Well, good evening everyone. As I call to order the regular school board meeting of Independent School District number 882, it is 6:00 p.m. on Monday, July 20th. We have a full board here tonight, which is exciting. Please stand and join
me in the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
>> All right. Thank you. Now, we're looking for approval of this evening's tenative agenda. >> So moved. >> Second. >> Moved by Melissa Curtis, seconded by Casey Root. All those in favor, please say I. >> I. Oppos, please say no. >> Motion passes.
6. We have no citizen comments tonight. On to item number five. Looking for a motion for our consent agenda. So moved. >> Second. >> Moved by Melissa Curtis, seconded by Casey Root. All those in favor, please say I. >> I.
>> I. >> Opposed, please say no. >> Motion passes. 6. Moving right along to item number six, collaborative connections. I will pass it off to Superintendent Drs. Chris Swinson to go over the resolution acceptance of gifts.
>> Thank you and good evening. Uh just like to thank these organizations for donations to the Monosell School. Uh Monaceel Rotary for $1,000 for the Northwest Talent Academy scholarships. United Way $2,500 for students in need. United Way $8,000 for the mindfulness
program. and the American Legion who donated thousand dollars for transportation uh to and from the airport for students participating in the 2026 spring Washington DC trip. Therefore, be resolved by the Monosell School District Board number 82 to gratefully accept the following
donations. Monaceel Rotary, $1,000 for the Northwest Talent Academy scholarships. United Way 2500 for students in need. United Way 8,000 for the mindfulness program and American Legion $1,000 for transportation to and
from the airport for students participating in the spring Washington DC trip. >> Second. >> Moved by Jeff Hegley, seconded by Mark Branson. All those in favor, please say I. I. >> I. Opposed, please say no. Motion passes
6. And just incredible giving. every single time we're sitting here at a board meeting, our our community and the organizations within our community really show up and help support what's going on here. So, I know personally my son was one when he graduated a couple years ago to go on that Washington DC
trip and it's a really cool opportunity. So, all right, now moving on to item number seven, innovation and leadership. This is an exciting one. First one on the docket is I'm going to pass it over to Superintendent Dr. Chris Swson to
introduce himself. [clears throat] Well, good evening everybody. That's low enough. Okay. Um, thank you. Uh, first board meeting. Uh, pretty excited about this. Kind of get that first one out of the way. Um, it's been a really exciting first three weeks here in Monaceel. The
first couple days were was July 4th week. So, it was nice and quiet allowing me to kind of get my feet set. But, ever since then, we've been hitting the ground running. Um, been able to interact with some amazing staff and admin. And, uh, it's really been a great first three weeks. Uh, we had our, uh,
first day of our admin retreat today. Uh, it was warm. Um, but a lot of good sharing that went on today. Uh, it was exciting for me because all these people that I've kind of only known through emails, um, I got to kind of meet them face to face. um really got in the
buildings about a week and a half ago. Uh kind of walking through with uh we're doing some crisis mapping, so getting mapping of all the buildings. So I got to basically go in every closet in every building. Uh so that was an interesting experience. So u much more familiar with the buildings now. Uh so that's me. Um
but I'm more excited to introduce some other people tonight. Um so the first person I'm going to introduce tonight is Amanda Anderson. Uh she's the new East East View principal. Uh Manis joins us after a very successful run in the St. Cloud School District as both an assistant principal and a lead principal. Uh she spent many years in
the early elementary setting which will serve her well in her new role and I'm very excited to start my journey Monosel alongside her. >> Congratulations. >> Thank you. Thank you. >> Thank you. Good evening. Um I just want
to say thank you to our Monaceel Community Schools um for the opportunity to join your team. Um the past few weeks um I've been in your community in our schools and it is definitely um the the
supportive community um the atmosphere and I'm very honored to be able to be a part of our schools. Um, for those of you that don't know, my career started as a kindergarten teacher. So, this feels very fitting for me to be able to
be the principal at East View and to be that first person to welcome our little ones uh to the school experience. So, thank you and I look forward to working with everyone. >> Oh, thank you. Real quick. [applause]
Oh, do you want to come back to the podium real quick? [laughter] Well, we just want to welcome you. We're very excited. I think most of the board would tell you that East View is a really cool and unique school. Um, one of the funnest ones to walk into in our school district just because of the
little ones all running around with um such great energy. But we'd like to hear just a little bit more about you. So, could you like kind of tell us what do you like doing? Like what have you been doing this summer? >> Oh, family, that kind of thing. >> Yes. All right. So, I have three
children. Um, my husband and I enjoy traveling. Um, my oldest son lives in New Jersey, so we have recently taken a trip to go visit him. He is a nurse on living his best life on the East Coast. Um, we were in uh New York City when the
Knicks won. For any basketball fans in here, [laughter] so that was energy. That was like going into East View during school time. Um, and uh, I have a daughter that is in college at UMD in Duth. And um, and then
I have a 12-year-old son at home that I'm busy um, running to baseball. So, baseball has been the summer um, trying to get a little gardening in when I can as well, but we really enjoy being outdoors. So, you find us outdoors most days.
