It is 6 o' to have everybody stand and join me in the pledge of allegiance. There's a flag here. There's a flag back in the corner. mission statement is as follows. Little community schools work together for each
learner to achieve academic and personal growth in a collaborative, safe and engaging environment. Now, um we like to do is we would like to honor our district retirees for this year. Um we have some
ladies here front and center. So um what I will do is I will call your name lady and then um if you could come up right up here by Mr. Johnson and while you're doing that I will call your name and then the years
of service that have our first is Brenda Bergman. She has 25 years of experience here with school. Thank you. Next we have Christine
Bro. Come on up. Christine has 37 years experience in the district. Well, thank you Christine. Next I have Kelly Conrad who have 27 and a half years of service
district. Next I have Kathy Crocker. Kathy has 31 years of service to the district. Our next retiree is not here, but uh it is Colleen Buset. She gave 22 years of service with the district. So,
thank you, Colleen. Next, we have Jennifer Hans. Jennifer 28 years of service with the district. Next, we have Christine Lochner. Christine has 26 years of
service with the district. Last, but certainly not least, is Bonnie Morad. Bonnie has six years of service at Little Falls Community Schools, 11 years of service with Midstate providing psychological service to the Little Falls Community Schools,
Lincoln and Dr. Knight. Thank you, Bon. Okay, so we'll have them squeeze together and get a picture there. And while they are doing that, um, we have one slight change on the agenda. We're just going to move, um, our student representatives report up. Um, they have
a concert tonight, so we want to make sure that they can get to their concert at 7:00. So, we're going to move them right after these ladies are done taking their picture. Okay. So, next what I would like is Molly and Ellie come up
here. You got to stand here. So, hold on a second. All right. So, Molly and Ellie, on behalf of the Little Falls Community School Board of Education and Superintendent, we extend our heartfelt thanks for your service as student representatives on the school
board. Your time, dedication, and thoughtful contributions have provided invaluable insight and perspective from the student body. We truly grateful for the commitment you've shown in representing your peers and helping shape the future of our schools. As you
graduate and pursue your college journeys, we wish you continued success, growth, and fulfillment in all that lies ahead. Your leadership and voice have made a meaningful impact, and we are confident that you will carry the same
spirit into all your future endeavors. Thank you very much. Okay, ladies. So, you're not quite done yet. Now, I'll let you go ahead and do your uh report here. All right. So, my name is Ellie. My name is Molly. And this is our
last student report. Um, this one's going to be a little different. We're going to be talking about our experiences within the Little Falls School District and how it's positively impacted us. So, the first thing we're going to talk about is just the education and learning we
received. Um, one thing about middle school and high school classes that we've been able to take is we've been able to take advanced classes and college classes, which have been super helpful. um to get learning and education based on your skill level has been super helpful because it's important that everyone is able to learn
within their ability. And then with college classes, um those are super helpful because next year in college, we won't have to pay for some of the classes we're taking. And I'll hand the mic over to Molly now. Um in general, the uh school really meets the students
where they're at. So I moved here when I was in third grade, so I kind of had a different experience before I moved here. in a very very small school um for both like kindergarten and for first and second grade and the school did the best they could but Lindberg really makes an
effort to meet kids that are um really excelling past their grade level but aren't really ready to jump to that next step of skipping a grade. So uh when I was at Lindberg I had the great opportunity for to participate in the enrichment program which was really
great. We got to do some extra reading, extra math, and things like that, which might not sound like a lot of fun, but they really helped a lot of us kids, and it's been a great addition for me. It's transferred into my high school career with um advanced classes and college classes and just all the different types
of learning. Another thing is we've had a lot of hands-on learning. So, it's kind of crazy. Those kinds of opportunities where you're trying new things and you're doing hands-on learning has truly been amazing and it's something I've also brought with me into my high school career and definitely
something I'll take with me as I end college. Got a lot of fun science-based hands-on learning here at Lindberg. try. It was really gross, but it was fun to It got everybody involved and it got us all interested in that beginning science. And then we also got to do the
egg drop, which was an exciting part. We got to see our teachers go on the roof and drop our projects that we've been working on for forever. So, it was it was a lot of fun. We got to really work with our hands with that. And it's been great. It's and being in sports has truly taught me how to set a goal for myself
and how to compete. Um there's so many benefits to being involved and I've just learned so much from being in sports from joining clubs. Um it's been really great that Little Falls offers so many different things to do because I love being involved. So to do different sports, to join different clubs, and to
see what sports and clubs do for different people have been really amazing. Getting involved, I think, has really been made the difference for Ellie and I. We've we've always kind of been on that accelerated track throughout school, but taking that extra step, getting involved in our community, getting involved with clubs within the
school has really helped us with um our social skills. We lost that year in middle school, which is kind of difficult developing that, but we had a lot of these other outlets where we could practice this kind of interaction and get us started on our careers and what we need in that outlet. It's been
it's been awesome. And the amount that our school provides for us is really great. And they encourage the students to get involved not just in the school, but in the community because we see that right back in our schools as well. And then another thing is just being able to have volunteer opportunities
through the school has been amazing. People do so much for the community. A community does not run without the people behind it. And so learning what those people do for the community has been amazing. And then being able to help with that has been fun, too. Just seeing what It's been absolutely amazing. I don't have a negative thing to say about
any of my teachers or any teachers that I haven't had but have just been a part of my a part of the school district. Um they've truly been amazing. They've come before school to help me study for tests. They've stayed after um they've trul truly been such an outlet for me as a student and they've helped me grow so
much in my learning and just um my willingness to do hard things. And so we appreciate our teachers so much. Um I don't know what I would do without them. and they're truly all amazing. Ellie and I really see a different part of it, too, because our teachers are parents and so we we've always gotten to school
really early and the teachers see us running around early in the hallways, especially when we were little. Uh we were recognized throughout the school system growing up because of our parents and they've always been super great to us. So, that's a big thank you that we want to make. Um the coaches and everything that we're in and um just the
leaders of the activities that we're in have been great. uh they've been really inspiring and really encouraging to push us to the next level and get us ready for this next step. And then everyone that works within the school district has been absolutely amazing. Um from janitors to
our guidance counselors, they've all played such a huge role in me growing up from kindergarten all the way to a 12th grader. Um they've truly helped me. They helped me learn. Um they've become my role models. And so all the staff and a big thank you to you guys too for allowing us to do this cuz this has
truly been amazing. It's definitely helped grow my confidence a lot. Um, I'm still a little afraid to public speak, but I've definitely gotten less afraid of it as I've showed up to meetings and practiced public speaking in front of everyone. And then we're just kind of going to talk about what's next for us.
So, I'm going to go to Louiswis and Clark College next year, which is in Portland, Oregon. I'm going to major in political science, minor in political economy, and probably English, and then pursue um law school after that. And then I will be going to the University
of Minnesota Duth. I'm undecided right now. I have a lot of ideas. So once I get to college, I'm sure I'll figure it out. But that's where I'm going. And I also applied to be in their honors program and got in. So I owe that all to my education and my teachers. So the school district has definitely prepared
me to go to college. And I feel very prepared to graduate and to go off. Yeah. And just thank you guys and thanks for thanks everyone for listening. Okay, next public comments. We have a list
Kelly. All right, while Kelly's bringing me that, um, I will read you our public comments policy. A Little Falls Community Schools welcomes you to the meeting of the Little Falls board of education. This portion of the agenda will be limited to a total of not more than 30 minutes. Individual speakers are
asked to limit their comments to not more than 3 minutes. The board asks that all comments be in keeping with contribute to an atmosphere of civil, courteous, thoughtful, and respectful discourse. Okay. Um, first on my list is
Jennifer Bragg. believe Jennifer, there's a microphone right up there, so yeah, you can either stand or sit. All right. Good evening, board members. My name is Jennifer Brag, and in the spirit of transparency, I am a teacher within the district. I'm here tonight to propose a program that could potentially
bring dozens of students to our district. Now, I do want to be clear that this is an idea. It's just an idea to bring students to the district. This is not an attempt to quote unquote save Dr. Knight. I am not affiliated nor do I share the concerns with that group. Bringing a Spanish immersion program to
our district starting in kindergarten through grade five. This initiative would not only enrich our students in education but also serve as a strategic tool to attract new families through our open enrollment. In my previous district, Princeton, we implemented this program in 2015. It has been a huge
success. When we started, we anticipated just one class for immersion. The overwhelming interest and open enrollment applications led the district to offer two full-time Spanish immersion classes. Parents actively seek out these kinds of programs and we have the opportunity to become the only district in our area offering one. St. Cloud and
Clear Lake are the only districts within a 50-mi radius that offers an immersion program. This program offers students the opportunity to become bilingual biliterate from an early age. One of the ultimate goals of these programs is for our students to graduate with a Minnesota bilingual platinum seal, which signifies advanced proficiency in a
second language and equates to four semesters of college credits at a Minnesota State University. One of the best parts is that the program can grow gradually. Starting with just kindergarten, we only need to hire one immersion teacher each year as the program moves up the grade levels, making staffing and budgeting more
predictable and sustainable. Furthermore, we can partner with the amenity institute to bring native sp Spanish Spanish speakaking teacher interns into the classroom. Ultimately, they help um the classroom teacher. These interns provide students with authentic language experience and cultural insights, enhancing the
effectiveness of the immersion instruction. By grade four, children in full immersion programs achieve scores that that are as good or better than those of their peers who have been learning the curriculum in English. According to Morehead public schools, students in their third and fifth grade
in their Spanish immersion program as a whole score up to 20% higher on their MCA scores than their immersion counterpart than their non-emersion counterparts. But it doesn't stop there. Students in dual language programs often show better performance in both languages, enhancing cognitive de
development, stronger English skills, and a broader world view. After five years of imp implementing this program in Morehead public schools, they had 226 students in grades K through five enrolled in a Spanish immersion program. By launching a Spanish immersion program, we can position
Little Falls as an innovative district that values global learning and long-term academic enrichment. I encourage you to consider the strategic investment in our students future. Families have more choices than ever, and if we want them to choose us, we need to offer programs that reflect their values and aspirations for their
children. In 2014, a survey was done in Minnesota about immersion programs. Astonishing 67% of those families said that um an immersion program would be a deciding factor of a district that they chose. So, uh I will be emailing
everybody more information about that because I only have three minutes. I'm long-winded, but not that good. Thank you, Jennifer. Okay, next I have Annie Krauss. Hi, my name is Annie Krauss and I am the EMLF president. I want to take some time
to thank you for the listening session that we held on April 30th. It was a fabulous turnout and many of our community members had both valid points and questions. Declining enrollment was among the many factors contributing to right sizing. But what didn't sit right
with me is how several went on to say that people are leaving the district on purpose because Littlef Falls school system is failing. We are not failing, but the state is failing us. Today, I'm going to switch hats from the union president to a parent who purposefully
open enrolled my children into this district. But first, let me give you a little background on myself. I have been teaching for over 20 years. I've taught in a smaller rural school. I have also taught much larger suburban and urban schools. I have seen how limited a
smaller school can be and I have seen how children can also get lost in the bigger school system. One of the many things I love about Littlefall Schools is that it is big enough to provide opportunity but small enough so that all students are cared for. I open enrolled
so that my children could thrive. My son, a 2018 graduate, was on an IEP. After high school, he went on into the Air Force and lived in many places all over the world and was part of Operation Allies Refuge, evacuating civilians from Afghanistan. In talking with him over the weekend, he loved what he loved most
about Little Falls is that he found his people. Something that may not have happened in a smaller school setting. A special thanks goes out to his case managers, speech pathologists, and all who helped him in his journey. My daughter, a 2023 graduate, felt that there were more opportunities here in
Little Falls in comparison to surrounding school districts. She was recognized as a Minnesota State High School League state speech finalist and a national qualifier. She was recognized by the Spotlight Education Henipin Theater Trust for her hard work in theater. She took advantage of college
in the school's courses and her passions were valued. with an internship this summer. She is scheduled to graduate from college a year early thanks to Little Falls Community Schools. There is a point beyond being a proud parent. Our schools have so much to offer all
students, especially in comparison to surrounding districts. It's not easy when a few may be in disagreement, but what I know is that our district cares about its students greatly. And please do not let a few negative opinions overshadow all the great things that are happening in this district. with ample
opportunities. We really are the right size for every one of our students when the state meets our needs. Thank you. Thank you, Annie. Okay, looks like we have one more. Uh Janelle Bullig. Good evening. My name is Janelle
Bolig and for credentiing purposes, I would like to note that I have my bachelor's degree in psychology. I have my master's degree in community psychology. I've worked in a professional role serving children and families for the past 25 years. And I served a three-year term on a school board in a neighboring district. I would
like to begin by reiterating what I started to mention at the listening session with some additional facts. Subtracting dollars from the budget to make up for a potential deficit is simple math. But this is not a simple math problem. This is a problem that is more complex involving economics and
social studies. ISD 482 is facing a supply and demand issue. The fact there is currently not a demand is the problem. Enrollment within this district continues to decline. You can try to attribute this decline to COVID or lower birth rates, but you also need to acknowledge and take into consideration
the number of students and families choosing to enroll elsewhere. The following numbers are facts obtained directly from the administration at our neighboring districts. There are 55 Little Falls District students who open enroll to Swanville. 53 Little Falls School District students open enroll to
Pillager and 140 Little Falls District students currently open enroll to Piers. These 140 students are not Randall kids. Piers alone buses $1.5 million from this district to theirs every day. Browerville and Royaltton numbers are
yet to come in and there is no way to know the number of students who who are enrolled in online programs or the families that have opted for homeschooling options. The number of families choosing to send their kids to schools outside of our district is significant and should be alarming. These are voters who will
not support district growth or additional funding through referendums. They are families that are gone and likely will not return no matter what could be offered. Our community is continuing to adapt to grade level banding, which may be a positive experience for some, but many report significant frustrations. Another board
action that will drastically impact families, such as closing Dr. Knight and adding 115 students to Lincoln and Lindberg settings, is just giving families one more reason to stray from 482. This is in no way a draw, nor will it prompt a demand to the district's student supply. There were 11 Little
Falls families that were denied enrollment at Dr. Knight last fall. These families all enrolled elsewhere. Let Dr. Knight stay open and support their enrollment. Dr. Knight has the capacity to accommodate more students and smaller class sizes and a K5 setting where siblings can attend together is a
draw for families. We are a district. We as a district need to stop looking at the facilities and finance data and start looking at what we can do to rebuild 482. The Save Dr. Knight group of parents are educated, informed, and have done their homework. Let's create a
rebuilding 482 subcommittee of sorts and get Flyer Pride to be districtwide. Once again, there are many parents and individuals from the community who are very much invested and willing to help. Thank you, Janelle. Okay, next we have the approval of the
agenda. um with obviously the one change that we move the students um student presentation forward. Um so I would be looking for a motion. I'll make a motion to approve the agenda with changes.
