building. We do that once a month out here at the 512 building. Um, and then the fourth part of this is our kids continue to be engaged in college and career readiness opportunities, which I hit on earlier. So, those are kind of the four the four
main components of the goals that we have out here at the 512 building for this year and where we're currently sitting. Any questions? >> So, these pacing guides, are they just a guide or is it what is expected that we will get done? I would say that the
pacing guide is what is expected because that that will um in essence allow us to meet the different standards that are being taught throughout the year. Um it also allows us to kind of identify some areas that maybe we really have a strong
unit or lesson that we just don't want to let go. But if it's not in our standards, um we really do need to let somebody else teach that lesson. And maybe we have to give our our exciting curriculum up to somebody else. but um to allow us and we heard these conversations early to allow us to kind
of cover the cracks that that maybe haven't been that we've allowed I guess ourselves to be exposed to. Um this has been a pretty enlightening journey to to navigate through this. So someone decides to deviate from them and it's
>> I mean what they what they have to follow is they have to follow Y >> and the curriculum in the pacing guides is from where that's where >> from Minnesota standards. Yeah. >> So MCA standards for testing. >> Yep. Yep. And as well as every other
content area that might not be assessed in MCAs. Yeah. There standards and everything. So if we for future looking on these after we have these implemented we're working toward them we start to get feedback from people that go to
college or other places that hey I'm not prepared I've really struggled in this area is there a planned I'll say audit or update associated with that with these >> well this should be a continuously planned audit now the one thing I'll say
is depending on what they're going into um we might have some weak areas where we just we're not covering every single area that students are going off into college with. >> But I mean like specific subjects. >> Yeah. >> Type of thing where >> and assessments are tied to these
standards. So those will be listed in those pacing guides as well as all the resources that teachers use to implement the standards and the instruction in their classrooms. So, you'll see I think it should be colorcoded in there, but um
anything in blue, those are links that you can click on and they're going to be the assessments will be right there. >> One thing I can add to at the elementary level since this is a conversation focusing mostly on on high school that one of the purposes of these documents
too is they help ensure we're we're one of the districts that we're fortunate to have two elementary buildings. We want there to be continuity between those two. So, you know, every teacher has kind of their art of teaching, how they go about it, but um I think we can be in
agreement whether you go to this school or that school should dictate which standards you get exposed to and what things you learn. And so, that's the purpose behind this is so that you can have that part of teaching. You know, everybody kind of has their way of approaching it, but that you're still
making sure that those essential standards are being not color master. >> Any other questions for >> I like the laying this outual and and once we get to the the visual that we want to hang up in the schools,
then we'll make sure that we bring that to you guys as well so you can see it before it's made and I think it'll it'll be a sharp sharp look. >> Okay. Thank you. All right, moving on to 9.0 is the resolution to accept the gifts and
grants donations for the month on four. We thank those individuals for their support. Sorry, is the the little daycare is that a reimbursement or is that just an additional
donation? >> So that is uh we We created a agreement with them some years back. Um, and that's what this is is uh the EDA with Madison as well as the um the hospital
in Madison each pledge each year to give $20,000. And then they part of that agreement also states that if we get to the end of the year and that still isn't enough to keep us whole that um that they would give up to an additional
20,000. And then in addition to that, our our child care task force in Madison is has been working like for instance Carill just gave us a donation as well and that that's for the purpose of making sure that that always stays in the black.
>> So this is the first part of that. >> Correct. Yes. So this is we're giving you the 20. >> Yeah. We weren't short. >> Correct. >> Thank you. >> Questions? here. I don't see a motion to approve.
>> Motion by >> second by Shannon. Any further discussion? >> Hear none. All those in favor? Uh 10.0 is the consent agenda. list of the resolations
and hires and contracts uh that were done in the last month as well as a medical as well. I'll take a motion to approve if there are no motion by Shannon.
Seconded by Scott. Any further discussion on consent? None. All those in favor? Iost 11.0 is the monthly financials. Tonight, >> you do. >> Drew, do you hear us? >> Y. >> Yep. Do you hear me?
>> Y can. >> Yep. So, uh, starting off with the financial reports. Uh, the first one up is the enrollment report. Um, so this is based on our most current enrollments. Um, we're up one over the previous
month. So, we're at 808 compared to last month's 807. Um, like we kind of touch on every month, the budget revision that we, um, went through back in November um, was based on 785 students. Um this
is K through 12. So the last couple of months with the big uh influx of students has should help us financially um to uh end in a a a favorable spot. Um
continuing on to the next report, our expenditures. Uh this is just kind of business as usual. Um it just as the the year progresses along, everything's kind of right on line with uh um our revised
budget um from back in November in terms of these expenditures. And then the last report here, the investment report. Uh once again, not a real significant change from the previous month. Uh just typical bills,
payroll going in or going out. the state aid payments coming in to help kind of offset those costs. Yeah. Um so notificant changes here to the investment report.