>> Oh, that's awesome. Thank you for sharing. You'll get to know us, but we've got a baseball coach right here. So, okay. >> No, you're in really good [laughter] company, but welcome to the team. >> Thank you. Thank you so much. [applause] [clears throat and cough] >> Uh, the next person I get to introduce
uh is Eric Homeland. Um, the new Little Mountain assistant principal. Uh, Eric joins us after spending some time as a dean of student and assistant principal in the metro area. Um, he has extensive experience in the world of multi-tered systems of support. Um, and I got to meet him today. Uh, so we are very
excited to have Mr. Homeland on board as well. [clears throat] Hey >> everybody. Uh, my name is Eric Homeland, uh, new assistant principal at Little Mountain. Um, a little bit about me. Uh, every day when I show up to work, my
number one goal is is serving students. And I want every student to feel like they belong. I want every student to achieve academically. and I want to work really well with parents and and staff to accomplish that. And just my background a little bit, um, I've had a lot of roles in education. I've been a
custodian, I've been a parah, I've been a teacher, I've been an instructional coach, I've been a baseball coach, I've been a football coach, I've been an assistant principal, I've been a Dina student. So, I think all those opportunities I've had in the past give me a great opportunity to connect with uh other folks going forward. Uh, a
little bit about me personally, uh, my oldest is 10. I have a 10-year-old boy, 8-year-old boy, 5-year-old boy, and 2-year-old girl. Uh, and we play a lot of baseball. So, we got like two games going on right now. Uh, so we spend all of our nights at the diamond. Even if we don't have a game or a practice, we're
out there just practicing as a family. So, that's where you'll see us most most of the time. Uh, right county resident, St. Michael, right down the road. And really excited to be here in Monaceel. Uh, part of this team. It was great meeting other administrators today and just the work that we can do together to support the community here.
That's awesome. Board, any other questions? You already answered the one I was going to ask you. So, >> well, welcome. Yeah, >> we're really excited to have you here. So, welcome to Monaceel. >> Thank you. Thanks.
[applause] >> All right. Now, we will move on to item number D, resolution calling general election. And Devony, if this is correct, I just read this. Correct. All right. Resolution calling for general election.
This resolution calls the November 3rd, 2026 school district general election for the purpose of electing three school board members to four-year terms. I will need a motion and a second to adopt the resolution as presented. >> So moved. Second.