Okay. I have a motion by Sharon. I have a second by Dan. Any further discussion? I would like to make a motion. Oh, go ahead. I would like to make a motion to add an approval of a work session for next Monday, May
19th, to be able to go over the results from the survey. Okay. So, we have an amended agenda here to add a work session for next
Monday, the 19th. um to go over the Peter Leatherman community survey um which will take place later in this in this meeting. Are you good with that adjusted Sharon? Yes. Okay. So, we have a motion and a second. Any further
discussion? No. Oh, time we'll shoot for 7 p.m. Okay. So, 519 at 7 p.m. Okay. Any further discussion? If not, all in favor signify by saying
I. I. Oppose. Same sign. Okay. Motion carries. Uh, next I have the consent agenda, which should be in all of your packets. Is there make a motion to approve? Okay. I have a motion by Mark
to approve the consent agenda. Do I have a second? Second. A second by Was that you, Kelsey? I have a second by Kelsey. Um, anything anybody wants to see pulled or talked about? Hearing none. All in favor
signify by saying I. I. Oppos. Same sign. All right. Consent agenda is approved. Next, we have the resolution. Sharon, take it away. Whereas the following have generously offered to donate to the Little Falls Community
Schools. Therefore, be it resolved by the Little Falls Community School Board of Education to gratefully accept the following gifts. The golfers organized for Little Falls called Golf Donation of $4,000 to the Little Falls Community
Schools for both boys and girls golf program. Randall Kushy Lions Club gambling account will donate $200 to the Little Falls Community Schools. Um Dr. tonight to cover the cost of cookies for the spring
concert. Little Falls Baseball Club, a donation of $1,983.92 towards the purchase of baseball wide screens for the Little Falls Community Schools. Paula Monahan, a donation of $1,000 to the Little Falls Community
Schools. John Monahan Memorial Nursing Scholarship Fund. Craig and Tracy Swanson, donation of $500 to the Little Falls Community Schools Bill Swanson Wrestling Scholarship Fund. Craig and
Tracy Swanson, donation also of $500 to the Little Falls Community Schools to the Bill Swanson DECA Business Scholarship Fund. Diane Spilum, a donation of $600 to the Little Falls Community Schools. Jason and Diane
Spilum Education Scholarship Fund. Golfers organized for Little Falls, a donation of $500 to Little Falls Community Services Youth Golf Program. Pine Country Bank, a donation of $250 to the Little Falls Community
Schools Robotics Program. Federated Co-ops Incorporated, donation of $2,000 to the Little Falls Community Schools Federated Co-op Scholarship Fund. Flyers, Athletic Boosters, or FAB, donation of
$17,200 to the Little Falls Community Schools Gymnastic Program. Nicholas Bohan Bonan, donation of $20 to Little Falls Community Schools Markwood Mentorship Program. Paying it forward of the
initiative foundation Dwight Nelson Podium Award donation of $1,200 grant to Todd Peterson of Little Falls Community Schools band program. Craig and Cynthia Kalahar donation of
$53.50 to Little Falls Community Schools Christopher Callahar Scholarship Fund. This stands as a motion. I need a second. I'll second. Thank you. We have a a second by Doug. Uh, roll call vote. Mark, yes. Doug, yes. Dan, yes. Kelsey,
yes. Julie, yes. And myself is yes. This passes. Thank you, Sharon. Um, next we have Brent Art. Art for the FFA program presentation. Brent, take it away.
All right. We are here to kind of talk about uh our SAPE program within the AED program. This I'm Mr. Art. Megan I'm Megan Felbump and I'm Maddie Holtz. All right. So an
SAPE again uh SAPE is a supervised agricultural experience. Um what it entails is a hand hands-on studentled project based on real world agriculture experiences. Um it's designed by the students, led by the students, and I'm
just there as a supervisor to kind of see what they're doing. Um it it all kind of is based on whatever the student is going for. Uh there's a number of different SE types. Um we have foundational which is kind of just kind of getting them
students started. Uh there's placement uh is where a student is working for somebody else and they're earning money by doing that. Um there's ownership or entrepreneurship which is a where they own and operate their own business. Uh
research they're designing a research project and handing it going through with that. school-based so they working in the school using the school's equipment to do certain things and then service learning is uh a community focused egged project
um why they matter and what they do um it helps build leadership and techn technical skills um it's really having the student put their hands-on learning doing something they want to do and uh guiding them through there and figuring out all the ups and downs that might
come with whatever they're doing um enhances student resumes and scholarship opportunities. Um it aligns with workforce needs in agriculture and STEM and it helps bridge school community industrial partners as well. And then this is Maddie's scholar
or SE presentation. Uh so my SAE is show pigs or just swine. Um, I started my SAE in 2019, but officially I started last summer. Um, so in 2019, I kept back two
of my show pigs to breed and try and start a little business of my own. Um, and then my first time, that last picture I forgot to talk about, um, that was my outcome of my first ever
pig I tried to breed. Normally a pig will have about 10 to 12 piglets, but she only ended up having one, so I got kind of unlucky there. And then after that, um, I bought a bread s and she
ended up having 12 piglets. So I I got lucky out of that one. Um, so a couple things I do with my pigs is um I show them around the state uh in the middle one and the right hand one. That's me
showing my uh pharaohed pigs. I don't know. I I pharaohed them and I showed them. That's all I can explain. And then the one on the left is um a Herford S who had piglets on the ground instead of in the
crate. So got kind of slow there. Um the next picture is uh the next slide. So, um, in the year 2024, I sell sold about 50 show pigs for
$250, which does come out to $12,500, but um, I currently have about $300 in my bank account because, um, raising pigs is expensive. So, um, a couple things I do around the barn
is, uh, give iron shots. I clip their teeth and their tails and then I earn notch them. So, um, clipping their teeth doesn't hurt them any. You do it when they're young enough so they don't feel anything. And it just ensures the safety
of the other piglets and u the mom so they don't bite. And then an ear notch is kind of like their name. It's kind of how you identify a pig. And then their iron is just to help them get a little boost of iron, I guess.
Um, so my main goals when I started my SAPE was to have um show pigs for other kids to be able to afford instead of having to go to a sales barn. Um, I personally buy my own pigs so I have all the options for any other kids. Um, but
some shows and sales I go to, a pig will start at $3,000. So kids around here can't really afford $3,000 worth of pigs for just one. So, I decided to lower the price a little bit and let kids have the
opportunity. Um, along with our uh SAPE, we have um the alumni scholarships. So, we go through an interview process to get $500 to anything that would support our SAPE. And um I got the scholarship
for $500. And I'm planning on buying some barn cameras for my fairing season and my cving season. Um, along with my swine SAE, I also have some cattle. Um, I've been showing cattle since 2018, but I just started
raising them a couple years ago. Um, April in 2024, I had my first um, heer have her first calf and it was actually at state convention, so I missed it. Um there is a program through uh
Minnesota Beef Expo and it's the beef program where you get to apply to win a heer and you get to show her throughout the year and learn about that breed specifically. Um and I made this slideshow way back in November. So it
says I'm planning on going to Denver in January, but I already went there. So we um in that bottom picture is a do the picture of me with my calf and the donors. So I work with them to um know what to breed her to, know how to feed
her, and how to take care of her properly. And then my goals for um the cows, I don't really have a main goal. I just really want to keep growing my herd and selling the bull calves, which I have one currently, but I think I'm
gonna show them at the fair this year. I think that should be it. So, this is my presentation. Um, my first one is my registered show cattle herd. I currently own five of my own cattle, three registered South Devon cattle, and two
South Devon calves that were born this spring. I started my SAPE back in 2022 when my parents bought me my first Southde Devon heer. I plan to continue my SAE past high school. Um, I have continued to monitor and keep records of all my herd through the AET app, which
is what the picture is. Um, and I've just uh spent time in the app keeping track of my time doing chores. um any stuff I do with my calves, so vaccinating, tagging, and then also any shows I've attend
attended. Um it started back when my parents bought me my first bread heer, which is a pregnant cow, um back in 2022. She caved and had a heer calf, and I then applied for the Maybet program just like Maddie did. Um and was awarded another registered South Devon. My cows,
Jade and Joe, both caved in mid-March and had bull calves. I have one heer left left to cal in mid June and hoping for a heer calf. I'm excited to grow my herd even more with the help of my adviser, parents, alumni and supporters and also our district. Last year I also
applied for the alumni um scholarship. Um it's just to help start our SAE and I was awarded the scholarship and I purchased a new Sullivan supply fitting shoot to making to make working with my cattle safer. And that's just a picture of it. These are just some pictures. Um, I
was actually awarded the grand champion heer at the Minnesota Beef Expo with my donor heer. Um, so those are both pictures of her. Just some more pictures. More pictures. Um, this was actually when we got to go out to Denver, Colorado. Um, that was a super
cool experience for me and Maddie. And we also went along with Joey Hampler. He's another kid in the district. more pictures. Um, these are my calves this spring. Um, they're super cute. And then I also have a sheep
sae. I have a flock of 23 U's and lambs. And I started my sheep project when I was 12. A herd veterinarian for the dairy cows raised his own sheep and one of his u had three lambs. He offered me a bottle lamb and I took that offer up pretty quick. My passion for raising
sheep has grown over the years and I officially started my SAPE my freshman year. My youth's all started lamming in February of this year and some lambded in March. I had a very profitable year and had 15 lambs born. I plan to sell all my weather lambs and then also sell
two of my females to Mr. AR, our egg teacher. The rest of my f the rest of my lambs will be kept in either shown or added into my production herd. My flock consists of three three-year-old youth's that have produced six plus lambs for me already. five one-year-old lambs and 15 U's u
lambs and weathers that were born in February and March. Um so the top picture that's me showing at the county fair and then just some pictures of my lambs and my you's um the picture on the left is my use
when they got moved into the I kind of overtook my grandpa's calf barn. Um, yeah, but that's where they lamb in the winter, so the lambs can all stay nice and warm. And then, yeah, just more pictures of them. Uh, these are some of my lambs from this year. Um, I had my first ever
natural colored lamb, which is a black lamb. It was kind of rare for me because all my sheep are white. Um, so that was kind of cool. Um, the middle lamb is actually one that I think Mr. Art plans on buying, so that's pretty special to me. and then also just one of my bottle lamps.