>> Anything you're worried about group? No, I I I think uh from the the the business side or the the financial aspect um the enrollment report is is what I kind of always look at um the
closest and so to see us kind of we hovered close to the uh number um which kind of is not not a uh alarm going off in my head but it's just kind of a
little bit of uh not as um good feeling on my side. Um so to see us the the enrollment side um trend upwards as the year progressed along is uh definitely a
a good strong financial aspect to uh consider. um expenditures nothing really uh significantly out of the whack here. Um I don't I don't
really think there's anything that really catches my eye or is too uh far um out of our expectations from from earlier in the year. Um there's and there's always going to be surprises, but um I think our surprises from a
financial perspective have been good surprises and not uh um bad where uh boiler goes out or uh other expenditure related things. So um
that that kind of touches on I don't know my my recap here. Any other questions for Drew? Just I guess for the building here, do we understand an uptick of 20 kids? You
have a good understanding of why or I would like to think it's the amazing curriculum work that our teachers are doing. We just talked about people are hearing about it and coming in. But uh um you know I don't know that we we know
exactly why other than you know we do have a fair amount of transients in and out during the course of of a year and we did have um like last year if you remember we started and then we lost close to 30 I think it was students
and then that kind of slowly ticked a little bit but um right now I think it's it's just kind of movement within our population. Yeah. And that's I was trying to understand is this the transient part of it or is there something that's changed
around that maybe is driving a little bit more of the population coming at all >> and and it's not I guess I would characterize it as it's not impossible that that is the case. I just don't know we put our finger on it yet because it's
um it's the opposite trend of what we had last year. So we it's a good trend and we'll take it any day of the week. But Okay, moving on to 12.0 bills and claims. Make motion to approve the March 26
board bills for $196,6416. February 26 manual checks of 72,62052. in March 26 construction bills of $130,844.33 for a grand total of $400,161. >> Okay, we got a motion by Scott. I'll second that.
Any questions on bills and claims for the month hearing? None. All those in favor? I post motion carries. Uh 13.0 is construction uh updates from the buildings and ground committee which is
myself Con and Danny. Um so one of the things um that as we get close to the end here is that u we have some funds left over
and we also have because the banks were so generous um have some interest from those uh projects as well. Um so we have roughly
1.6 million um that we could work with. And so um the three of us have sat down and gone through some of the the needs and wants list that this could possibly be used
towards. Um we can't use it for just going to have to be something um building or facility related. Um so some of the things uh that we've identified but we still haven't gotten
the solid locked in bid price um to do this work. But uh one is our loading dock. Um any of you back there um it's a kind of a concrete cracked
mess. Um and so that's one thing we're considering um that probably has to be done. Um uh then with the with the addition of the pole vaults and and are always in
need of storage. Um we're we're looking to put up a 30x 42 storage building for those big old pads for the the pull ball plus our other um buildings grounds maintenance equipment
would go in there as well. Um also considering the softball uh field sound system. So there wasn't really anything included when we did the press box and all that. Um, we think we've got a
pretty darn nice field up there and so we should probably have some speakers that are not just a crackly um, loud speaker, etc. So, looking at that, uh, the football field sign, so the one that's on the press box is out of date,
so it doesn't have a right logo, doesn't have a right, uh, clock, etc. Uh, so looking to replace that. um just a replacement of, you know, the sign. It's
nothing fancy or anything like that. Um also getting potentially getting um the eagle head on this building like we have in Madison and in Apple. Um
volleyball nets. Uh these were at the high school, right? >> Right. >> Yeah. So, the volleyball nets, um, it's they're old, outdated. They're probably original to this place. Um, and and then
the bleachers. So, we've got a bunch of, uh, bleachers that are broken. Um, they're also not ADA compliant. Um, so we'll be looking into, uh, replacing, uh, the bleachers on both sides of the main competition uh, gym.
Um, this one is kind of a wait and see, but we do not have shot clocks in the uh north auxiliary uh gym. So, if there was ever a high school tournament here, etc. Uh, we would not have those
run two simultaneous games, one in the north and one in the south. Um the next thing is the um to extend the softball dugget dug uh dugouts um to provide storage um for the the
equipment etc. Uh another item that we're looking at is we have the atrium um which is by the commons there and we would like to kind of spiff it up a
little bit. Um, we got kind of worn out pop machines and just picnic tables in there. It' be a nice spot for uh young families if they're at a basketball game, etc. volleyball game. Um, have some decent place for them to to sit.
