We have had a couple additions just to note um under the consent agenda 5.11 and also on your new business 7.5. We just want to make note of that.
Can I get a motion to approve the agenda with the additions? >> I'll make a motion. Car motion. Second. I'll >> second. >> Thank you, Mark. Second. Any discussion? All right. All in favor signify by saying I.
Post same sign. Motion carries. Is there any public comment this month? Moving along to the consent agenda. Again, 5.1 was increased um or was added. Kim, do you want to just share a little bit
about the it means just increasing this time? >> Yeah, it um Al Reszo already does um extra special ed stuff for us and we've had some new special ed kids move in. So, we just wanted to increase this
to keep them doing more. >> Any other questions about the consent agenda? Anybody want anything to hold off for further discussion? >> And that is just for this year for right now. Yep. Thank you. >> Not hearing anything. Is there a motion
to approve the consent agenda? I'll make a motion to approve our mail motion. Is there a second? >> All in favor? John. Oh, John. I'm sorry. >> Any other discussion? All in favor say I.
same sign committee reports communication Mr. True. >> Good evening. >> You are received my report so I don't have to go through too much of it. A lot of dates and things like that. Um just a
highlight today for the girls tennis team, we did send six individuals to um Sou Falls and they left yesterday to be able to get a um some practice time. State high school even does not allow us to do anything on Sunday. So
basically all the sections got together and based and figured out a way that they could have a little practice time in the indoor arena. So every school had a parent volunteer to go to the arena during their assigned time. So the kids could play on their own. No coaching whatsoever. Our coaches did not attend,
but a parent went with the six people. And again, every single school that was attending got some time at that youth nurse center or whatever it is, tennis court arena. Uh today we did have six people. Ava Jansen, Lilianne Pauling were playing
singles and they both lost a first round. And uh no, I forgot. Excuse me. Iris Donner, who was her partner? >> Anna Jans. >> Anna Jansen. Yep. Anna Jansen and Iris,
they lost first round. And Corey Eileen and Kylie Preer, they played also a doubles and they were the 10 seed and upset seven first round. And then they went on and played an undefeated two seed Romani and lost. But um we don't have many seniors. Maybe two
>> two seniors. So the numbers are okay and hopefully a good experience for them. But there our tennis season ended today. Then you'll see the football dates coming up. It'll be the high seed tent to me. It looks like we're going to play go to Cambi. Looks like they'll be four.
We'll be five, but again, that's ted at this point. You see the volleyball gates there. Pop four. And again, we should be one of the higher seeds. So, I'm assuming on October 24th, we're going to end up hosting here at McCrae and that'll be our last full meet. We do have a meet
tonight at Bold and an away meet tomorrow. Left me right now. at but tomorrow night and then our regular season ends. We had a heck of a you'll see through the pictures that I just took a couple pictures of the crowd. We had a full gym at the volleyball match last week against CMCS and that was for
the the Camden North title and it went to the fifth set and we lost. So CMCS will be hosting Canvi. Believe it or not, they beat the number one team in state, Minota. So Cami is the South champions and uh who we beat earlier in
the year. and then we go to CFC again. It hasn't come out officially, but that's what I see is happening. But we will not be in the Camden Finals for first time for quite a while. It was, like I said, as close as it could be. So, the next match after tomorrow night will be Friday, October 24th, most
likely here. Cross country, you see we have a few pictures there of some of our cross country runners, few of the girls, few of the boys. Um, the young man, I guess all three of the young men are in the prey. And then we have
Two of the girls or one one of the girls are McCrae and the other ones are RCW. But we have 10 total runners from McCrae and they have seven from RCW. Our numbers have increased drastically. And talking to Coach Johnson, he thinks we're going to
have maybe another seven or eight up next year. So we might be pushing the upper upper teens and that'll be it's been quite a while since our numbers have gone like that. Remind me of the young man in the center. What was his name? >> Greg. >> Sincere. sincere as a seventh grader. Ben Johnson talked to me about him about
three weeks ago. He was just blowing people out of the water in the junior high tournament as a seventh grader or in the runs. And he goes, "What do you think about moving a seventh grader?" I said, "From what I saw today, he should be running varsity." And you just because otherwise he's got nobody out
front pushing him. And at this varsity meet out of between 30 and 40 varsity boy runners, he took second place. So, he's he's really super fast. But, um, if you move on, then you'll see number
two, we have musical dates on there. You know, if you guys can make it out, I know they always appreciate it. Sports get a lot of attention, so we can also support the fine arts. There's three options there for you to make it, too. We are starting junior high basketball, boys basketball already on the 28th. We
still have split season. Uh, after Christmas, the girls were will start. I'm just finishing up their schedule and trying to get a few more games in there, but we we have 12 to 15 games in that short time period of time. So, there's a lot of playing. Dance practice also begins here on the 20th and we'll go
back and forth. On Mondays, we normally go practice at RCW. And then on the other days, they practice in the shelter gym until Wednesdays are a real problem for us because nobody has events. So sometimes I have to take them out of the gym and they have to be in the commons which isn't ideal with those hard tile
floors but to get everybody into a practice space we have to do that. You can see on the last page here we added the participation numbers. You can follow a grade all the way through from when seventh grade, eighth grade, nth grade and so on to see what percentages
have stayed involved with with different activities. And then up on top you can also see how many we have out by grade for each sport. Again, we do not allow sixth grade. That is, it's almost impossible to do that and basically conference
wide. Now, we've had a few schools over the years that can include sixth graders and different events like junior high golf, um, cross country, but now that they've moved ninth grade, the Minnesota State High School League had taken charge of the ninth grade. There's a lot
of times these teams are together. So, we're nobody could legally have a sixth grader included anymore. If it used to just be a seventh and eighth grade event, you could do that. Um, a team could bring sixth graders up if their school allowed it.