So, some of the other projects that we have uh currently in the chapter, um Everett Rudolph has got a corn production, so he's raising 12 acres of corn. Emma Butterface has uh dairy cattle. Uh Brooklyn Holtz has beef and dairy production. Chance Anz has goats
and is doing beekeeping this year. Uh Ryland Harkl is working for a uh horse. Ecoin is horse, so she's working for a horse person. And then Addison Rutstone is doing a dairy placement. Um, one of the things with
the AET is uh it it's basically like an accounting software that we're still working on because it's I'm not an accountant by any stretch of the imagination. Uh, but it helps uh see kind of what the students are doing and what their um where their money's going
and uh what's happening. And so we've got about 500 hours logged over the previous year. Um about $30,000 in students um inventory on hand. And then a list of the we can I can pull up list of vendors that um our students are
using throughout uh the year and so forth. So that just kind of showing what we're doing and how what they're the kids are up to. Um so um the big thing is it's uh to
with an egg program and an SAPE it allows uh me as an egg teacher to go out and see the students. So that's really what I do in the summer a lot of times is uh have uh site visits kind of see what they're doing if they need any help. Um we've got uh the alumni group
helps with like mentorship of students kind of figuring out what works best uh how they can help with any of those types of things. uh besides also running the high tunnel uh the greenhouse and the crop plot and uh it's basically
helps with recordkeeping and career goals is the big key thing that help students do and that's yeah same kind of thing like I said uh like I said a is our record book it's a online computer program it allows the students to put
all their information in and it also will if they go on to take get uh different degrees and other applications that goes into there and it'll uh produce um applications for them to uh get their like state degree, American
degree, scholarships and all those other types of things too. And that's it. It's awesome. Can I just uh Maddie and Megan, that was exceptional. Do you want to talk just for a second about the success you had
at the FFA convention? So, me and Maddie um this year we were part of the egg sales team through FFA. Um we had two other team members, Steven Schilling and Joey Hampler, and we um went to our competition in the region and we placed first. So that meant that
we got to move on to the state competition. And at the state competition, we actually placed fourth overall. So that was really exciting for us. We got to walk up on the big stage. And yeah, that's great. So any other questions for
Megan or Maddie or Mr. Art? I'm assuming you ladies plan on continuing this as your careers. Okay. a lot of work not to, right? Well, thank you very much for that. Greatly appreciate it. Thank you guys.
Nice job. Okay, next on our agenda looks like uh community services that you Oh, you're already up there. Sorry. Was looking that way. All right. Take it away when you're ready, ladies. All right. I'm Kayla
Gruber. I'm Sarah Rustad. And we're going to provide you guys with a quick update um of all the things community services and what is coming forward with community services as well. Um I'll let Sarah start with adult. So, one of our big goals this
past year and moving forward is to really expand our adults with disabilities programming. Um we have kind of run things always as it has been in the past. Um, I think mostly because in our roles being starting within the
last 5 years here, it's kind of tough with all the programming that we do to kind of do an overhaul of everything at once. So, this one has been late in coming, but we have kind of a new crew and some old faces as well. Oh, wait. Is
that better? Sorry. I'm generally really loud, so I didn't want to overdo it. Um, so one of the things that we have going on is a series of communitywide dances that have been put on in the past and
those are continuing and they are growing. Our last dance hit the highest number that we've ever had at a community adults with disabilities dance. We had 150 people sign up for it and we actually probably would have been a closer to 175 but we had to cut it off
because there you know we cater it and and we had to say no at some point. So that was very exciting. Um we do offer monthly during the school year monthly activities for adults with disabilities.
It is a program that is offered for 16 and up, ages 16 and up. and it has been just wildly popular. Some of the photographs up on the screen, the upper right hand corner is um Missy Call, Cara
Schilling, Christina Vanhov, um Jojo, Amy Amber, and then a parent of one of the attendees to the dances who helps out. The photo on the right is one of the ongoing activities during the school
year. They did a patriotic craft day. They made flags, wooden flags, and there's usually a board game day or night thrown in at some point. And that is um in the lower left hand corner there with one of our older
participants. He's 62, 64, I think. So, we really get a wide age range. Um, one of the things that we found is that the more people in the community that you invite and make these these events inclusive, the stronger it gets, the
bigger it gets. It's it's been going really well. We have partnered a little bit with EI to get some of their employees involved in some of the activities. It's just it's going really well. As always, as I always say, if you have any ideas for activities, if you
have anything that someone would like to participate in, especially in this programming, um, please share it with us. We would love to expand it more. Um, next I'll talk a little bit about our school age childcare collaboration with Kidstop. Um Sarah and
I have been working really close with the directors of Kidstop to make the transition from school year to summer go really really smooth. Um I just checked in this morning and um we are at 140 kids registered which is great. Um I
wasn't expecting that high of a number but thinking about the time of the year it's usually about this or maybe a little bit more but thinking about it is a new program. Um there are there were some unknowns for some families and it's new families that we have enrolled as
well. So um to have 140 kids registered for kids stop that's a really big highlight. Um one thing that we get questioned a lot about and so I just think it's good to share is transportation to community services events or activities um will happen through kids. Um and so that's just one
of those things. It's a highlight for our programs um to be part of the kids program. We can get them to their swimming lessons. we can get them to baseball, whatever that is on the complex. Um, yeah, and Sarah and I like to say that we have some 10:00 ideas and we
call those our really big ideas and we'll text each other and say we'll talk about this tomorrow, but we do actually have some ideas on how to possibly get some transportation for activities that are off the complex. And so we're working on that right now as well.
So, if any of you were users of our services in the past and then through this last year here, you knew that we started a new software. It's called AUX. And it is a bit of a change. We think it's a great change. Um, and we hope that that went smoothly for everybody.
But some of the things that they do for us is they give us a lot of information back. and some of the things that we found out about our first year with this software and these are things that we never paid attention to in the past because we didn't have the data. But
just in this last one year, 12 months, we have um received over 8,000 payments into our system for a variety of things. And as you know, we cover child care, preschool, ECF, adults with disabilities, youth programming, adults
programming, just I mean just about everything, driver's ed, you you name it, we might do a little bit of it, but 8,000 payments, and that doesn't include um things that were cash and check and everything else. So, we really we do a
lot of things. We process a lot of of programming. Um, with our school readiness, which is preschool, and our school age child care program, there were 298 families served with a total of 395 students within those programs. Um,
ECFE, which is kind of our birth to five programming. Um, this is a really exciting number because I don't think we had any idea where we could go with ECF and starting some new programming. We had
6,471 enrollments. Now, that would include things like our regularly occurring ECF classes, like you attend um mother and child or a dad and child with um a regularly occurring class. But
it also includes things like a Santa evening event or a summer program with one of our teachers like Angela Hodc. She goes out to the parks and provides supplies and programming for birth to five families during the summertime
throughout all months. So that was a really exciting number and something that we hope will grow as well. um our courses courses is like any class that we offer outside of of the regular school day. So in the last year we
offered 78 courses and 132 of them reached the max number of participants that you could have. So if a coach tells us I can have 50 kids in my class, that's the total I could have. 132 of our classes reached that max number. um
and facilities. And this is so there were over 17,000 hours of space to use for programs and activities. And that just to note is only the hours that we scheduled. So if there's like a principal at a school that's like, "Hey,
we always have this event or program on this night of the year." And they don't schedule it, that's not even included. So that 17,48 hours of scheduled time that equates to I did the math today. It's
like 47 hours a day. So we schedule a lot of space and and manage the conflicts and all the things happening in all of our school buildings throughout the entire district. It's pretty
impressive. All right, back to child care. Um my time the last couple months has been spent at Little Flyers Childare. Um here I'm just sharing some pictures of really some cool highlights. Um we have a little guy reading some
books. Uh we opened a new preschool classroom because our enrollment was um we reached our max enrollment for one of our classes. So we've separated that now. Um you can see it where it says Easter. That's our infant group with um Easter buddy ears and they celebrated
that. Um, and then this really cool picture down in the corner where it says tree study. Um, that is one of our preschool teachers and she we are just diving into one of our curriculums and the curriculum that she um the topic is trees and um just anything about trees.
