All right, we're going to get started. I'm going to call this meeting to order. It's the May 27, 2025 Lakeville areas schools school board meeting. Uh if everyone would rise with me to state the pledge of allegiance. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right, we'll start with roll call. Begin with my right. Amber Cameron. Uh Paul Carbone. I'm Matt Swanson. Michael
Bowman. Carly Anderson. Brian Thompson. Uh, Director Baker said she was on the way on agenda additions. Um, she had requested that we add a discussion item for the board um to discuss possible
additional board committees. And so I would move to add that as an agenda item under section six. Is there a second? I'll second it. Uh, there's a second by Director Carbone. Any discussion?
All in favor say I. I. I. Approved unanimously. So I'll add that under six E. Any other additions or adjustments to the agenda? Or if there are none, I would uh move to approve the agenda. um as
drafted with the one addition um that was just approved. So moved. All right. Seconded by Director Cameron. All in favor say I. I. All right. It passes. On to the good news. Mr. Pretender Bowman. Thank you, Mr. Chair. Uh good
news from Lakeville Area Schools. Lakeville Area Schools honors retirees and years of service milestones. Congratulations to all the incredible staff members celebrating retirement or years of service milestones with
Lakeville Area Schools. Dedicated staff members have generously contributed their time, talent, and care into the lives of students, families, and colleagues throughout our district. And we are deeply appreciative and grateful for their impact and their years of
commitment to Lakeville area schools. Thank you. Thank you. Thank you. We'll do something more formal here in a few days. Blazing Cats adapted softball team finished season third place at state. So, a hearty congratulations to the
Blazing Cats adapted softball team on finishing a successful season with third place at the 2025 adapted softball CI tournament. The Blazing Cats completed competed in a close game against South
Washington Thunderbolts on Saturday, May 17th, coming out on top with a score of nine to eight. The team includes student athletes from Lakeville area schools, from Farmington, and from Burnsville. Congratulations, Blazing
Cats. Small. Okay. Yeah, we can we can do that. Small Wonders Preschool receives four-star parent aare rating. Small Wonders Preschool was recently awarded a four-star rating, the highest rating
possible from Minnesota's parentaware program, recognizing Small Wonders commitment to providing highquality early childhood education. The rating issued by the state's quality rating and improvement system reflects
Small Wonders excellence in preparing children for kindergarten through research-based practices. It highlights Small Wonders strong curriculum, trained educators, and nurturing environment that supports the academic and social
emotional growth of every student. Congratulations to Small Wonders Supervisor Amy Galardi and the rest of the dedicated staff of the Small Wonders preschool program. Outstanding. And you could read more about the amazing things happening in
our district at isd194.org/news. Okay, next thing. It's uh my honor and my pleasure to introduce a special guest today for good news. Please join me in welcoming Miss Carrie Pop, Lakeville Area Schools Education
Minnesota Lakeville President. [Applause] Good evening, Chair Swanson, member of the board, superintendent, and the executive cabinet members. Uh it's great to be here tonight. I'm the top EML
president and here to award uh our two EML educator of excellence award winners. Both of these award winners were put into selection for Minnesota's teacher of the year award. Our first winner is our elementary winner, Allison Th. Allison is a first grade teacher at
Eastfield Elementary. Educators and co-workers speak very highly of Allison and her accomplishments. Allison embodies the highest quality of professional educator. She demonstrates a deep passion for teaching which you feel the moment you walk into her classroom. Her colleagues say she is
consistently or consistently adapts her teaching methods to meet the needs of diverse learners in her classroom. Compassion and empathy are central to her approach and she is able to understand the varied challenges students face both academically and personally. She creates a support a
supportive environment where every student feels valued and encouraged to participate. Allison approaches each day with a sense of purpose and positivity and is able to maintain control while fostering a warm and engaging environment. She uses structure, positive reinforcement, calm
redirection, and personalized strategies to manage her classroom effectively, all while maintaining a sense of calm. She inspires her co-workers to be better personally and professionally every day. Congratulations, Allison, on being EML Educator of Excellence Award winner.
Thank you so much. got a big big hand. Our secondary award winner is John Gilmer. John is currently part of the science department of Lakeville South High School and an award-winning coach. John's colleagues are impressed with the ability to engage learners. He plans the
most amazing field trips immersed with our environmental and studentbased focus. He has a creative way to build student interest in topics that it might not traditionally be the most exciting. John provides many hands-on activities. John's survival unit is envied by many of his educators. His students need to
build a survival kit, go on to the middle of the winter to start a fire, and survive a final exam. Beyond being an excellent educator, he is a top performing coach. John is a state coaches association hall of fame member and has been named coach of the year many times. Congratulations, John, on
being the email educator of the excellence award winner. Thank you. Thank you. All right. Uh yeah, congratulations. That's amazing. I'm I'm really curious on that survival class and how what happens if you fail the final exam when
you're out there in the winter. But uh on to public comment. Uh this is a time where the board opens up the floor for public comment. In order to participate, which we encourage, you have to sign up the Monday before uh the meeting where we're going to hold public comment. You can sign up on our website
um under the school board. Uh there won't be any response from the board members to any comments that are made. We ask that you refrain from sharing any personal information about anyone because this is publicized um and we want to be careful of data privacy. and then also refrain from um publicly
criticizing board members or staff. Uh if you want to do that, you can do so outside of a meeting, email us or call us. Uh there is only one one individual that signed up today. Uh we do allow for three minutes, but
since there's only one, I guess we can be a little loose on that, but Kim Baker will show you the 30 second sign when it is almost time to wrap up. Uh, with that I'll call up Amber Alexson. Good evening, chairperson, board members, superintendent Balman,
cabinet members, and community members. My name is Amber Alexson. I am the parent of two High View Elementary students, and I'm here tonight with others representing the Unite for 194. And I'll let them introduce themselves. I'm Amber Schmidt and I um have two kids
at Cherry View Elementary and I've been part of this committee um for two and a half years. Hi, I'm Jenny Youngworth. I have two kids at Impact Academy at Orchard Lake Elementary. I'm Bina and I have one child at High View and one at Small
Wonders, soon to be High View Kindergarten. Um, Unite for 194 is a coalition of over 20 dedicated parents and community members who have come together in support of in sorry in strong support of Lakeville area schools. Founded 10 years
ago, our group carries forward the important work of its predecessors and continues to build on the legacy of advocacy and community engagement. Our mission is to foster a thriving educational environment by promoting excellence in public education, strengthening community relationships,
encouraging open communication, and celebrating the achievements of our students and educators. We are committed to empowering and connecting all stakeholders, students, educators, families, and community members around a shared goal of student success.
In 2015, our community approved both a capital levy and an operating levy. The capital levy made vital investments in school safety and security, expanded STEM opportunities, and enhanced various instructional programs. The operating levy supported critical programming,
including elementary art and fifth grade band programs that enrich the educational experience and reflect our district's values. As these lobbies approach their 10-year expiration, important decision decisions lie ahead. The board will s soon determine how to
proceed with renewing these measures and whether to return them to voters. Tonight, we respectfully ask the board to exercise its authority to renew the operating levy for another 10 years. We also urge you to consider placing the renewal of the capital levy on the ballot this fall. These levy these
levies align with the educational priorities of Lakeville area schools and reflect the community's long-standing commitment to quality public education. Unite for 194 will continue working to support our schools and students. We invite fellow parents and community members to join us in this
effort. Our group meets regularly and offers updates and opportunities for invol involvement through both our website and our Facebook page. Together, we can continue connecting neighbors in support of Lakeville area schools. Let's build our upon our tradition of student
success and ensure that future generations have access to the same highquality opportunities as those who came before them. Thank you for your time and your continued dedication to our students and schools. Thank you. All right, that concludes public
comment. We'll move on to the consideration of the consent agenda. Uh any items that a board member would like to remove for further discussion? Uh Director Thompson, I'd like to pull item B, uh employment recommendations,
leave requests, and resignations. Yeah. All right. Anything else? All right. With the removal of B, uh, I would entertain a motion to approve the consent agenda items for A, C, D, and E. So moved. All right. There's a motion by
Director Baker. Is there a second? A second. There's a second. Uh, being a first and a second. There's a motion pending to approve the consent item agenda items 4 A, C, D, and E. All in favor say I. I. I. I.
And it is passed. Uh, Director Thompson, I'll turn it over to you for uh, employment recommendation leave request. Thank you. Uh, I've got four items, so I don't know if yours is quick, Miss Director Baker. Yeah, I I had a quick question on it, too. Um, so thanks for for pulling that item. Um,
when I was looking through um the employment recommendations, I noticed that there were um several teachers that had been um through probationary release and then rehired for the same position. So, I'm curious as to uh the district's standpoint on that. Are we
just letting go of all probationary staff and then having everybody rein for their job? Or is there an opportunity for some probationary staff to stay on if we already know that we need them and we obviously feel like they fill that role? Like I I guess my question is why would we um let them go and then what
would be the process for interviewing again? Miss Albert, I don't know the individuals specifically, but I can answer the question generally. Yeah. And it's just a general question like is it the district's policy to just um
unilaterally let go of all probationary staff and then realloc or like repost those positions because they're probationary or are we looking at that as a on a case-byase basis and allowing um a probationary staff to stay on?
Sure. We do not unilaterally non-renew our probationary staff. we um will non-renew based on either performance or if we have a position available. Okay. Sometimes um positions become available and if that probationary staff was a
high performer that we want to keep on, we will keep that person on. Uh sometimes it can be a licensing issue where we're waiting they're on a a uh OFP uh out of field permission and we're waiting for a license to come in. Um,
but to answer your question in basic terms, no, we do not uh nonrenew all of our probationary. Depends on the circumstances. Thank you so much. I appreciate that. You're welcome. Director Thompson. Yeah, I am not well verssed with how this probationary
process works. If you're on if you are a probationary uh teacher and then you get hired back, does it allow that that teacher to continue on with to to get the tenure status? Is that how? But so it doesn't there's there are no gaps for that individual. But if they choose not
if if they are no longer with us and move on, then they have to do the 10-year process at their next employment. Correct. Okay. My concern with that was just that if if we're just unilaterally letting people go and not um considering that like that position
is still there or you know some of the circumstances not being the circumstances that uh Brenda mentioned that it um it impacts like uh staff morale um and then we risk losing that staff member to another district because they would then have the opportunity to
go and interview somewhere else. and if it was someone that was really good and we wanted to keep them on, um I just don't see a point in unilaterally letting probationary staff go. So, thank you for answering that question. Director Baker, do you see is there a part of this document um that shows the
non-renewal of probationary staff or you just recognize some names from a It said by the name there was some where it said non-renewed by the name and then they were rehired. I want to say there was like five or six. Okay. You have to keep scrolling, but it was
in parenthesis by their name. Okay. Director Thompson, you have some questions. Yeah, probably none for you or or so you should be good. Um, so I've got just a just a few observations. Number one, there was a employment recommendation for a Lakeville South activities director. So, uh, fantastic
that we were able to find someone very quickly for that. So, I think that's very good news. Uh the one that the two that I had additional questions on was the secondary teaching and learning coordinator for 106,000. Um I just wanted to just better understand um what
this role would be doing. I know that we have a secondary director. Uh how many secondary staff do we have and what exactly is this role going to play in in this? That role currently replaces a resignation that you should also see on that um for Stephanie Hicks who is
leaving us to go to Rosemont Egan Apple Valley. So that is um her replacement. Got it. Now I believe Stephanie Hicks was leading our uh career and technology and and chamber relations is the role that that is going to be similar to that or or the same.
Correct. Okay, perfect. Thank you. Uh and so the next question that I have probably not for you, so you're good. So, thank you. Uh, glad that we're hiring and have a back fill because I'm I'm a big fan of the career and technology pathways. The second the third question that I have is this resource teacher. I didn't know what
that what it was. I I mean, I saw special education and I see some uh staff coming in at a higher sal uh step range, which is reasonable based on our previous conversations of of the market needs. But what is a resource teacher? Because we hired three of them.
So, a resource teacher would just be um it kind of talks about the setting that they would be providing services in. A program teacher would provide students or like a self-contained room, which we don't like to use that term, but um would be for like setting three. So, a resource teacher would serve students
that are um receiving special education services for 50% or less of their special education day. So, setting one or two. Got Yeah. So, generally they serve multiple grade levels and multiple needs. Special education uh resources is what those are for. Okay. Thank you. Um
and and so the Yeah, you're all good. I I think where I I get some um and again this might be for a broader conversation for another time, but I think where my confusion is that we're hiring three of these resources and there seems to be three
varying um uh steps that they came in come in as. And so one is like an MA step 12, one is an MA step 13 and another one's an MA60 step 16. And so when I look at it just from a budgetary budgetary perspective, we're paying one
at 71 73,000 and then another one that's paying that were that the salary is like 97,000 according to the the salary grid. And so, uh, my question for maybe not you, but maybe for the district as a whole is like, do we have is there a logic kind of format that we use to to
determine how uh we bring resources in and kind of what range or what step that they belong in or do we just who we hire whoever is the best and then whatever step that they are in that's just what the the budget that we will allocate
towards that. So I guess I'm trying to better understand h what the logic is because if we have to bring in three individuals is there is there a budget constraint that we h that we follow is there a that's what I'm looking to better understand because we're hiring three resources with varying degrees of
where they are in the step but if they're doing the same role why is that the case? Uh so I'll just say I'm happy that we are able to get some special education resource teachers. uh but really that salary range is going to be dependent on
people's experience and uh educational background. So um if we are able to hire um I will say in particular our special education teachers with experience, we can that only benefits the students that we're that we're serving. Um I can't
speak though to the specific salary ranges that people are offered. Well, so then so then if we're going to are the job postings set for we are looking for these individuals with this level experience or is the job posting
set for we're looking for any individual at any experience we're going to just interview all of them and then whoever the best candidate is based on maybe some experience we're going to go with that individual which is which is not a wrong answer. I'm just asking because if we've got is is there no budgetary
component to this is what I'm asking for because if we're looking for three individuals and they all and they all happen to be MA60 step 16 we we ought to be allocating $97,000 per staff. Whereas for if the budget is smaller so that we
can maximize our budget because we only make so much money and we can only we only have so much revenue. How does that how does that work? And if you don't have the answer that's fine. I guess I was curious. I I can give you a general answer. So best qualified based on a competitive process is the general uh
mechanism. We have labor agreements uh that are negotiated and salary schedules that are driving um some of that. The most difficult challenge uh is is what I
call low density where you have um not a large pool to choose from. And so you try to bring in the best qualified to interview and um typically in public education there's
interview teams that work together and uh try to assess the best candidate for the job given the knowledge of where they're going to be placed and what they're going to do. Um we are budget constrained and we are uh trying to
operate within parameters of a budget. Uh that typically each um department knows what that is and we try to operate within that to the extent that we can. If there's an exception
scenario that usually rises up uh and gets to me if there's a special decision that needs to be made with regard to that. So, um, placement is, um, typically a assessment that our
human resources department does because there are labor laws that guide what we can and cannot do with regard to that and we want to be faithful to that and accurate with that. Um that's generally the process but the
guiding the the guidance that they're everybody's operating under is best qualified given the situation and and the there is a triage of applicants before you bring in people for interview. I think that's generally it
and I appreciate that answer and and so I I think where where we where I where I'm coming from is that most organizations generally have a kind of a triangle salary structure or staffing structure. Those that are on the further top you know you've got a higher
compensation but there's generally less of those resources. And then, you know, as you go further down the ranks, you've got more that are on the lower end on the compensation schedule. But while I appreciate Lakeville as a whole wanting to have the best qualified staff, if you
invert that triangle, you're going to have more resources at the higher end, which it doesn't allow us to really maximize the the funding that we have limitations on. And and so while this may not be a discussion we need to have today, I I just I just want to make sure
that there's clarity and understanding maybe for another meeting to make sure that we are all aligned on what is the logic and the reason reasoning and the process as we look for staff to be a part of our school district. I think I mean the point you're trying to make is
essentially two step 16 teachers financially is equivalent of three step three teachers or something like that. I mean a step one teacher is 51,000 step 16 MA60 is 97 the middle point is 75 and what is what is how do we get
there if that if if we're not there do you have a comment before I had a question for Michelle but go ahead yeah I I feel like we've listened I don't know across many board meetings how there are clearly some positions that are much higher demand at this point or harder to fill and so when we're talking about special ed school psychology um
some of these positions that we're just not getting if we're even getting enough applications for the availability or the positions we have open. It's like we're wanting to make sure that we hire people as opposed to pay for consulting services that would be a lot more expensive if we don't fill those
positions. So I would think in these higher or harder to fill we're going to have more variability in the salary based on who's applying and who we're able to get. That would be my director Ben I just have a quick comment on this too. um when when you consider not only
just um a teacher's role but a special education teachers role um one of the things that we hear a lot is that there's a a teacher shortage um in the state of Minnesota we may have a teacher shortage but we also have a large amount of teachers that have special education
lensure that are not teaching and there's a reason for that because those positions are very stressful there's a lot of work involved there's additional paperwork there's additional meetings there's additional responsibilities that go beyond that. And for any teacher within um you know that has a school
contract just to renew your license every 5 years, you have to go through 125 credit hours. Now, some of those credit hours are provided by the district, but many teachers pay out of pocket to get those CEUs to make sure that their license is renewed. I don't know how many other professions where you have to continually pay to be able
to keep your job and continue to go back to school so that you can just remain hired. My husband's an engineer and he hasn't been in school since he graduated and he still makes double the amount of money that I make. So again, I continually have to go to school like many other educators and these positions
are going to be continually more difficult to fill because of the role that teachers have to play and the lure they have to maintain and the fact that our pay doesn't match uh the work that we put into the job. Director Carbone. Yes. And and I think Director Thompson I I think the point you're trying to make
is um there there's almost only so much money to to go around and if there's a 97,000 and a 61 and a 61 that are currently in the position hiring 397,000s it the math doesn't work. And
Superintendent Bowman, if I'm understanding what you're saying correctly, is that if there are only 397,000s available, then it needs special approval from the superintendent to find the money. Is that is that not what we're saying here?