>> Moved by Melissa Curtis, seconded by Jeff Hegley. All those in favor, please say I. I oppose. Please say no. Motion passes 6. We'll move on to item number eight, teaching and learning. First one is community education annual review, which
we love hearing every year. Welcome to the podium director of community education Jeremiah Mack. >> Well, thank you. Uh [clears throat] I will kind of introduce the rest of the team who's here tonight. We have Ryan Sidell, our theater manager, Julia
O'Neal, our AB West AB manager, Parker Clar, our recreation coordinator, and Andrea Greenwald. I want to call her by her main name since I've known her since high school, our school a child card coordinator. So today, we're just going to talk about
our 20 fiscal year 26. Just a reminder of what community, what we do, and our purpose for all of you. They've seen this several years. Our purpose has always been maintained to maximize our facilities, get people into our schools, be an asset, and really enhance our
community and our school district as a whole. These are our main six areas of programming. As you can see, we're very diverse in what we do. We have a very robust program here in Monaceel, serving from zero from birth to death, like we say, or cradle to grave. We have
something for people of all ages. Uh currently we are looking for a new early learning coordinator. So I get to cover the early learning piece. Uh our current early learning coordinator we moved on to Hastings much closer to home. She so we're on the lookout for a new one. So if you know anybody really good who's got a birth to three license
we really like to have a quality person come in and step in for us. Uh ECF is the first opportunity. This past year we offer we start classes in the summertime. So we run ECF year round. So we have three seasons. We have a summertime, fall, and wintertime. So
during the summertime, we offer classes a couple days a week. We also do several large special events at Eastview in conjunction with our PTO between east between East kindergarten, ECF, and the PTO. We run, as you can see, multiple events with over 6,000 part 600
participants and our special events and classes. That doesn't include all the parents. So like when we have our family literacy night there, the building is packed. So, we're just kind of looking ones that have signed up. Uh, this past year, we tried something new with feedback from our parents. We had year round options for families to sign up
for classes. So, you could take a class for half a year or you could take a class for the whole year. So, if you wanted mixed ages on Fridays for the whole year, you could just sign up and take the class for the whole year and didn't have to switch. Otherwise, if you only wanted to do half a year, you could do that and then take a class on a different day. So, we gave parent parent
feedback wanted that opportunity to take a class all year round and not have to fight to get into a second class. So then we just make modifications halfway through the year for programs. Uh also some highlight also under early learning we have Monty Magic preschool.
Um currently we offer summer school program. Uh this past year we had 14 students participate that in a four-week program as and as all fee based. We served over 20 around 240 students in our 10 different options for preschool.
We screen 246 children and with our rally to read we have 319 students getting books every month from our from Imagination Library. So that's a great initiative getting books in the hands of kids so we can help really try to close that literacy gap and help empowering
families to read to their students at home before they get here at school. Next we'll have Andrea. >> Hello. Thank you for having us tonight. Um I am the coordinator of the Magic Adventures child care program and um
Little Adventures is our preschool-aged program and then u Magic Adventures is for kindergarteners through fifth graders. This is we're going on our eighth year um of of running at this um district and it was our largest year
yet. Um we had 334 students during the school year program which was an additional 23 students. Um, we had 56 awesome staff members this year. Um, it sounds like a lot. I think I say this every year. It sounds like a lot, but not all of them are working Monday
through Friday. We're very flexible with college schedules, high school schedules. Um, and part I mean a lot of it's part-time. So, um, and then our summer programs, the biggest program that we've had, um, yet we have 327 students right now. Um, which is an
additional 42 from last year. I was able to get in all of the kids before the deadline, which is the first time ever. Um, so that was something very exciting uh for me and for the community. Um, and in the summer we we're open 12 hours a
day, so we try to keep them very busy. Um, we have different themes each week, art project, STEM. Um, we go on field trips, so we're going on I think between the two sites we go on 33 trips throughout the summer and we have visitors come in. Um this summer we had
like magic Kevin robotics um some STEM uh visitors. So we are trying to keep them very busy and um it's been a great summer and school year. So thank you again for having me. Do you have any questions before I walk away? >> I do. You [laughter] know I have a good
question. So 42 more over last summer. That's significant. >> Yeah. >> Um is that because you had more staffing availability? Is it because the need just grew or >> I had a lot more applicants I feel like this year quality applicants and also um
some of our kiddos that have been in our program for a long time as they get older they don't need care every single day parents maybe just want to bring them Tuesday through Thursday or field trip days and so then I can kind of squeeze in other contracts um to fill
those spots. So yeah, it was >> strategic. I try. Yeah. [laughter] Thank you. >> All right. So, I get to talk about some of our enrichment and marketing uh for Steph. Uh so, her adult enrich
enrichment this year had 295 courses offered, 480 participants with 335 of those being unique. Uh they she offers in-person as well as online classes and does a lot of partnerships with Becker and Big Lake to make sure that those classes are filling up and running.