And then lastly, um, as you might remember this last year with the the abundance of rain, um, the Appleton building had quite a problem with the white mold. And this is uh particularly uh concerning in our two kindergarten
rooms um which the grade uh behind there actually runs right back into the building. So it's not a surprise that that those um those uh rooms get wet. Um, so we are looking to basically run a
have a basin and run a a drain tile um to move that water out and uh onto the streets of Apple to be taken away by the storm sewers there. And that'll hopefully um alleviate our
problem and we'll have to um go through that again. It also be replacing that concrete that's kind of dipped down um so that doesn't accumulate that water, ice, snow, etc. So, that's it. The the other one that's
potentially on there is the parking lot for the tennis courts. Um, just as coming in as superintendent a couple years ago, I think it's worth noting, you know, that a number of the items that were on here, to my
understanding, were items that either were kind of wait and see if we get into the project and there's enough money or they were items that we we felt that um we wanted to include, but in the original cost of the project didn't feel
we'd be being able to. And so I I just point that out for the sake of you know these these things didn't come out of left field. These were things that were identified as priorities back in many cases back when this all started. So it uh it's a good problem to have that
we're we're finishing under budget and we're going to be able to look at >> the the storage building So it's going to be I assume over that way. So you know could probably store football equipment and stuff in there
too or track hurdles all that stuff. Is that kind of going to be the plan? And Adam's thought as of right now which could change is to be right behind the school out there.
You can change that too. It makes more sense to go up there. But having it close to the school with, you know, the robotic mower and all that stuff goes into there. And then I think at one point
the lights of the tennis court. Is that something that we're thinking about bringing back in or not? timing. >> Yeah, I guess we had discussed something
because I think I think I remember it when we went to seven courts. We just shouldn't have to worry about needing lines cuz before we were only at six courts. We've added an extra court >> to try to cut that down
>> to cut the time down. Okay. I think there's a lot of schools that don't have lights. >> I just know when it was up here. >> Yeah. >> But we only used four of the courts I think before. So
>> uh 14.0 is the Lake Lakes Country Service Cooperative for Drug and Alcohol Services. What exactly is that? >> Um, I believe that that this deals mostly with um our transportation department and required random drug and
alcohol testing we're required to do and we contract that through the Any questions on that? I'll take a motion to approve. >> Make a motion by Shannon, second by Ken.
Any further discussion? Hearing none. All those in favor? I oppos. Motion carries. 15.0 is policy updates. That's exhibit 11. So, Shannon and Marine. >> I was this one.
>> I mean, we there there's a number here, right? A lot of this stuff comes down to I'll say wording choices um of changes um for the most part. There is one that
this will be the first reading for uh 523 I think it is. Um, and this one was recommended by the lawyer's guidance to include uh so that we have it. So it kind of
ties up a number of policies together to just make it a little clearer. >> That was the policy. Mr. Superintendent La, you had mentioned that we should consider adopting the 523. >> Okay.
And then also I can note that there are several policies where we need to designate a staff member. So for example, we need to designate a human resources person as the contact. We need to designate the district assessment
coordinator in a couple of locations and I sent all that information to superintendent so we can make sure we are in comp with those things. And I think you speak to that 5.1. It basically is that there are a number of policies like harassment or violence or
chemical use that in some cases have typically focused either on students or on staff. But it's it basically recognizes the fact that we would hold students and staff to those same expectations. So 52 the first reading. >> Yes. >> Correct.
>> All right. >> So, I'll take a motion to approve uh those ex with the exception of uh 523. >> I'll second. >> Second by Shannon. Any discussion on the policies
hearing? None. All those in favor? I >> I post carries. All right. 16.0 is the school resource officer. We've got Brian here tonight um representing Rockl County. Um
yeah, and I can speak to this one. Um so if you remember, I believe the last meeting, we we had representation from the sheriff's department as well. Um we've been having dialogue with um with Sheriff Alan Anderson and a number of
members of his staff about the possibility of being able to bring an SRO uh school resource officer to our building out here. If you remember from that last meeting, that had to do with a number of areas. One one being um the fact that we are a school that's kind of
located centrally in in the countryside and and that does require a longer response time if there ever is a need. But there's a lot of other really positive things that an SRO can bring to school on top of that as far as student relationships and and exposing kids to
law enforcement careers and things of that nature. Um we've been able to after um having a lot of dialogue and looking at the resources available come to a potential agreement to have um a part-time SRO. It would be shared by two
different individuals is my understanding. Um and uh it would be Deputy Dickman and >> Baldwin >> Baldwin and uh and basically this would be a starting place. It would allow us
to get get an officer here in in the building doing the work and then our our goal is that it would be successful and we would be able to down the road consider building it up to full time. So, did we ever find out what they can and can't do according to the Minnesota
State? >> Can we elaborate? >> Sure. >> I wasn't a part of any of those conversations, so I I can't answer that one for you right now. I know that um the statute requires them to take
special SRO training within six months and they're both scheduled in July to take that. >> Yep. And I think a lot more things will be for that nature will be answered in that course that they take there. >> Yes. >> And Eric runs the theater program. So he
knows a lot of middle school kids. So that kind of helps. >> And I should point out that this that would continue. We would still have the air program. That wouldn't go away and that that wouldn't subtract from this. This would be an addition to that.