And so they were on their way back from the kitty barnyard and she stopped at every big group of trees and talked about how big the trees were and how and the kids were so fascinated. I had to snap a picture so I remembered it myself because it was a really good learning experience and just to see those
preschoolers at child care walking in a line. There's a lot of great things happening um at Little Flyers. Um here's our Little Flyers staff. I wanted to highlight them tonight just because again this is it's going really really well. We have our
infant staff, our toddler staff, and our preschool staff. Um right now we have 64 enrolled children. On a daily average we have nine infants, 18 toddlers and 19 preschoolers. I know over the next month we will be increasing that because of summertime and we have more um kids
planning to come consistently. Um, one thing that I wanted to share as well is I have been able to give some tours of other school districts that have come in that are interested in this this model. Yeah. And so Jana and I um have partnered in a a couple
different times and then I went with Mr. Johnson as well um to share some highlights and they walked through the space and they were able to ask questions that we all asked not too long ago about how does this operate and um I will say their feedback was so rewarding
after seeing this up and running from you know building and now it's actually in action um it has been really a great great experience and I love to show it off because it is such a great space and those people make it great as
well. Um, I'll just talk quickly about our ECF. I know Sarah shared that um, you know, the numbers of our ECF enrollments, but we just wrapped up our spring 2025 ECF. Um, all of our classes except for one. So, we offered 1, two,
three, four, five, six, seven classes over the spring, all but one filled. Um, and that one still had um, enough in it. Yeah. Um, this summer, I'm really excited. Um, Angela and Miss
Amanda, yep. Are going to be offering some summer ECF classes. Bring a grand friend to ECF, ECF out andAbout, Little Bookworms, Little Picassos, Music and Movement Mania, Nature Explorers, and Play and Learn. So again, those were not even on the books four years ago when we
had started. And so being able to offer these to really birth to age seven is what we offer here. Um, and then Sarah and I found this quote today. Um, I like to highlight that whether you're near or far, our doors are open to you. Everyone is welcome to join our classes. So, this is not a district-only thing. If you
have friends coming from California and they want to do one of our classes, we can, um, make that happen. So, our goals for the upcoming year, um, take a nap, get my toenails done, uh, have a
beverage, and no, really, we have looked at, you know, we were looking at our adults with disabilities programming over this past year, and I think we hit some good highlights with that, and we'll continue to grow that. We are wanting to focus more on the senior
community and I don't mean the graduators, I mean like 55 and hopefully alive and up. Um, so we have a class that recently started at the senior center which was phenomenal because we
haven't really had good luck kind of cracking that nut and now we're in there. So we hope to offer some additional programming there. I think they're enjoying it. Um, we had a real interesting one come in and it's a guy who does Amtrak education, you know,
travel by train, um, things like that. There's some really unique things out there. So, again, if you have some ideas, let us know. We always do have a um, a variety of adult programming, crafts like um, stained glass. We have
some really, really good educators and people who are passionate about things in our community. um as well as some fitness classes and other things. So, we'd really like to focus some more on some of those adult offering. Kids
offerings tend to fall into place. There's always someone who's passionate to do something for their own child, but when you get past a certain age, it's a little tougher. it's a little tougher to find those interests that really peak
people and um get people to show up and get people to share their passions with others. So, that's one thing that we're going after. And then we have found like overall the reason that our programming is expanding is because we are doing community outreach. We go to chamber
meetings, we go to city meetings, sometimes we go to townships and town hall meetings. um that has dropped off a little bit with the advent of opening a child care center and getting really busy. Um but we're going to plan on making more of that happen over the next
year and then just providing some really good quality communitywide activities. Last year we did the touch to truck event for the first time. We had 226 families who registered. We think about 300 people showed up. First time event.
It was pretty crazy. We are offering that again this year. It's June 7th for everybody in the room. June 7th at the high school in the parking lot. Um, and we have some expanded offerings with that. So, that's exciting. And then we did a home expo this year and it seemed
to be pretty popular. So, we're looking at different communitywide events. And that's not again just for our district. We want everyone in Morrison County. We don't care if the whole state shows up. I mean, if that happened, scary. But um
that's really our goal is to expand offerings for everybody who wants to come. Any questions for us? The question I had was on the daycare, but you provided it how many spots we
have and and just we have a 100 total spots. Okay. Okay. Yeah. for yes there is definitely a waiting list for that infant age as we know that is the biggest um need and so
I have 12 enrolled that's as many as we can have but I do have a waiting list for sure for our infants and I would say our next our next opening um will be April of 2026 and that's if a family does not say that they're I'm try we've
been trying to keep families together so siblings if a family were to come to they would go to that list or on that list. All right, any other questions? Good job. Ah, nice job. Well done. Okay, next I have um character
strong. I have the elementary principles. Are they all or just? Yes, all three elementary principles are coming forward to help. board members in our efforts to have high quality what we call tier
one instruction for all students across literacy and reading, math, and mental health and wellness support, our elementary principles. And this hasn't been a one-year discussion. that's been going on for a a few years to try to
come up with a program to enhance that teaching for all students about um social emotional learning. And you'll notice in the presentation, and I know the principles really want to talk, so I won't spend a lot of time, but this program helps us under
strategic plan priority number three, wellness and mental health, meet those needs of students, so that they can we can create a culture of belonging, respect, and acceptance, and making sure that all students feel welcome. Again, it's that tier one
support and multi-tered systems of support that we have and that supports our core values from the strategic plan with respect, responsibility, accountability, integrity, and academic and personal growth. Why is it important to have
these for students? It improves emotional regulation, increased social skills, stronger mental health, reduced bullying and violence, builds confidence, promotes conflict resolution skills, decreases behavior referrals and stress management skills are enhanced.
It sets the stage for increased academic su success if students have these areas in check. What is character strong? It is a curriculum, an evidence-based multi-tered solution to support whole child
success. Right now, it's being implemented at the middle school. Staff are provided curricula and training to improve behavior, increase safety, and support mental health. And the focus of Character Strong is to provide our students engaging lessons 35 to 50
minutes a week by their classroom teacher. Schools that have implemented Character Strong have decreased overall behavior referrals to the office or principal by 31%. And it promotes traits like kindness, respect, responsibility,
gratitude, empathy, perseverance, honesty, cooperation, courage, creativity, and a kindness closure. You can see like any new program there is a professional development component as well as a cost. It's an electronic based
program for us each year. And I'll turn it over to our principles. Any comments, thoughts. If you support this, your staff support this. Um I'm Leoski. I'm the principal at Dr. Knight. Um in previous districts
that I've worked in, um Character Strong was implemented tier one. Um, and the benefits that we're seeing by having common language across all classrooms and administrators with kiddos as to what they're are expected to do. Um,
giving those kids the skills at that level to be able to handle problems on their own with their peers, um, navigate their emotions with more clarity, um, not so much impulse. And teaching them those traits, um, really does benefit
the whole child. Um, so I've seen a lot of benefit with this program. I would just add to that. U Chris Tobis, principal at Lincoln Elementary. Um, I did survey my staff um on the idea of this because I wanted to get their feedback. Uh, it was an overwhelming
support of an implementation of Character Strong at the elementary level and at the preschool level. Um, what most teachers are saying to me is that if we can't have self-regulated students in the classroom, the academics
won't come and they won't follow. And when you live it each and every day and you see the needs that our students have both academically and emotionally, they all tie together. And so this is a program that we would like to implement across our elementary schools and our
preschool program. It's a 40-week program. There's a lesson each week. It can be done in a 45 minute chunk, but it can also be broken down into multiple days a week for less time. At the elementary level, we do what's called
morning meeting. So that would be kind of how we would start our day. We also can incorporate it into some morning announcements throughout the course of the week, reminders, our flyer pride celebrations, all different types of things related to that.
I'll just like to add that, you know, this also fits into our MTSS model. Um, you heard Superintendent Johnson say that it is a tier one uh system of supports, but this character strong also has a component for tier 2. So, those kids that um are still struggling a
little bit, there's um curriculum and pieces and lessons that we can utilize to educate and work with those students as well as a small group. Board members, this is a presentation for you. I know that we'd be act asking your action in the new business portion
of the meeting to approve this. The teaching and learning board committee had an opportunity to hear presentation from our three principles about a month or so ago. And were Leah, were you going to say something else? I was just going to say that the way that this program is laid out is so user
friendly for our classroom teachers to just log on to their character strong and click on whatever week they're in interactive videos um hands-on things um group small group role play um just very um meaningful and intentional lessons
for our teachers already made for them to give to their students. Any questions? Yes, I have some. I'm not on that teaching and learning committee. So, is this the program that Mr. Swenson brought to the middle school? So, we're
already paying for this curriculum. So, is this additional cost that we're going to see for the district if we approve this? Correct. I love that we're bringing this to preschool and just going all the way up. That's a really good idea. Thanks for
that. Is this would you consider this just a stronger program than the flyer pride program? A lot of the keywords you used all say fly what we saying flyer pride. So you you flyer pride is prevalent throughout our district and has been
with our district I think 14 or 15 years now. And that's a a prek through grade 12 um common common language common theme but character strong will enhance it. It ties in very well um if you look at the traits that this promotes. It tr ties in
very well um to our flyer pride and what uh we teach in the areas of let's say you know what's flyer pride look like in the classroom what does it look like in the hallways. This will only enhance it and take it a step further but it's and again it's also prek through grade eight. Now
thank you. I have another question. Um, this also states that it's going to support mental health. Is this also a program that will help our students with personal safety or is that something else
entirely? Do you know where I'm going with that? We've we've had some email requests about personal safety in the classrooms. Okay. So, maybe not. I guess I don't know.
Um, okay. You know what I'm talking about? Yeah. And I think what you're alluding to this this is a the tier one, meaning every it's a curriculum for everybody just like the reading curriculum is for everybody. And then if you have students
that struggle with behaviors or mental health and wellness, they would fall into a tier two and receive a specialized support or tier three. Any other questions? Yeah, I do have one. Um, on the topic of bullying in
school, you hear a lot about it. Uh, what's the um um looking for a word? What do you cover? What how do you cover that in schools? Can you give me just a quick idea of how that's addressed in your uh
program? Sure. So, I think it's important that kids understand what bullying is and what it looks like. I think it's very quick for kids to say, "Oh, I'm getting bullied with one incident." So, identifying what bullying is is
targeting someone inferior multiple times over and over again. And then this program would be teaching kids to be self- advocates and um get adults involved, conflict resolution, how to manage that in the
moment. Um how not to act impulsively when feeling disregulated and how to use those skills uh to work on work out problems with whatever conflict they're having. Thank you. You're welcome.
Okay. Any other questions? All right. Thank you very much. Appreciate it. All right. Our last presentation is uh Peter Leatherman. See Peter made it. Um he is going to present the um community survey results that was taken
um I guess over the month of April essentially. Um, I will remind people that this is not an open discussion. This is just Peter's presentation to the board. So, take it away when you're ready, Peter. Super. It's a pleasure to be with you.
Does that sound talk test? Really close. Okay. All right. Let's It's a pleasure to be here with you this evening to go over the results. Just to review with everybody what we undertook for the district. We spoke with 500 randomly selected residents
across the community. Um, a 500 sample is projectable to plus or minus 4 and a.5% in 95 out of 100 cases. The size of the sample determines the margin of error, not the percent of the population. So 500 in the school
district, 500 in the county, 500 in the state is always going to be plus or minus 4 1.5%. Average interview time was 12 minutes. non-response rate was five and a half percent. Uh the telephone interviews were conducted between April
18th and April 30th. Um and it is important. I'm going to talk a little bit in a few slides on the economic situation of the household. That has been the driving force for successful or unsuccessful school district referendums over the last two years. Putting up some
demographics. Uh first off, oh just say that cell phone only households were 54% landlineon only households they still exist are 13% and then both landline and cell phone households were the remaining 33%. And going through the demographics
then the first set and the reason for demographics is twofold. First off we want to look to at updated census information uh to validate the sample against that to see if we're in the margin of error. But then also we can look at differences between households with children versus households with
seniors, homeowners versus renters, those sorts of things. So the first item looks at how long has the resident lived in the school district. You have equal numbers of what I call newbies under 20 10 years at 29% and settlers over 31
years or over 30 years at 31%. The typical resident has been in the district for about 17 years. 14% have a preschooler or an infant. 24% have a child attending the Little Falls School District. And then 72% are empty
nesters. Now empty nesters does not imply an age. It's lack of presence of a child. So a 23-year-old in the sample, if they say they don't have a child, they're an empty neester for the purpose of classification. So basically your
core constituency is less than 30% of who you interact with on a daily basis. 24% indicated they were renters. I divided the self um obsessed home value under 200,000 over 200,000 42% and
32%. If we continue with the demographics I mention the financial situation of the household. this survey being taken after April 2nd, which was the discussion on tariffs and the market started to go up and down. Of course,
today we're up a thousand points, so who knows where it's going to go. Um, and we expected in district after district to see a trend if it was starting to creep back up. Um, yours is now the ninth school district I've run since April 2nd, and we don't see an increase. It's
been pretty consistent in the first part of 2025 with 45% of people indicating they're financially stressed. Now, that number has come down. The high we have is the first quarter of 23 when we got
to 60% financially stressed. Um, so it's come down to 45%. It's moving in the right direction. But still, as a cautionary tote uh note, uh we had before the pandemic, it was about 26% financially stressed. So, we're still
about 20 points higher. And how that plays out in funding requests from school districts and we see it over all over the state. Last year, 41% of school districts were successful. It was driven more by the economic situation of the household more so than anything else.