Youth enrichment, she had 251 courses, uh 681 participants and 455 of those being unique. Again, she also does inerson online and partners as much as she can to make sure those classes run. And then she had a bunch of good great trips this year. uh 10 of them with 98
participants, 58 being unique. Um and she's playing those with STMA, Big Lake, Becker, Maple Lake, and Anendale. Any questions there? All right. Uh so recreation, we had a
great youth recreation year. 194 programs, 2,96 users with almost 1,500 being unique. Middle school, 18 different sports or activities. uh highlight the big activities. Uh Dungeons and Dragons Club was huge,
crochet club, as well as our art club were come some of our big hitters this year. And then our adult wreck, we had 26 programs with 338 users. >> I have a quick question for you there for going into the fall because I know
um with our budget cuts, we had cut a lot of our middle school activities. So, the community education really filled in those gaps for a lot of students, which is great. And I know last year going into the fall, you had some coaching needs for some of those programs. How is
that going for you this year? And >> yeah, I'm going to say better already. Uh, still looking for volleyball coaches, though. Um, our head coach at the varsity level is new, so she has an entirely new staff. So, still trying to get volleyball coaches, but knowledge bowl is filled already. Soccer's filled
already. So, we're doing a lot better than last year. I think it helps me being here for the full summer. Mhm. Awesome. >> And then I'll finish out with facilities here. So we had over 19,000 facility use hours for non-school related events and
that is out by room. Um 125 different facility users, 91 in district and then 34 out of district users. And our facilities were used 342 days by some uh party. [snorts]
Very busy. Thank you to our custodial staff for being able to support that. >> On the out of district users, [clears throat] how many of those were unique? Were there some repeat users on there? >> Yeah, mo most of them are going to be repeat users for our weekends. We allow them to book one year in advance instead
of um per our timeline. Okay. >> We give them the option of getting their same weekend back. >> Anything to add on that one? >> No, we have longtime users. So like Stars Dance has been here for like 25 years or volleyball tournaments. So, we do get some new ones, but most of them
are repeat users year after year after year because we just, you know, we have great facilities, great staff. Um, and you know, you can't beat our location. And I think all the restaurants in town love when we have the events. They keep going, "Why are you guys Can you tell us when all the stuff is because we get
slammed with if you've been at the high school on a weekend, look how many caribou cups or Starbucks or Chipotle bowls are around." So, it's very busy. Well, thank you short people. Good evening,
superintendent Wson and school board members. Um, my name is Julia Leo O'Neal, the West AB, West Adult Education Consortium Manager and West commitment to improving delivery models continue to serve the educational needs
of our students um um of adult students. Well, this year u we are currently running AB classroom in 17 school communities, four county jails, one and soon to be two workplaces where we offering English classes for um their
employees. Um there are more details on this slide that you can um refer to but my my highlight would be the next one. Here's our um program year highlights. Our GED testing centers for u program
year 2526 the number of test taken at 263 test 48 um graduates with DD diplomas um the biggest number since we opened the site in since 2019. So that's pretty um exciting. And then we have
student partic participated in specialized online courses. Um these are opportunity that offering to adult learners either to help with their pathway to a career or is a certification that is um industry
acknowledged. And so CBD class B um pair professional Microsoft um office certification um and the one I'm exciting the most about is the OSHA 10 certification is the first time that we bringing it to Monaceel Cello career
force center and the jail site. Um to date we have around 20 students with a certification that's just ready um for the workforce and I'm very excited about the next school year where we offering even more of these opportunities for um
students in the area. So um overall the program year this year we served um 15532 students. We are down from last year due to a decline in census as we know it and the effective operation metro search um
in the cities and so um shout out to my staff um who are pivoting their delivery model to still serving the students in a very traumatic time. So um 32% of of students were female, 76% male, 60.6%
student between 25 and 44 years of age. Um what we noticed is we have um a surge of um students who were in school during the COVID year and they just um ready to come back to get their GED. So that's really good and encouraging for them. Um
17.86 students were employed. Um 70 71.1 self-reported that they are lowinccome and students are from 65 different countries um up um two countries from last year. Um students speak 35 primary primary languages. The top five are
English, Spanish, Somali, French and Russian. And then our online classes continue to grow. Um we'll be offering more and more site in the next coming year. And then last May we celebrated our 30th year anniversary of West Abe.