Well, u based on your example, the answer would be yes. However, I my answer is there's a balance that you have to strike here between what your financial requirements are and what the the the varying
positions are and what you have to fill. Uh let's take special education for an example. Um walking back into Lakeville area schools, we have a shortage of of um special education teachers and there's a lot of reasons for that. So,
as a program, my goals are focused on recovering and getting uh getting our positions that are vacant filled uh the most efficient and effective way possible, which again is that balance
that I think you have to strike. But on an individualized basis, um everybody's working within a budgetary parameter. Um, I I don't think it's a necessarily a free-for-all
scenario. Um, and our our low density requirements are going to have a priority because the needs also usually correspond with um those those kinds of positions. Um, so they're going to be more demanding, more difficult to find
and fill. Director Cameron, sorry, getting the microphone working here. And um, Superintendent Bowman, jump in here if I'm misunderstanding things, please. Um, I think for me, I want to be careful. I think if Brian, I agree with you that many organizations
have a triangle um, based model for for staffing rate. I I think if we looked at the collective of Lakeville schools, we would find a very similar model. So, I don't want to imply that we have a reverse model here. And I think the danger in looking at one hire in one
cell um while it's good questions to ask, you have to look at this as a comprehensive um the the hiring for the district as a whole. So there's many that are hired also right now that are in that first lane, right? Or early steps. And so once you average this all
out, does it fit within the overall budgetary constraints that our district has? It should and I hope it does. Um, but I think it's important that we need to recognize that yes, there might be some being hired at higher steps and lanes, but there are also many people who are being hired early on the salary
schedule. Um, and we're not talking about that part. Thank you. Um, we could keep talking about this, but maybe we should have it as a discussion item on another agenda. And then if there are no objections, I'd move to approve
the employment recommendations and leave recommendations. It's moved by Director Anderson. I will second it. Uh being first and a second, all those in favor of approving the employment recommendations, leave requests and resignations say I. I. I.
I. I. All opposed. Is approved. Uh and I will take note because I know there are probably many more comments to be made and uh work with the superintendent to get it get that on a future agenda. uh reports and
discussion state of the high schools updates. I'll invite up Elida Kaine, principal Kim Booty, Sean Murphy, and Margaret Gar. All right. Well, good evening members of the board, Lakeville Area School staff and community guests. My
name is Elita Kaine, director of secondary teaching and learning. And I'm joined by our high school principles, Kim Booty from Lakeville North, Shawn Murphy from Lakeville South, and Margaret Gar, who is the principal for both Pathways Academy and our Lakeville online academy. Together, we're here to
share the current state of our high schools, celebrate progress, and identify areas where we can continue to grow and support our students. When we think about high school today, it's not just about earning credits and graduating. It's about preparing students for an ever evolving world.
High school is about building a strong academic foundation. Yes. But high school is also a time of exploration, an opportunity for students to discover their passions, interests, and strengths through a variety of academic, extracurricular, and real world experiences. By trying new things,
reflecting on what excites and motivates them, and engaging in meaningful learning, students can begin to shape a clearer sense of their own direction for their future. This period of self-discovery helps inform important decisions about careers, continued educational needs, and lifelong learning. And today we'll share a little
bit of all of that with you. Um the structure for our presentation is as follows on the screen. We will begin with some enrollment and demographic data to ground our discussion. Our principles will then take over to review some learning opportunities, academic data,
and go over our enrichment programs. And they'll highlight the current systems of support in place for our students. And then lastly to the right, you've seen this before, but this is our profile of a graduate graduate, excuse me. It outlines the essential knowledge, skills, and mindsets that a student should possess by the time they leave us
here in Lakeville. It serves as a northstar for our instructional planning, student support, and long-term outcomes that we aim to have for our students when they leave us. These tenants will have an impact on them well beyond their lives and their academic time.
So, a little bit of data specifically about our high schools. This slide provides a snapshot of our combined high school enrollment and student demographics. We serve a diverse and growing population across our two traditional high schools, Pathways Academy and Lakeville Online Academy. The data points help shape our
instruction, our resource allocation, and support our systems. It's essential that we respond to the evolving needs of our student body both academically, socially, and emotional and emotionally. Um, some of the numbers on the screen, we have just under 4,000 students between all of our high schools. The
piraphph there shows our district federal race by ethnicity. The bar graph to your right shows um some of our varying group designations that we have thinking about 504, special ed, homelessness, um other open enrolled opportunities, and then at the bottom
just so some situational aware awareness that we have over 55 languages spoken um between our students at the high school. So that's interesting to note. Question. Okay. It's a lot. Yeah. So this picture might look familiar to you. When we were here in the winter, we
shared some snapshots of what um some of our typical second and eighth grade classrooms look like look like. So let's explore a little bit of how this might data um plays out slightly in our high school. So here we have an average um algebra 2 course which usually consists
of 10th and 11th grade students with algebra 2 being considered on grade level for 11th grade. As you can see this shows the complexity of a single classroom. When we look at the numbers it's not just about academic data. It's about the entire environment where each student has unique needs and requires
specific support. We want to emphasize here like we did in the winter time that the outcomes can be directly tied to students real world experiences and our educators are sh striving and committed every day to supporting all of the needs of our classrooms. Also taking a peek at a um
English 10 course which is considered foundational for sophomores. So kind of staying in that same age range. Um, in this course, our educators monitor classroom level performance data to ensure students are developing essential skills in reading, writing, communication, um, with a strong
emphasis on discussion, textual analysis, and feedback. Again, this is a real data set that illustrates the depth and complexity of the dynamics our students and teachers are engaging on the day-to-day. I want you to please note that every single high school teacher in any course, not just algebra
2 or English 10 that you see here on the screen, will have five different unique sets of data coming through their um classroom throughout the day. Our teachers see roughly 175 students per day with varying needs and backgrounds.
With that, I will turn it over to Kim Booty who is going to talk about some pro our program of studies and other academic opportunities. I'm going to need that one. Got it. Good evening everyone. Our program of studies is our
complete high school course offering. It is reviewed and updated yearly. The process along with updates and changes to the program of study are brought forward publicly to our teaching and learning advisory council and then to you our school board. We have over 200
courses that that cross a wide range of curriculum and give our students a chance to learn future employable skills in multiple pathways for learning to meet their and also to meet their graduation requirements. With 25 plus AP courses, students have the opportunity to engage in as much rigorous course
opportunity as they are ready for in a wide range of content areas. Other distinct offerings in our program of study include broad offerings in the STEM and manufacturing, online learning, and career pathways. There is many unique opportunities toward graduation
as there are students in our buildings. The program of studies guides students, families, and counselors to design a personalized four-year plan that gives students unique experiences to explore their talents and skills. Some they may know about and some they are just
curious about. With the rapid advancement of technology, the job market and skills required to succeed are constantly evolving. It is crucial that we stay aligned with industry trends and provide our students with opportunities to
explore diverse career pathways. By doing so, we ensure that they develop the necessary skills to remain competitive and prepared for the future workforce. In two in 2022, we introduced a certified nursing assistant, a CNA
program. Since then, the enrollment in the course has nearly doubled. This course serves a dual purpose, catering to students at different stages in their career exploration. For some, it provides an opportunity to assess whether this pathway aligns to their interests and long-term goals, and for
others already committed to this field. The course offers a more advanced level of instruction, culminating in certification that enhances their qualification and supports their professional development. To date, 76 students have passed and received their CNA certification this year. so far and
we are on track to surpass 100. In the family and consumer science department, students gain hands-on experience in both baking and cooking with advanced courses such as culinary arts available for those interested in pursuing careers in the food industry.
Advanced students are eligible for Serve Safe certification. This past year, we had 120 tests for food handler certification and 14 tests for food manager certification. Our business program has seen significant growth from accounting to marketing. Students have had the
chance to explore various facets of the business world to discover what truly sparks their interest. Our students work on marketing campaigns collaborating with local businesses to develop new ways to market their business. Our educators are dedicated to fostering the next generation of skilled workers and
leaders. And of course, our STEM programming at the two high schools has expanded significantly over the past years. Students engage in engineering their future which is a set of courses to to help them make a decision to go deeper into the areas of woods, metals,
architecture, environmental sciences, and a medical pathway. Each pathway is complete with a capstone and potential internships. Finally, work-based learning has allowed students to complete elective credits while exploring career opportunities in the Lakeville community. students not only
have learned on the job skills, but have landed great jobs right out of high school. And now, I'd like to introduce uh Shawn Murphy, principal at South High School. Good evening, members of the board. Char Swanson, uh Superintendent
Bowman. I'm pleased to present an overview of our students academic performance and the remarkable opportunities available at our high schools. The data we're sharing tonight highlights not only student achievement, but also our sto school's commitment to preparing students for post-secary
success. As you can see on the chart, uh the average GPA of a Lakeville High School student is 3.271. And uh this reflects our strong overall academic performance across all grade levels. Most of our students are right around that B+ average. Our AP
program is thriving. Nearly 1,800 students are challenging themselves with college level coursework with 74% of AP test takers scoring a three or higher. A significant portion of our students are earning a free college credit before even graduating high school. Most
colleges look for that threeear score of higher. Uh our post-secary enrollment options, PSO, offers motivated students the chance to take college classes while in high school. With over 350 students enrolled, this program continues to
provide an important bridge to higher education for our Lakeville students. Also, our concurrent enrollment program allows students to earn college credits right here in our buildings. These classes are rigorous, aligned with college standards, and embedded into the school day, making
college more accessible and attainable. Our teachers who lead these courses are accredited through our partnering colleges and universities. Uh this collaboration ensures the curriculum meets high education standards while supporting students in a familiar learning
environment. Finally, um beyond the traditional academics, we are proud to support linguistic and cultural proficiencies through the Minnesota bilingual and multilingual seals program. Students demonstrating high proficiency in the areas of listening,
speaking, reading, and writing in a second language can also earn college credits while in high school. So, in total, we have hundreds of students that are graduating our high schools with multiple college credits, many with an entire semester or more of college
already completed. So, these opportunities help families by reducing future student debt and opening doors to higher education for all students. So, we're proud of all these college credit offerings and grateful to our dedicated staff and
higher education partners. another uh a chart for you to look at. It's a snapshot of our class of 2024 and their plans after Lakeville High School. Uh we collect this data each year from our senior survey that we administer in the spring. You can see
roughly 76% of students last year were attending a four-year college. Uh 6% military or or job force and then 18% the two-year college route. All right. A key indicator of how well we are preparing our students for life beyond high school is their performance
on the ACT exam. The ACT provides a nationally recognized measure of college readiness. And as you can see, uh, our Lakeville students average saw 22.9. The state average is at 20.7 and the national average 19.4.
Lakeville students are significantly outperforming both state and national averages, which is a high um quality education that we are providing them across our high school programs. Why does that matter? Um ACT benchmarks are designed to predict the college readiness. Uh Lakeville students are
exceeding college readiness benchmarks in all four areas and these scores strongly suggest our graduates are well positioned to succeed in college level coursework and other post-secary opportunities. Back to Kim. The academic experience is an important
part of the high school experience, but we firmly believe that students should have use high school as an opportunity to turn passions into professions. To truly meet the needs of all students and experience in academics and activities provides multiple areas of growth to
develop these passions. Re research strongly indicates that participating in school activities is linked to a higher graduation rates and improved academic outcomes. Studies consistently show that students involved in extracurricular activities, including sports, clubs, and
performing arts, are more likely to graduate from high school and to achieve higher GPA and test scores. We believe strongly in the importance of giving students a chance to find their groove through activities, fairs, tableabling in the lunchroom and meeting times for some groups during student advisory to
support participation. We truly believe that if we don't have a club a student is interested in, it's their job to start one. I'd like to now introduce Margaret Gar who serves as a principal of Lakeville Online Academy and Lakeville Pathway Academy.
Good evening. Pathways is listed with the state as an area learning center. Pathways is an alternative learning environment for students who struggle struggle with traditional school buildings. As such, we provide support for qualified students K12. All students must qualify to participate in our
program. All students have one or more qualifying codes. Linked in the slide, you'll find that there is a statute that gives you the list of qualifiers. Pathways High School also supports students who need to recover courses for their path for graduation. Targeted services is as is a before and after
school program in all the buildings for students K8 who have been identified as students who could use additional supports to achieve grade level in math and reading. Pathways is an inclusive program as it serves a broad range of students across the district. Highlights include the full-time day high school
program. We've served 93 students to date. Credit Recovery High School in the summer we have recovered 231 classes. Credit Recovery High School after school during the school year we've recovered 149 classes. Targeted services K8 in our
summer we have served 600 students and targeted services before and after school approximately 500. This is a breakdown. Um it's an illustration of how qualifiers represent our student population at Lakeville Pathways.
Lakeville online academy is a high high school is a makeup of students from our district and open enrollment. So we have provided service for 948 students to date. This is a breakdown of the current grade levels that have received at least one online class from Lakeville online
academy. We currently have 404 Lakeville North high schools that we have shared. We have 12 pathway students that we have shared with Lakeville online academy and 361 Lakeville South students that we have shared with Lakeville online
academy. Graph one is a breakdown of the full-time intradist or openen enrolled students from our Lakeville online academy. The second graph is a breakdown of the full-time students and the grade levels that it represents. And next we have Sean.