>> And Mr. Swatsky introduced last week. >> Yeah. last week the whole student body >> I think we taught last time maybe but if something does happen in the school we have to get another deputy here to do
the >> Is that still the case? Um well and so that that was that kind of came from if you remember a couple years ago there was some legislative changes and then that has been kind of in flux since um
essentially the way I understand it I want to put words in you guys' mouth is um you know the goal of having the the officer in the building is is not that they would go around being hands-on. it would be relationships and um in
protection, safety for the community. If um if there was that said, if there was an event that was a crisis situation, an active shooter, something like that, um they would be able to respond
immediately and and with force. um we we don't want to put our liaison or our SRO's in a position of having to handle um physical altercations with students. I just think that sets them up for failure. But the fact is they would be
here and and have the ability to act in good conscience. If they see something happening, they can do it. And so >> you can arrest them. Um they they >> they're full they're full.
>> Yeah, they're they're full they're full officers. They're you know I think >> but there's no restriction because they're an SRO that they can. So if somebody's sipping on a beer out in the parking lot, they give them a minor. >> Yeah, that that is smoking my
understanding as well. Yeah. >> Just like if they're here and >> and violence takes place, they're going to take do what they need to do and use their level of force, whatever to solve the situation, >> right? And there could be situations
where having that officer here, they might call for an outside officer to come in, but again, that's having them here allows us to be able to do that. >> Okay. So, it's not required. Okay. He's got to detain the other guy's got to
come and arrest them >> that you know and I would want the experts to speak to that but that's not my understanding. >> We have a you're looking at a contract here for for laying out certain things, right? But they're still an employee of the Black
Crow County Sheriff's Office. They're not an employee here, right? You're kind of a contract employee or whatever you want to say or >> contract for service. >> Right. Right. That's all I'm concerned about. They're still a deputy. Bottom line.
>> Go ahead. >> So then they do just like any other deputy does. They have that same capability out here is what I'm asking. >> They'll be out here in full uniform and they wouldn't be out here in full uniform with a gun. The only reason I'm asking you is I just want to make sure that your hands aren't being tied or
your deputy's hands aren't being tied because Minnesota legislation has decided that because you are awarded this title or contracted under this title that we're taking away any of your or limiting any of your processes. >> Yeah. No, I understand you're
>> if the need arises. >> Yeah. And I'm pretty I'm not saying that there isn't anything that hands aren't being tied on because there probably is a couple items. We just have to identify exactly what those are, which we'll identify in July for sure. >> And then that's part of the training
that they will be taking when they when they go in July. And and part of this too is is to recognize I think that the legislature is it seems like that's evolving over time. I think it's in a better place than it was years ago when
that first came out. I know what you're talking about was this idea that an SRO couldn't deal with the situation in a building in a hands-on way or something. And the way um in my past district that that was approached is was it was kind
of common sense and goodwill attracting common sense and goodwill in a situation where there's danger. Um you're doing you're going to be doing the right thing and that would be something we'd be able to do. Um, I just what I can't predict is what the legislature is going to do over
time. >> Is this starting I know were they coming out like every so often now or is it not till next year? >> Um, >> because I thought it was just they're coming out now, right? >> Yeah. So, this week is the or I should
say last week was the first week we had the deputies in the building just just to start having those um introductions and and get them used to the building, figure out needs that we have, that sort of stuff, but but they aren't going to start officially until the board gives
them that endorsement to do so. >> It does say for the balance of the 2026 school year. >> Yeah. I just well I because my my hope is that um once they're out here some of the issues will kind of calm up like
calm down a little bit. So I don't you know so once they see him out here I hoping that staff and administration are a little more cal like calm when I say calm like so that's what I hope I don't want
anybody to I don't want the SRO to put hands on but at least their presence here will probably take the culture down a little bit >> deterren >> and again if there's a crisis situation They're a deputy at the sheriff's department. They're able to respond
immediately. >> Any other questions? >> And something I should point out too, just because it was part of the dialogue the last time we we our ultimate aim, we'd love to have that this be full-time right off the bat. Um, in working with Allen, you know, he's trying to work
with his current staffing that he has to give us a starting place to build to a place of success that at that point we could have a dialogue about does that mean adding more staff to is you know and that would probably have an increased cost to us and so that would
be where we'd be working toward but we have to have a place to start and this gets it going regular presence in our building >> I'll make a motion motion by Danny seconded by Scott any further discussion
on the contract Hearing none. All those in favor? >> I post. >> Motion carries. Thank you, Brian. >> Yeah. Thank you. I think that they'll be out here for the rest of the week. Danny, >> thank you. We appreciate having them. >> Yeah.