But now that so many of these where where we don't truly have a junior high golf, we don't truly have junior high cross country. We truly don't. We don't truly have junior high golf because those sports all practice together 7 through 12, which now puts them under Minnesota State High Schooling Governments. So, it's not legal for us
to allow sixth graders to participate. even if we go to an event. We've had some other non-public schools that try to do that. They cannot do that any longer. So, um, thanks for approving the winter coaches. You'll saw Kim added one
more today. Aaliyah Terron from, uh, RCW has been added as a volunteer and I'm still working on my junior high basketball coaches. I do have a few applicants and working on it, but I'll try to have that confirmed for the next board meeting. Dr. Christopher has still
been working as a trainer. She comes once a week if needed. We do usually most of the activities other than volleyball because Tori is a licensed physical therapist. She can take care of her her own athletes if she needs to, but but Heather does regularly see
junior high volleyball, um cross country, tennis players, and football players on a regular basis. She stops in once a week and then she is traveling to our football games and home games. and then she will do her home dance meet. This year we're having a home wrestling match. Since our numbers are increasing,
we're looking at possibly having upper teams of wrestlers this year where three years ago we had two. So four years ago we had two. So she is also going to come when we host that triangular here in December. And then lastly, as I sent you guys out, a heads up because tomorrow's
a deadline for to have a dissolution of a co-op, which we want to dissolve the co-op with Marshall, and Wilmer has agreed to allow us to join them for hockey. We did try New Lemon Spicer. That was the student's choice because
that's where that student has moved to. Last year they lived by Granite Falls, so the Marshall wasn't a bad trip. Now that this student has moved, he still is a student of McCrae, but now that he's moved up and living in New London especially, that drive was too much and he was actually probably not going to go out and that and he is a very good hockey player. So, they just this week
agreed to it and um it'll be the same type of agreement as we ha as we have with Marshall and it's the same type of agreement that we have for for gymnastics that they will come up with the expenses. the family is going to pay that and obviously he will drive himself
each day to practice. It's on the way home any um we did the reason I sent that out is because we need signatures and Julie was gone and Deb is busy tomorrow and we have to have the state high school tomorrow and they needed approved at their board meeting tonight. So, we did pre-sign
since we didn't really hear back if there was any problem with it, but we could always pull out if if there was, but we did pre-sign so they can have it at their board. Lastly, um we did have today we got our
sound system fixed in the gym. So, it's really exciting that after the whole season's done, it works because and the thing is I I just wanted you guys to know I did that on purpose because I wanted people to complain to me about it every single event. So, I chose to have that sound system not work the whole
season because it was really fun getting text messages, complaints about it every night. And um so, come basketball, I'll see if I can break it again. But they came in today and they got it fixed and it sounds fantastic. And we tried every part of it and it was just luck of the
draw. the the um mixer inside the amp and it just they thought it was a subwoofer and all tests they could not figure that out and one person at Dtronics said we've had one other school that's had this issue let's get that part and that's what we've been waiting for for three weeks it was on back order and they brought it today and that was
the part and they so I'm really excited that that's going to work for basketball and I am going to ask for them to extend we pay for one year warranty which I think is unfair because the whole year it hasn't worked so I think I I'm really going to push that we get an extension
of one year full warranty with it working in case something shows up because I don't think this first year was well it was fair because this would have been $68,000 of probably repairs we want to but I really think now that since it only worked about five events ever we
need a working that is what I have. Do you guys have questions? >> Any questions for Jim? Thanks for advocating. >> Yes, >> appreciate that. >> All right, Mr. Bertro.
>> All right. Thank you. Good evening. I'll briefly go through kind of the really busy first month of the school year. Then I want to spend some time just kind of uh going over the Minnesota MTSS system. Mr. Holmes asked me just to kind of share what that kind of uh system is
and how we use it here. Uh just to recap really quick about this month, we've had bus safety. Uh we've had walk and bike to school. Um we had an assembly for our fourth and fifth graders. Uh we had field trips to the amazing farm to
pumpkin patch. We had parent teacher conferences. We had a very busy homecoming week. You're seeing some photos of that. And then also fire prevention week. And then in the middle uh we had the great fortune of having parents club bring in the planetarium. They bring in a big dome and then kids
get a chance to go inside and study the stars. So a really cool experience for them. and it stays busy. Coming up, we have uh the book fair and then also our third graders get a chance to go to Wilmer to see the the orchestra perform. So, lots of great opportunities for our kids outside the classroom and outside
of our community at times. All right, this may get a little dry. So, if you have questions, don't hesitate to stop me. But we're going to talk about uh the Minnesota MTSS or multi-tiered system of supports. And it probably goes back about 20 years. and
what was originally called respond to intervention. So sometimes you still hear that in schools that RTI and that was basically an academic program that used data to kind of differentiate instruction for students
and in about 2012 2013 so about a dozen dozen years ago the state wanted to expand that. So they wanted to do more than just academics. This is before co uh they wanted to look at social and emotional learning. They want to look at behavior. they want to look at attendance. So, uh, I I put a sheet in
your booklet and I'm sure you guys all read through and studied it, probably highlighted it all up, right? So, lots of good stuff on kind of what this is. So, it's really it's a framework. It's not so much a a program or class. It's just a way to
look at all all of your kids and then inclusive environment and then use data to drive those decisions. So, how do we get that data? We collect um surveys at the beginning, at the end of the year to see how our kids feel. Do they feel safe? Do they have friends? Do they have connections? And then from that, we use
that to kind of um guide the the programming that we do. We do character education one day each week in every classroom that continues throughout the entire school year. Uh for behavior, we focus on that PBIS system. So, we want to have that positive connection. You know, we're trying to get kind of that
10 to one. We're well beyond that. We want to have 10 good things for every one kind of corrective behavior that has to happen. So we want to kind of recognize what's going well and use that to inspire kids. There are times when a consequence is needed. There is still punishments and corrective behavior that
happens but we try to drive it with that positive inter interaction. So uh we do that through pride tickets and drawings and we use that for our Wolverine weight that takes place at the end of each quarter. Then of course academics. So if you look towards the bottom, you talk about a tier one, a tier two, and a tier
three. So tier one is really what we're focusing a lot on this year. That's where every student gets that direct in instruction, right? So that should be um all all of our kids get it. And if things are really clicking and we're not quite there yet, but we're working towards it, we want about 80% of our
kids to be in there and stay there, right? Tier two is going to be that intervention gap. So at tier two is we're going to provide some small groupoup interventions. We're going to um find different ways to teach it that will connect with those learning styles,
right? And if things are clicking, that's probably 10 to 15. For us, that's a little bit large. And then tier three is going to be that really specific interventions. This is kind of the last um kind of chance for us to make those connections and hopefully interventions
that help kids grow academically before we get into special education testing. So, um that would kind of be the process that goes with that. And again, the goal there would be to have about five or 10 or percent of your kids there. And we're we're pretty close to that. It's that tier two group that's a little bit
larger that we're working on. And although it may sound out of order, the tier one good tier one instruction will limit the number of kids that need that tier two. So, because our tier 2 is a little larger, that doesn't mean that those interventions aren't working. It's just that we have more kids in that
group that we're trying to to slow that process down. So, uh, those would be the academic behavior and then the social and emotional components that um, and then the bottom part I just added why why does this matter? So, kind of the nuts and bolts for for you if anyone asks you um, what's going on?