All right. And I'm going to highlight some of our key systems of support at the high school level that we have implemented in the last school year to help our students succeed at even higher level. And I'm going to start with Link Crew. So I'd like to take a moment to
share kind of the impact that we've had with Link Crew at our high schools. And uh it's a transition peer mentoring program that plays a vital role in welcoming and supporting our incoming freshmen. We did introduce it to you earlier in the year. Some of you might remember that. Um we're still in that
first year and kind of seeing the lasting impacts of it. So Linkra is designed to help freshmen feel welcomed, supported, and prepared as they begin their high school journey. The program pairs incoming ninth graders with trained up upperassman leaders who serve as mentors throughout the school year.
Freshmen are introduced to link crew on the first day of school where they participate in a structured orientation led by our link crew leaders. Activities include team building exercises, campus tours, and small groupoup sessions focused on what it takes to succeed both
academically and socially in high school. Link Crew is more than a one-day event. Uh throughout the year, freshmen receive continued support and check-ins from their link leaders. The goal is to create connections, answer questions, and ensure students never feel like they are navigating high school alone. While
Link Crew is focused on freshmen, it also brings tremendous benefits to our upper classmen. Student leaders receive training in leadership, communication, empathy, and teamwork. They take pride in shaping our school's culture and mentoring the next generation of
students. In short, Link Crew helps us build school culture where every student feels they belong. from the very first day of school. It's a win for our freshmen, but also a win for our student leadership and a key part of fostering a positive and connected sto school community in
Lakeville. Next is the bar program that many of you have heard about as well, so I'm going to highlight that. Uh the transition to high school is one of the most critical moments in a student's academic journey. Um our bar program is designed to strengthen in that transition and set up students for
long-term success. The model is simple and powerful. The same teachers, same students, and better results. Um, every student that attends our high school benefits from BAR, which is very unique. Um, the program's focus is improving, uh, credit attainment, uh, student
attendance, and student connection to the school. All of our 9th grade students are placed into a bar team. Each team shares the same math, science, and English teachers. These teachers meet weekly to support students both academically and
socially. During the teacher bar meetings, they focus both on qualitative and quantitative data to understand each student's needs. Um the qualitative data, a lot of it's gathered during what what they have is eye time lessons delivered by bar teachers that bar
provides us. Um teachers also observe student interaction, participation, uh collaboration, and engagement in their classes. Uh the quantitative data is weekly grade behavior and attendance updates that are tracked and discussed in a shared spreadsheet. Although we're in our first
year of implementation, we are already seeing signs of success. Um freshmen have maintained an attendance rate of over 94%. Uh we have experienced increased collaboration amongst our teachers uh focused on individual student needs. Uh we have also noticed
uh stronger studenttoteer relationships for the freshmen. uh and our teachers have reported greater awareness of uh our students social emotional needs through those it eye time observations. So in June uh we will be reviewing our initial data at our shared leadership
meetings and we will continue to monitor and track progress annually. Bar is helping us make sure that every student is known, supported, and on a path to success. Um, it's not just about raising the grades, but it's also about building a connective and supportive school
culture where no student falls through the cracks. Principal Murphy, just a quick question. In practice for bar, um, how does this work? Is it once a week, twice a week? How when do they meet? Structured the the te the teachers have a small block meetings and big block
meetings and they try to meet weekly for the small block, which are kind of your lower need students. And then the big block means they they'll pull in counselors, assistant principles, and bar coordinator to talk kind of the higher level students that need some more supports throughout the school day.
So the challenge is and we've we're going to talk about this at the end, but the challenge is finding time for the teachers to meet. So, it's a great question because uh that was my biggest concern bringing it to Lakeville because we have a pretty constrictive sixth period schedule where many schools have a seventh period day and you're able to
meet um during that seventh hour of a a service hour. So, um we'll talk about that at the end, but that is the biggest obstacle that we do face is that the finding time for our teachers to meet because is it is it two separate meetings? A meeting with the amongst the teachers and then a meeting with the teachers and the students. Uh so the
teachers meet without the students. uh they they they do eye it time lessons which is provided from bar they rotate that between subjects and uh those are just more um you know a teacher's in charge of just kind of it's a leadership activity where students participate and that's where they get a lot of the
qualitative data to see how students are just not teaching math that day a math teacher might be teaching something about you know uh your favorite activities and hobbies what you're going to do over break that sort of thing so um the teachers are meeting away from the students to answer your
for their small blocks. Yeah, director Carbon. Yeah, thank you. First of all, some of the numbers up front are nice to see, but consistency amongst the high schools if if a school bus accidentally
dropped the south student off at North, would they be experiencing is there a consistency among the curriculum where they would experience the same thing in both schools? Absolutely. So the the eye time lessons that that bar creates for us are the same lessons amongst both
high schools and uh we have a bar coach that bar provides both high schools. Uh and it's the same person. So she's going to visit Kim, talking to our bar teachers, seeing how we're implementing bar for 9th grade at North, but then also come to Lakeville South and we're
learning from each other as we go. Kim and I will have an individual meeting with her after uh her visits to our buildings and she'll give us uh tips for improvement, things she's seen that maybe North's doing that South isn't doing and vice versa. And so we're being coached as administrators as well
through bar and then then they provide that coach yearly. So that's been very beneficial for both of us. Okay. Director Anderson. Okay. I'm just hoping you'll jog my memory about this because I know it's a K through 12. I I love that bar is is here and um feels like it's hopefully here to stay in a good
way. But um so it's K through 12. We're triing 9th grade and seeing how things go and then making a plan to expand hopefully. Is that the aim goal? Yeah, I mean 9th grade uh I think you know all the data suggests that that's the most crucial year for students to succeed if they think on a bad So we start in nth
grade at the high school. Um middle schools have looked at it as well. They haven't jumped into bar yet. U but they've looked at it. Um and uh we have and we hope to. I mean we'd love to expand it to 10th grade. There's not a lot of high schools that do 11th and 12th grade just because you know once
you get there you're pretty well set typically hopefully if bar is doing what it's supposed to do. Um you have all your credits, your attendance is good and you're on the right path. Um and so I haven't seen many high schools that have it for juniors or seniors but definitely uh would love to see it
possibly expand to 10th grade. Yep. All right, Kim. All right. Starting in the 2425 school year, we added counselors to our school. These positions were desperately needed as we continue to grow and serve the
students in our schools. This year, each high school had three counselors, and there was one at Lakeville Pathways. Um, this took some of the academic pressure off of our deans and allowed our deans to assume roles that are now assistant principles. As of early May, the
counselors at North had well over 2,000 student booked appointments. These appointments in the past would have fallen on the deans and addition to their administrative duties would not have had this many touch points with students. We're very proud of the resource this has provided for our
students. Students have a wide range of reasons to visit the counseling office, course and post-secary planning, schedule changes, study strategies, test anxiety, sometimes just stress, 504 testing, accommodations, or talking about school related issues like their
attendance. Of the appointments booked, juniors visited most often with their counselor as they look to plan their post-secary plans, PSO courses, college searches, as well as the pressure that goes along with making these decisions. Seniors were next most likely to book an appointment with a counselor as they
work through the common applications for college, completed final financial aid applications, scholarship applications, and again the stress that goes along with their final year of schooling. We are grateful for the additional support counselors have provided our high schools. Their expertise has made a
significant impact in the personalized uh planning for post-secary and for their academics. Director Anderson, if you could have as many as you think you need, how many would you have? Eight at each at each high school. I
have a related question. I mean, so we see 2,000 appointments or 2100 appointments. I mean, what does that equate to on a day-to-day basis for our counselors? I mean, is it just from the beginning of the day after appointment? A lot of times it's appointment and that that doesn't count for an emergency that
comes up or a situation. Um if there a lot of times if there has been an a a disciplinary thing that come up comes up during the day, a lot of times we'll bring that counselor in to also do some um on the spot mediation or some
planning or some de development of how why the behavior happened the way it did. So that is they're busy all day. Interesting. Uh, Director Cameron, um, thanks for presenting about the counselors. I, um, I was surprised that Lakeville didn't
have counselors up until this last year. So, I like, um, Director Anderson are are very supportive of this and I know, um, you know, I think our community still needs to hear that that's an important resource for our students and that, um, you know, we try to continue
at times to go uh, to gain more support for that. And if you look at our peer districts like Weisetta or 196 or you know other large school districts, they really have double the number of counselors per student that we have. And I think this shows the more support you
can give kids, the more access they have to conversations about post-secary success, about academic achievement. Um, and we're lagging. So I appreciate what we have, but we need to continue to support that and build that. Thank you, Director Carbone. Yeah, Kim or uh
Sean, 100% of the appointments that are made, I know you were showing numbers up there. What's the percentage just ballpark of um repeats? And and what I mean if if a 100% of this the appointments are everyone's a brand new
student or 100% means 30% of the students are are all repeats. Do you have a sense of of that? I really don't. I mean the number of appointments outweighs the number of students in our school. So obviously there are people who book multiple appointments for
multiple reasons and and sometimes it is um you know you you had planned to go to one college and then the financial package came through and it wasn't quite what you thought. So now you have a whole new set of questions about a different college or a different um so I I don't have a perspective of how many
of them are um have been a series of appointments. This was just flat number of just a flat number. Yeah. Okay. Thank you. Yeah. Director Baker, I just want to add from a um a parent perspective on this, my high school
student between this year and um last year, just the management of the 504 plan has been immensely easier with the addition of the counselors. Um it's been uh something he comes home, he talks about when he's met with his counselor. I've heard a lot about it. It's been a really really positive experience and
he's developed like a really great relationship with his counselor. So, um I'm just very thankful that we have this service available. Thank you, Director Thompson. I I believe last year the proposal was that we were um only able to allocate three counselors in
each high school, one for um and the seniors were kind of trying to um double up or something. Uh uh obviously eight would be great from from what we're hearing, but as a community striving to even get to four would probably be ideal so that each grade would have its own
academic advisor/counselor assigned to them. Uh it would be ideal, you know, back to what director Carbone said, the utilization is there. So it sounds like the students want it, need it, and they're having conversations with it, which is great. Uh but it would be
helpful if there is any metrics that show grade year-over-year. While we are investing on four FTEEs, roughly $600,000 in each building and I'm assuming if we get to four uh counselors in each school, roughly $600,000 a year
is the year-over-year of each grade kind of, you know, the next 11th grade, are their grades improving in in some capacity? Now again there's so many factors that are involved and obviously what we do know is that students are using it and they're using it for academics, they're using it for social
emotional components uh and and career planning uh but to help us maybe uh with the community and the rest of the board uh to allocate that extra fourth like we need that extra fourth resource. So thank you. All right. Well, here we go. Um these
are kind of our wish list if you will, but we each are going to talk about one and I've been pounding this drum for the 25 years I've been in Lakeville. But um it's flexible scheduling. Uh we've had the same schedule uh in Lakeville since I've been here and a long time before that, which is a sixth period day. Um
it's a sixth period schedule, two semesters, which is the most restricted. Sean, how long have you been here? Two over uh since we were one high school. and you know operating in that under a teacher. Um so you know it's a
it's a restrictive schedule. It's the most restrictive schedule in the South Suburban Conference. Um a sixth period schedule limits students access to electives, interventions, and enrichment opportunities. uh in a six period schedule uh students
can only take 48 total courses over four years versus some of our neighboring districts such as Burnsville and District 196 who offer a seven period schedule uh allowing students to take up to 56 courses for four years. Um so the sixth period schedule also creates real
limitations of for our students especially those in involved in rigorous or well-rounded programming. Uh for an example, a student in band or choir um if they're taking a world language uh they often have no room for electives until their junior senior year. So it's
very very restrictive. Uh also students interested in STEM uh the arts, business or trades also face those same scheduling barriers in their schedule. Um so our current model while it's cost effective uh restricts student opportunities. uh adding a seventh
period requires an investment, but the return in opportunity is pretty significant. Um they've estimated anywhere from uh principal, can we just get can we just jump straight to it? Like what's preventing you from even moving to this model? Like I because I don't know. I mean because I've got I
think if the students are there, the staff is there, why can't we just move to a seventh because we're adjusting the minutes? That that's a big dollar sign. Um, but why is it a big dollar sign change if we've got the staffing and the I'm happy to show you. Uh, we've run
this model multiple times uh in the past. Um, there's a lot of support for it. Um, but I think I think you need to see the financials to understand the dynamic of of this problem set. Is it a contract issue? Is that what it is? No,
it's it's Well, it could be. Let's be candid. I mean, if the staff is there and the students are are there. I mean, I don't I don't I'm It's part of that. It's, you know, um contract teacher contract, but also, you know, looking at um you know, you're adding
courses. And so, um you know, to do that, um you have to add teachers. And so, typically they say it's roughly around for a building our size. And you know, I'm not Bill Homegrren could probably give you a better answer than this uh because I've talked to him about this, but it's adding close to eight
teachers per building. Um yes, uh the way our our contract set up. So, it is an investment. Um you know, but it does provide a lot of benefits uh more academic and elective opportunities for students and uh increase access to interventions during the school day. Uh
but also enrichment opportunities during the school day. Um, and students are, especially those students that are trying to take all the AP courses they can and and see what interests them in high school, it really impacts, you know, what they're able to take. Um, if you want to take music, it handcuffs
even more. So, do we do we have space in the buildings for eight additional teachers? Um, that's that's she's she's next. So, uh, I'll leave it there unless there's questions on the flexible scheduling, but, um, there are schedules that we've looked at over the years, and as we grow and
continue to evolve, it's something that's always I'm always going to be talking about. So, all right. Mine is to talk about smaller class sizes and facility expansion. Um, many of our classes have 35 students or higher. And while 35 may
sound like a small number, our teachers teach five sections a day. And this places teachers at a course load of 175 or higher if it's above 35. Uh with smaller class sizes, teachers could more easily interact with their students. Uh
provide tier one instruction and interventions that could be addressed more quickly. Our teachers are amazing. They do the very best they can. But even in the best of situations, our classrooms were never physically meant to hold up to 40 students. Rooms are
tight, not allowing for room for teachers or students to adequately move around or move furniture to better collaborate with. In addition to concerns about the actual number of students in classrooms, we are nearing capacity for rooms in our schools. While both campuses have unique programming,
we are growing increasingly concerned about being able to offer the most current and up-to-date programming uh and materials for our students. Whether that's in large STEM labs, CAD drafting areas, art software, science equipment, or physical materials for our
students to create, design, collaborate, and explore with. We want to stay current and give Lakeville students the best that they deserve. Finally, we are excited about the number of students that are interested in the challenge of college education while in high school. While
many students choose to leave campus for studies, we believe strongly that we can do the same curriculum and support our students as they learn how to navigate college curriculum from our own campus. Concurrent enrollment allows students to stay on their high school campus while
earning college credits. In order to offer these courses, teachers must go through a rigorous training process. They must have a master's in content area or an or 18 additional content credits above a master's degree. In order to offer more concurrent courses,
we need more teachers who have the accreditation to teach these courses. The difference comes when paying for concurrent enrollment classes versus PSO. it is that we can fill a course for a set dollar amount with as many students
as capped in that class rather than paying for students to individually go to get their PSO credit. We would ensure that co courses offered at the high school level would fulfill transfer requirements to other institutions. More students could have access to the courses as they are held in our
classrooms rather than having students find transportation or be forced into online PSO options. we could provide the necessary safety net for students who may um who may struggle with college courses. And at this point, we don't know how college
students are doing until their final college transcripts are sent back to the high schools. As a school, we are not able to check in or learn about the grades or credit attainment until the final transcript comes. If we held these courses in our building, we could help
students uh with our counseling staff checking in when grades are low. We could also keep more students actively leading and learning on our campus. When our seniors leave, we lose their leadership in many of our elective offerings.
I have a follow-up question for you, Principal Goody. And we had um the pleasure of having Mr. Just here, was it a month ago, two months ago? Um, do we have teachers that are qualified and ready to go to teach these the college and the schools courses? We do have
some. Um, I think it is it's natural for teachers to get a master's in education. It would be kind of for forcing us, there we go, forcing us to have a mindset of not just getting the masters in education, but we're actually going to ask people to get masters in
content area if they're doing their master's work anyway. this would allow us to expand that. It's just not a it's just not what we've done yet. And so if we can change that mindset about how to have teachers continue to grow in their
own growth um and asking them to consider thinking of that that pathway version rather than the education and I have an education masters so I have no problem with that but it does open the doors for us to offer concurrent enrollment when they have that masters.