Because what that does is the higher the financially stressed number, it creates more people that would support something. They simply can't afford to support something. You can see the division uh on geography with the city of Little Falls, the rest of the district, Little Falls Township, and
Randall area. The last set of demographics uh we look at the age of the respondent. 22% are 18 to 34 year olds. Well, 32% are over the age of 65. So, the typical resident in the district
is approximately 52 years old. And then women outnumbered men by six points in the sample. All right. So, what does the survey say? In looking at the first set of questions, we're looking at the atmospherics in the district. And we do
this, you know, over do doing this over 30 years, it's critical to understand because atmospherics play into reasons for support or opposition. So, first off, how do folks rate the overall quality of education in the school district? 75% rate it favorably, 24%
rate it unfavorably. You're right at the norm of what we're seeing in 20 24 and 25. Um, this has dropped across the state. Before the pandemic, the norm was about 90%. And the excellent rating was about 20%. Um, and so we're down now
into the mid70s with an excellent rating of about 10%. So you're right at the norm, following the trends. This is this is the concern. We've moved from the spec specific concerns of the pandemic, virtual versus inperson, and all of
those topics to a concern overarching on the quality of education in Minnesota. If we go to the next side, two open-endeds, what do they like most? They can tell us anything and we collapse them into categories. First
off, good teachers at 31%. And then I like to collapse a couple categories. The variety of programs and the broad curriculum. So you have 32% that are reacting to what is being taught in the classroom. And
then the good academics and excellent academics at 13%. You have a clear the districts typically fall into three buckets on this. Who's teaching, what they're teaching, and the quality of the teaching. Your folks prioritize the
programs and curriculum and the teachers. Th those top two the overall quality of what they like most is lower down on the list. Those two are the dominant responses. Now, if we ask what they like most, we always follow up with
what's the most serious issue facing the school district. Like every school district in Minnesota right now, the number one issue is lack of funding. And we see it growing again. I think it's as we get closer to the state legislature not
doing anything again. Um, and it growing awareness that the funding issues are not going to be fixed at the state. Uh so 26% is about what we see over the last uh 2 months followed by poor spending at 14%. Closing schools at 11,
lack of discipline is typically about 10% in a school district and on high taxes you're about half of what we typically see as a topof-the-mind response. We'll talk about taxes specifically in a few slides, but as an intense response that it's the most
serious issue facing the district. It's not at the level that we see elsewhere. Now, I mentioned the concern on the quality of education across the state of Minnesota. This question posts ask folks, do you think about the
quality compared to four years ago? Not to before the pandemic. That's an apples to oranges comparison. But since the pandemic moving forward, if there are concerns, do they think things are at least moving in the right direction? You have a pretty clear uh uh large group
saying it's getting better as opposed to worse. 41% better, 7% worse. So a 6:1 ratio that people at least view the momentum moving in the right direction on the quality of education.
How does the district do on meeting the learning needs of all students? Most, only some, or very few. The all categories drop from the pandemic. It's typically right now in the low 40s. So, you're right around that range. We follow up with those that say most,
only, some are, very few. So, the 54% in that category, and ask, is there a type of student whose learning needs are not being met? Uh you can see at a rate in the upper left hand part of the chart uh 30% say
struggling, 28% say average and 22% point to special education. Those are the clear themes and areas of concern that we see across the state. This this has evolved. When I started doing this in the '9s, it would be overwhelmingly people saying not enough for gifted and
talented. It shifted now that the concern is there's enough being done for that. It's the average to the struggling student is the focus of concern across the state of Minnesota. Some specific perceptions. Does the district over the
past few years spent taxpayers money effectively and efficiently? 74% agree with that statement. The norm on that right now is about 60%. Do they see a good value for their investment? That's a little bit on the low side. That's typically about 85%.
Part of it's driven by property taxes, which we'll see in a bit, which goes into the equation of value. Have you spent past funds responsibly? 61, excuse me, to 33. Do they trust you to do what's right for children?
6925. Do you only ask for a property tax increase as a last resort? 63%. Are they satisfied with decisionmaking? 67 to 30. Do you do a good job of involving the community?
69%. On all of these factors of trust, involvement, decisionmaking. You're right at what we see the the statewide norms being. Now, the bottom question is the first question that starts talking about a potential funding increase. The question is, the schools are a good
investment and I would support a property tax increase to protect that investment. The key on the question is the no. Because as the question's posed, it doesn't ask about an operating levy or a bond referendum. It doesn't ask
about $5 a month or $5 a year. That is your core opposition in the school district. And the 38% is on the high side. Uh we typically don't want that to go over 33%. because what happens the higher that
goes it shows there's less of a willingness for a discussion about the specifics of what the plan is. So it is a cautionary note moving forward in planning at the outset that 38% fall in that
category class sizes. This one we ask folks to react to specific numbers because what's reasonable to one is not reasonable to another. As somebody who graduated from Blaine High School in 1990 with 1,200
kids in my class and 40 to 45 kids in a class, 25 is not too high. If somebody grew up in a town where it was 18, it's too high. It really is. So, it's important that they have numbers and we
tell them specifically on the elementary uh class size last year, the average was 22. 53% said that's about the right amount. 41% said it should be lower. You actually had 6% that said it should be
higher. It's a relative number to their experience. On the middle school, they were told in the core subjects of math and English, it's 26 students. 42% said high, 56% said about right. And for the high school, the core subject areas of
math and English, it was 25 students. 28% said too high or should be lower with 68% about the right amount. You don't have a majority in any category saying it should be lower. If there is a focus area where people would like to
look at the numbers, it would be the elementary school and the middle school, not so much at the high school level at this point in time. Job performance ratings. Once again, I mean, for this whole survey, I can say you're at the
norm. You literally at the the school board, the norm right now is 58 to 40. the superintendent and administration, it's a 2:1 ratio, right at the norm. Your teachers though are very well regarded. Uh 89% favorable. Um teachers
have taken the hit over the course of the pandemic. Often times with nothing that's happened in your school district, but you have teachers in Minneapolis going on strike, that impacts people's opinions. So the norm on teachers now has dropped to 80%. that 89% is a very
strong endorsement of teachers in the school district. An overall assessment of financial management then um once again the the statewide norm is 52%. You're at 51% with 48% only fair or poor. There's
not a lot of intensity on this. You can see uh 3% excellent 6% poor. Um, so it's kind of a middling response typically of what we see. Is the district adequately funded? Nobody in the state of Minnesota
knows. Um, this is a pretty common theme. Uh, we have 46% in your district say yes, 50% say no. Um, this this goes up and down. It depends on the political headwinds. To give you an example, back in 21 when Governor Walls came out and
did his victory lap and talked about the largest increase in funding in the history of Minnesota, by the fall of that year, we had 75% of people saying their district was adequately funded. Well, the governor said so. In 23, he came out, but it people's
reality didn't match up to the political spiel. um because they heard about additional funding, but they see district after district making budget cuts and they don't know what to think anymore about the adequacy of funding. You fall right in line with every single
other district in the state on this question. Where you are different is on property taxes. It's a concern, but it is not a concern like we see elsewhere.
you have 44% in the high category, 49% in the average. You actually have 2% that said low. Um, and so the threshold we look at is 50% in the high category if it's a hostile tax climate. I now I
just I came from Brainer to here doing my tour of Northern Minnesota today. Brainer was at 49%. you, Brainard, Austin, and ACG are the only districts I have under 50% in the last year and a half. Um, it there's a
property tax explosion over the last two years. Um, what happened back in 22, people got their property tax assessment. They saw their property value was up 20% and they were thrilled. And only about 5% of people realized
what that was going to do to their property tax statement. And so November 15th came and it was like somebody flipped a light switch on and it happened again this year. The high I have right now is a school district in the metro area at 77% in the high
category. Um so it it is it's a tax sensitive. It's not the factor though that the economy is uh in this district. Uh but it is still a concern. Now, we told folks that, let me get the exact verbiage. Over the past few years,
the Little Falls School District has cut $3 million from its operating budget. First off, are residents aware? No. Only 41% said they were aware of the budget cuts, primarily parents.