Um we established a consortium back in May to 1996 and um here we are. So, thank you for all the support. Um, especially the office people. I I know you just bombarded with a lot of AB student staff. You're taking care of us
very well. So, thank you. Um, yeah, it's um 30 years kind of crazy. Um, and then we celebrated uh every year we have a graduation or we call it honors night to honor the students with their achievement. this June 9th, we
celebrated um 48 students with their diploma and handed out about 80 um plus achievement awards. So um if you want to save the date on your calendar, you're invited to our next West AB honor nights
um in 2027. Hard to think, but as time flies on June 9th in Buffalo, it's um very heartwarming event. um you you see the students through their story, the actual story, not just number on your rosters or in our data. So, it's really
neat. So, um any part do you want me to go back to? [laughter] >> Thank you. >> All right. Thank you. >> All right. [clears throat] Good evening, ladies and gentlemen. I'm Ryan Sidel. I'm the fine arts coordinator here for the district.
Looking back on 2025 school year, um we saw a myriad of upgrades to our auditorium spaces. We we got some new LED lights in our high school space. We got some new microphones in our middle school space. And we got a handful of cosmetic upgrades to both spaces. kind
of all in the name of of upgrading the experience for both students, staff, and uh and audience goers who go to watch the various activities that we have going on in these spaces. So, we're very proud of that and uh we're going to look to continue moving
forward with that. Um, also tying back into the uh the overall goal of community education of maximizing our facility spaces, I am proud to report that every single weekend that we possibly could book that wasn't already
previously booked with prom or holidays or other school events that take priority, uh, we had booked out in in our theater spaces with various dance competitions or religious concerts or theatrical productions that was for both 2025 and we are fully booked out again
for 2026. So we are powering forward on that front. Um we introduced the theater apprenticeship program for all of the high school upper classmen who are who either just have a genuine interest in the performing arts or who are maybe even looking forward to getting into a
career in it once they leave high school. This kind of takes them just behind the scenes of all the things that go on of what goes into setting up a production, whether it be how to program lights, how to run sound, how to build a set, how to direct a show, how to act as
a liaison for other other organizations that come in to use the space. So, they've gotten a great opportunity to see how that works and if they want to continue that. And also, it puts a little money in their pocket, which is usually their favorite part.
Um, we have some grant requests there there that have been submitted to the American Theater Wing. Uh, looking forward to hearing back from those guys to try to see if we can get some more state-of-the-art auditorium upgrades here for this coming school year. So, fingers crossed on that front. And then
um looking at the at the 2026 uh sort of highlights the big goal that I had was was to sort of just establish a stronger foothold in the performing arts that Monaceel can have. I think kind of in years past it's been it's been sort of an afterthought. Um I'm I'm
and again I'm very proud that that uh this summer uh we are putting on our inaugural theater production with with Monaceel Community Theater. that ties in both adult actors and teen actors just to sort of come together on the same
stage to tell a story together. Uh shameless plug, we will be doing that next weekend over at the Monaceel High School Performing Arts Center. We'll be doing Frankenstein. So, it's just in time for the fall. I know if you guys are trying to get into the spooky mood,
we hope to see you there. All right. Um, outside of that, just some more highlights of our of some other productions that we have coming up here. Um, we we have Storybook Theater that is coming back to the high school there in August, which is usually a big hit for all of our younger
students in the district. Uh, this fall, the high school will be putting on The Little Mermaid for their fall musical. And then here at the middle school, we'll be we'll be throwing it back to a classic there as we perform Oklahoma for
you. So, uh, and also this Thursday, we have the Monaceel, uh, the community strings orchestra concert that is going on at the high school Thursday night there at 7 p.m. It's always a great night of music. So, if you guys are interested, I hope to see you there as well. Bendy, any
questions? That is all I have. I have one real quick question. The apprenticeship program is really awesome. How many uh people can you employ with that? >> Yeah, so we we we employ as many as we can. We usually just bill our our
facility renters for their time and and because of the great job that the kids do, they they have had no issues paying for their time. So, I think this past year we had we had upwards of 10 and uh we're looking to expand on that for the future moving forward. So, That's fantastic.