Yeah because I agree with you. I mean, your slideshow shows 353 students currently in PSO. We had the financial um packet in the board meeting today. Hundreds of thousands of dollars going to I think it's Normaddale or other colleges. Um so we pay our students to
go or pay other schools to take our students for PSO. Correct. And if we could keep them in a class of 25 on our own campus for about $4,000, we'd be saving significant money. So, this one seems a little bit more of a manageable ask um than maybe some of the other wish
list items, but what what can we as a board do to kind of assist in providing more school? For me, I'm someone who believes really strongly in concurrent enrollment and I've had a lot of experience setting up concurrent enrollment. I think for for us, it is
helping change the mindset of PSO is the only option for students to gain college credit. And so, um, much like I think schools have continued to evolve that four-year degree is not the only pathway to whatever your journey is beyond high school, we're starting to talk more
about what is what does a a two-year college or a technical college have for you. We just need to talk about that there are multiple ways for us to help you get to that next level. And I think for us in as administrators, it it is
always really hard when we get those final transcripts from a college and we have now suddenly a senior who did not pass a course and we don't know about it until days before graduation. And so for us to be able to have that uh ability to
coach and to guide and to help them through to encourage them to take the rigorous course pathway but with a safety net. Director Thompson. Yeah, I I would be 100% in favor of something like that. I think I saw recently uh Burnsville had
like 75 students earn their two-year associates degree while in high school in high school. And so the whole college in a school concept like it works and it and it's doable because Burnsville is doing it. And so it's super surprising
that we're we're not at that level where we we may be able to um have as much uh have something comparable. Uh but I think what you shared earlier was to me uh really hits home because not every kid can can do PSO. Not every kid may want to do PSO but more importantly not
every kid may want to go to college. And so when we when I looked at a couple slides earlier I think the algebra 2 34 students uh 22 participating in advanced acade uh academics. So 22 out of 34. So you know twothirds are doing advanced
classes. they're ready uh and wanting to do something like that. But what about the other one-third of the students that don't want to go down that path? We as an organization or as a school district in my mind, we focus so much on AP classes.
1,743 students doing AP classes out of the 4,000 students that we have. Uh we we focus on PSO. We've got some college school with chemistry. But where's the pathway for a person who wants to be an electrician, a plumber, an in HVAC, cosmo
cosmotology, and maybe that that might be I I was going to offer that one of those concurrent courses that's in that that number is our advanced welding actually has concurrent enrollment with DCTC. So there are there's actually an
easier pathway to get somebody in a trade accredited to become a concurrent enrollment than than maybe a full mast's or a mast's plus 18. So if it's if there is somebody who's in a trade who's in our schools who also is an active uh
member of that trade, there is a process a different process to get them accredited. Yep. So, so then by having concurrent uh services within our schools, we have a easier pathway for those students that could actually leave high school with a plumbing certification, with an
electrician certification or or welding or whatever it may be. Fantastic. Um, and then I think the last thing I want to share is that besides college, besides the trades path, uh, so just like I wrote down four because I don't know. I'm just thinking like Harry Potter, there's like four houses and you
just pick a path that you want. I don't you got the college path, you got the trades path, uh but you got the technology path, people who just they don't need a college degree to to learn how to code to to learn Microsoft Office to be a you know a systems engineer. And then lastly, I was just thinking I don't know if there's an arts path, but like
there are our our schools in my mind has a huge emphasis and then the the data says 76% go to college, right? But but for those that choose not to or for those who choose to go to college, is it because that's the only path that they're allowed to go to go do? And so
uh having alternative pathways just I'm all in favor and whatever we can do to kind of support you in that effort. Director Baker. So I just have a question and this is kind of related to the board's discussion that we had earlier about teachers that as they earn
more education, they're more expensive to hire. This again would push teachers into that higher range. Um so then it's also um staff members that have to seek out that level of education to be able to teach these concurrent enrollment classes. Is there some type of stipend
or benefit for staff um to help them pay for these courses? Actually, I was going to add that, but that's a good question. Uh cuz when Chair Swanson had mentioned what what you do to support I believe and correct me if I'm wrong. Is Carrie Pop still
here? But um I'm I'm pretty sure that our teachers had to pay out of pocket to get their masters in their fields. Um so we had mentioned Jason, but also Sarah Miller doing pre-calculus for college credit. Um they had to get um courses
accredited through a college and they had to pay out of their pocket. And so to incentivize teachers willing to do this, many of our teachers already have their masters because of the salary incentive um such as Kim in a general mast's area, but um to incentivize them. Well, why would they get a second
masters um and have to pay for it to give our students college credit? Correct. It doesn't Some have done it, which uh is very admirable, but uh is there a methodology where we could help incentivize them to do that? Uh, so opens a door that and then a partnership
with a college is very important as a district. Um, and so I think believe Burnsville, I can't remember who they went through, but I saw that same thing that Envers that chair Thompson had mentioned. Um, they have a partnership with their district with Enver Hills. And so, and I'm sure there's some give
and take there with the financial incentives for teachers to get accredited. Um, and so exploring those partnerships would be very crucial for us. Correct. And it's also a concern of mine because um one of the things that um the federal government is looking at is discontinuing the PSLF program which
is the public service loan forgiveness program. A lot of educators, police officers, nurses, they are involved in that program. You pay on your student loans for 10 years and then whatever is left over um is then forgiven. Um so just knowing that a lot of teachers utilize that pathway too. Um that's just
another thing to continue to advocate for uh to support programs like these. Director Anderson. Yeah, I I'm curious about Mr. Bowman's opinion about this proposal. I know we heard kind of the financial considerations of your other very good proposal. Um, but also would
want to understand kind of your vision for this. Like it sounds like you have some staff who are kind of ready for this based on their master's degree but then how would this what kind of period of time or would you have to recruit people or would we develop within or that would be helpful to just understand
the vision is that for him but yeah Mr. Bowman I don't know if you have any thoughts about this one. Well, I have lots of thoughts about this this and um you know, I I I sit where Brian does with regard to um how do we
expand our capability uh and do that again financially responsibly? Um and and that's always the balance, right? How do you take those baby steps forward and set conditions? like my advocacy
around the flexible scheduling has been to go through many iterations of details on how to finance that. Um and all of these problems are scalable with the right financial support behind it but
not just for a short period of time but sustained. So, building that institutionally into the system. Um, and not to say that, you know, I I don't like getting into the this program versus that program and you you have a limited resource scenario, so you're
going to do this one and that one's going to lag behind because that that exists all over our district in so many different ways. So more importantly, you know, the concurrent is is an obviously um strong way to get our kids whether
they are and not just a college track but trades tracks. Uh to me it's it's a matter of exploration and seeing what those partnerships can be and whether we can afford or figure out a way to afford those. um because those are real
opportunities for our kids coming out of high school. Uh and so we should do a full court press. I think one thing that is important about that is even if we don't go down the full AA degree, it's really important to be mindful of picking
courses that are transferable. There is a a list of transferable credits. I I would not offer underwater basket weaving as a course because it would not transfer to many credits. But if you get to um an English, you know, 1104 or something like that, that is a
requirement for all freshmen. That's where you give them that opportunity to practice college within a safe setting. And that is then a credit. You're not going to get to the full AA degree overnight. That takes time. And it you have to build capacity
um starting with those basic credits and those transferable credits and then build to an actual program. and that I know I I was I know when Burnsville started and it was about 18 years ago and now they are at the point where they are offering the full two-year degrees.
Director Carbone. Yeah, thank you. Um I'm curious of each of your opinions if you could only have one of the four and and there was some capacity to do it. Margaret didn't even get to ask hers yet. We got to give her a chance. Well,
pretend you're a referee arresting me, I think. Yeah, I'm going to guess what four is. Um, but that being said, if if you could only have one of the four, which one do you think would have the most impact on students?
And and I know this is your opinion, but I'm just curious. Is is there a is there a a hill to die on here? Maybe between two and three. I I actually think the scheduling um affects the most students and gives the most
opportunities for that intervention and recovery. Um we can always grow the college prep courses. We can grow the concurrent enrollment, but giving students more opportunities to explore more things early on is is important. it it's hard when we say we want students
to do to find their passion and develop their professions when they don't get to start that until their junior year. So, if we can get that embedded earlier, that's that's what I would Okay. And and I'm curious any other opinions on that. I'd say one leads into two because when
you build that flexible scheduling and everything grows, then you have to look at your facilities and your expansions which also includes us um because we were moved from one building to another. So, they kind of bleed together. Okay. On one and two, Sean. Well, I think you all know I'm going to say a one because
that's what I've been screaming for a long time. And um but um I I think Margaret said it really well there. Um for example, and in the schools with seven period uh schedule, I talked about interventions and what you can do. um if
you're struggling as a ninth grader in algebra um and you don't have any time in your schedule to get any help um whereas if you have a a seventh period day one of your electives could be a structured uh time with the algebra teacher later in
the day which many high schools have. So uh because if you start getting behind as a freshman and sophomore um there's not a lot out there for you. You're playing credit recovery game. Uh, and so those PSO opportunities, those concurrent enrollment opportunities, those are going to come your junior and senior year. Uh, but if you don't have
the support systems in place for freshman and sophomores, to me, that's a larger impact. Uh, we're talking all of our students would benefit from, uh, even our go-getter students that really just need that extra period of the day to to work on things and and and that sort of thing. So, there's, um, yeah,
I'm going to stick there. Director Baker. Um I'm going to strongly advocate for number four, and I'm going to give you the reason why because I know Margaret won't. Um because I know her heart. Um when we made budget cuts when I started as a board member, um our ALC campus received one of the biggest cuts
I think that anybody in the district had to receive, and that was they gave up their building. They gave up their building. And granted, they they got a space um that we have at uh Kenwood Trail that's been fantastic for them. But one thing I've learned as a special education parent is that it is vital for
a district to support and maintain supports for their most vulnerable population. And I feel like the students at um uh Pathways Academy are one of our most vulnerable student populations. Not only for their academic needs, but their mental health needs. Knowing that you got another account counselor, I think
that's great. but also knowing that you and your building have students that are coming in from um treatment facilities and that's a lot to transition a student back from something like that and to help recover their classes and to help them graduate. And I attend um I've
attended ALC graduations for at least 10 years and I continually watch the students that cross that stage that that cry and say I couldn't have gotten here without the supports that I received from the ALC campus. Um, another thing about that is because we have such a a
strong ALC campus here, we are not um contracting for those services from 917, um, we're re those students, our students are being served here within our district. And so, if we're going to provide flexible scheduling for our entire um, uh, students in the high
school, then I would say that that doesn't pass without um, an assistant principal at Pathways. Director Cameron, um, thanks. Um, a question I have is around the credit recovery work. I know we've focused a lot on concurrent enrollment and giving students advanced
learning. Um, how would you and I I saw the number of um, classes that have been recovered each year, but how does that how do you feel like our students are able to take advantage of credit recovery right now. Do you feel like we're doing well? Are we
struggling to get enrollment? And then my other question is at what time can a student start enrolling in credit recovery in 194? As soon as they fail a class, so if I have a freshman after their first semester that has failed a class, we can
start them immediately. Um, it keeps growing. We have developed a process over the last six years of me taking over. Um, where we coordinate a lot with our high schools. We first it was their APs and now it's their counselors and
their APs. We take referrals. We run lists with all of our data to determine who needs it. We contact the families directly. We'll send out emails. We'll make phone calls. We recruit for them to come in and do their recovery. Over 200 classes in one
summer. We're talking about a a six-w week period. Um these students when they get that opportunity, they use it. Um but it is a scheduling effort. if they have sports, if they have something else after school, then we have to look at summer and it delays it. Um, the sooner
we can catch them, the better. I don't like triaging at the end when we have our seniors that are looking at not graduating on time. Um, but we try to identify them as early as possible to get them started. We have counselors now. I'm assuming they're sorry. I'm assuming we're being
more proactive with with the three counselors that we have in each high school about uh academic track and so forth. I do have one I have I have another topic, but I want to be mindful. Is there any other questions? Uh I don't know that we've given um principal gear an opportunity to state her request.