Well, we're using kind of our our win time. It's what I need time in both math and then reading. We're really focusing on phonics. You've heard me talk about that with our kindergarten, first grade, third grade, and even expanding up into fourth grade somewhat. Um, and that's our chance to hit those tier one, but
also tier two and tier three take place during that time as well. It's a way for us to connect with the whole child, not just the academic part, but the social and emotional learning, the behavior component that goes with it. And then it it just kind of promotes all of our students, whether they're special ed, e,
tier three, tier 2, tier one. So, um, state doesn't require this, but the guidelines that they put into place strongly encourage you to use this system because they want us to use data to drive those decisions. And this is exactly what we're doing. Um, for the
academics, that data comes from um, classroom teachers, assessments, fast bridge, um, progress monitoring that takes place. Then, of course, the MCAs at the end end of each year. The behavior comes through referrals and the
same thing with our social and emotional learning takes place there. So, um, again, not something that we have to do, but all schools are using some component of this to use that data to drive our decisions, which will kind of tie in with what Mr. Weley is going to cover when he talks about how we're using that
data to help kind of drive our our interventions to hopefully increase some of our scores for our feed and reduced learners. >> Question. Sorry. >> Thank you. >> I just have a quick question. When you're looking at the tier level, >> is that a broad over all of the academic
areas or or what if there's maybe just a specific academic area? Can they fit in the different ti tiers just for that or is it more? >> Absolutely. Yep. So, we we kind of focus on really math and then language arts, reading, but right you might be in tier one in one in say reading and maybe tier
two in math. So, it's just the data that drives it >> or even or even behavior. >> You could be a tier one kiddo in behavior uh and be tier three within reading. And so, um I think Mr. Burton did a very very nice uh job of
describing it because these are these are things that um sorry um that when you think when you hear MTSS think of an umbrella. Uh MTSS is not one specific thing. So, there's so many different layers or elements that go into providing the supports for our
kids and it goes into everything that he described and and not one single layer or element is more important than the other. So, it's a lot to really keep your head wrapped around in order to be able to make sure that you're tracking what you need to track and giving the
supports that are needed. It takes a bit of your thumb out. >> And just to piggy back with that, we have some kids that come in for for breakfast and get social stories. So just stories on how to how to interact with friends, how to make friends, how to keep friends, how to make good
choices. So that might be kind of a tier two for that social and and um emotional learning, but yet they might be in tier one for reading and math. So it's not an academic issue. It might be more of a social emotional. So yeah, absolutely. >> Thank you. >> Um how do the teachers get training in
this? I mean, I understand how how this works and how they use this to drive data. Um, how do the teachers know how to implement some of these? >> Right. So, what we went through a training you can probably answer this more than I can. I want to say about four or five years ago.
>> Uh, what what he's describing is as part of that where when the state said you need to have MTSS even just for for staff uh including myself to wrap our heads around what goes into it. It's easy to look at it as the academic component. Um I I can tell you that like
the training uh we had um the I think for the University of Minnesota uh press uh it's a it's a reading intervention series and so the press training was something I had a very I had a group of four or five individuals
that went to multiple trainings for that then we purchased the materials then all the teachers got trainings on how to you utilize those materials and it's something like every teacher got cookie sheet and magnetic letter so that when you had your manual and you knew where that student was testing and what their
needs were, you could go to that specific intervention and we had the materials for that. So, it's a it's not a we're going to close the school down and do one big training. A lot of times in in these types of areas, it's it's bits and pieces coming together to coales to form one um one element of
that. So, it's it's I kind of feel like I gave you a non-answer, but that's really the way it works in school is that a lot of times it takes one, two, three, four individuals to be able to say, "I'm willing to go to do this and then just share that knowledge and kind of train a trainer uh and and be able to
disseminate the information that way." >> Do teachers feel like it's an effective uh do they feel like it's helpful? >> It is. I think we we we probably talk more about the academic piece. >> Yeah. >> But we've got a a SAT team, a student assistant team. So when a teacher has a
concern about any student whether it's for emotional and social behavior whether it's for academics that student will get referred to that team and that team then looks at what's our best strategy and then they give advice to the teacher on you should try this. It might be preps for reading. It might be
a math intervention. It might be a positive chart. So we always start with on rewarding behavior. It might be um stories that teach lessons. So um it starts with the teacher goes the sad
team and then goes back um we go that first intervention that's what would be called the tier two or in tier two and then eventually if that's not effective then we go into tier three. So it kind of progresses through that it could even be something specific like title one which is was originally created by the
government in order to because they realized there was correlation in reading scores with socioeconomic status. So there's some some monies that we qualify for every year that is our title two money and that title two sorry title one is a tier 2 intervention
within MTSS. So that's a very specific element of MTSS that uh is is um not a broadspectctrum attack. It's specific to those paras and that one or two teacher. >> One more question. >> Oh yeah. >> Okay. Academics is probably very
objective to be able to get a result in what can you give me just an example of a behavior because sometimes are there certain criterias that are listed because sometimes that can be a little bit more subjective than objective for the person that's rating or ranking or whatever.
>> Yeah. You usually what what we'll see it's not just you know someone made a bad choice during recess but it's going to be they have a hard time controlling emotions. They get angry really quickly. Um they cry um to school. They're really
shy. They don't want to talk to anyone. They sit by themselves. So those are the things that we kind of flag and and try to provide systems of of support like how do you teach those skills to interact with your classmates and peers >> and and we can pull the data. Um we use
a program called Swiss cost $300 a year but it it uh you can pile all the data into it and and then you can pull out the day of the week. the specific class, the area of the school. And so like I can tell you that the historically through our and this the Swiss came
about through our PBIS initiative that the hardest day of the week you would think it would would be either the beginning of the end of the week. Thursdays historically have been the highest um day of behaviors that pop up. Doesn't make any sense, but you go through a week, you go, "Ah, it's Thursday." Um it's just a very real
thing. I don't know if everybody just gets tired of being in school at that point or what, but um it it you can pull lots of different information instead of just going this student is acting this way. It's like well, you know, because coming out some families coming into the school week after um a long break or
going into a long break creates some uncertainties for kids and then they come to school and they have to reaclimate to being in a structured environment or even, you know, food insecurity and those kinds of things that can get in the way and kids don't even realize that that's having an impact on them. So, Thank you.