>> All right. Uh 17 is uh local union 70. So, our non-certified staff has sent the letter um to myself. negotiation team um wanting to negotiate
uh for this next u school year. Um we only did a one year with hopes of we can hopefully get more tiers or more categories within this union so that we have more flexibility if the market rate for our buildings and
grounds maintenance people goes through the roof. We're not handcuffed because the cooks didn't go through the roof. Right now, we're handicapped between those two. So, um just need a an approval to um start the negotiations
with them most likely this summer. >> I motion by Danny. >> I'll second. >> Second by Shannon. Any further discussion? Hearing none. All those in favor? I >> post
18.0 um is another nonrenewal um a tier three feature um that's not in the field of lensure. So that affects the one person there. Um
again this this is just Yeah, I can speak to it. This is one of those ones that um in certain situations, out of field lensure being one of them, um we we have to not renew what's required. That doesn't mean that
as we go through the search process, that person, if they're doing a good job, can't return. It just means that by lensure rules, they have to we have to seek a licensed candidate first. by Scott. >> Second by Shannon. Any further
discussion? Hearing none. All those in favor? >> I post motion carries unanimously. >> All right. 19 is the lawnmower bids for this coming summer.
So, we got couple of bids. Um, so it looks like we put So MV lawn has a cheaper bid at M&M. The
reason why we have CR in there >> or 25. Never mind. >> All right. So at the Apple Milin, it's $100 $190 per time load and in uh
Madison um MD lawn care at 175 uh And these kids, they'll have to be um required to to have liability insurance. Any questions?
Okay. I'll take a motion to approve. >> Motion by Shannon, second by Scott. Any further discussion on bids? Just to make sure we're doing cran and medicine. >> Yep.
>> Questions. All those in favor? >> I post carries. Uh the next one is to request bids uh for waste collection and recycling for uh next year. Take a motion to get that in the works.
Motion >> by Scott. >> Second by Ken. Any discussion? >> Hearing none. All those in favor? >> I post 21 is the achievement and integration plan
uh for school years 27 through 29. All of the information is in my board report which is on page 35. I talk about the goals and how the goals align to which strategic plan goal.
It's very similar to what we've done in the past and then I've been working with you to make sure the budget aligns with these goals. And then the the second exciting piece of this is that Appleton was identified as a racially
identifiable school within our district. And that means that the priority or protected class population percentage is greater than 20%.
So I have to write another plan with three additional goals for just the Apple building. And there unfortunately is not any funding tied to this. It's just another MD requirement to ensure we're not segregating schools
or students. and we're still wrapping up our current three-year plan. So, we're living under our 23 26 three-year plan and we're working toward that. Any questions? by
any further discussion hearing. None. All those in favor. Uh 22 is the monthly building leaders reports. You will see those attached to the agenda. Uh Marine or
Scott, anything to highlight? >> Nothing beyond achievement integration policy testing coming up. >> I would just like to talk the real quick. We talked about schedule last time. So I think the max on the pacing
here where if our kiddos aren't getting it in the first run, this is a way for the intervention time to happen. It's not like we're paying at the at the 512 level, 712 level, I guess in particular, um it is a way for them to
get some more time with our teachers, the people that are directly teaching them to help give them a little extra guidance. Um we do through the leg work, I think schedule has been created. We wouldn't put that in place without finalizing details. There's still a lot
of leg work that needs to be done on it. Um April 2nd, another another um staff development day will work in house in the district to do some work and um that's going to be an opportunity for me to work closer with our seven teachers
as well as our middle school teachers kind of a separate deal that on there but um to even focus in a little bit more what I'd really like to do and what my hope is we can get a a free trial run with um the smart pass system and one of
the components is called hallway pass and essentially what it is is instead of the paper passes which are old and outdated, our kiddos the passes would be electronic and essentially they're going to get their phones charged and ready to be used. So if they go to the bathroom
um that's how they check out. So there's data there that says how long, how often, etc. are they going, what classes are they, how consistent are they doing? There's all sorts of data that we can tap into to have conversations with teachers if we need to, students if we need to, parents if we need to, etc.