Thank you. Um and thank you Kim. Um an assistant principal at Pathways and online academy. Currently, we have a structure of programs that has one administrator for eight complex programs providing administration for approximately 1500 to 2,000 students in
a year-round program. Coordination for all buildings year round, one administrative representative for 504's IEPs required district levels that are currently elementary, middle, and high school. One administrator coordinating outside agencies such as the county, the
courts, PSO, treatment facilities, and others. one admin providing day-to-day operations, instructional leadership, anything on disciplinary issues, consultation for complicated uh cases across the district, and trying to maintain our customer service at the
best level we can for all of our Lakeville students are some of the reasons for this request. Director Thompson, you had a question. Well, you know, I support it. So, yeah. Uh I I do want to acknowledge and and agree with you. I mean, I think when we
made uh this decision two years ago, uh there was it was not easy. I I think we we we had some budget cuts. We had a million dollars that was on the table to help kind of close that gap. We it was not looking favorable. But I my hope is that uh maybe in this particular year or so forth, there will be kind of a
pathway around what does our future growth look like for our community? uh what does the next building might look like and when we've got some boundary changes uh that might be that might be underway. We've got three schools at 65% capacity and and so I think there's some
discussions that might need to be uh thought through around what what additional creative things that we can do but that that's for another conversation. Um the the one thing that I did notice and and I'm going to hypothesize here and help me if I'm mistaken and this might lead to a much broader conversation on another day
regarding dashboards and metrics. Um there was a slide that you showed earlier a slide uh the the algebra 2 and the algebra in the English 10 and uh what caught my eye was that in the algebra 2 slide I don't know if you can get to that or not. uh 40 there was a comment
47% of 10th grade students are not meeting MCA benchmark uh and we've got over 1,743 students taking AP classes out of our 4,000 students. So half of our kids
are doing are are are in advanced classes but half of our kids aren't meeting 10th grade MCA benchmark. So, if you go to the next slide, you've got English 10 50% and of our kids are not hitting eighth grade benchmark uh in in reading. Uh and then I think if you go
to a couple more slides, you we've got a GPA of a 3.27. So, one would think, okay, you know, that's a that's a B+. That's that's a good average. But then I think about our AP classes, they get an extra credit or an extra point in their GPA if they get an A. So, they get a 5.0
instead of a 4.0 for AP classes. And I don't know how many AP students get get a 5.0. So I'm I'm I'm wondering if the 3.27 really isn't 3.27 because of our number of AP students that are getting
A's. And and so then I go to the ACT scores that you've got which shows that we are at 22.9% and our national averages is 19.4. So something seems not clicking if that makes sense. I
mean, we've got good ACT scores. We've got kids not hitting MCA benchmark. Our GPA are 3.25. And maybe this is for another conversation, but that that's my observation. Okay, you're good with numbers. Um, that's that's that's you
nailed a lot of it. Um, but what's the incentive to do well in the MCA? There is none. There's no incentive. No, I'm sorry. For students, they don't get extra points. they don't get extra credit, there's no reason uh for them to
actually take it because it doesn't impact their grade from my understanding. Many don't take it. Y can opt out. So I I would say incentive um means a lot. That's why I think it's um you know looking at MCA scores give you
a little piece to the sto story of what is actually occurring um in these buildings. Um and uh it's been a frustration, you know, for many school districts for a long time uh about those and um and how do you incentivize them? They've I've heard everything over the
years from, well, we'll put them on your transcript. Well, we well, you know, it'll help you get into college placement. None of that's occurred. And so, I think it boils down to incentive. Going back to that algebra 2 slide, I feel like I had a similar question and
maybe this explains it, Sean. um what you're saying but I saw we have 47% not at benchmark but 22 22 students which is more than half I don't know percentage
is taking advance so what I saw is like we have kids taking advance what what I would if I was like a reg a regular person reading this I'd say we have kids who are taking advanced learning who have failed the MCA like that's what that says to me which that doesn't make sense but what I think maybe Maybe what
we're saying is like not all the 34 are taking MCAs even. Is that okay? That's why that one's a percentage. The other ones are just numbers of students. And so that shows you how skewed the MCA data is. Okay. Is it 50% take it? And
you've got to remember that just because this is an algebra classroom and and that bottom score is talking about just the MCA for reading. I could be sitting in that classroom and I could be taking AP psych. Mhm. Or or AP L. I see what you're saying. Um, so I could still be
taking advanced um, courses in something different, too. So, sure. So, so maybe we're all aligning that the MCA scores isn't the ideal score or it's there. We should consider other metrics to have
more of a truer validation of our communities academics. That's exactly what you should be doing and that's what we are trying to do as well as we develop the the metrics. Um it you know we'll isolate it to teaching and learning since that's really the topic
here. Um the the biggest challenge we have is how do we how do we rigorously and effectively serve our students and our community? And then how
do we paint that picture for you? And that's what we're that's the trail we're on is trying to do that. So this is a very very good conversation. I want I I just want to say I appreciate it. I I do just also want to emphasize I'm very much I think we as a board are very much
looking forward to seeing the data with the new counselors and the bar program just because so much of that I think we're has been missing in terms of how we help kids be successful through high school through our through our schooling in general. And so it would be great. I
hope it's kind of like when you press the button for the stats analysis and you're like please like hopefully it moves in that direction that we're hoping you guys are talking about the effectiveness and I think we or the efficacy and um it'd be great if the data support that so we can really kind
of get more dollars behind that. I have to ask while you're here. Um I don't know if you've watched any of our meetings, but we've talked a lot about metrics and assessment data and you know questioning what is a reliable metric and since you are the leaders of our high schools um and probably more
expertise on these issues, what would you recommend us to look at as far as a reliable metric for analyzing student performance? I don't want to get into a long conversation because I know there's a lot of other groups. Maybe this is for
another night, but the graduation rate because as I said earlier, every students there is no perfect path. It is different for every student and to be able to meet students where they arrive
and get them to that point of a plan beyond high school. Uh there's a lot that happens in that four years in that journey. And it might be tests. It might be a whole list of life events. It might be who knows. But to say that we're
getting them to graduation is to me what a metric of success would be. And I know that that's a discussion for another day. But um I I don't know that there's a test score metric that is perfect. Um because these are humans. There there's
a story that goes with them. there's more to them than just a number and the story is is what we feel is the celebration. Yeah, I would add um looking at ACT data
um especially since uh the state started offering the ACT exam in the high school buildings uh which happened a few years ago. um you're seeing highly motivated students take that assessment and there's obviously incentive to do well
and so then looking at how our teachers are helping prepare them you know all the way from early childhood when I when I don't say early childhood I get in trouble so I want to make sure I include them thank you got got that covered all the way through senior year um in
Lakeville and building up to that moment as a junior where you taking that and that's you known norm nationally and you get to compare yourself nationally, statewide and people are highly motivated to take that exam and um um I think it was over I can't remember the
percentage we had in both buildings it was over 50% of our our juniors that took that exam this year um and I think it was even higher than that but it's a good measurement and it's um I think that's um anytime when you have students giving it their all trying their best on
an exam I think you can look at that data and say Okay. Um, that's a good one to to look at for a district. So, that'd be my two cents. I happen to agree with Kim completely. Um, because the students that I work with are usually tier two and tier
three, which means they are not on track for graduation on time. So, if we can get them to that point, we've done some really good things. So, it is a whole journey. It is a whole process. And I agree with graduation as one of our
metrics. Thank you. Thank you. That was a hot one. All right. Uh can we just Can we also thank our assistant principles for being in the audience,
too? Thank you for coming. Yeah. All right, moving on to community education overview. Mr. Porter, if you would got a lot of APS out there. I think I'm missing uh Oh, we got it right here. All right, cool. Can you hear me?
Okay. All right. Uh, Mr. Chair, members of the board, Superintendent Bowman, members of the cabinet and executive cabinet, thank you for having me here this evening. I was promised I could have at least twice as much time as the high school, but I'll cover that much content in a very much shorter period at
time. We got a sign. Perfect. Well, um, again, thank you for having me here this evening. My name is Steve Porter. I'm the director of community education. I'm also joined here by Molly Dexter, who is the director of early childhood education,
uh, to also be able to answer any questions you have there. Um, again, this is a brief overview of the community education department. Uh, Director Baker, Director Cameron can also attest that I have a much more in-depth presentation that does last about an hour. That's not what we have here for you here today, but we do
provide that for like our advisory council members or uh, uh, liaison who are interested in just taking a deeper dive. But today, what we're going to do is we're going to talk just very briefly about what is community education, the different activities, programs, and services that comprise it, the impact, a
brief look at participation over time, uh, finances over time, and then some of the people that help make it happen. So, with that, there we go. So, what is community education? A lot of times when you say
that word people one or two programs come into their mind and actually there's it's a umbrella with whole lot of different programs and services and that's we're going to talk about but what unifies it community education came out of the lighted schoolhouse concept
and back in the 1930s in Michigan there's there uh some number of communities were facing some issues with not having good access to career advancement or technical education. They're also having higher crime rate for the youth and um issues with access
to quality education throughout their community. Number of leaders came together and looked at what other resources do we already have in our community to address our own needs. And the biggest one that came to mind is at that point in time, schools at the end of the school day were closed, locked,
and the lights were turned off. So those leaders said, "Well, what happens if we do open up these buildings for career and technical education uh during the evenings or weekends or programs for youth during at risk times and they had a lot of success and that whole idea
grew in Michigan and to other states in Minnesota. It took a big leap forward in 1972 with establishment of many community education programs across the state. Our school district was one of them. So 1972. So we've been in this
business in our district for over 50 years. Um fun fact is in that 53 years. Guess how many community education directors you've had? Two. Two. So I'm only the second. Tremendous amount of credit goes
to Pete Martin and all the staff who help support him as well as for developing what we have here in Lakeville. So um again a lot of tremendous work that's happened throughout the years. So fast forward to today is that we make a unique
contribution and valuable contribution in all these activities, programs and services to the district mission and vision. We are part of the school district but we aim to provide our community with learning opportunities and uh resources in order for our community to develop lifelong
skills. So what does it look like? So, we have 16 programs, activities, and services in 17 of our buildings. The only two that I'm not counting is district office and district maintenance facility, but we're open to opportunities there, too. We aim to be
flexible and adaptable to the needs of our community, and that's why um community education departments may look a little bit different from district to district because they're supposed to reflect the needs of that specific community. So it's happening beyond the school age, beyond the school day and
beyond the school year. So that beyond the school age might be early childhood education. Our adult education beyond the school day might be before school, after school, non-school days, and then beyond the school year is summer. So I'm going to use the word umbrella a lot tonight because we have
five different umbrellas of kind of program areas that we're we're under. and I'll just try and run through them quickly. But I also want to orient you to some of the numbers that I'm going to toss in front of you here too. On the right hand side, we have participants in the last complete year that we have. So
that's 23 24. Usually the top box is going to be early childhood education ages 0 through 5. Middle is going to be somewhere for K12 and then the bottom number usually will be adults as well. So talk about the early childhood
education umbrella. Now, we're coming together from across the district to support our families and our students in early childhood education. That means community education has a place piece to play. Um, special education has an valuable place I can't say it piece to
to offer and teaching and learning does. And so, we look at it as a both and prospect. So teaching learning may oversee a number of items within early childhood education but also by statute and funding some of those programs still
need to fall within community education. So again we come together for their both and support. So big umbrella for early childhood education includes ECF or early childhood family education, early childhood screening, small wonders
preschool, early childhood special education and a wonders zone preschool age child care. Those are the five again early child special educations overseen by the special education department. The other four are within community education. So hitting on three
uh three main ones. Early childhood family education that is an opportunity usually it's a famil family's first introduction to the school district and sometimes one of the most memorable and valuable experiences that they've had.
Parents will spend time along with their children learning from a licensed early childhood educator and then oftentimes split out and get specific lessons from a licensed parent educator. Anywhere from positive discipline, nutrition, managing m multiples, a lot of different
topics. And if you talk to parents in the community, you're going to find out that this is often times where parents have kind of met their support group or their clan and that they've stayed in touch with them throughout all their school years. Again, this is a a excellent uh introduction to learning as
a family. Uh moving on to uh early childhood screening. That is a free developmental screening offered by the district anywhere from ages 3 to five. We're trying to identify any risk factors or special needs that children
or families have at a very young age level. That way we can uh provide those resources and support early to have the early intervention. Again, when you look at return on investment, those early
interventions will often be less costly to the system or school district or the state if you can address them early, plus much more effective for the student and family. So again, we are incentivized to screen earlier at age
three versus four versus five. When you see the number 21 up there, kindergarteners, those are just the kindergarteners that we weren't able necessarily to screen until they reach kindergarten. Now, they may be recent moveins or people that didn't show up on
our radar until the very last minute. We haven't been able to reach to reach with, but I believe Molly can correct me if I'm wrong, but last year we screened 784 students. only 21 of them were um met the kindergarten age before they
were screened which is an excellent u rate. So moving on Small Wonders Preschool is our district preschool program Thompson Mr. the the 360,60 that you have for early childhood education, is that how many
that we have serviced or is that how many there is in total and we have and we've only serviced like 80% of them like like what's what's the big what's the number? Are we missing out on this too? Oh yeah, those wonderful questions and let me hit a couple of those um answers is I should
have said at the beginning these are registrations. So there will be some duplication in the numbers. So, let's say you signed up for small winners preschool and let's say the parent also signed up for an ECF class. That may count as two participants. So, I want to be clear about what that number is and
what that number isn't. When you're asking about I believe you're asking about the overall piece of the pie for early childhood education population in the Lakeville area schools that we're serving. I'm going to tell you I used to know the number but I think that has
changed a lot. So I don't want to give unfortunately I'm not able to give a percentage but it's less than you would think. I think it's like 25% less ballpark is what of what we're able to serve and some of that's due to the capacity that we have within our buildings because it's full and it has
been full for what like four years like we've been maxed out on space. Um in fact like I think they even gave up like the teacher lounge just for more space for classes. Um but then also we lose to districts around us that have the early childhood space. um because they're in
close driving distance and people usually drive to work and so then we the the thing is like do they come back to our district sometimes sometimes not. So, so if I look at the 30 the 3,000 number, I'm just I'm just hypothesizing if half of them are duplicates because
of they they whatever that's 1500. And if you're saying that we're only actually servicing 25% of our population, we've got 5,000 kids between zero and five and we're only and we're missing out on 75% of them at high level. High level that would be pretty
close. I mean, we try and serve as many as we can. And again, Miss Dexter can can chime in at any time, too. But you're you're absolutely right. Crystal Lake Education Center is where all these programs and services are located, and it has been full for years. You go in there, every single nook and cranny is
being uh used for educational and instructional purposes. And we way back when 2012 2013 when we made a decision to um repurpose Crystal Lake Elementary into Crystal Lake Education Center. One
of the main reasons that the district wanted to do so is to attract and retain students. That's part of the re one of the reasons and you look at the documents from W Architects uh that Chris Lakeake Education Center or was uh chosen because it was on the north part
of our district where we had the maximum opportunity to pull into people from other districts and it is right on 46 which has one of the highest traffic rates in the county. So you want to add anything? Thank you. I I just want to add that we are in the future going to
prepare a presentation about the logistics at at Chris Lake Education Center, but I can say that at this point in the year unduplicated over the course of a week, we have approximately 1125 students unduplicated coming in and
out the doors of the Crystal Lake Education Center. If that helps with numbers, can I ask a question? just like knowing that we're at capacity and that um we there's just no more space. How does that impact our VPK numbers or or access to those VPK? We do not have VPK
currently in our district. Okay. Yep. And that is Yeah. Yeah. We do not have that program in our district. Yep. So I'm I'm totally doing some quick math here. If I've got 500 students in an elementary building, uh, and we've got 11 of them, that's
6,000 roughly of our elementary students and what I'm hearing from you is about,00 are being taken care of. I because I'm assuming from zero to five if if assuming each age is a a grade level you compare. So we're we're missing out significantly and they're
going elsewhere or they're or they're not doing it. Yes, we do. We do have to turn away families every year depending on their their schedule. And we offer a v. We have morning, we have afternoon, we have all day, we have every other day. We have all kinds of different possibilities for schedules, but we do
um put them on weight lists by the time we get back to them with a possible opening. A lot of times they've gone to another district. Yeah. And again, um, Molly's absolutely right in that we, um, this, uh, really deserves, you know, a much deeper dive
and and do have, by the way, uh, are going to prepare a, um, that presentation for you because I know there's there's a lot that happy to answer any questions you do have. Uh but one thing I will um mention is uh just this morning I
believe I shared some data with uh Superintendent Bowman from Peter Leman and the name you might recognize Morris Leatherman who did research on exactly the topic you're talking about is if you attend a ECF or preschool program in
your home district you are much more likely to stay in that district. If you attend a ECF or preschool program in another district, your likelihood, and I'm not saying causation, correlation here, is much
more likely that you will open and roll out. So, he has that data and we can share that as well. So, all right, I'm going to move keep going with Smallish Preschool real quick. Is again, it is a large program. We've had it since 1986 when we actually
took it over from an existing preschool. So, we've had it much longer than many other districts and it's much larger than many other districts that h are fee based and just as um Molly had said, we fill up early, especially some of those
high demand um slots like all day, you know, you you're going to need to get your registration in January, February, which also makes us really feel bad for those that just move in or let's say the kids have developed a lot in that past year and now are um age appropriate
ready for that preschool experience or parents situations have changed because they don't have an option in our school district essentially after that time and that at least maybe not in their first few choices of format but again small preschools absolutely fantastic for the
quality fourstar parent rated as you heard in the good news it is curriculum and that's aligned with the district and not only helps prepare kids academically but social emotionally at the early childhood level but also prepares them for their eventual kindergarten
transition. So moving on, second umbrella is extended school services. Essentially this is the childcare enrichment components for our district. You have wonder zone which is the preschool age child care and um that is something that wraps around the small wonders preschool
day. You can choose which kind of days or portions of the day you have. It supports the learning that's happening in the preschool program. Also, Crystal Lake Education Center and provides uh families with a lot of different uh support and enrichment. That way, kids can learn in the preschool environment,
but also in a little bit different child care enrichment uh environment as well. Kids zone is for K through five is all n all nine elementaryaries and before school, after school, non-school days
and has lots of different flexible options for families to choose from. And it not only provides um you know social emotional environment for students but also a lot of academic support for homework help uh different ways to enrich the learning that's happening during the school day.
Then moving on, we have summer adventures, which is K through five, obviously summertime. Again, incredibly flexible for families. You can choose the week, the day, the part of the day, whatever is going to uh meet your busy family schedule for the summer. Again, lots of
different academic, social, emotional um ways to explore learning throughout the year. What is really special about summer adventures though is you think about as the the hub in with the spokes for the wheel for summer is that you have summer adventure sites and kids
that participate in that can also participate in because we coordinate with targeted services extended school year. We have a bus that goes off to swimming lessons. We have enrichment program additional enrichment programs that happen right there at the site as well. So it's kind of the whole center
for uh summer learning as well. All right. And then we have the DEN, which stands for discover enrichment. Now, this is a newer program since the pandemic that we started to serve the special needs of middle schoolers. It's
something we had heard in our uh need from our community for a number of years that families really wanted something that was age appropriate for middle schoolers, but was a safe, supportive environment for them to go to during the summer. So, we don't call it child care
because if you mention child care to a middle schooler, they're going to go run screaming for the hills. But we we have something that is again age appropriate, involves them in decision-m about what their summer is going to look like, provides much more options and some service learning opportunities as well.