>> You didn't think you could make that exciting. >> John, he is still it all. >> Could have thrown a couple jokes in there. >> We got Jim for the comic real. >> Thank youelcome,
>> Mr. Wheatley. >> Um I'm I'm not going to go over my report. Uh I'll just uh we had Willie gave some blood for us. That was great. Um and uh I just my pictures are just highlighting some of the different things that we did. We had a good PD session. Uh it's funny that you know you
throw you know 40 some people into the auditorium. It looks like we're really not doing a whole lot. We had breakout sessions. So uh we had a cultural competency speaker come in and so she had them break into different groups and uh cultural competency within the the teaching world was very very important
check off to have for your license. So wonderful. Mr. Bertram sent that. So thank you to him for that. Um and then Uh, and that I I actually I um doing exactly what I said I wouldn't do. So, sorry. Um, I am creating a uh an AI
PD and, um, it's like being in the classroom all over again. Um, and so, uh, getting people to think about their preconceptions and misconceptions about what artificial intelligence can, should, or should not do in our lives is it's fascinating. you can have those
those kind of unfiltered conversations with folks. And so the first one we had was just just to uh we kind of start wrapping our heads around how we're already using it. We don't even realize it. So you can say that you don't like AI, but if you're using Siri, got some bad news for you. Um and so it's things
like that to where people go, "Oh, okay. My eyes are open a little bit more." So got five sessions going to be able to give some clock hours for that. It's a it's an exciting thing. It feels good for me. I enjoy it. Um it's not just uh I found this is kind of cool. uh I think you should hear about it, but for me to have my own time invested into creating
it, talking about it, it's it's fun and exciting. So, uh what I have to to share with you tonight is a continuation of what Mr. Bertram uh was talking about earlier. So, uh you remember um last month we talked about DNI, we talked about this workforce, we talked about the graduation rates, which by the way,
good news with the graduation rate thing. Well, better news, we did not have to go to the session that MD wanted us to go to. So, thank you to Superintendent Home for that. U so they were able to say now we understand what happened. I don't know if there's been more dialogue about it but um but it was very very nice to not have to attend it
because of the butterfly. So uh what I have for you today what they decided to do after having it together for a couple years is uh ANI and world's best workforce were combined. Um so now instead of listening to me talk about it once per year you get to listen to me talk about it twice per year. Um ANI is
now in October and it's due on the 13th. So this counts as our public meeting for that and then world's best workforce will continue as always to be shared at the December board meeting following the uh truth and taxation meeting. So um I have just four slides for you. Um and we
have four goals and I'm going to attack those and and I'm sure you might have some questions. Um again this just before we launch into it too much is that this is all local data that we're looking at. There's there's some money that's tied to it because ANI with the money we give for ANI is tied to our
proximity to Wilmer. And so with the diversity that Wilmer has and our proximity to that diversity, they want to know because they know some kids will flow both directions. And then um as I launch as I talk about the the bottom two goals in particular um um those are
more high school related, top two are more elementary related. Um so we have first uh goal is our free reduced reading source using local assessment data for us we use our fastbridge in the past you've heard web you've heard star testing and now we're
using fastbridge u goal two is the exact same thing but it's looking at our mask force and then you have uh goal three which is an integration goal that's using data that's collected at the Wilmer STEM and gamma camps that happen every summer so hopefully you've heard about those uh and then our uh goal
before you is related to our teacher equity and that's equity and training um more so than equity in personnel and uh so that's something we'll talk about that briefly also. So at the next slide please. So in goal one these are results results with the goal. So um our goal
for the FRP reading was to have 15% growth over three years. Now this is a threeyear plan. We are currently I'm reporting on year two. We're in year three. So year 3's numbers will be reported next October. Um so we look for
15% growth over three years. We had a 1% growth last year. We have 1% growth again this year. Okay. Uh to a degree growth is growth is growth. Uh at the same time it's very clear that we're not meeting that 15%. Um the 15% in number two that would be 15% for the math
scores. We actually we went up 1% last year and then the numbers this year showed that we had a 4% reduction. So we're sitting currently sitting at a minus 3% and in our mass scores again not MCAs which are reported to the state or by the state these are our scores that are just our local data.
Uh goal number three which would be grow of 3% over I'm sorry 5% over three years and building relationships with with new peers. Again that's our kids going to Wilmer and uh and attending those two camps. Now you say well why 15% for those others and only 5% for this one?
That's because we were already sitting at 94%. And when I say we, I mean the it would be the ANI collaborative. So it's I think seven districts that go into that collaborative. And then goal number four would be growing 8% over three years in academic standards training. So you may have heard uh about learning sciences
international when Sherry was here. That was we've invested quite a bit of money into professional development for staff and talking about standards, success criteria, and so on. And what we've done is we um have our experienced teachers who run our new teacher workshop, they
have built that into the presentation that they give the new teachers. So it's it's a quick hit. This is what you're going to be doing. This is what success criteria look like. Um and this is what your learning target should look like. So they have that exposure to it. Now, this last one is uh it's all based on
attendance. So, if we have a teacher or two who is new, but they're on a family vacation, I can't count them towards that percentage because they didn't go through the training at that time, we have to do it at a different time. So, uh we are at uh 6% positive uh for the
two years that we've been in school. So, we're looking okay on that one. So, again, uh will we hit 100%? Maybe. Um but it depends on what our turn looks like, so forth. So, um, with that said, um, I'm sure you probably have some
questions. I even for for me to articulate right right now if I had to articulate some questions about what does this mean? What does this look like? Um, I will say this before I I do turn it over to Mr. Bertram to a degree is that um, we have
our interventions, everything we're doing within the ANI and the world's best workforce for our scores. When we needs that we have, we try to attack it with a plan. And just like when you try to attack a needs, any needs that a student has, if it doesn't work, it's
imperative that you adjust, gather yourself, and then attack it from a different direction. And I can tell you that, you know, even in in I'm in my ninth year now here in the district. And the integration of phonics probably, seven years ago or so, six years ago,
that was an intervention that we tried to run in order to boost our scores. I was hoping that our scores would look differently by having phonics because that was an area of need that we had at that point. Um, we still have phonics. It's just it looks very good. I couldn't even bear I couldn't even take the time
to describe what phonics looks like at the elementary now because I've been out of it that long. Um, but the numbers are not where we need to be. We both acknowledge that. Um, but I I really the direction that Mr. Bertram has with the NTSS and getting feedback from the state, that's imperative that we we get
that feedback. Now the last slide I have it labeled as brass tax. So what's it mean if we don't meet our goal? According to the state, they can they can force us to use 20% of our ANI money
uh and to go towards specific student interventions. If they have an idea on something that would work to help that, that's great because we're already putting our money into those interventions and trying to get the changes that we want. And so,
uh, I think we're going to, uh, we're going to rewrite our goals. We have to develop a new plan. Um, lady by the name of Dandeka, uh, is the gal of the state who I worked with in developing this plan three years ago. She will be working with us again.
We have to have pre-approved. We have to have budgets that are approved to Kim for our ANI. And uh and then we're going to utilize um Eric Schwankle with me works with the service cooperative in order to have him help us write our goals. U I'm not 100% sure. They always
want percentages. You want this much growth. 5% is really what they recommend every year. Um I don't know I don't have a math brain in order to know whether or not that's the right way to go about it because not all data has to be set percentages like that. So it's the easy
way for us to understand it and look at growth. But um I would say I I without a doubt I will say right now our NTSS plan and the growth over the over the years is exactly where we need to be and we're not behind the curve on that at all. How
we can make those changes though that that's really the question and I'm leaving you with a really big hook there at the end. I I don't have that answer and he's doing a heck of a job in leading the the elementary staff in order to try to make the changes that can do that.
questions for Mr. >> Your faces are exactly what I was expecting. It's like what we got to do and and it's like I I >> we're got to find something different >> and we're going to have to have some tough conversations. >> Pick the 15% or is that imposed on us?