following up with the yes. So only the yes then were asked do you think that had a negative impact on the quality of education? Half said yes, half said no. So at this point in time you only have
about one in five people in the district that are aware of the cuts and think it has negatively impacted the quality of education. They're not aware of the problem at this point in time. Do the buildings and facilities meet the
needs of educating today's children? Yes. It's a soft yes. 86% say yes. 10% said no. So any discussion on facilities improvements, it's not about fixing things that are broken. That would be
considered gaslighting the community. Their reality is it does it but it doesn't do it as a strong yes in meeting the needs. And the key to think back to what they value it's curriculum and programming and tying. And so how do you
move in these improvements from yes to strong yes tying it into what they value with curriculum and programs. Now, this will probably amaze everybody in the room, but are they following the discussions about the facilities? Half
are, half aren't. 47% are following either very or somewhat closely. 54% not to or not at all. If you look at the very closely, it's 8% following it. And and this is pretty typical. You will
never have 100% of people following. Um if you call an election the day before the election, you will have 30 to 35% of people that aren't even aware that there's a vote the next day. Um so it is an engagement piece. Um and to discuss
it because it helps go further. Keep in mind only 41% are aware of cuts. 47% are following these discussions. Now, in asking people, even if they're not aware, to see where they are and
give the if they give the district the benefit of the uh doubt, do they think the district has done a good job of involving the community? 69 do they believe the district will? 69% say yes. Do they think you will come up with a
plan that benefits students and staff? 68% said yes. Do they think you'll come up with a p plan that's fair to taxpayers? This is always the one that it goes down because what's fair to you might not be fair to me and you have taxes I in the in the mix, but still 56%
uh say that they believe the district will come up with a plan that's fair to taxpayers. We asked about flexible learning spaces and we had a little paragraph describing and we asked folks do they
think the classroom design is important to student learning. 75% said it was either very or somewhat important. They understand the link. Where the disconnect is is Little Falls Public Schools currently provides
sufficient spaces. 589% said yes they do. Part of this, keep in mind your demographics. You have almost 70% of folks that are empty nesters. You have a large section of the
population that hasn't been in a school district since you had chalkboards and we used to clean erasers. It's that long. They don't know what a modern classroom is. Um the example I I give on this is a few years ago Eden Prairie was very successful. They had very similar
results on this where people saw the importance of the design but they thought the district provided sufficient spaces. So they set up a model classroom in the district office and they brought the community in and invited them in to
see what education looks like uh 40 or 50 years postgraduation. uh and it had a very important impact in making people realize uh how it's different than it used to be, what a whiteboard was as opposed to a
chalkboard and all of those sorts of factors. So, if they heard the district was going to ask for a property tax increase, are they against all, for all, or are they persuadable? Well, we have 55% of people
that have made up their minds with no information. This is what we see everywhere. This is the current state we're in. In the 90 in 1994 when I started it, the persuadables would be 80%. People would say, I don't know, you haven't told me anything because I haven't said operating levy or bond
referendum. Um, but this is the current state with people making up their minds automatically. I'm either for it or against it. You come out at the outset 1% behind. 28% are against all, 27% are for all. But the key will be how the
persuadable split depending on the package. We did our let's make a deal question and would they support what dollar amount would they support a property tax increase for? Well, 33% said nothing. Uh we always want that to
be under 35%. We had 22% at $5 a month, 24% at $10 a month, and 16% at 15 or more. So, at the outset, the typical resident is at about eight bucks a month of those willing to accept a property
tax increase. You take off the nothings because they're not going to support anything. What are those willing to accept a property tax increase? What's their amount? It's about $100 a month. Now, is that number set in stone? It's not set in stone. It depends on the
components of the package. It can go up. I've had districts go two to three times the amount, but because what they're asking is so highly supported, it has passed. I've had districts go under the amount, and because it was opposed, they
included things that people opposed, it failed. It that's why it matters so much what's included. And so the issue that we first tested because the basis of the bond referendum is about the closing of the schools and then the
remodeling. And so we first asked folks, we told them the Little Falls School District is considering closing Dr. Knight Elementary School in Randall and the middle school in Little Falls and renovating the current 9th through 12th grade high school to a 7th to 12th
grade secondary school. Do they support or oppose the closing of Dr. Knight Elementary School? 44% support, 51% oppose. On the intensity, it's 3 to
3:1 oppose to strong support. on the closing of the middle school and renovating the high school, it's 51% support to 48% opposed. Uh, a little bit more even split on the strong support versus strong oppose. But at the end of
the day, the the foundation of the bond referendum question divides the community. School closings always divide the community. Always have. Um, Bloomington still has residents that vote against them for closing
Bloomington Lincoln High School in the 70s. It has long-term impacts in a community. Um, so the community's divided on the closing of both of these items. Now, we told folks after we found
out what their position was, the school district would save $800,000 per year if the decision was made to close one school and about 1.5 million per year if two schools were closed. Does that make you more likely or less likely to
support or does it make no difference? Well, 36% said it made them much more or somewhat more likely. The key on that number though is it's all those that already support. It doesn't change anybody's
minds. It just reinforces the decision for supporting the closure. So, it's operating in the echo chamber of of support right now on this one. Um, for the most part, if you think back and part of it's being driven by they're not
aware of the problem. this is a solution for a problem they're not aware of at this point in time. So the economic argument 41% are aware of budget cuts. You have 60% that aren't aware of the budget cuts right now. So there's not
the concern in the community on the distress of the operating budget right now. So we went through a list of six components and asked folks would they support or oppose a property tax increase for each of these components. Well, two components have high
support. Building improvements and repairs and improvements to the building infrastructure, 67 and 66%. But then because the plan is dictated on the closing of the schools, that's where the division happens. The
modernizing classrooms 5544. The seventh and eighth grade classrooms uh remodeling 54 to 44. Renovation of the commons 4948. and construction of a gym 48.50. Um, regardless I I'll say this on
the gym, regardless of the closing of schools or not, the gym's always going to be at the bottom of the list and it's always going to be a 50/50 proposition in this current environment. Uh, I have a few clients this year that is have tested a
gym for a bond referendum. It can't pass if the gym's included. Um, people are at the point right now of prioritizing have to haves, not nice to haves. And sorry to athletics, it that's a nice to have at this point in time. We're right where
we are with public opinion on this going back to 2008 2009 and the recession of the time. So, when we pull it all together and we ask folks about a bond referendum and we told them on a
$225,000 home it would be $14 a month and on a $300,000 home it would be $19 a month. So, it's about double that $100 a month level. Not surprisingly, it divides basically right on the decision
of closing the schools or not closing the schools. 52% support, 47% oppose. Strong opposition outweighs strong support by three uh three times. What's the reason for their position on the bond
referendum? Education. Education's important at 25%. Uh it's needed at 10%. Children in the district at 9 reasonable cost at 8.
What's the reason for opposing it? 15% talk about poor spending. 9% uh no children. 8% taxes are too high. The cost is too high. Need more information. Don't close the schools. And not needed. At this point in time,
when referendums are successful, it's because need is the number one response. That's what drives support uh is they see the need of of the proposal moving forward and that's just what's not in the mix because the community divides on
this. One area the community does not divide on is the 4-day school week. And I've asked this now in about a half dozen districts over the past year. And you're you're not unusual. Um I mean it
is a big change in how people the educational enterprise uh 30% support 61% opposed. Strong opposition to strong support is 4 to one at this point in time. We asked folks about the
partnership on the child care center with the city of Little Falls and did they support or oppose this partnership. Um it was strong support. It's soft support, excuse me. Uh 77% support, only
19% oppose. So, it is an endorsement of the partnership. And then finally, where are folks getting their information? Newsletter and mailings at 18%. The grapevine is alive and lush
just like it is everywhere in Minnesota uh right now. Uh and the local newspaper is very strong uh in comparison especially you know there are many school districts now that the local newspapers have disappeared um that 18% is very strong then the district website
email social media teachers and staff radio and cable television how do people prefer to receive information if we look at this just I always tell clients look at this print versus electronic do they want to hold something in their hand or do they want
to push a button? 34% newsletter, the local newspaper at 19%, 53% a majority want to hold something in their hands. They want the information sent to them. That's the best way to overcome gaps in
communication and raise awareness. What about the poll version? email, district website, social media, school websites, it's 40%. The problem with that is when a district relies on those
sorts of information sources, it requires the user to go out and seek the information. And a 55year-old without a kid is not going to scroll through the website looking for news. It comes through the mail. That's the way to get
it. It comes through the newspaper. And then finally, do they get a lot, some, not too much, or none at all information from these sources? And here you can see the power of the grapevine. First off, the local newspaper has the
most impact at 28% with a total reach of 51%. But the informal discussions with friends and neighbors, 25% impact, 58% reach. then the district website, social media, children and district employees.
Um, I would suggest part part of the issue with communication is the district. It it's not the go-to source of information for residents. It's the local newspaper and it's informal discussions. Typically in school districts, it's either a
newsletter, it's the website, it's those or mailings uh that is the primary source of information where folks are getting and it helps bridge the gap. It raises awareness so you don't have a lot of residents unaware of the issues
facing the school district. I think to sum it up, if I look at the atmospherics, there's nothing of major concern. You're at the norm. You have
the similar concerns we see across the state of Minnesota. You do not have the elevated property tax hostility that we see. So, it's not a reflexive I'm against a property tax increase. You have a similar amount of economic insecurity
that we see just under half the folks saying that they're impacted with their economic insecurity. Um, so the referendum would not fail or succeed based on those factors that have impacted other school districts. It
really comes down to the issue of closing the schools. And at this point in time, it appears to be a solution to a problem that the community is not aware of at this point. So I'd be happy to answer any questions. So my question, Peter, first of all,
thank you very much for interpreting that and and presenting that for us. Um, so my question is it at least if I read it right and I understood you right that there isn't necessarily support for
a property tax but yet we or or I think 44% were unsure persuadable is what it was I think um but yet they're not aware of
the the problem. So my question would be our job obviously we didn't do a good enough job making making sure that they were aware of the of the budget situation or the problem coming. But that being said, we know that's coming
and it's coming fairly soon. So it would what this is telling me is that if we ran a referendum it wouldn't it chances are it wouldn't pass unless we really made people aware of the problem. Is
that fair? It would it it it would not pass. That is correct. Um and the the the question is the solution is the solution the closing of
the schools in the minds of residents. Is the solution to ask for operating funds to keep the schools open and let the community decide on that? Um because at this point in time there's just limited they they don't know what the
problem is they're trying to fix. I mean, typically it comes down when you talk about closing schools historically, there's two reasons. There's not enough money to operate them or the buildings are in such disrepair that it's too costly to make the investment in those
buildings. So, the community, I think, at this point, isn't aware of which of those problems is trying to be solved. I'm next. Um, I'm looking at the page um that has like the principal source of
information in your experience that word of mouth. Is that about as high as you would normally see? And do we have to be concerned about that? Because gossip mill can go real fast and it can be the wrong information.
That's always the problem with word of mouth, especially in today's age. Uh, you know, there's there's my version, your version, and somewhere in the middle is the truth. Um, for that on word of
mouth, you're unique. and and and why I say unique is because typically I see higher levels of word of mouth when the local newspaper has disappeared or doesn't cover the district like the southwest metro area of the school
district of the met the twin cities the the Chanhassen villager the Chaska Herald the Prior Lake American it's not that they don't cover the school district they closed they're gone so what we've seen in those districts
is the traditional grapevine is always young parents um revolving around early childhood revive revolving around youth sports. When the local newspaper disappears, it's old guys who used to
read the newspaper, it disappeared. We're not going to go to the website. We're not going to go to social media. And so there are actually a few school districts in the metro area that the number one source of information right now is the grapevine, but that's because the local newspaper has imploded. You
don't have that. You actually have a strong local newspaper at the same point in time. And so I think it really is a district communication because you you saw it on that list of where they're getting it. It's a local newspaper. informal discussions, stronger, more
robust and long-term intentional communication is critical. I mean, any sort of I mean, when you're talking about a bond referendum or an operating levy, you need a runway. You you you identify the problem
that you're trying to solve. You bring the community together to come up with the solution um to fix the problem that they agree on. But oftentimes that can take 12, 18 months in order to do it. Um, so I really think, you know, that's
why I I say you're unusual simply because you have the power of the local newspaper still here. It really is an anomaly. I think my biggest concern is I hear so much from the public the time factor. They weren't aware of it. this popped
down to them and now they think we're going to close the school next month or the month after and it's making them angry and the gossip mill or the the stories of a word
of mouth is not the correct information on it and so where we fail I felt was we haven't done a good job promoting ourselves and getting the information out there about what we can
do and other options and the community of the Dr. Knight they've been working very hard for 2 three months trying to get get the word out but we have a lot of people like you said and I'm one of them the older people that we just don't
pay close enough attention to the day-to-day actions that are going on it it it really is a critical it's foundational for any sort of any sort of funding request from a district, there are three factors that
impact district success. When you you first you look at what the package is, how much it costs, obviously those are going to be the factors, but in those battery atmospheric questions, there are three keys. If a resident says the
district had the past couple years has spent taxpayers money effectively and efficiently, they do a good job of involving the community and they trust the district to do what's right. If you get three yeses from a person on that
question, 90% of the time they will support a funding request. That's the foundational piece for it. It builds that that trust. And so I think the the critical piece in looking at the data is
you need to make folks aware of the budget cuts first. You've already done. What's what are the cuts in the future? You're going to have a pretty good foil because the people I talked to
in St. Paul, it's 50/50 whether they'll close the state down July 1st. they're not going to come in with the solution for education funding this year. Um, and and to set the parameters and keep in mind when you talk about what the state
provides, you have to make it what it means for the little fall school district. Okay? People hear, you know, they run around and talk about 4% and 2% or, you know, 600 billion or whatever.