That's the 31 number that you see there. It's a small program, but we're trying to grow it as well. All right. Third umbrella is enrichment program or enrichment uh area. There are a lot of different programs and services here. So you're going please forgive me. I'm going to
try and be brief here. Uh I'm not going to do it justice, but you can also see by the numbers it serves a lot of people through a lot of different programs. So these folks are doing a tremendous amount. We have before and after school enrichment classes that are offering uh topics such as engineering, chess, uh
sports, uh uh performance opportunities for like theater, uh languages, uh mostly at the elementary school level. So this provides again an enriching way to discover additional learning before and after school. We have youth service
and development. That is an opportunity for mostly middle schoolers and high schoolers to learn through service opportunities or leadership opportunities. Some of the leadership opportunities might include youth and government model UN or a partnership with the chamber of commerce which is
the treats trades and tours program that we do to uh explore different career opportunities in at need or at high needs um trades and careers. We also have our youth enrichment programs which includes cheer,
gymnastics, martial arts, and our performance ensembles. When uh you talked about the principles were up here before talking about the importance of those high school participation in um for high school students, cheer and the winter uh performance ensembles are some
of the things that ways that community education helps contribute towards that. We have our aquatics and safety programs. took a big jump forward when the community approved the Blanchard Aquatic Center. So that not only give provides us more opportunities to provide uh programming for all levels,
especially adults, but also freed up some capacity and others to schools for swimming lessons, recreation, safety certification, health and fitness, etc. Um performance or performance opportunities or children's theater. Uh,
one of the main passions that Pete Martin brought to our district was how to help youth grow through um, theater performance opportunities. And so, you may uh, be familiar with the name Giant Step Theater. He helped create that with
a cadre of accompllices that made a tremendous opportunity for students. and we try and uh uh continue that that uh passion and those opportunities through our uh partnership with Children's Castle Theater and a few other
programs. Uh moving on to um adult enrichment. That's a lot of the programs for adults to either further their skills in something or discover something new. But what's really important about that that you'll find out is this is where a lot of people make connections in the community. Maybe
your kids are out of school, maybe you have a little bit more time, may maybe you're at a different stage in life. You can learn things new, but you can also connect with people who have similar interests or passions or want to grow them together. A lot of times, like for example, use our pound fitness class.
Yes, they're they're exercising, they're learning new skills, they're developing things, but that is a tight group that really supports each other. And I joke that if the community learning center across the way burned down, they'd still be showing up to have pound fitness class because that's how much they enjoy their time
together. Uh we also have our programming for adults with disabilities. We are part of a five school district consortium that come together to provide opportunities for adults with disabilities to learn together, to explore together, and have
social emotional support. It also provides um support for any any of the adults in our community who may have disabilities to participate in any of our other community education programs. So that's our enrichment
umbrella. Quick drink. Sorry. Adult basic education. So, adult basic education is a state and federal funded program that provides free education for adults in our community who are looking to either learn English, develop their English
skills further, looking for career advancement opportunities or to get their GED. Also provides um opportunities for um family literacy. We have a hybrid program between adult basic education
and ECFE where again they may be learning with their young children with a licensed parent educator but when they I'm sorry licensed early childhood educator but with the parent educator they're learning English skills and then also our digital literacy is embedded throughout all of our curriculum for any
of our adult basic education programs. Now again, people come here for career advancement or learn English skills, but another big thing, a reason that they come here is that I want to gain these skills to help my child with their homework help or I want to I want to
learn these skills to better understand the school system and how do I navigate it so that I can know I'm confident to go to conferences or to have the digital skills to help my children when they bring a new iPad home and I don't know what this is. So, incredibly valuable
program and we're very strong and we're actually growing um at a higher rate than the state average as well. Um wasn't one of your adult basic educators um didn't they win an inclusion award one year too just based
on the services that they provide? Yeah, I think so. Yeah, it was it was awesome. Thanks. Just fantastic. If you ever want to sit in, I highly encourage it. You know, I learn a lot and we also bring in lots of speakers from the community, too. Is you know, the fire chief or one of the fire inspector comes on in,
Schmidian Sons comes on in again helping people to learn how do I navigate the systems in front of me, Brian? Yeah. From from my understanding, this is a break even program, correct? I mean, you get this is a separate uh fund category. uh it is designed not to using air
quotes here make make a profit but to fund all the expenditures that might be warranted to to keep this operational. So So I guess if that's the case like I just want to correct the record. It's not break even. It's not a break even. No, we're we're operating at a deficit. We are. Yeah. Okay. By by like a lot
like millions or like like when you say a deficit that's not not by millions. Uh I I I don't have a number in my head. Bill might have a better number than I do right now. I just want to be clear that it's we're not breaking even because I knew we were in the negatives po during CO and and then there was a
path to get back to some kind of uh balance and and your fund balance at the community ed level. I guess it depends on if you're talking about department level or a program level. I mean talking like the whole the whole community ed program
department. So departmentwise y better programwise not. So so specific answer is okay as a department we'll we'll hit finances just in a little bit too is that by state statute all community
education has to be in a separate fund. Yep. The simple reason for that is if the state says we're going to give you money for early childhood screening or we're going to give you money for preschool scholarships. Guess what? They want it spent on screening and scholarships. They said you got to keep this money over here. So that's fund
four. That's encompasses all 16 of these programs areas and services. Now each one of those operates in their own essentially market. And so you have to understand that market, the customers and what those demands are and what people are willing to either spend their
time or money on to attract them. Now adult basic education in and of itself um we do subsidize from the general department. We do get a lot of funding from the state and and a little bit from the federal level, but that we are able
to take some funding we generate in other parts of the community department to subsidize adult basic education. I guess what I'm trying to I'm heading towards where if it's designed not to make a profit and
we're only servicing 15% of our you know early childhood you know u kids like I I would assume there would be some participants or or family members that would be willing to pay a premium or or or so that they could get in. I
mean what is preventing it? Is it is it the building? Is that really what it is? We don't have a building for these additional kids. it. Okay. So, it does depend on the program. So, we use adult basic education as an example. By state statute, we cannot charge for it. Uh, period. And now, switch over to a hybrid
model like ECFE, early childhood family ed. By statute, we have a sliding fee scale. And so, we do receive other funding to help support that sliding fee scale based upon the household income. So, that's a hybrid model. And then you go to, let's say, a small winners's
preschool. that is primarily a feebased program with some slots being purchased by the funding we get through school readiness or early childhood special education but that is primar primarily a feebased program. So again it depends on your the program area you have to
understand all 16 of those to be able to put together essentially the department budget and essentially balance that. So what that means is for special education students the parents aren't paying the fee for them to participate in that program. Got it. And and so if we have more students, you know, if we had students or I'm sorry, as kids
participate, they would have to uh they would have to offset the cost of those that are are not paying and and those that are on the scaling sides scale as well. Sliding scale as well. Yeah. Again, depends on the program about how how that all works. Yeah. And you
couldn't add the cost of the building on top of that dollar amount. Sometimes we do because for example in early childhood special I'm sorry early childhood umbrella we do help contribute to the utilities from the district from those different programs. No, but we
can't pay for a building ourselves. Got it. Can't pay capital expenditures. That's actually uh spelled out in statute, but we can help contribute to some of those operational aspects. And and as I stated before, like we're missing out on opportunities to serve
more students and to get funding for those through like VPK because we don't have the space to do it. But but it's a $50 million investment. We I mean that's the cost of high view. I mean, if you built another, you know, uh, you know, Crystal Lake, then that's it's an investment. But then again, you have
students that are leaving the district and then you have research that shows that students that participate in early childhood education um, have better outcomes in the long run than students that don't. And particularly for students with disabilities, if they receive those early childhood services,
their outcomes increase exponentially from that early intervention service um, versus not having it at all. Um, honestly, it was one of the reasons that I moved from Arizona with my family because we only had like two days a week for two and a half hours of early intervention. And I knew if I moved to
Iowa, for example, which is where we moved at the time, I could get preschool every single day for four hours. And for a kid with autism, that's the difference between graduating from high school and being independent or, you know, being in a career where you're just, you know,
doing repetitive repetitive skills. you know, it's just um for for a lot of these students, it's the difference between um you know, it's the outcomes. That's what we're looking at. And what are you willing to price that at? Director Cameron, I was just going to
make a recommendation, Chair Swanson and others. I'm wondering if we can get through the whole presentation. Write down questions if you have them because you might get to some of these and that might alleviate just the confusion at times with questions and also um you may answer some while you're going through.
That's just a recommendation that I would have. Um, at your pleasure. Um, one note I will make is that a lot of districts also view this as that if they can attract a student or a family at the early childhood level, then they have
additional funding from K through 12 for that student for the rest of the time. That is part of the return on investment that some districts do consider as well. So, all right. I skipped way ahead and I'm going further ahead now.
Here we are. Question. Yeah. Question. I Okay, someone's got to stop me here or if someone can reverse. There we go. Two more. One more. Thank you. All right. You're going to I'm going to trying not to use the word umbrella. Only one more
at a time. All right. Facility use is a service that is currently part of the community education department. Again, you think the lighted schoolhouse concept. Uh we are trying to make maximum use of our the tax fund uh taxpayer funded facilities, open them up on before school, after school,
evenings, weekend, summer to again maximize that use for to serve the district's uh educational needs. We have a team that not only helps with scheduling and u kind of managing facility use not only for our district sponsored activities but also our
non-district or community activities. They also do a lot of logistics planning or event preparation as well as staff support. You know, if you're using the theater, you need to have some technical expertise there to help you use that theater. Swimming pool, you got to have some lifeguards. you know, a lot of
variety of different things that they help surround our community groups and make sure that their events are successful. Um, you know, again, they're operating evenings, weekends, non-school days, etc. So, overall impact, 16 different
program areas or programs, activities, and services, over 25,000 registrations. Again, some of those are duplicate because people like us and come back. And over 192 um I'm not going to go back. I'm gonna mess that up, but
192,000 hours of estimated indoor facility use last year. What I skipped over in the previous slide is that's actually, I think, a 7.6% increase over the previous year. Just when you think our facilities are busy and full and can't get any more
full, well, we take the policy to heart, the school district policy that says the school board encourages maximum use of school district facilities. We're living that. So, 25,000 uh registrations, 192,000 estimated hours of facility
use. So, so what people are coming here, maybe they have a lousy experience, maybe they don't want to come back. Well, fortunately, that's not the case. Again, Morris Leman, uh 2022, last time they actually measured this for our district, asked two questions for community education. Is what's your
approval rating of community education? Overall community said 91% approve. Of those parents, 95% approve. That's great. But what I find exceptional about this is that's out of everybody regardless if they participated in the
past two years or not. So I asked Bill Morris said, "Help me make sense of this." And he said, "That's because even if they're not currently using you or community education, they know that it has a positive reputation. it's around and they know where you are in case you
they do have any needs. So I take that as take that to heart. When it does talk about actual participation overall 44% of the rural community said that they or a member of their household have participated in the past two years and 68% then if you ask just parents and
again then I asked Peter Leman said what does this mean comparatively? He said that's one of the highest rates in the state. So over time, uh, what does this mean for a growth or expansion? So I want to orient you to
this graph just a little bit. So there's four sections of this graph and they're by season. The one the farthest left is summer, then fall, winter, spring because it's better to measure season versus season versus then throughout the year because they're different. Going
from bottom to top are age groups. So the first one is early childhood then K5 6 8 912 and adult and seniors and this is for the past 10 years going across of contact hours this isn't participation this contact hours about how many times
have they how many hours people spent in our activities programs and services so you can see a strong upward trend over time you can also see where COVID or pandemic hit us and then you can also see a very strong rebound to the point
where We are either at prepandemic levels or far above pre pandemic levels. Financial history. So again, I want to orient you to the graph. This is the past 20 years of our financial performance ever since I've
been here. So each set um indicates a year. The blue bar is our revenue, red bar is our expense, and the yellow bar is our net resulting fund balance. Um, again, strong steady performance, an
increase overall. You can see our fund balance was going up at a very steady amount and to a point where we thought this was at a good amount. Fortunately, we had it when the pandemic hit because it not only benefited community education, but it benefited the entire
district. uh as you mentioned we took a big hit during that time. Our fund balance was negative and since then you can also see the even stronger rebound for revenues and resulting expenses but then also our fund balance making
progress and now it just you know reached the u positive mark and it's going to be positive from here on out. Going back to Brian's question I guess so I mean this does appear to show net neutral or a little gain here. Are we
missing certain expenses? No, I was I was saying program not programmatically across community. Yes. Okay. Programmatically there are some where we are not and I I was under the impression we were talking about facility use in oh yeah that that
particular program. Yeah. Three things that we end up subsidizing uh specifically is I shouldn't say subsidizing we spend additional money on is that we do have chargebacks from the general district that we are contributing about 177,000 per year. We
also subsidize the facility use service to the community. Again it is part of our overall philosophy again to use the facilities for the betterment of the community. So we do subsidize that for almost $100,000 for the year. again that
comes from other community education programs. And then um you know there are specific programs that we also do um end up subsidizing for the overall greater good of of the community including adult basic education to a tune of want to say
like $25,000. All right, wrapping up here getting pretty close here. um who helps us do this? You we have to earn that $10 million every single year. That means that we need to have good
value from our from our sensed from our community every single time that they choose to register or spend time in our programs. And so we need to stay in touch with our community. We all try to do that within our department, but we
also have two advisory councils who help us with that tasks. Uh we have an early childhood family education advisory council that Molly works with and then I work with the general community education advisory council. So we have our members there and liaison throughout the community and district. Uh they set
the topics they'd like to talk about or I propose topics that would be helpful for the department. And here are some of the topics that we discussed this past year. So great appreciation to them because they are sounding bar board can help keep us on
track. So just like the rest of the district, our frontline staff are absolutely awesome. They make this all happen. I want to take this time to recognize our ECF and AB teachers, our Small Wonders instructors, our Kids Zone Wonders Zone summer adventures
instructors, all of our LEAF staff, all of our casual staff, and forgive me, I know I've missed a few, too, but they're the ones are making this happen. So, appreciate that and want to get that out first and foremost. I do have a number of program managers and leaders here that are also very important to making
this happen. Again, Molly Dexter, early childhood um education director. Amy Giggliardi, who's our small owners supervisor. Shirley Ward is our extended school services manager. Amanda Cambron or Kettle Hut is our enrichment
marketing manager. Clarice Grabo is our AB or adult basic education manager. And then Devon Ray is our is our facility use and systems manager. So, I've chatted a lot up here. So, thank you for your your patience and
consideration. Uh, for anybody that's interested in learning more, we have our phone number, our website, our email, or anybody that that's watching online. You can scan the QR code to go to our website as well. So, with that, thank you for your
time, and I'd be pleased to stand for any questions. Director Baker, I just have a shout out. um your your team is amazing and the things that they try to coordinate it touches like every building within the district. Um and
they've come in and and saved the day. I don't know how many different times when I've seen them out in the district. And I want to say the most recent event that I attended where I saw like just superhuman type things going on um was when they had a last minute ask um from
uh Angie Craig and they were having a a thing at the high school and there were also like three or four or five other tournaments going on and there were people going every single direction and I'm seeing your people run all around and it was like a welloiled machine whereas I'm sitting here going, "Oh my
gosh, I can't imagine how they're keeping all of this straight cuz it I mean it was just um even for the people that were waiting to get into the different events, they're like, "Okay, which direction do I go?" And your team just had everything worked out and it was um absolutely amazing. I I mean they've stepped in so many different
times when um I've just heard from community members as well when things are going well. Um I hear lots of things about the early childhood programming. I hear Molly's name a lot and her team and staff and things that are going on over there. It's just absolutely amazing the things that um that everyone is doing.