There's also opportunities to put limits on those passes. So, um students might say, um I went and visited Benson the other day high school with their principal and they can't remember if it's two or three passes a day that students get. Um so, use them wisely. Um
there's another piece that Oh, the other thing that you can do is you can set it up. So, um if Scott and Shannon and Chad are seeming to meet up somewhere pretty consistently, I can So that if Scott use
the pass, Chad and Sharon cannot use the pass at the same time. So it kind of eliminates the congregating that can happen without teachers even really knowing what's happened. So there's all sorts of I don't know just ways to I think clean up the hallways. Benson High
School says that they've had outstanding results with theirs. Um, so that is something that I well I know we can get a free run at if we can get ready for it and that's that's the is we get ready to try that because I don't want to push it
out if it's not going to leave a good taste in everybody's mouth. So >> So the flex period >> would work in conjunction with the pacing guides. So, >> however, how you collect the metrics is the
pacing guide. The pacing guide is basically Shannon comes into as a substitute, grabs the pacing guide, looks at what week currently is happening in the semester, turns to that week, boom, here's where we're at. She goes ahead, grabs the curriculum that's
in hyperl whatever, begins to teach the class. The flex period, you're saying no, would also help to identify what help not to identify help provide additional support to children kids that are falling
behind. How do we track the individual falling behind? >> Well, I mean just the JMC data. So if they're they have missing assignments, if they're failing classes, if they're getting scores that we're not pleased with, etc. Um we can flag them through the Smart
Pass system. I can say, "Hey, Danny, things aren't going well in math. missing four assignments. You've been out for four days in a row. I need you to come in and get caught up into my math class right now. >> So, smart pass then works. So, smart pass is part of the flex period. >> It would be. Yep. That that would we
would have to have smart pass to make flex period drive in my opinion because that's that's what would that's what would organize and and >> the paper pass would be chaos. He can >> and I can speak to that in during my
time in Menowaska, they they did start running an intervention something like what Scott describing and they at the time that I was there were on the old paper pencil path system and what you ran into is it was with that old system.
It it it relied to a large degree on the the kiddo being where they're supposed to be when they're supposed to be. if they weren't, you often times didn't find that out until after the time had passed. Whereas with the smart pass system, you would find out real time, you know that, you know, the kids has a
record where kids are approved to be, where they're supposed to be, so that you would know if you didn't have somebody in your room who supposed to be. >> Do those smart passes, can you like can parents put money on like they need to go? No, it would just it would just be an
organiza. Well, I I shouldn't say that. I don't know the all the details, but from what I what I've observed so far with it, it's just an organizational tool. This is where they're supposed to be. So, if our SRO is walking in the hallway and sees kids walking in the hallway, um we can simply say, "Hey,
where are you supposed to be? Can I see your pass?" Their Chromebook should be with them. There apparently is an app on the phone that teachers can staff can use, too. Um so, that's their that's their piece right now. You use two or three passes for the day. You don't have another pass to use. So that's you're
out. >> So then we're having them take their chromes with them to the restroom. >> Well, I mean I think that is the maybe there's a better idea. I don't I don't know that for sure, Scott, but um um >> certainly a let them have their cell phones.
>> I'm just saying it's got to be digital. >> Don't worry, Danny. We'll figure out ways around it. >> And something else, correct me if I'm wrong, Scott, because you've looked at this more closely than I have, but one of the things I like about it too is is
if we have, you know, for instance, some of the things high schools all deal with, but um if you have van vandalism, you you know, the second it's reported, we you know, it typically what we would be doing is going through tons of video
to figure out, you know, who's been in and out of there. And then you you know and this would at the second it's reported you'd be able to go these four kids were at the bathroom this time you know >> so they said they were at >> well the the pass would document
>> track it would track in real time the time >> I don't know that it would track them would I mean I know what you're saying Danny I think you're right that when they check out they say they're going to the senior high boys bathroom now could it be that they go to the middle school
boys bathroom, right? >> Or like me, you go to the theater bathroom for for privacy. >> Yeah. >> But my question, so just so we don't get too far out. So you said it's GMC flag, right? >> JM >> JMC. Excuse me. I had that. I just
dyslexic. But so my question is then who holds the teachers to make sure the assignments and the grades are being updated in a timely fashion? because I've heard through the grapevine that that we have problems with that in order for making this flex period. So now the faculty is
going to be held to another standard too that they got to get it in there in order to make this all work or we aren't going to be able to identify it, >> right? >> So the thing I'm trying to understand is I understand the past thing. I just don't understand
why do we need an advisory period and a flex period. Isn't that the point of advisory period? >> Uh, not necessarily. The point of advisory is I mean there's all sorts of different things that we can do and that's what we're working on those details right now. So advisory can be the social emotional side of things
learning. So it's making connections with kids. It's doing the sore activities that um Miss Royce does. Um it might be advising them with schedules. You know, I'd like to see a more robust um involvement in terms of helping to guide with that stuff. And I guess what I'm saying is the advisory
period now seems to be a free time to just do whatever >> in some places. >> And you know, if we're going to have another period, that's another free time. You know, might as well not send the kids to school until 11:00. And then so that's what I'm trying to understand
the difference between the two because to me it seems like we could take what you're planning on doing here and just apply it to advisory period and make the kids go to where they need to right away in the morning. Well, the difference is um the way advisory is set up is the
kids have an advisory period to go to. That might not be what they need. So they might need they might go to an English teacher's advisory because that's who they're assigned to, but they might need a math teacher. And we do that. I mean, our kids are boopping all over right now with paper pass system,
which is really hard to identify where they're at. >> And I get the electronic part of that. I'm just >> No, but but what I'm saying is that I don't know that I don't know that some of our students are necessarily um I think this is a way to target some
kiddos that need some more intentional intervention. in terms of their academic >> and we've got >> so where would that that flexible piece fall into because it seems like you run out of hours in the day.