>> That was the recommended number. Five years. 5% per year is the recommendation. I would be more content with, you know, 3% or even 2% >> just to let us gain our footing. They don't like that because they want more growth.
>> I I'd be happy with 2% looking at this, >> especially if we had the negative number. >> Yes. Yes. >> Because that really is digging out of the hole. >> 100%. Well, I've already met with with the team and um really requesting Eric partner with us because allegedly Eric
isn't so much pushing numbers but pushing student success >> so we can get some goals that aren't tied directly to a number because each student's going to have their own plan and their own growth. So, let's look at different ways of putting it in so we're
not judged by a number but truly on the success of our students. So, >> and I don't want to blame the product for this. But I can tell you when when I was at the elementary, we had a system called Ames Web and that was for all the elementary and then that shifted to Ames
web for K and one and then star for 2, three, four, five, six and then it shifted to allstar I believe not to not allar but >> complete star testing and then it shifted to fast. So, we've been we've
been playing with different programs and I would I would assume that there's some learning curve for the kids behind it and also when you're looking at the data I can without a doubt third grade came to me when we went from just as web to Ames web and star data and they said
this is apples and oranges right now we don't know what's going on with this and and that's something that you have to fight through. So I think to a degree we've got some of that going on, but there's always a butt. We're in our second year of FastBridge and so why would you you would think that that
turnover or the the negative number would pop up more in year one of using a new product versus year two of the new product. So we've got some digging to do and some potentially tough conversations to have and it's all about reflection and figuring out how we can be better for our craft. >> So after next year you have to reset
goals. Is that how that will do? we will have a new one in place by uh springtime of 26. Then the state has to approve it. Yeah. For another three years. And if they say, "Hey, we we we're going to force you to use your your 20% of your ANI money." Great. What do we need?
>> Give us your expertise, but hopefully a refining of the goals and a slight tweak in the models. >> What percentage are we using currently? 15. >> Oh. No, of the ANI money.
>> Oh, we're using 100% of it. At one point, at one point the money was going to a reading interventions position that we had. So, taking the taking the 20% is like, okay, fine. We're already spending the money for kids anyway. So, if you have a program or another position or tweaking a position that we could better
put the money towards, >> put us. And just something that I know from when I was a teacher, changing your math and reading series can make a difference. And we've done both of those in the last. We have
>> we we can definitely do better. >> But there's a lot of bumps in the way. We're in year three math just starting and that's where you start to see that growth uh year two for weeding with open court. So we expect to see a little bit of a dip last year. You should see that
swinging up. If you use three different tests to collect data from Ames to now fast bridge and then it's looking at an average. To be honest, we had one grade that dipped and two grades that went up a little bit, but it doesn't look like that. It looks like we all. So, there's
just lots of layers to look at, but the bottom line is we can do better and we will. >> Thank you. >> Yeah. Thank you, >> Mr. B. Well, we we've had a great start of our school year. Um, as you know, the
last month has been very busy. Uh, but before we begin with our new uh presentation style, we got to recognize it's principal awareness month. We want to recognize the hard work for both of our principles and appreciate everything they've been doing. So, thank you both.
Um, as you know, um, homecoming, um, was last week. So, we started off, um, our new homecoming court, one of our senior students, um, worked together with us and, uh, we made a little video. We have a new McCrae school Tik Tok
site. So, uh, Greg, you want to start us off and then see if you guys can >> notice meip. >> So, that um started off the fun. Um the senior um senior um Iris Dunner was the
one who um created it, filmed it, and then edited. She brought in we noticed we couldn't see Miss one of the people in the back. So she blew it up. And that's what Tik Tok is. It's about fun and just bringing energy and uh great things going on. Uh from there, um you
know, we had the homecoming court was introduced and then we had some sidewalk chalk. Greg, you want to show them some sidewalk chalk? >> Well, that's loading. The students were um coming together um and they decorated all the all the they decorated the
sidewalk and they voted um [Music] [Music] So you can see all the students you know
different pictures involved homecoming report. Um from there and then we had our walk the community, all the fire departments, all the emergency services came up and uh we walked from right past the Clara City area, the nice little
park. We met there, the bus was dropped off and if the students wanted to is their option to participate, we walked or biked over and Greg has this one will be. >> So once again, just upbeat music and and fun for the kids. and it's all online
for people to just go check out and and see all the fun things. Now, every student was checked. Um, who can and can't be on. So, we worked with that. Greg was very careful to make sure I followed that one. And then, uh, we had a big dance competition at the pepfest
and the sixth grade won. >> So, every student got to vote. They beat this >> first time cover of the seniors didn't win. >> Yeah. Typically, it's seniors win, but I don't know who counted the votes, but And then we, you know, we headed off with we had W uh Willie the mascot at
the game um Friday um to kick off the finals [Music] [Music] down the So that was just last week. So hopefully we'll we'll put more things as the
students do. Well, um I love when the students participate. Here's our full homecoming court um as we hit the end. And I know um Mark at our last meeting you asked about the impact Franny's having. >> Yeah. >> So Franny has been to three elementary
or more classes already, but she's seen about 50 students a week. >> That's with very little missed class time. It's before school, after school, passing time. Kids just stop in and see her. Um she she listens very well. Well,
I I try to get her not to see, you know, because um I get nervous of what could happen, but I I think we got very lucky with her temperament and the impact she's making. So, that seems to be going well. Um and then in your your meetings,
you're going to say, um I sent out on Friday a new format for board meetings. I'd really like us to start um if it's okay of looking at our data and analyzing a class a meeting. So, you saw, you know, that in November that
will be the class of they'll be the fifth grade, the class of whatever it is. Um, and the we'll have specific data, hopefully a little video about them. But on that night, then you'll have the report from the high school
principal, but he won't come that night because we want to put all of our energy in the things with Todd. So you can ask some in-depth questions just about in this grade fifth grade and then we'll have our work world's best workforce means we have to have and then Jud will
hit sixth grade um and then every every month we'll either have a big presentation or we'll hit a specific grade but when we hit a specific class so the class of 2027 the opposite principal won't be here
>> but you'll get their board report so before I because that's coming up next to talk about board packets, board reports. Any questions about us changing to that format? No concerns. So, we'll try it and
>> we'll try it. >> Okay. Then with that, um, hearing that you time to reflect, we'd like to now send out board reports on Tuesdays, so a week before the board. So, that'll give you all week
to analy it. So when we get to the board meeting, any prior questions would already be answered. Is does that seem okay with everybody? >> Yeah. Really helpful. >> Is that okay? >> All right. Thanks. The team came up with that. So then with that the next piece,
so we have we'll be um when you get information. So typically I was I would be getting the phone calls for your questions. But if the question isformational in nature about the board packet,
I would request that the board as long as it'sformational and not confrontation, please call me anything. But if it'sformational about the board packet, you call any of these four direct first and they'll let me know you called. That way you can hear your
information. right from let's say from Kim or from Jud or T. You can ask them what they put in their board report so I don't become just a middleman. I don't I don't need that. I'd rather just answer the questions if it gets past that. But if
you can say, "Hey, I read this on the fourth one down. It says we we went minus three, but it looks like we're really minus two. It's something we can quick fix and we fix it that week and we're all ready for the board meeting the next week." Are you comfortable with that?