And then you have like an event where you're renting a building in the middle of the summer during Paner Prague and oops the air turns off at 4:00 and you make a call. I'm like you're a schoolboard member. What can you do? I'm like I don't know. Let me make a call and see if we can figure something out. And then miraculously the air turns on
when it's like 95 outside. So it was it was very helpful in that moment. And but then you're thinking about it that's after hours for someone, right? and they're still answering calls and doing things um when we have events like that going on within our community. So, kudos to you and your staff. Thank you. I'll
be sure to pass that along. And I should note that I think we also have a facility use uh presentation planned for the future as well to kind of do a little bit deeper dive as well. Director Thompson. Yeah, I I I did want to get
clarification because I saw facilities used there and I know that we were charging uh folks or external community members uh and organizations to use our facilities. So, does that does that revenue stick within that that fund or
do we is that the only one that goes out to the general fund? Fantastic question and I miss saying that and so I really do appreciate you bringing that up. So the overall I'm going to make this brief again could for whatever future presentation for anything that's charged for facility
use the only thing community education keeps is that application fee and the application fee for a total for the year only adds up to six or $7,000. All rent goes to the general fund. All rent goes to the general fund to help
offset utility costs, custodial costs, supervision costs, all those things. And and Bill can chime in here, too. Um, sometimes there are fees for specific staff. Let's say you have custodial overtime for coming in on a Sunday or extra cleanup for large events. That
goes to help offset that cost for those additional staff members or technical members for an auditorium or so. But the only thing that comes to community education is that application fee. And that's why when I say that we are generating about $100,000 in other
community education programs just to help provide the service to the community, that's what I mean because that 7,000 doesn't cover, you know, what we're um using. Georgia Thompson, from a organizational chart perspective, I I I just c I'm
curious because I I am in favor of community education programs, but I also know I am also in favor of, you know, the basketball courts being used by our athletic teams and so forth. So, because it sits within community education, do you run into scenarios
where like we've got an early education here, you can't have practice, you can't use these fields XYZ? I I I don't know. I'm just I'm I'm trying to understand the logic or your your priorization like is is yeah are your programs come first and they override everything else. Yeah.
And so um let me say two things is that we're tight everywhere just like you talking about the elementarymentaries the high schools you know we're tight across the district and getting tighter with more students more activities more programs more services even at the high school level those activities and
program services are expanding as well. So it gets to be more difficult every year to you tweak out the extra little space. So that's what again we take it to heart for what it says maximizing district facilities. And so yes, anything that is district sponsored
including community education gets that top priority. So essentially it's the school itself and then anything that's a district-wide goes in first and then we go to the community groups. And again, uh Devon will probably be here provide much more detail for that.
However, it's an art and a science together to say, "How can we make this work the best overall?" So, community education certainly doesn't get everything it wants or desires because there's just not enough good to
go around. The XYZ association doesn't get everything that they want because there's just not enough to go around. So, we do try and find a a good balance and if there's a way that we can work together to even maximize individual spaces. So, Evan is amazing at handling
all that too. Absolutely. Awesome. I I appreciate that answer and and again, I I definitely agree there's probably an art and science to this because we want to give our community members these additional programs at at the, you know, most cost effective that that we can. But on the flip side, we also want to
selfishly try to make some revenue to offset some of our budget cuts that we've got as well, which is one of the reasons that we increased our user fees two years ago. And and so hopefully when we get the facility fees updates coming up soon, I would be curious to know like are our user fees comparable to other
districts or other communities and or are we still below? Because I believe last time we approved it, it was like are we sure we want to do this? But it was still I think at the time lower than what other communities were charging anyways. So there's missed opportunities from what I see. That's all. Yep. I'll
give you that as an episode cliffhanger for the next presentation. Last call for questions. I think one of the issues with that, Director Thompson, too, is the fact that Lakeville doesn't have a community center. So like our community relies upon our schools to
provide that space because we don't have a community center space. Come on, Steve. Get on it. All right, 8:30. We can we can do this. So, no, I I have heard a lot from other community members of the interest in additional
programs or services or opportunities that we just don't have in our our district simply because we don't have either overall space or um specific space. And so, that is an ongoing issue. and whether it's a fieldhouse or a community center or just you know more
spaces for adult education there there's a lot of needs and I'm hearing from the community as well of just how do you again serve the community and all their needs. It's um as you hear with any type of finances or or or teachers we're trying to make the absolute best of
everything we have uh to go as far as we can. Thanks Steve. Thank you. Appreciate it. Uh why don't we take take five minutes from Mr. Homegrren, Chair Swanson's member of the school board, Superintendent Bowman. Tonight I
really am going to try to do a brief quick update overview of the of our budget and how it's performing in the year that we're in. Um, so we're going to start out with we always talk about the object level where we look at salaries, benefits, and so forth. What I want you to look at first is the
employee benefit area. Every time when we budget uh for the year, when we look at when we have teachers that we haven't hired us yet, we always assume they're going to take that family policy because that's our most expensive policy. Um we what we found this year, we have quite a
few that haven't taken the family has come in a little less. The other piece that we budgeted and benefits is assuming everybody's going to take advantage of our deferred comp program. Well, not everybody does that. So that's we're seeing some savings here from previous years. Um I guess what I should say the blue bars of course are the year
that we're in. The the other two bars are previous years but we look at a percentage of what was spent to date against u first the first two bars is actual or actual at the end of the year are total costs whereas not the blue bars against the the uh budget. Moving
over to supplies. Um a big piece of the supplies is our our curriculum purchasing. And at this point in the year, we've only um spent about 50% of our curriculum budget. And that's what you're seeing here as a savings. Um what we'll probably see is setting some of
these funds aside for the next year and knowing that they are going to buy these curriculum um eventually. We talked about this um earlier when we talked about our capital expenditures um earlier in the year. We wanted to make sure we didn't have any any arbitrage
liability. So, we spent most of our LTFM funds out of fund six first and now we're doing fund one. So, that's why it's behind from last year. So, that will catch up. It it's not going to be a savings when we get to the end of the year when we because this is all LTF
funding. Other expenditures. Um, one thing to remember here, this is a very small component of our budget. So, when we look at a bar that looks, you know, the percent higher, well, it's only about $20,000. Um, and there we're down on paying for some memberships. That's all that is. Very small amount. When we
switch over to the program area, um, a couple things to point out. First of all, um, in our district uh, support, really what this is, something that's running higher than we've had in other years, is our attorney fees. They are very high this year, uh much higher than
we've had in other years, and that's what we're seeing here. um special education. Again, a lot of positions that were were hired later in the year. Um and we're still have some that are actually open. And that's what we're seeing here is some savings. Not
necessarily savings we should have, but there are some savings. This here you see a zero in the in the two the second prior year. This is the the new unemployment uh insurance payments where we didn't have any when we look at two years ago. Uh but this year, yeah, it's
right back up there. We're going to spend um almost up to about $800,000. But again, at this point in time, um this is totally um reimbursed by the state of Minnesota. So nothing to be concerned of here. When we see the buildings and grounds savings, this is again that same thing where we're using
the fund six LTFM funds before fund one. So that's the arbitrage that we're trying to avoid, which we did, by the way. We hit the we hit the date and we were under and we're we're great. We're in good shape. Snow removal. Yeah, snow removal. We're actually a little under for the year, but of course a lot more
than last year. So, it's still snowing May, right? Uh here and here, just a reminder what we're expecting to happen by the end of the year. We're actually expecting almost a about a two and a half% increase in our fund balance. Uh so very pleased with that and this rule still on
track to to get that. So that's my update for tonight. Are there any questions? Oh, wow. Uh, there are no questions. Thank you. Okay. Thank you, Brian. You got a question? Are you sure? All right,
Superintendent Bowman, you might be. No, I think we missed the window already. So, uh, Chair Swanson and members of the board, ladies and gentlemen, um, what you just heard Bill say, we
have to remember one key planning factor that is accounted for in that budget, and that is, uh, it assumes as a planning assumption a renewal on the operating and the capital levy for, um, the future. So, I want to make sure that we we all
um understand what's in the operating levy and in the capital projects levy. Uh and just go over that one more time with the board. Um as you know, the omnibus education bill is still in in
discussions with the legislature. So, uh, all the planning assumptions we made for the fiscal year 26 budget. And just so you know, we're also looking at fiscal year 27. So, we're not just in this current fiscal year. So, as we talk
about um our renewal, our renewal is predicated on understanding the 26 and 27 budget relationship. Um and what the omnibus education bill that is still uh in discussions with the legislature,
they will go into special session. Um that can have some impact on our operating and capital levy situation. So, I just want to go over the operating levy. Uh it's a renewal. Um the the levy
expires in at the end of June of 26. So it would take effect again if it's renewed in fiscal year 27. Uh it's $1.7 million. Elementary art programming, fifth grade band programming, and
current high school classes. Uh 14.2 2 full-time positions is what that uh services in our system currently in our general fund. So, I just want to make sure all those things are clear to
everybody. um you have the opportunity uh to renew um the this particular portion of the levy um under a one-time opportunity based on a statute and that's Minnesota statute
126C.17 subdivision 9B. Um and that allows the school board to uh vote uh for that. And I just want to just make sure that that's articulated clearly. Are there any further questions about the operating
levy in particular? Okay, let's move on to the project capital projects levy which is another component of this uh this levy renewal. Um and if this is renewed, the capital projects levy will generate 4
million annually for the next 10 years. Um next oh I got the there we go. I'm used to just saying next chart and I didn't even say that. Um, no tax rate increase I think is fundamentally important to understand about uh about
the op the capital projects levy. Um, what we use the funds for is career pathways opportunities including our K12 STEM programming. You heard a little bit about that with the high school updates and the work we've been doing there. cyber security and our managed response
systems uh key and essential and these came online when we were able to to pass this levy back in 2015. So, we've been building those out. Security equipment, uh, access control and improvements in our, um, overall security stance in the
district with capital, and that means physical security, um, support, educational technology devices, and the infra infrastructure to support them. And then 5.5 full-time positions that support that uh, technology and security
support across the school system. So, that's what those funds were used for in 2015. and we would like to be able to sustain into the future. Um so that that is the capital projects levy renewal.
There is in the omnibus education bill um a provision that would also allow the school board on a one-time renewal to vote for that and I just wanted to make sure that everybody was aware of that. I have not heard and maybe a board member
knows if they have picked a date for a special session. I think the the tactic or the process they're going through is u they want to get the agreement before they have the session. Um and I understand there's just a lot of conversation going. We did have invited
uh Senator Duckworth and Representative uh Witty to come on the 10th of June to uh do a little Q&A or report out to to uh the community here on what's going on with the legislative session. My hope is
that they'll come in and say it's done and there here's the good things and here's the not so good things, but we'll see how that plays out. Question about the capital projects renewal. Can you remind me what the um the cost is the annual cost to an average household in
Lakeville on these two? I have to ask Bill conveyed but I just don't remember what it was. me median median home bill was it 124 for the year 147 I is what's in my head but I I don't
know if I can confirm that with uh the actual Ellers's calculation for both levies no that's for the capital I I want to say the operating was was it 64 60 something like that
makes sense It's roughly half. A little less than half. Okay. So, less than 200 bucks a year. Capital 138. 138. Okay. Okay. Director Cameron, um, Superintendent Bowman, I'm wondering if for the June 10th, I think you said,
event, um, might you consider inviting other um, representatives from our school district? So, for example, I'm not represented by either of those people you just mentioned. Um, but Senator Port and um, Representative Berg and Sen Senator Port also has students
in our district. So, I'm just thinking, could we have all elected representatives? Well, we can certainly reach out. Um, u, we'll ask. Yeah, I'm happy to ask, too, because they're my representatives. If you want, Sure. If you could work
with Kim, we could get that. Thank you. Director Thompson. So, um I am appreciative of all the information that we've we've gotten over the past couple months about the operating levy, the 1.7. Uh and again, that's that's roughly $17 million in the
course of the next 10 years that their community members would continue to pay in in taxes. Uh I'm I'm having a tough time on on this one. And again, this goes back to what we had to do two years ago. Was it two years ago where we had to approve
what was it? A three million operating levy as well. Uh I I'm I'm a hu I I'm a I believe that uh as a school board member I should do my best to manage and
govern the let me rephrase that govern the funds that come uh that that are approved by the community. Um, I I'm not 100% aligned on approving uh the opportunity the the approving the
choice for the community to renew this. And and so that that is $17 million for 10 more years. And I may not even be on the board for 10 more years. And so I I share this now because with the June 15th coming up, uh the
conversation that we just had about high school, there is a lot of needs for our community and our schools as a whole. I mean, flexible scheduling, massive opportunity. Uh having a fourth counselor in each high school, massive opportunity. Uh you know, and then an
assistant principal for for pathways. And there might be more. And it maybe it might be too late in the game to have these conversations, but if we are giving our community members the choice because it's their money. It's not mine. And and and I'll have a choice when I get to go vote on that if this goes out
to the ballot. But uh I I am in favor of making sure that we do a good job governing money, not taking money. And I I get that this is a renewal, but this was for a renewal. when you look at the survey from Loris Morris Leatherman, the
people that are here in our community weren't here 10 years ago and and while uh and I think it was like 33% or so are are have been here less than 10 years and and they probably weren't here when they when they passed this levy. And so uh I would I would assume that those
folks would be in favor of art and band and lower class sizes in high school. uh and and I I uh I have confidence that the community would have high favorability in that but it's also their choice too. So uh and so I guess my question is are we
open is anyone open to thinking about you know uh adding more than just the 1.7 million or is it too late in the game and we don't want to do that. So I'll throw it out there. I mean, I' I'd be concerned and I because you'd have to revoke and then
add a new I mean, it'd be a new levy. So, I think we'd run I don't think we we wouldn't revoke. We just wouldn't reoke. We have to revoke. We have to revoke it. Yes. It's that's the requirement. I I I would I I hear exactly what you're saying. I think that's a future
opportunity and that we should explore what the priorities are with a future opportunity and develop that in concert with our community to get to the right place for the future. Uh a re a renewal.
This this has history going back to 2008. Um where a lot of these things were cut from a budget cut that occurred way back then. The I think the first most important thing you can do is not have to cut the budget. And if you can
get to that place, then the conversations around what what could we ask our community to support in a defined priority is a trajectory that will get I think where you want to go, sir. I mean, I get what you're saying in
principle and it's hard to disagree with, right? Um, but we also do have the legal option at least on one of these and possibly two of these if our elected officials that this, you know, our constituents elected. I mean, I think
Duckworth was actually the uh sponsored one of the or the Senate bill that allows us to renew the capital levy. So yeah, I I guess my concern is what happens to our budget if these don't get renewed, you know, and then what opportunities are we going to miss out
on, you know, for the students? And then there's also the the part of me that, you know, we being the only like government entity that has to go and ask the public for a tax increase, you know, which makes it a more challenge.
Oh, sorry, Director Cameron. Um, Dr. Thompson, I appreciate your perspective and noting that like there's many needs and there's definitely need for more money. I mean, there's no question, right? Um I think for myself, I'd be leerary of this
particular year just given what's happening with the economy. um and with these options to potentially renew both. While while I understand what you're saying that um people, you know, that people typically have had the
option to vote on these um they have voted for us, right? So, it is still we are we are representing our community by our decisions at this table on whatever issue, but in particular this one. So, I think while it's not a direct vote, I
think it's still related to to what the community would want. Yeah, I do worry too. Uh, was it Farmington last cycle that tried to revoke and and go for more? Um, and it failed and then they resulted in a number of of cuts.