Okay, that's all well and good. Those are ethereal numbers. what does it mean for my school district? How does it impact it? And start that foundational piece because I mean education funding, like I said, 31 years, I still have no idea how education funding works. I I
mean, it is rocket science, but you have to have residents have a basic understanding. And so, it really is critical to grab control and share the information that's leading to these discussions. that will start building up the trust and the in you know that those
key factors of spending money effectively involving the community and trusting the decision-making. So to build on that a little bit, we know we know we have a problem coming with our budget and you know
whether and obviously the survey says that people don't know that we have a problem but we know it's coming regardless based on what our projections are and what we've tried to show in the last probably four or five or six months, however long we've been since
November. So my question or I guess my concern is that we're trying to I guess be proactive to that because we know that if we don't do something we
know and I I'll just say the ship is sinking so to speak. We know that we are going to be in statuary operating debt. So, we know that is coming. But if we don't do something, if we do do something now, what we're hearing is, well, we shouldn't do it or we're
doing it too fast. And but then if we run a referendum, it's going to fail and now we're going to be probably in a worse spot because we're going to have to say close Dr. night anyway and we're
going to be that much further down the down the road at least is how I'm seeing what you're telling me. Yeah, I I know. I think at at the end of the day just so I could understand clearly the the bond
referendum proposal is based upon saving operational funds. Correct? So, I think that being said, instead of the bond referendum, we did not test it in the survey. But what I believe makes the
most sense on this question right now is have the community decide on an operating levy. And the operating levy would be to provide the funds to maintain keeping the schools open,
maintaining class sizes, maintaining programming, all all of those sorts of things. Um that probably then you don't have the division of the you know the board closes or the board doesn't close.
um and and having a solution, you know, like I said, seeking a problem. Um you know, it really if the community then the community owns the decision at the end of the day, um they will decide. It'll be very clear. It has to be an
out, you know, you need to vote. Yes. And the district can't do it. The district can just say here's the information, here's the tax impact, vote. That's all you can say. The
community has to do the vote yes if they want to get it passed uh for those purposes. To me then then you you've had the discussion with the community. The community's decided. If the community gives you the operating funds, the the
problem is solved at at this point over the course of the campaign. Um so I to me that's that that's where I would start as a recommendation. Will I guarantee the operating levy will succeed? I I can't. I, you know, at this point in time, we didn't test the
question. I know it won't be as polarizing as the bond referendum to close the schools. I mean, absolutely. You know, the the thing is with closing schools, the example I
use years ago, um, is the AIO school district. Um, ASIO is basically Brooklyn Park and Maple Grove, two big communities, about 50/50. The board came out and said, "If the operating levy
fails, we're closing a school in Brooklyn Park." Okay. Every parent in Maple Grove skipped to the polls to vote no because they know their school wasn't going to be closed and then they didn't have to have a property tax increase. Okay? So
you have a parochial nature to this uh that comes into play. Um but this is you are not a suburban community and I think a community discussion a holistic view of the school district on what's best
what they value and then it's to the district residents to decide on the question and then if it fails then you have a discussion about potentially a bond referendum to solve the buildings to expand and consolidate.
I I mean that but we did not ask the question in that way. In hindsight, I wish we would have and and I appreciate that and and I think that can relate a little bit to here too because we're talking about Dr. Knight which is in Randall which is 10 miles away whereas
in Little Falls here and stuff. I mean, I have gotten emails in support of closing and as this has said, and are we going to run into that same deal that okay, we're going to run a bond referendum um to keep the schools open? Well, are
Little Falls residents going to skip to the polls and say, "Yeah, I'm going to I'm voting no for that one, you know, because now I'm not going to have a property tax increase." So, kind of some of the same thing. It's It's hard for me knowing what's coming and not being
proactive to address it. Yeah. Uh this is not an open discussion, ma'am. Yeah. I I mean I I I And I'm not trying to put you on the spot, Peter. No, no, no. No. I I No. I appreciate that. And I
think you know the the first thing that has to happen obviously it's starting to raise awareness of the discussion of the problem but even 2 to 3 weeks ago it was still
limited in understanding what the problem was. Um, and so to build on that and I think, you know, I it might be different than the
suburban. You know, Maple Grove still doesn't care what Brooklyn Park does and Brooklyn Park doesn't care what Maple Grove does. Um, so you do have the sense of community here. And if there's something in it too because, you know, it would be disruptive for the whole
system. You know, it's it's not just Randall, those that attend the Randall area schools in that community would it be disruptive to it would disrupt kids, too. I mean, if you're doing a bond referendum and remodeling a 912 high school, that doesn't happen over a
summer. So, that's going to impact kids, too. So, um I I just the bond referendum at this point I would advise strongly against um to move forward at this point. That's
not to say that it but you really need to lay foundational work here. Any other questions for Peter? Thank you. Thank you very much. Appreciate it. Okay, next site. Greg, we jump into your
superintendent report. I'd like to acknowledge our students of character from the high school that were recognized a few weeks ago at Madden's Resort through a banquet sponsored by Sourcewell. Seniors Carrie
Gerwing and Julia Irwin were recognized along with uh quite a few other students across the region. Uh last week we had our activities banquet which was well attended and fun to see the number of students recognized for their accomplishment and work over the past
four years. Uh last week, week before, I had the opportunity to attend a trap team practice, which is really exciting to see the momentum and number of students participating in our trap team. Last week was the day of carrying on Wednesday, and kudos to the high
school and their staff, uh Mr. Borgi and Mrs. Abbott for their organization of really an amazing community event for our entire Little Falls School District. And then last week we had the opportunity to recognize educators of
excellence at a banquet in Brainard. And we had the opportunity to say thank you to Elizabeth Overbertton, Steph Hunner, Kelly Kilinowski, Elise Subnooki, Mara Roberts, Lin Gu, Whitney Tuni, Jenny Hansen, Carrie Schilling, Jackie Yorick,
Mary Bartlett, Dreman, and Sandy Rudick. on behalf of Little Falls schools. Coming up this week, we have scholarship night on Wednesday, CEC graduation on Thursday. Hard to believe, but the high school graduation a week from
Friday. Kelsey and I had the opportunity to sit together with the education foundation team last week and look at the grants that were submitted. 18 I believe 19 grants and maybe
$15,000 advocate allocated to Little Falls uh area district teachers. That's all I have. Thank you. All right. Next, we have new business. Um first item is the approval
of the character strong K through5 program which we just got the presentation on. Um, I guess I would be looking for a motion. I'll make a motion to accept character strong. I have a motion by Sharon. Do I have a second?
A second by Kelsey. All right, we have a motion and a second. Any further discussion hearing? None. All in favor signify by saying I. I. I. Oppos? Same sign. All right. Motion
carries. Sharon looks like another couple resolutions here. Whereas the following teachers, Autumn Fosters, social studies teacher, is a probationary teacher in Independent School District 482. Be it resolved by the school board
of independent district 482 that pursuant to the Minnesota statute 122A. four, subdivision 5, and the district master agreement. The teaching contract of said teacher listed above, a
probationary teacher in our district, shall be non-renewed at the end of the 2425 school year. This is effective June 30th, 2025. Be it further resolved that written notice be sent to said teacher
regarding the non-renew renewal of the teachers teaching contract. This stands as a motion. I need a second. Second. Okay, we have a motion and a second. It is a roll call vote. Um, Julie, yes.
Kelsey, yes. Dan, yes. Doug, yes. Mark, yes. And myself, yes. That one passes. Our next resolution is resolution relating to the non-renewal of the middle school
administrative contract. Whereas school board of independent school district 482, Little Falls Community Schools has reviewed the administrative contract of Daniel Fiser, who is currently serving as the principal of the middle school. And
whereas the school board has the statuary authority to determine whether to renew or non-renew administrative contracts in accordance with Minnesota statutes and district policies. And whereas the school board has determined that the administrative contract of
Daniel Fiser shall not be renewed for the 2526 school year due to organizational consideration and evolving needs of the district. Now therefore be it resolved by the school district of 482 Little Falls Community
Schools that the administrative contract of Daniel Fiser shall not be renewed for the 2526 school year. Written notice of this non-renewal shall be provided to Mr. Fiser in accordance with Minnesota statutes and applicable district
policies where it be it further resolved that this action taken by the board solely on the best interest of the school district and the educational mission. Uh this stands as a motion. I need a second. Second. Okay, we have a
second by Mark. Um roll call vote. Mark, yes. Doug, yes. Dan, yes. Kelsey, yes. And Julie, yes. And myself is yes. That also passes. Okay. Thank you, Sharon. Um, next I have
a motion to resend non-renewal of Shannon Larson, a probationary teacher that was approved on April 12th, 2025 board meeting. And I believe, Greg, that was due to a union. Correct. Shannon is a continuing contract teacher and should
not have been placed on uh probationary leave. So, we're asking the board to vote to resend that motion from last month. So, do I have a motion to resend? I have a motion by Dan. Do I have a second? Second. I have a second by Mark.
Any further discussion? Hearing none. All in favor signify by saying I. I. Oppose. same side. Motion carries. Okay, Sharon, some more resolutions. That's our night. Um
resolution reducing and discontinuing educational programs and positions. Whereas the school board of independent school district 42 adopted a resolution on January 6, 2025 directing the administration to
make recommendations regarding the reduction and or discontinuence of programs and positions. And whereas said recommendations have been received and considered by the board of education, be it resolved by the board of education of independent school district 482 as
follows. That the following programs and positions or portions thereof be discontinued. This one is a point to um position for the muse, excuse me, business education teacher. This stands as a motion. I need a second. Second.
Okay, we have a motion and a second by Doug. Roll call vote again. Uh Julie, yes. Kelsey, yes. Dan, yes. Doug, yes. Mark, yes. And myself is yes also. That one also passes. Now we have a long one to
everybody get comfortable. Okay. Whereas the school dis the school board of independent school district 482 adopted a resolution proposing the placement of Christristen Monson on
unrequested leave of absence on April 14th 2025 on the grounds of financial limitations discontinuation of position namely a point 2 arts teacher and a8 special ed teacher whereas said written
notice of the propos proposed placement on unrequested leave of absence was received by Christine Mson by email on April 15th and by also postal mail on April 16th. And whereas said written
notice of the proposed placement on unrequested leave of absence contained a statement setting forth the reasons for the proposed placement as well as a statement that Christine Mson was entitled to a hearing before the school board, provided they made a request in
writing within 14 days of receipt of said notice and that if no hearing was requested within the said 14 days period, it constituted acquisition uh by Christine Mson to the school board's proposed action. And whereas no
written receipt or request for a hearing was received by the school board or the superintendent from Kristen Mson as of April 30th, 2025. And whereas said failure to make a written request for a hearing written by
the 14 days after receipt of notice of proposed placement on unrequested leave of absence um constitutes acquisition got the word wrong by Christine Mson um to said placement on
unrequested leave of absent. Be it hereby resolved by the school board of independent school district 482 that Christine Mson be and hereby is replaced on unrequested leave of absence as a teacher of Independent School District
number 482 on the grounds of financial limitations and discontinuation of position namely a point 2 art teacher and a 8 special education teacher at the end of 2024 2025 school year. This will
be effective June 30th, 2025 in accordance with the district master agreement and pursuant to the Minnesota statute 122A.4 subdivision 10 without pay or fringe benefits. We had further resol
further resolved that a notice of placement on unrequested leave together with a copy of this resolution be forwarded to said teacher personally and that an affidavit of said of same to be placed in the teacher's personnel file
together with a copy of the notice and resolution. This will stand as a motion. I need a second. I'll second. Okay, we have a motion and a second by Doug. Um Kelsey, yes. Dan, yes. Julie, yes. Mark,
yes. Doug, yes. And myself is yes. This also passes. Thank you. Okay. Next, I have the approval of the dissolution of a cooperative sponsorship for girls swimming and diving between Little Falls High School, Pillager High
School, Staples High School, and Royaltton High School. And it looks like it's just going to be kind of tweaked by the next by the next motion here. Correct. So I would look for a motion for approval of that dissolution. So moved.
Okay. I have a motion by Sharon, a second by Dan. Any further discussion? Hearing none. All in favor signify by saying I. I oppose. Same side. Motion carries. Okay. Okay. Now, in the same breath, an approval of the
application for a cooperative sponsorship for girls swimming and diving between Little Falls, Pillager, and Royaltton. Looking for a motion. Motion by Dan. Do I have a second? Second. I have a second by Mark.