So if if you think it's controversial, call me. It'sformational. We're just going to call them and they're going to let me know. >> Or if I don't know who to ask, I'm going to ask you. >> Yeah. Then I'll just say, "Please call them and I'll let them know >> or just email." >> Yeah. You don't have to. But >> I I know it'll be a change of how we did
things, but I think it'll be um more streamlined and you'll get the question you want answered without me, you know, it's like playing I mean, I might say it wrong and then I know, Adam, I didn't mean that. All right, I'll call back. No, no issues with that one either.
>> All right, we're blowing through it. All right, then you have in front of you one of these. So, this came out. I've noticed that I found out we have some people that have chose not to go to McCrae that live in
our boundaries. So, I'd like to reach out when I find out about them is to send this with an enrollment packet that uh we're here for you. We are McCrae. We're always going to be here for you if you ever want to come back.
But once again, it just highlights who we are. It's colorful. It it represents us. I'm going to change one more photo, but I got to get a find the right one. But this all from our website. Um but I want people We are the school district
of choice. We are who we are. You can if you're from a different school, you're their school district. That's fine. You can think that. But let's just have a conversation why we're we're we feel we're the best. We're not going to put others down, but we're sure going to brag about who we are. Okay. No, no issue. Is that okay with
everybody? I won't if you guys say that don't cross. I won't do it. But um >> I think it's great. I think that's an important aspect and I think a lot of times especially just kind of being out and about um there's some things that I hear that I'm surprised I'm like I don't
think that's right you know they have something that built up in their head from maybe something they heard a long time ago. So I think circling back and uh revisiting some of those families great a great thing. Okay. And last but not least, um we've had a community
member our um receive an honor flight. So we have a World War II veteran. His name is Bob Bricks who lives in our community and um he do an honor flight and I'm going to ask somebody to talk more about the specifics because he knows more about it. But the key part was our
students stepped up in unbelievable ways. They asked for a couple letters that they could do on this mail call and um we came through. I bet it was post maybe it's I'm saying too many but it
was over 30. I felt it was a stack from sixth graders to elementary students but the students would tell me the whole hey I wrote the letter. Did he get it yet? This was like a weaker girl. I know he's just he's going but so they were invested in it. they knew about it and
it wasn't just a something you checked off but they took pride in it and um so Ben do you mind sharing more about it please? >> Yeah absolutely. So my dad was able to take Bob Bricks on this honor flight and
um I kind of he just got back uh late last week and I haven't had uh a thorough time to sit down and hear all the stories. Um, but I have just bits and pieces. And he did he did sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh share some pictures. You're not gonna be able to see this, but this is one of Bob
Bricks holding up one of the thank yous. >> Um I read through some of the thank yous, some of the thank you, one that really stood out. Um it said, "Dear Mr. Brics, B R I C Ks," and it's spelled with an X. So that was kind of funny. Um
so maybe that contributed to the negative 2%, but that's a name. I don't blame him on the Um but but it said, you know, thank you so much for your service. And the last line it said, you are my hero. And it was just it was neat. And so my dad has been over now, I think, twice since they
got back over to Bob's. And they haven't even gotten halfway through all the letters. I saw the stack of letters. I it it was more than 30 for sure. It was It was like inches high. And so that was a really neat thing that uh that Bob was
able to do. My dad was able to accompany him with that. Um Bob was actually um a medic at uh Gioima and they were able to visit that that um memorial and uh yeah I'm excited to hear more about kind of
the details of it, but it was a really neat thing. And so what they did is they do this thing called mail call just like they had you know back in the war they would have mail call and and it was a big thing for them back then and they tried to um implement that. So when we reached out to the school, they jumped
on and within a week or so had all these letters and so it was a really really uh meaningful thing. And I believe um Bob's going to be coming for Veterans Day too. I think that's maybe still in the works a little bit, but that they're trying to get him to come and talk about that too.
But 101 and still attack. But just another way where real life experiences will go a lot farther than just doing something out of a war. >> And they say they're losing like 900 World War II vets a day.
>> So I mean within just a few years we will not have any of the, you know, the truly the greatest generation. >> Yeah. >> You know. >> Yeah. >> That's great, too. I think it teaches the kids about their social capital. about giving back to communities and how you're invested in your communities.
>> That just warms my heart to hear that. >> Yeah. >> Yeah. >> And uh we do on November 11th on Veterans Day, hopefully we'll make it, but uh we also have a legislator coming that day, read a book to the student,
get welcomed by the mascot. And then um we've been doing more. Uh we've had one, but we're going to do a student panel. So, if you guys I know we can only have three, but I'll get you as soon as we wait for one more legislator to get back on their day vote for sure. Hopefully
have two. If you want to come, we'll just have a signup sheet so we don't either that or we got to notice it. Um, but by noticing it, that means we're going to check. I don't want too many people in our homes. I just they want to read some books to some students um through a student panel. But as you
know, you're always welcome. We just have to any questions for me. >> Can I Are you okay with if everybody has pictures like this every meeting? Is that Do you like that? >> Yeah. >> Okay. So, we we'll we'll keep with that.
True's really been pushing me on it. So, we're gonna He really wants more photos. So, thank him for that because it's it's been a pleasure to get it done. Thanks, Mr. Trulock. >> And I love making Tik Toks. the 112th time he asked me, I had to give in.