>> Yeah. >> I also have a question, sir. >> What do you think is a realistic amount of money you could expect to get from grants? >> I would say [sighs] with our needs and our kind of wants of what we're hoping to do for for our
auditorium spaces, I think anywhere between between 10 to 25,000 would be a great uh goal for us to get there. So, Yeah. >> All right. Thank you for your time.
[snorts] >> I think do Dr. Swin says this Oklahoma might be better than one you saw >> for the middle school. >> Just a quick question. Is it the original Oklahoma? >> Yes, sir. >> Okay, [laughter] Dan, I'm on board. Okay. >> He had a story earlier about Oklahoma at the Ordway or the Orphium that was not
the original version. So, it was interesting today. So, I saw his face light. I was like, "Oh." All right. Uh, just a couple other highlights also for today. Uh, we run an amazing aquatics program. Um, we run
this summer running six blocks of swimming lessons. Last year, we ran five blocks with the pool upgrade, but throughout the school year, we offer over 300 different sections of swimming lessons. Uh we offer private private lessons, group lessons, pool and pizza parties, private pool rentals, lifeguard
training, and water safety instructor class. Uh just last year alone, we had over 1,756 registrants with o almost,00 different students participating in a pool program. Um it's amazing the feedback we get from the pool. We get we draw a lot of people from all over
coming to our swimming lessons. We have for years. They like coming to our swimming lessons. So, our staff do an amazing job and they do like our warmer water in the summertime. The swim club might not like our warmer water in the summertime, but it's a compromise. We have cold in the winter for swim season,
but we get warmer water in the summertime. So, and we offer more swimming lessons than pretty much everybody else around us. And with all our staff, that's what they like the best. We have great teachers. Um, we talked about this earlier. Janine and Leanne will come back later in the
school year to talk more about Northwest Talent Academy, but this was our a summer. It was our largest summer. We had over we had 1,15 actual participants. If we throw in the waiting list kids, we had more than this, but I didn't count those in this number. And we had over 459 students. So, last year
we had 875 students. So, we almost grew almost 200 students from last year to this year. Um, and we had over 40 different courses with 79 different sections. As you can look about that, 65 sections ran. So that's a really good percentage. And the
ones that were canceled, we're at zero or one or two students. So we try to make sure that if we do cancel a section, all those families get the opportunity to move to something else that is running for the summertime. I mean, they can get a refund or they can get moved to a different class. And most families opt to move to a different
class. So uh and this year again, last year was our second year just running three weeks in June. and is proving that it's been very successful to keep running only three weeks. So next year we'll run another three weeks again. Parents do ask for extra time in July, but the numbers didn't prove that they
they actually signed up for after the 4th of July. So >> a question for you. How many were on our waiting list >> for NWA? It would vary from class to class. So like Cakeology had a waiting list of
20, but we only have so many spots with the fax lab. We had a large waiting list for coding, but we added another instructor, so they all got to come into the class. So we, you know, so we could take 40 kids, 45 kids into that class. So just based on what class it is and if we can accommodate, it's a little tough
with the fax space. You only have so much space to cook and oven space. But a lot of the other classes, like if it's full, we try to get them in. Or sometimes we do have students that are like, "Oh, this says is for fourth through eighth grade, but this third grader wants to get in." So if the instructors willing to move their grade
a lotment, then we can get other kids in because they're just kind of sometimes they're just guessing what they think's going to come in. Um, and it's always fun to what goes, but I think Cake Cakeology filled up, one of the sections filled up in the first two hours.
So, but it's you just never know what's going to go. Like robotics had we had two sections with 40 kids a piece. So, and you get something else that got 10. So, uh any other questions that you have for
myself or any of the staff on any of our community programs >> any additional questions? All right, we'll move right along. I'll pass it back to you to go over the Monosella facility use policies and rates.