Any further discussion? Hearing none. All in favor signify by saying I. I. Oppos. Same sign. Motion carries. Looks like I have a thank you here. Um,
our next item is a list of thank yous for everybody who donated to the day of caring. Um, I don't know. Should I read through that or No. Okay, fair enough. Okay. So, said
no. All right. So those of you who donated, thank you very much to the day of caring. Okay. Yeah, go to the website or the signs around town. So all right, we have uh old or unfinished business. We have the second reading of the f of the
wellness policy. Um anybody have anything to add to that policy committee? No. Make a motion to approve. I don't think it's an an action item. It's a second read. Yeah, it's the second read.
Mark. Okay. Hearing none, we'll move on to the um approval for the bid of school food. Mark, that is an action item. So, um Okay. All right. So, attach Chris, you
want to add anything on this or it's pretty self-explanatory. It really is nothing. Okay. Okay. Okay. So, I would be um looking for a motion to approve the bid for school food. Also move. All right. I have a motion by Sharon. I have
a second. A second by Dan. Any further discussion? Hearing none. All in favor signify by saying I. Oppose. Same sign. Motion carries. The next action item is a move
um to approve the bid for the school milk products. So again along the same lines, do I have a motion? A motion by Dan. Do I have a second? Second. A second by Mark. Any further discussion? Just to clarify, can we the name of the
milk company, Chris? And then the food. So the the food was we received two quot two bids from uh two qualified vendors. The successful vendor was performance
food service. Um the milk products we received three bids. The successful uh bidder was Stony Creek Crearyy. And then the the third one there that you're going to review, we received two bids for bread products and
the successful bidder there was also Performance Food Service. Thank you, Chris. Okay, so I'm looking for a motion. Do we have for the school milk products? Yes, have that. Okay. Okay. A
motion by Kelsey, a second, a second by Dan. Any further discussion? Hearing none. All in favor signify by saying I. I. Oppose. Same sign. All right. Last one here. The move
to approve the the bid for school bread products. Looking for a motion. Motion by Kelsey. Do I have a second? A second by Mark. Any further
discussion? Hearing none. All in favor signify by saying I. I. Oppose. Same sign. Motion carries. All right. Um kind of last item here is report from board members. Um Julie, you want to start us?
Okay. Anything I say isn't meant to offend anyone, so don't take it that way. It's just words that I needed to express. Thank you all for being here. Thank you all who have contacted us and attended the listening session. It's great to have the feedback. I would just like to
clarify and state a few things. First, the pledge of allegiance policy. I voted to update the policy to have the pledge said every day in every classroom. Uh just because I voted to do this doesn't mean I didn't listen to what was said. It means the opposite. Actually, I heard what the students were saying like it means nothing. I don't know why they say
it. It will lose meaning if said daily. I was disappointed in those responses from the students. It said every day in our elementary schools, how did it lose its meaning from fifth to sixth grade? It's 15 seconds a day. To start your day, reflect on why you are standing there in a classroom able to be there to
learn freely. Giving that 15 seconds of respect is important and my main reason for voting to change the policy. There is a lack of respect, knowledge, and disregard of the meaning of our flag and to be free. Saying it every day is not going to make it lose its meaning. It's your chance to stop and reflect and
start the day as a free American who didn't have to give their life to protect or serve the country, but to experience life freely. This is your chance to take 15 seconds out of your day to show respect to those men and women who gave themselves to give us our freedom. I did spend some time at Dr. Knight in the past couple of years. It
is a great school. No one is doubting that. Mr. Johnson and I sat down with the teachers and staff about two years ago. Uh most of those staff aren't there anymore, but regardless, they were told Dr. Knight is not ever really in the positive. There are not enough children to compensate the expenses. This was
before anything with the banding or zip codes were ever put into place. That's important that people are aware of this. The additional nurse time and full-time principal position was asked for and wanted by the staff at Dr. Knight. Mr. Johnson listened, made those things happen for them. This was not a strategy
for anything but providing what was needed. The safety of our students and staff is of the utmost importance. There is 10 miles from the emergency response to Randall. That's a lot of minutes for waiting for help. Solutions from some of the Randall community has been to decrease nurse time and leadership.
That's completely going against what is important and wanted just a year or so ago for our students and our staff. Especially when you want more kids going there. How is that not a concern? There's no way I would support more students going there without these positions in place. We've been hearing we need to cut salaries and staff. How
can you say to just do that when you don't know the duties and hours of these positions? You need firsthand knowledge of these positions. That's not a call I would make. The supervisors of these positions make those calls. Walk in those people's shoes that you so boldly call to cut. How would you feel if your people were saying that about you?
Because you want to keep Dr. Knight open. Cut the teachers. Cut the salaries. Cut the business office. Cut admin. As long as we don't close Dr. Knight, cut all of these things in our buildings in Little Falls so we can keep that building open in Randall. That's unfair to the district as a whole. Those
statements are incredibly negative and hurtful. There are three people in this room who are invaluable assets to our district. Mr. Deal, the extraordinary amount of time he spends on this district alone is humbling. His expertise, creativity, tireless leadership, and solution-based thought process is not something you'll find in
just anyone. We are incredibly lucky and fortunate to have him. I can't let myself think of where we would be and all the things we would not have if he wasn't here. He has helped accomplish so many things. We can't put a price on that. Chris Muik, our current business manager of just under three years. We
got lucky, so incredibly lucky that he wanted to come to our district. He was put in a position with not much information or help figuring things out. He has done amazing work on our finances. In all my years, the last two have been the clearest. His complete understanding and knowledge he has
brought to our district and budget is incredible. He is thorough, thoughtful, and aware of what our needs are and what we can afford or what needs to be done when we can't afford it. And it's all black and white. We are incredibly fortunate to have him. Mr. Johnson joined our
district just short of three years ago. The amount of chaos he signed up for was unimaginable. He takes it all in stride with flyer pride. He is from here. He wanted to be here. I don't want to think about where we'd be had he not chosen to be here. Our district was in trouble. I don't think any of us knew just how
much. He came with a plan. He quickly put those things in motion from day one. Strategic planning was very important and he involved the community. Knew we needed a plan to get us rightsized. He is sticking to this plan slowly but surely or too quickly for some they
feel. But there's a need for his pace. There's been bumps along the way. He adjusts and continues the course. Our district needed this leader more than anything. He is getting us where we need to be. He works closely with our business office, Mr. Deal, and building leaders to make sure we are on task on the right path to success. Success for
the whole district, most importantly, our students. We are so fortunate to have these three leaders in and working tirelessly for our district. The criticism of them is hurtful and uncalled for. It is obvious those that are making these statements don't fully understand all that they do. I have 100%
confidence in them and the positivity they bring to our district. We need them. Uh, transparency has been something that is bothering me and that I keep hearing about. So, I need more information on what is not transparent. Um, nobody's
hiding anything. So, I will need more on that. Uh, one more thing, we are in a difficult situation. My thoughts for you all are we board members are taxpaying voters in this district just like you. We were voted in to make decisions. We do our best to keep our emotions in
check and try to be fair to make the best choices for the whole district. Us showing some emotion shows how much we care and how much we're willing to do for our district. I ask that you all give us some grace as well. If we aren't doing or acting as professional as we should, it's not easier to take constant ridicule. We all need to try to keep our
emotions in check and try to get through this together and show our children how to work together and respect each other without insults and negativity. We have heard and listened to a lot of information. Some of the feedback has been great, some is hurtful, some is true, and some is false. I hope those
that are choosing to be negative and criticize our leaders and us board can someday put themselves in our position. I'm told by some people that this is a thankless job. I am not needing or asking to be thanked. I am happy to see our kids grow and learn and be successful humans. That's all I would
ever need. Our current leaders, they are going to make sure that happens and keeps happening. threatening or stating you will send your kids to other districts. That does not sit well with me. If you really care about this district, you will see and understand that your child may have to go to a different building to learn,
possibly with many more kids in the building. The positive of this to me, they are meeting more lifelong friends, creating a bond with the teachers as they would anywhere, and having the opportunity to choose a different teacher or fellow students if they happen to not be working out. That's not an option at Dr. night or other one
section school buildings. Removing them from their friends and teachers completely to go to a different district because you think it's best could actually be hurtful. Our children need consistency and positive reinforcements. We need to be mindful of their feelings and not project your feelings as parents onto them. There's enough unknowns and
fears in this world. Kids don't need that added stress. The presentation we heard about Character Strong and the fact May is mental health awareness month only solidifies my statement. Our teachers are amazing. That's obvious from the survey results and those that were just recognized for their excellence, but they need more help than
ever. Children are needing more and more coping and life skills than ever. Character Strong will help our teachers help the children and will in turn create less behavior issues and better learning. That's our responsibility to help make this happen for success of the district. To finish, thank you teachers
for a great year for our students. Thank you to all the staff in all our buildings and making our district to be successful. Thank you Mr. Johnson, Mr. Deal, and Mr. Muic and our leaders. We will get to where we need to be if we stay the course with positivity and open minds and with flyer pride. I am a true
believer in flyer pride. It's how everyone should live. I touched on all of these things tonight. Uh flyer pride is build a positive learning environment by providing clear consistent system of expected behaviors for the entire district. Respect, responsibility,
positive attitude and safety. It's everything we do. Thank you, Julie. Um, Kelsey, um, I just want to say, uh, really good job and a shout out to the kindergarten teachers over at Lincoln. They had their
kindergarten come in C day um, this last month and I think it was very successful and they did a really good job running that program for the little preschoolers that are going to be coming in. Um, that's all I have. I got to attend the robotics social last
month and to see the intensity and the way these kids work together in building that and to achieve the different mission of how to get it to do everything they want to do. It's it's really cool to see what they've done
with that program and I hope they keep having the success they have. Thank you. Um I participated last month in an active shooter training in the school system here. They did at the middle school and very impressive. Uh
they did it from the beginning to the end from the the dispatchers were on uh they had set up where the people would call in and say there's someone in the school with a gun. And then the dispatchers had to figure out what school they were talking about because
the caller was pretty excited um by the Coburns. Well, there's three schools by Coburns. So, it was real interesting how the uh we could hear the dispatcher talking them through. And uh I tell you, our police force, our sheriff and city
police to bust through a door, not knowing what's on the other side, and have someone shooting back at you as you come through and try to figure out who are the casualties, who hasn't been hit yet. And of course, the
shooter was pretty obvious, but is there one, is there two? They didn't know the information. Uh very intense. uh very good simulation the way they set it up even to the fact they had kids running at them when they came down the
hallway to you know say help me help me help me and the police where we we got to find out where the shooter is but um god forbid it ever happened I feel that our local law enforcement um is prepared
to handle the situation and uh just a shout out to our sheriff Sean Larson uh he tells you to drop a gun you Drop it. That guy don't miss. It was very interesting. But that that's what I did last month.
I'm sure every district will say this, but just listening every month to the school board directors here talk about what they've been involved with in the school. And like I hadn't even heard about the program that Mark had just um gone through, but I know it's just even
my own calendar. Mr. Johnson mentioned some of them, but some of them that are still coming up for for me this month is uh breakfast with the AVID kids uh CEC graduation, the CNA presentation for the end of the year, balorate and
graduation, and then in between time, every school has done an amazing job this last year looking at on social media the pictures and the videos that they posted honoring the teachers for National Teacher um week. They were they were just awesome and showing how much
they appreciate these people. So, we'll just keep it going the best we can. I have nothing. So, I'm looking for a motion to adjurnn. Motion by Dan. A second. Second by Mark. All in favor? I. Thank
you, everyone.