>> Thank you. >> Okay. On to our next 6.2. Any um committee reports? >> Nada. Okay. Um 6.3 board discussion 2180 donor board. >> I can talk about this one. I got a I
made a sheet for you. >> Oh, great. >> It's just a picture that you >> Yeah. with the dimensions. >> Yeah. So, just kind of putting my 2180 hat on or kind of giving a little more
information on it. The 2180 Foundation's working on I don't know if anybody even really knows it's there. There's a donor board in the hallway kind of next to the library area. It's an old It's an old wooden plaque. Um and the foundation
just wants to do a better job recognizing the donors that have given a lot of money to the to the foundation over the years and then also kind of spruce up some of the hall space. So, the picture is actually just to the left
of the concession stand in the high school commons and it will be that pretty large kind of metal background and then the McCrae M on the right and then to the left this K&J branding. Um,
we'll put like the blue and green vinyl kind of sticker on the wall. Um, and then the foundation will then later on add the TV. And with the TV, it'll just be rolling pictures of things that the foundation has donated money towards.
Um, and then within that too, like on the donors, we can more readily update um like who donated, how much money, kind of move along the the different categories of, you know, thousands, 20,000 kind of along with that. So that way the the group just feels it's going
to be a better way to recognize and thank our donors in a much more kind of public way. Um and then also serve as kind of some marketing too and try to get more interested people donating >> and foundation is using probably the premier
division one high this company. This is what they do is market. >> Yeah. >> A really nice job. have a whole stand out which will meet the aesthetics as you walk into that auditorium area. So
it's not this should pop very a lot. >> It's more just kind of awareness pop up. >> Thank you. >> Do we have to Don't you want to send in some money don't you? We the foundation will pay for it. Yes.
>> But do you want to have do you does the board need to approve the Aloc accepting this donation so you can give them the money to keep going? >> They're not they can >> but once it comes here then be we have
to still approve that it comes to us that we're going to accept to put it in school. >> Okay. I mean, >> yeah. >> So, that's So, we want we want to >> we want a motion to accept the donation from the foundation before I don't want
that. >> Well, we we have money set aside in endowment that um >> that comes up. So, is that still >> But I think you're saying like then does that kind of become a school like we're >> approving that go. >> Should I just put it on next week's
consent agenda? >> Yeah, I think so. Is that all right? >> It won't be done before next month. We just want to do >> I just want to make sure we do >> everything that comes 2180 is going donating to the >> school.
Yeah. Any other questions at all? Thank you, Mark. >> Yeah, >> we get that on next month's agenda. All right. On the 7.0 business items action required. First one is a resolution authorizing the sale of the football
field um in Marshall and it doesn't say who it's going to. Correct me if I'm wrong, but it's just a resolution that says we're going to open it up to sell the property. Yeah, we have to have that prior to any sales. >> We're selling Marshall football field.
They are not going to be happy about you tell where I was today. >> Oh my god. >> So, is there a motion? Just remember, if you make the motion, you read the resolution. Say >> I'll I'll make a motion and just
>> Thank you, Mark. Mark made the motion. Is there a second to the motion? >> I'll second that. >> Do you want to read the motion and then we can have any discussion? >> Yep. Um, okay. So, pursuant to due call and notice thereof, a regular meeting of
the school board of independent school district number 2180 McCrae public schools was held and the school district on October 13, 2025 commencing at 6:00 p.m. The following board members were present. Julie's absence.
It's a resolution authorizing the sale of certain school district property in the city of Mayor, Minnesota, whereas independent school district number 2180. Push the wrong button. Got it back. uh McCrae public schools the school district is a public school
uh corporation and political subdivision duly formed and organized pursuit of Minnesota law and whereas school district owns a parcel of land in the city of mayor Minnesota the city that is depicted and legally described in the attached exhibit A to the property and whereas in the past the property was
used as a school district's football field for high school football games but since the relocation of all school facilities in Cl city Minnesota the property has generally been used for school has not been used for school purposes and whereas the school board finds and determines that the property no longer serves an educational purpose
in the school district. Therefore, the property is deemed to be surplus property and whereas selling the property will result in saving savings to the school district in the form of avoidance of expense for the upkeep and maintenance of the property. And whereas the administration has reviewed the
condition, value, and potential use of the property and recommended it be sold in a manner consistent with Minnesota law. Now therefore, be it resolved by the school board of independent school district number 2180 as follows. Number one, the school district administration is hereby authorized to sell the
property through any sale method permitted by law. The administration is further authorized to separately sell or dispose of any fixtures on the property, including the lighting, in accordance with applicable law, under such terms and conditions as are deemed reasonable and appropriate by the administration.
Number two, the property shall be sold as is with no warranties expressed or implied. The district reserves the right to reject any and all offers if deemed in the best interest of the district. Number three, in the event of a suitable purchase of the property identified, the school district administration is
authorized with the advice and assistance of the school district's legal council to prepare a purchase and sale agreement for the sale of the property which shall contain such terms and conditions as are deemed reasonable and appropriate by the administration. Number four, uh the board chair and
clerk are hereby authorized to execute and deliver said purchase agreement as well as the deed and all other instruments, agreements and certificates necessary to complete the conveyance of the property of the purchaser. Any questions?
I guess I just have one. Um is there already a predetermined like how the method of sales or we can just Yeah, I'm working with the the lawyer about that. He was insisting that well, the law says we have to sell it for fair
market value. So, I'm trying to figure out how to determine the fair market value. Reached out to some appraisers and they haven't got back to me yet. Um, >> that's interesting. Why why would it be different than selling a building that we did have to
>> because yes because um in the Maynard situation we were avoiding huge costs of tear down maintenance stuff like that and we were selling it to another public entity
>> and um so then as long as we were g selling selling it to another public entity for public use it was okay to do it for a nominal amount. But since that has happened, they've sold it to a developer. And so it looks
like they were just a pass through. So we can't do that again this year or this time, >> which we had no clue. I mean, they had no clue this was going to happen either. It wasn't >> it wasn't predetermined that this could happen. It's just happened, you know.
But >> the lawyer said, "We have to at least attempt to get fair market So if a public entity would be interested in it, can we do a nominal fee and then put a caveat in there that it cannot be like the pass through?
>> Possibly. We may have to do that, but >> I don't know. We'll see. Yeah. >> When uh when we sell property like this, what happens to the fund? Does that just go to a general fund? Does that go? >> Other questions?
I guess I was going to add we were working with the the light pole company to possibly sell those to make a little >> Yeah. >> And so the light that's why I think number two it says anything on so we're
hopefully we'll have that done before the sale would go through two separate things. We can't use the money that we make from the lights to offset the cost of the land. Um and we can't legally pass through knowing
um >> so we're just going to follow the guidance of the board the mayor city meeting after this >> any other questions otherwise I'll call for a vote this is a voice vote >> yes >> Mark
>> yes >> John >> yes >> Carmel >> yes I'm yes Thank you. Next one is for a resolution of governing board supporting form a application to Minnesota State
>> SL >> High School League Foundation. >> I can make that motion. Thank you. Second. >> I'll second. >> Thank you, Mark. We have a motion to second. you want to do
>> resolution of governing board supporting form a application to Minnesota State High School League Foundation whereas the Minnesota State High School League Foundation was formed to provide support for Minnesota's high school youth to participate in athletics and fine arts
whereas the governing board of public school district 2180 recognizes the value of student participation in extracurricular activities and whereas Minnesota State High School League Foundation is offering grants and funding to assist schools in
recognizing, promoting, and funding extracurricular participation by high school students in athletic and fine arts programs. Therefore, be it resolved that the governing board of McCrae Public School District 2180 supports the school's application through the Minnesota State High School League
Foundation for a forum a grant to offset student activity fees. Thank you. Any questions? Hearing none. Let's go for a vote. Ben, >> yes. >> Mark, >> yes. >> John, >> yes. >> Yes. >> I'm a yes.