>> It's it'd be the So we currently run a Wednesday schedule um every week, right? So there's a 30-minute advisory, there's meetings there, etc. So what we'd be looking at is running a 30 minute the schedule worked out. We'd run a 30 minute um advisory slashflex. So some
days would be advisory that hasn't been determined. A day or two a week and others other days would be flex. So maybe three days a week would be flex period where they're getting those interventions. They wouldn't be getting them every >> day. So So it's not two separate things.
You're kind of combining the advisory period and this flex thing. >> Yes and no. I mean it kind of is two separate things. It's >> But I guess what I'm saying is timewise. >> Time wise. Time wise. No. No. But it's one it's a 30 minute every morning and then we were able to get it. So instead
of 48 minute class periods, it's 46 class. So there's >> based on the individual student. >> It is flexes. Yeah. >> Right. >> Yeah. >> So there could be potentially a student that won't have advisory, but we'll have a Monday through Friday flex if they need it. >> No, no,
>> no. It'll it'll be the same for everybody every single day. So instead of advisory on Monday, it may be a flex schedule and Tuesday's advisory, Wednesday's flex. >> So I I'm just going to hypothetically throw something out there that has not been decided yet. Okay? This has not
been finalized. We're in the works on this. But for example, maybe we we would do flex on Monday, Wednesday, Friday where the kids are going into different areas. They're getting the the intervention time that they need. Um
that that would On Monday, I might I might go to Mr. Beer's room. On t or on Wednesday, I might go to um Mrs. Band room because I need to get a makeup lesson done. And on Friday, I might go to a different room. On Friday, I might go to open gym because I've got all my stuff done. You know, there there'd be
some some not necessarily all academic things because our high flyers might not need that. You know, there there's there's going to be things we're going to try to make it meaningful for everybody. >> But what it does then, let's say Mr. Beer gun has advisory that frees him up
on the Monday, Wednesday, Fridays to in order to do execute the flex for the individuals that need it. >> Y so then he might have his advisory kos would come on >> Tuesday. I'm tracking. >> So we're basically making advisory
I'll say more >> purpose >> purposefully. Yeah. >> Okay. I just wanted to make sure it wasn't a on top of each other stacking. >> I think that was one of the student things too that they kind of wanted well after like any
Scott, correct me if I'm wrong. When you visited the other school districts that do this, it can also be an enrichment. Correct. Like if if I'm a student and I have interest in small engines and I want to do more with that and I'm staying caught up on my studies, >> then that might be a time I can go into
that area and that space and on an extension project >> and those are just those are next level stuff that we just haven't figured out yet. But you're exactly right. >> It works great. >> So the passes are what? >> So there's kind of two separate pieces.