>> You pull it up. So, we're just bringing forward our community use policies. Um, we've had these in effect for a long time. Uh, for review this year, we've made a couple minor changes for that you guys will look at and approve for next time. We added a new language about
concessions. Uh, we've always had different things with concessions. last several years the activities department has run run concessions and coordinate all concessions. We just kind of put that in writing for participants to see if they want to access our concession stand what that would be. Either they so
they work with Gary the activities department for concessions. They either running it and they can have Gary can have a staff there running it or will they contract out or nope the high school activities department decides nope we're going to run the concessions for the event. So that'll be a new that's something new. Uh that would be
the only policy change. Uh rate change. We changed custodial rates to match the new custodial rates for this fiscal year. So they increase to match the new staffing costs for overtime and double time on holidays. Uh and something new also this year which we're kind of matching with we're going to mirror
Becker added in this year. So Big Lake and us are going to add it in of a supply fee. So basically charging a consumable rate fee for how based on how large your group is. So like $100 a day for up to a,000 people in your for your
for your event, $200 a day for a,000 to 1500 people in event or $300 day, $300 per day if you're over 1,500,500 people here for the day. We did that based on what it costs for uh to you know toilet paper, garbage bags, if they have paper towels, what that would be kind of what
the custodians have seen they've been using as consumables for the large events. So that will be a new fee that we're adding in this year along with, you know, really trying to figure out what the energy fee is. We've had energy fees in policy for a long time that we can add it in, but really trying to
narrow that down to what that actually would cost. What's the additional operating expense that we're going to pay in utilities to have these events going on above and beyond what our normal operating expense is for heat, light, and water.
Those are the three big changes. Otherwise, they've been the same for many, many years. And as they all see in there, too, everything ties back to if it doesn't comply with regular district policy, that just re references back to general district policy for stuff.
>> Awesome. Any questions on this for Jeremiah? It's something that you'll have the opportunity to review or ask any other questions on. Um, we'll re approve it at the next board meeting. It's the first time some of you have read it for the year.
>> Yeah, I'll ask a question. Go ahead. >> Last item under facility fees says outdoor electrical use. How do you track that or control if people are using the outdoor electrical? That's for outlets. >> That would be mainly at the stadium if they're using it. They'd have
>> Can we shut those off if they don't? >> That part I don't know because most people don't ask to use those. >> Okay. So, but if they wanted to use those, they have to tell us that they're making that request that we charge them for that. >> And like the scoreboard, like if they want the scoreboard, they can't use the
scoreboard unless they ask. >> I Yeah, I know this is coming back to us. Just something that sticks out is on the building rental hours. It just states the end of August until early June. Would there be a way to solidify those dates a little more concisely
in in this document in the future? We actually do have rentals year round, but most the vast majority of rentals are during the school year. So, we do take rentals pretty much when people request rentals. So, like just this week, we have a rental in that's here
overnight. Okay. But the vast majority of rentals are Yeah. Just something I think needs to be clarified when this comes back to us when we review it. Um I can send an email on it for clarification. So, Any
other questions for Jeremiah Mack? >> No. Thank you. We appreciate it. >> Welcome. >> All right. On to item number C. Welcome up to the podium director of teaching and learning Laura Stener to go through the secondary math curriculum adoptions. [clears throat]
>> Good evening, Chair Seven, Dr. Swenson, members of the board. I am here with our final recommendation for curriculum after our work with different curriculum teams this year. And tonight we'll focus on our secondary math curriculum adoption recommendation. So we'll start with the recommendations and then we'll
unpack a little bit about our process and our rationale. So we are recommending a seven-year math adoption. We are recommending Envision Mathematics for middle school math. We are recommending Minnesota reveal math for high school. In addition, we're recommending that the high school
courses that are taught at the middle school for our students who are on accelerated math programs use the same curriculum as the high school. So that would again be Minnesota reveal math. And we're also recommending Alex as an online supplemental tool for remediation and acceleration in some specific
concepts level courses at the high school. [snorts] Why we reviewed our resources and math at this time? One, first and foremost, it was part of our scheduled review cycle to review math. In addition, we have new mathematical standards. They are the 2022 math standards, but remember those standards
are always named after the year that the work begins. Those standards need to be fully implemented in the 2728 school year. And so, we really worked to make sure that we had resources in place and we could start that transition process in the 2627 school year. Our mathematics teachers and all of our teachers have a