>> Resolution pass. 7.4. Resin policy 522 and replace that policy with the 2020. Spider me. Okay.
Julie can't be gone. All right. The cooperative resolution for hockey cooperative with Wilmer Marshall hockey. Do we have a motion for that?
>> Thank you. >> Second John. Any questions? Conversation. Second. >> And I missed who. This is one that Jim said about a little bit earlier.
I think it was sent out separately, wasn't it, Jim? >> Say again. >> You sent it out separately. The the hockey cooperative. >> Um, I only sent the state high schooling one to you. I sent the agreement from Wilmer there. >> Okay.
>> Do we have like the resolution? >> I didn't just say what's on the P. We didn't have a resolution. I don't Did you have We didn't have a resolution, but it said by resolution. So, just say >> that was a good one. >> Yeah, good job, John.
>> All right. By resolution, um our school board is authorizing resending cooperative for boys hockey with Marshall Schools and joining a boys hockey cooperative with Wilbur schools. >> Thank you. That was easy. Any questions?
We'll call the vote. >> I I guess my my only question was just how how similar it was as far as the the payment, but we're we're under the impression that as far as >> it it seems to be very equal, >> not going to cost them a great district.
This family has agreed since it's I hate to say, but it kind of a favor to them because we didn't offer that, but they're willing to pick up the expense. >> Um and this will be a little different expense for them than what Marshall was. Marshall was a straight $500 fee. Here, they're going to do the same as gymnastics. They're going to take all
the expense that this program costs, divide it by the number of hockey players, and then prorate it that way. >> Yeah. I just wanted to make sure it was similar to exactly the same thing. >> Yep. So, I'm Yes. >> Yes. >> John. >> Yes.
>> Yes. I mean, it's >> if I can comment one more thing I missed from my board report. When I talked to their athletic director today, he put out a plea almost that their numbers of hockey are are low. They don't have a JV boys team. They're struggling to have a
girls team. And they said, "If you have any girls that would want to play hockey, we would go into an agreement with you tomorrow just to try to be able to help our numbers go along." And I said, "I would tell the board that." And so it's kind of out there that it's it is an offer that's on the table. They
would love to have us if we had anybody with any interest. Okay. Now on to 7.4 rescending policy 522. Um the dates are the title 9 sex non-discrimination of 2024 and replace
the policy 522 with title 9 final rule from 2022. Okay. >> Oh, this is 2022. So >> Mr. Holmes, would you like to explain that please? >> There everybody got this submit packet.
>> This describes why we need to do it because it was a federal court issued a decision vacating the federal 2024 final rule on title 9 consistent with the court orders. The 2024 regulations are not effective in any jurisdiction
including Minnesota. This comes from MSBA. This is what they're recommending us to do is to go back to what we had in 2022. Even though when Josh was just here just redid this, they recommend that we do this. But now with this new federal
court ruling, they just want us to resend it, but you have to do it by voice. That's so we'll just go back to what we had in 2022 and in a year from now, we'll just if they give us more guidance, we'll do more changes. questions at all. Again, voice.
>> Yes, >> I think we need a motion. >> Oh, yeah. We got a motion. >> We'd like to read that. >> Thank you, Mark. Second. Second. Any other discussion?
Voice. John. >> Yes. Yes. All right, here's the one that we added to the agenda. 7.5 resolution to do a fund balance transfer from the general fund zero fun
and that is a community fund. This is kind of an annual thing that we do every year to zero it out. So wondering again, we don't have a written resolution. Can we just read the >> Y so would like to make that motion? >> I'll make the motion.
>> Mr. second. >> Thank you. Any discussion after Carmel reads it? >> Uh here's a resolution authorizing a fund balance transfer from the general fund to zero out a negative fund balance
in fund 4 in the amount of $90,1046. >> Can just because I'm new, can you just give me just a little bit more background? that uh >> yeah community ed tends to run in the whole because we have a small population and the funding
for that is per um pupil and per it also has to do with the population of our area. So, um, we overspend a little bit in community ed because we have such awesome community ed stuff and to pay the people to help run that, it it ends
up whatever. We we're in the whole 90,000 this year. >> Um, so what we can do is just take general fund money and supplement that. >> Preschool, we were good. So, we're making progress there. But um
>> is a lot of that negative balance come from just from preschool or >> No, this we got preschool to balance out this year. >> Some extra we got Yeah. >> summer wreck is a huge
>> you know because we we don't charge >> nearly to cover Yeah. to cover our expenses. So that's a lot of it. And >> is that common in a lot of school districts? >> Smaller ones. Yeah. But don't ask him. >> She says that because
St. Claw my job was to build the fund balance. So when I left it was over 900,000 >> but 70,000 um population. >> Oh sure big bigger than >> Yeah. So we all that money would come
in. So we could still offer um but totally and not this philosophy of inclusion is is better than the philosophy of charging everybody. >> Is this the typical amount that has to be written or would you say it's about
>> this is quite a bit less like >> families would participate if prices were >> high. It's a way to keep kids involved. It's a very worthwhile >> absolutely investment. >> Yeah. >> Any other discussion?
We have a motion and a second and let's call for >> Yeah. A vote. Ben, >> yes. >> Mark, >> yes. >> John, >> yes. >> I mean, yes. Resolution. All right. Upcoming meetings. The regular board meeting
Monday, November 7th at 6. growth and taxation Monday December 8th at 6 and then the regular board meeting will follow that and then get in 2026 Monday January 12th 6 o' >> I had one question we had an MSBA
>> at 4:30 at someday next week >> next week >> is it just for us >> okay >> it's not listed on here is there need to >> yeah double Post superintendent hire meeting with
MSBA Monday October 20th 4:30 to 5:30 >> 4:30 to 5:30 >> well 4:30 at probably your okay Monday October 20th >> I will get that work on getting that
posted >> we're good to go >> with That is there a motion for >> adjournment? So move >> John. Thank you. Second meeting. >> All in favor.
Okay. Look, I I knew you could wait, but I did not know you can name