There's there's the the software that we'd be looking at getting is it's a hall pass plus I don't know what the correct term is but plus flex pass. So the hall pass is it really is something that is as simple as saying
instead of paper pencil you're going to click on your chrome and say I'm going to the nurse's office right now I'm doing this it clocks all of that. So, so then when we see you in the hallway or when you know the nurse is expecting you, etc. Um,
>> so like we stay at the teacher, they go >> to Scott's point though, they bring their Chromebooks with them everywhere. >> I just by me looking at it, you wouldn't need to bring your Chromebook with you. You just request the pass in the classroom from your Chromebook. The teacher would approve it. They could go
do their thing and then come back to their room. Then like you would have maybe like your FIAD classes where they're not bringing their Chromebooks, you probably we'd have to set up a kiosk there for them to be able to just have on the wall or whatever that they could check out and do do their passes that
way. >> And if a faculty member wanted to see what they were doing, they could pull it up on their phone or computer >> computer and say, "Oh, you're supposed to be here, but you're really here." >> So the problem that I saw in my previous district because again we didn't have
the system. When we did these interventions, what would happen is you'd have kids that, you know, the teacher said, "Hey, tomorrow I want you to come down to my room for an intervention or I want to work with you on, you know, retaking this test, so let's let me retach this." But then you'd have kids that would go where they
were supposed to. And then you'd have kids that would tell their teacher, I have to go to math to work with my math teacher on raising my grade and would end up on the other side of the building somewhere else. And you didn't know. Whereas this would allow that when that kid arrived that teacher could go uh
you're not in my you're not in my group you're supposed to be in that group >> and I assume that the details right of the day before the students would be notified by something that this is where they're supposed to show up the next day >> they have to sign they'll sign up for
their own stuff um unless a teacher says you don't get the choice you're coming to my room like a teacher has the ability to block off and say no Danny you're coming to you're not going to shop class or you know whatever. >> That's definitely a true statement
>> you don't even know if you were too young >> and you know just all sounds rosy and everything that it's probably not a perfect system and we're going to run into some bumps along the road, you know, like we're we're going to learn this process too and what works best for
us. But um I don't know. I'm just excited. >> I'm I'm hoping that's better than paper. Well, it has to be better than that. I mean, there's data that comes along with that, but um I'm I'm excited to give our kids the opportunity to have some more intentional focus on help. So, in that case where the kid says, "Well, no, I
got to go to the math teacher." Uh would that teacher that they're currently in front of, they'll be able to see that that yes, he is supposed to be in math or would they not see that? >> They would. >> They would be able to see. Yeah. So the
the flex part of the the smart pass is a scheduling app basically. So you would sign up for math intervention and those kids would get put in the math intervention list of whoseever classroom and the teacher should be able to see all that information.
>> So you like it? >> Yeah. >> Well, he is the guy. >> I agree. >> He says it can work. It can work. >> There you go. I'll continue to keep you updated, but if you have questions, give me a call. I'm happy to answer questions. And I
don't have all the answers yet. That's kind of what we're navigating through, but um that's what our team is working towards. So, >> when when do you plan on having a final thought for next year or plan for next year for this? A go no go.
>> That's a good It's a good question. Um, I don't anticipate the final plan will be ready for by the end of this year. Um, what I'd really like to do is get this get the exposure to the Hall Pass side of things in May. And that's still a big if honestly. Um, so I'm not going
to sit here and guarantee that that can happen, but we're trying diligently to make it happen to some degree, but it sounds like it's something that we could potentially implement since it's not going to I'll say drastically affect the calendar any time really, right?
>> No. No. What what we would need to do is we would need to train some people over the summer um to to really have some experts so that when we come back to um school for work days, we can train like we'd have to have some side some time planned and set aside for our staff to
really lock in train. And then we'd have to have the the grace of a few weeks of school to get our students trained in this too. Scott uh 23 is dollars for scholars. So, uh, in years past, we school board
has given a scholarship and we donated to it. Um, which is just one one. So, it's a $600 donation to that.
And are these tiers? >> Gold, silver, >> yes, >> bronze. Okay. You'll see that on I think it's the very last page. >> Yeah. Basically, uh, dollars for scholars has just implemented just some different sponsorship levels um, just so
those that donate in certain amounts um, can get like a like a it's kind of like just like a bronze sticker, gold sticker. says dollars dollars donor silver um just to recognize them as you know where they potentially if you want to if you donate that high kind of where
you fall with your donation to dollars for scholars so everyone's in agreement to do that again this year anything else have money in by April Usually >> there's money there. Yeah,
>> anything else for tonight? >> Um, I would like to applaud the music department for the awesome Wizard of Life show. That was amazing. very you sit by a child and he's like the
whole theater turns green and he went oh my gosh you know like so it was yeah >> so the new theater worked I wanted to make it and then I ended up not getting here but so yes everything met your expectations
>> did it was it's very far behind because we didn't get the keys till supposed to get them in October and we got them January 13th So, it's been So, that wasn't all the bells and whistles. It's It's very close, but there's still there were a few more things we can we can do,
but >> you could tell that the kids were just proud like they you could tell just when they're on >> the cast was very very well. So, and I I would also just like to say thank you both of you. Um
what isn't probably apparent is that as we were coming down the stretch and this fall were getting fixed. There was a lot of um our teachers having meetings to learn how to run things and then also communicating with the contractors on
bug getting worked out and this was all happening right up to and so it looked like it came I mean that we've had really nice comments about the performance. Um, I just want to say thank you because what that doesn't speak to is how many bugs you probably
headed off on the way and got them out of the way before anything happened and people got to enjoy a really good first exposure to our new space. So, anything else for none to by Danny?
>> Second by Ken. All those in favor? 9.