So, but again, yeah, I mean, in principle, I agree with what you're saying. Any other questions for Superintendent Bowman? Well, no questions for you, but for you. Are you What's the timeline for this? Are you are you are you envisioning June
14th we're voting? Are we are you envisioning June 1st or My intent was to bring a recommendation to the board for action on June 10th because 15th we turn into a pumpkin. Okay. Y yeah. I mean,
theoretically, if they're still in session, um, and there look, it looks like there could be something, could we call a special meeting on the 14th, but technically we could vote on one already? We could. Mhm. Yeah. We're just trying to leave ourselves the opportunity, you know, the
option, but we can vote on one and wait on the other thing. Yeah. But I think if we don't vote at least to send the second one to the ballot by the 15th, then it's then it's dead. So we have to take action on both of them by the 15th.
Okay. Thank you. Thank you board. Uh 6E we're going to add or jump into the discussion on additional um committees which was requested by by uh Director Baker. So I'll turn it over
to you. Thanks. Um, I requested this to be added to the agenda um because um I've had meetings with uh various community people within the community and within our school district um just requesting
uh engagement with the board um kind of like we did last year and we had a committee that planned some of those engagements um just to make sure that the board was out in front of people. I think all of us that were at the Chamber of Commerce um event this um this past
week um there were lots of positive feedback from that. Just people having the opportunity to talk with the board to ask questions. Um it was just a it was a great opportunity for us to be out in front of the public and something different where we can have a back and forth conversation where it's not just
um public comment. Um, so my request to add this was because I wanted to ask if we could bring back the public engagement committee. Um, and if anybody would like to join me on that committee. So open for discussion on that. Director Anderson, I'll hop back
on that committee with you. All right. I think we've got two. Director Carbone. Yeah, it sounds like we've got a committee and I Let's Yeah, you had mentioned that you've heard from different groups that would like us to stop by and chat with them. Yeah. Yeah.
Um a couple different student groups that I've met with. Um I also met with uh one of our cultural liaison recently. Um and last year we had um at least the committee that there were three board members on that. It was uh director
Anderson and director Lind and myself. and we had been working with um teachers to try to bring like some type of public engage or board engagement with um teachers within our district just to hear from them and their daily experiences and just kind of have some back and forth conversation. So um I
that's those are tall asks for one board member to work on. So that's why I was hoping that we could bring back that engagement committee so that we could uh plan some of those events um and work them into our schedule because it's important. Are you willing to chair that committee?
Sure, I'll chair it. All right, Director T. Director, I was say I support that idea and know that who's ever on the committee that the rest of the board will support, you know, engagement. Obviously, you assign us what to do. Okay. All right. So, I guess it's you
and I, correct? Dr. Thompson. Yeah. Uh um Brian, I I'll nominate Director Nicholson, and he said yes. And so, uh he's here. Uh I I so I if we're going to make this into a committee, uh I
believe the ideal process would be to pass a resolution so that we've got reasonable guard rails of the intent or not intent because I don't think a resolution was passed when if we're going to establish an official schoolboard committee or if this is something that you and Carly want to just go do. I
mean, I'm not saying that we don't need a resolution. Well, let me rephrase that. What's the appropriate process to form a committee on the school board? because we did that for the policy committee. We didn't want we we elected not to pass a finance committee, uh HR committee, negotiations committee, um
and I believe the engagement committee passed or didn't pass as well. So, we just we just I don't want to hinder it, but I'm just I'm just making sure we just didn't have anything at the time where we felt um that we needed to pursue the public engagement committee at that point because we had a bunch of
new members and we had new learning to do. Um and it was would be a tall ask for new board members to start that right away. Um legally the board can start any ad hoc committee at any time without a resolution that's um you know you don't need it. Uh but I
think part of the committee work could be defining that purpose and then um identifying what our goals are for that. But again that would be based on like our goals as a board and we haven't established those yet. So I don't really feel like I could make a resolution at this time. Um so I would vote that we
just do the ad hoc because we haven't established our own goals. So it's kind of hard for us to say that each committee should have a resolution and have goals that would match our goals that we don't have. Well, and I think he means you're just trying to limit the scope and say, "Well, what what are you gonna do?" Right? So, I think public engagement might be a little easier to
define or limit. Correct. And then if we see you guys going rogue, we can cancel it. So, you won't know because you won't be there. Make sure you keep minutes. And I don't mean to push back even more so, but but if it's public engagement and you're and
you want to go speak with uh if a board member wants to speak with any constituent, they can do that and but not can you can you repeat that? So this would be public engagement for our board. So of three individuals, no, it
would be of of the board. So those have to be set up through the committee because otherwise you have a quorum of the board that would be present. though it would need to go through a committee to do that. And any individual board member can reach out to community members or um constituents of any kind
and talk to them at at any level. But then we also have to look at like um you know sometimes it's harder to reach some of those specific groups. And it's gives us at least an avenue to talk with not only teachers and students and community
members, but groups that are meeting within our district and understanding what their um their goals are because that should also drive like what we do as a board. So you're just going to be you're going to be thinking of ideas to send it would come back to the board a
nonquorum group of the board members. Yeah. Yeah. So the the process that we used last time was that we met as a committee. Um we talked with different groups, we set up or we kind of came together with an idea and every time we had like an engagement session, we would
bring it back to the board. This is a group that wants to meet with us. This is what they want to talk about. Is the board open to pursuing this? People said yes or no and then we would set up the event. So it's not like there's anything rogue going on. It all comes back
through the board. So no no no and I and I did not envision or expect anything Rook I just want to be mindful of the process where if it is going to be a board committee then just like the policy committee we have to have an open meeting law if two of the three board members are there correct so if you're
if we're going to have conversations with other constituents or other groups or whatever it may be that has to be listed and so is that the path we want to go or when we say ad hoc you're just going to meet with them and then you report when you report but we were ad hoc last time and even so we still met.
We still sent all of our meeting dates to Chem and set those up as open meeting laws so that anyone could attend that needed to. So, and that would be the same thing that we would that we would pursue with our main goal being setting up public engagement sessions for the board to interact with
the community, which which that wouldn't have to be open if there's only three of us. So the actual committee meeting would have to be open but if we then schedule events if there are events that three board members are attending that wouldn't have to be open. So okay
but it is designed for the board to attend. So I think we tried to be mindful about like Tuesday nights given that we generally meet on Tuesdays that was kind of a day maybe where we were more open as a board to do something or
otherwise it's just as people are available. Well if the full board if if four members of the board are there it's an official meeting and so someone can literally make a motion at that meeting and pass something. Well, we can all put the guard rails around what happens at these. It's also a purposeful thing
which we have history of doing where that has never occurred because the purpose of the engagement committee is to set up public engagement, not board meetings, right? Like it's not a board meeting, it's a public engagement session. It Well, and you just did it with the chamber. I know I wasn't able to attend, but the chamber was an
example, right? or I think you listed it officially on the website, but but if we're not talking if we're just going to engage and not necessarily talk about school district business, then it's not a meeting. But again, it depends event to event. So,
it just has to be open to the and how many people you have. So, yeah. Yeah, I'm in favor. I think maybe Brian should be on the board just or on the committee just to make sure that it's processed correctly. Heck, Director Nicholson sent me an email earlier this morning saying he wanted to be on
I don't think we need to vote on it, do we? Committee will adop committees. No, sounds good. Thank you. Right. So, we will follow up with Kim and make sure that we set up meetings and that those get on the calendar so that people know
when we are meeting. All right. Board reports. I have one from I have one from director Nicholson actually. Um he wanted to be he wanted me to share it because he wasn't going to be here. Uh he attended the AP Stats Olympic
event. Uh he said very cool setup and fun end of the year activity. Kids appeared to be having fun testing their hypothesis and gathering data. Uh Katie and the staff did a great job and it was fun to participate in the experiments with Principal Booty. Um and he said he hopes that the results get published
somewhere to see. So, do you want to share our You can share that one, but I was going to share a different one. Okay, go ahead. Um, speaking of engagement, um, and Superintendent Bal and I saw you there, too, but I attended Maguire's culture affair last, was it Friday? I can't, my
days are so Okay, last Friday. Um, and it was great. It was the first time they've ever done it. And I just want to give a shout out to Kathy Naida, who's a school success liaison at Meguire, who coordinated the whole thing. Um when I attended um all the students were in the
the gym having an assembly um experiencing different performances but then on the walls in the hallway were um student projects comparing and contrasting different countries from around the world um on a variety of things. There were cultural booths set up for students to engage with um and I
know a lot of our liaison um worked at the event too and so um yeah it was great to attend and a lot of energy there that day. Dr. Cameron or sorry Anderson. I'll be Amber today, too. Um I attended the East View Wax Museum. It's a third grade um
event and I love it. that I've seen uh two my kids go through it now and it's such an awesome event where basically every child chooses um someone famous, someone that inspires them and then they um develop a whole story or they research the person and
develop a story and then that's a script that they create and they dress up like the person. And so it's just such a cool event to see these kids um becoming alive as someone else and um just all the research they get to do and seeing
them kind of public speaking. So you go around and you press their button and they turn into the person and it's pretty cool event. So just cheers the East View staff. I don't know if any other elementaryaries do it. Lakeview does. Lakeview does. Sure. Cherry View does too. Okay. So it's a great event.
All right. All right, I'll share uh Amber, myself, um Superintendent Bowman, um Emily McDonald, uh Kim Booty, and there were I think Michelle Humphrey was there as well, and some other staff members all attended the DCD graduation on Friday. Um which was a really cool
event. So, I think we had four graduates. Um yeah, so just something special to kick off our graduation season. And uh yeah, anyone else? All right, Superintendent Bowman. Well, I was going to talk about almost
all of those, but I won't talk about those. The I I the one I had a lot of fun at was uh I don't know if you know this, but fifth grade every year does a track and field event over at uh one of the high schools. This year was at Lakeville North. Um I don't know what
happened, but perfect weather. I mean, it was just perfect. and to watch those kids uh run. I I stayed for all the relays. They were losing their minds in the in the stands. It was a lot of fun.
Um so that was just wanted to share that that event. Um other than that, in the interest of time, I don't I don't have anything else. And we got one more action item, I think. Did you run a relay? I I would have run,
but I probably should uh uh waited for a high school event because uh of course then I'd have smoked, but that's all right. U Mr. Homegrren, approval of the 917 LTFM plan. It's another short one really. Um
tonight we're going to ask the board to approve um the 26 LTFM levy for district 917. As you know, district 917 doesn't have any levy authority. So all their LTFM funds come through all the member
districts. We all we all levy our proportionate share and then we send it off to them to make their um their repairs for LTFM. Now, I I put this in your packet, too, so we can see it a little better. It's a little small, but there is a small change from what I
showed you a couple weeks ago. We talked about LTFM when we had the facilities group here, and we talked about district 917. In the meantime, they had another meeting. They changed their mind a little bit. Um, they have a large roof that they need to repair um coming up um in a couple years, so they want to start
putting some money aside now. instead of hitting us all with a big bill in a couple years, we'll split that out over four and five years. So, if you look right in the middle of that under um finance code 383, you see a $250,000 mark that wasn't there before. Um so,
you see the total now is at two at 421 for our pay 26 levy. And we look and we go and when we go forward you can see that our share of this levy is at 86944 with a total there of 422. Um
these these dollar amounts come from two different formulas. One is looks at our um adjusted pupil units and the other looks at our l our net tax capacity. You can see that we're very close to Bloomington. We're a little larger in size. You see our percentage in the
first column, a little higher than Bloomington, but when you get to the Nick capacity, they're a little higher. Of course, they have a lot more commercial property in their district than we um you would have close to. Um so, I asked the board um to there's a also a resolution um attached to your
packet and we need you to pass that resolution and then that's just part of getting ready for the levy that you will um certify in December. But this gets all the information to the MDE in the summer. So when September comes and we get these final numbers ready to go forward.
Any questions on that? Director Thompson. Hey, how how much is the overall roofing system replacement? 250,000. Is are we looking over five years? So it's 1.2. It might be end up be about $1.3 million. Um they don't have a hard quote because it's down the road a little bit. So that's our best
estimate at this time. Yep. And so the original I I I forgot the original estimate was was 400. the the the the original estimate was 158,000. So it it is a change um from what they had presented to me here a month ago. So 158
to 421,000. Yes. So they so they director I was going to say um director Baker I know this is probably came from one of your board meetings, correct? Is there anything to add from your perspective on that board? uh just that we're trying to um lessen
the burden for the member districts and just putting it out over several years instead of um doing it all at once, which would as Bill stated be a larger um ask. Uh I guess like the thing that you have to remember is that we're
splitting the cost with all of those districts that are that are included there. Um and we do send quite a few students to that district. um our most vulnerable population as stated um and we still have students on a waiting list
to go in there. So um the these are our students too like these are students from Lakeville that are attending that district. So um it's it's not like you know different students. So anyway, Thompson
have we historically only just offered like $250,000 a year towards LTFM? Is this the first year that we're actually seeing a 421 100 a big jump? But it's also five I'm sorry. Go ahead. Well, I say this is the first time we've had an amount larger than this. It's been more
around that 100 150 for you know a long time. And so then the next five years will more than likely be around this space because they're going to add 250 to to everything. Yeah. So we'll see the same amount going forward and that's the whole point so our levy doesn't bounce around. we'll see this, you know, 86
87,000 for the next five years from district 917. And do we have enough funding in our LTFM? Because I know that that's a separate category. It's not this is separate from our LTFM. Okay. It comes to a levy totally separate from ours. There'll be there'll be a line in Well, you'll see that when we bring the
levy forward, there'll be a line just for LTFM for district 917. And this is the number that'll be on it. Okay. I will add that the district doesn't have um many of their own buildings. like they rent space within all of the districts um to try to cut back on that
maintenance cost because then you know you have issues like this that you still have to maintain buildings. But we do have several classrooms that operate within our district that are 917 within uh for example there's one at Lakeville North High School. Um there's classrooms within other districts and other
buildings. Um they're we actually you know they operate within um DCTC college campus. They rent space there. Uh, it's Concord Alliance and I'm trying to remember the other one. I think there's one more. I'm not thinking what it is. Which one's getting the roof replacement? It's the one they own. The only building that they actually own
because that's all they can use LTFM on. Do you know which one it is? I do not. I think it's Alliance, isn't it? I think it is. I think it's Alliance. Do we approve this on an annual basis? Yes. Okay. Can I make a motion to approve?
Second. Let's uh there's a resolution at the end of the filling out packet here. So just to be more exact. Oh, good. The only thing that I'm thinking of, and again I this is already probably passed
past pass this uh those negotiations that we're paying 250 for the next five years for a roof that more than likely will last the next 20 or so. And you know, I I would assume most loans are 20 20 years and just how do you lower that? But if there's no way to make those
adjustments now, you know what I mean? And I would say from their point of view, it doesn't pay to put on a less expensive roof because then it won't last 20 years. Agreed. But but we're paying at all in five years versus a typical loan would maybe last 20 is what I'm saying. Well, yeah. And in this
case, we're living it up front. We're not taking out any debt to pay for it. Adding that we made significant staff cuts to this district already this year. I mean, they're they're funding the Yeah. the expense which in all reality will probably not be enough money to pay
for it in five years but uh well I'm sure they'll look at that on on a yearly basis needs to be adjusted a little bit they they will do that but setting aside the reserve now it's yeah setting aside now so we're not you know getting a hit of 150 instead of the 86 yeah I mean the
reality is even if we're leasing from our commercial property we're paying for these kind of expenses anyways because they factor them into the rent um all right So, I think the motion might have to be to approve the resolution attached to
the board packet if we're specific. I have Director Anderson making the motion um to pass the resolution and then Director Cameron seconding that. All right. Uh there being a first and a second uh motion to approve the
resolution attached to the board packet as drafted. Any discussion? There being none, all in favor say I. I. I. All oppose say no. All right. It is approved. Y. Thank you.
I would move to adjourn. So second. Yes. Second by Director Cameron. All in favor? Hi.