very strong commitment to instructional alignment. They want their alignment and what's happening in the classrooms to parallel best practice. And so this opportunity really gave us a great chance to take a look at how we could update resources, how we could have a more rigorous approach to mathematical
instruction and focus deeply on real world application, problem solving, and conceptual understanding along with the importance of procedural fluency for our students. Our math teachers um have a pretty old resource that's very focused on teaching math with that step-by-step
sort of recipe approach. And the newest re research really shows us that having those real world connections, understanding mathematics and context is a key way that students learn math and we wanted the instruction in our classrooms to parallel that. We were able to pilot programs this year which
was a huge opportunity for us. At the middle school we piloted three different math programs. I know I think some of you had some students who lived this experience which is always tricky because we um we are using our year to really try out programs and that means a
lot of transitions for kids and teachers but it also means that we're not relying simply on a vendor presentation or a look through materials. We're seeing how do these materials work in the hands of teachers to teach mathematics to students. At the high school, we piloted
two programs, and you're going to see that the high school and middle school did uh pilot the same programs with the middle school having one additional program. Our decision-making process was very robust. We did quite a bit of work on gathering frequent teacher feedback
and we also let the students weigh in. Uh it was fun to see the difference between how students responded at the middle school and the high school, but it was really important for us to hear from our kids and get that feedback as part of our decision-making process. Of course, meeting the state standards is
crucial. We want our students to have great instruction aligned to standards. So, we did quite a bit of work comparing resources to the state standards. The pilot experience we leaned heavily on. How did the resources look, feel, sound? How engaged were students? What did we
see in our actual classrooms was a big part of how we made the decision. Once we got down to finalists, middle school got down to two. We really were looking at those with a fine tooth comb to compare and contrast. And then we also talked a lot about implementing. Well, it is easy to pick a curriculum because
it has all the bells and whistles and everything you could ever want. But those important conversations around logistics, how does this work in our structure? What are the materials? How do they meet the needs of our students? what will be the teacher lift was part of our process. Since the middle school
had three programs, they also incorporated two additional decision-making processes and they weighted their data. So, they collected a lot of data and they really had that conversation around not all data should be weighted the same. Standards alignment and instructional practices is
probably more important on than whether or not students loved the videos. So they were able to really kind of rank order what was most important and then that led to identification of non-negotiables. The middle school team came up with very specific things that the curriculums must have and in doing
that they were actually easily able to eliminate one of the programs. So the middle school recommendation is envision math like I mentioned and this is the primary rationale for that recommendation. Um the team's top three things that they wanted to see in classrooms were instructional practices
aligned with the standards and the eight mathematical practices. They wanted the materials and logistics to match the context and the needs of the students. And they wanted to see a long a likelihood of a strong implementation. They wanted to know that they were grabbing on to something that they felt
confident that they could implement well without a lot of modification needed from them as instructors. This also curriculum had a much stronger alignment to the 68 Minnesota standards especially in the area of rigor. We know the state is expecting more of our students and
this curriculum really showed us that we would be able to provide that and provide scaffolds and supports so all students can reach that high level of rigor. The high school is recommending Minnesota Reveal 2027 with that supplement of Alex online and their
rationale was a strong alignment with the Minnesota standards and benchmark expectations. Reveal is also a Minnesota specific edition and that's very rare. It's very exciting for a curriculum director. I'm not going to lie. We live in this world where Minnesota has unique standards and
all the curriculums are national publications aligned to the national standards. So, with Minnesota um being able to have a specific Minnesota edition, that was a huge selling point at the high school. Now, if I were you, I'd probably be asking, "Wasn't that a huge selling point at the middle school,
too?" Um, and it was something that we thoughtfully considered at the middle school as well. However, the new standards at the high school level are much, much different for Minnesota than the national standards. And that's not the same case or at least to the same
extent at the middle school. The middle school standards are much more aligned with the national standards. The high school standards are dramatically different. So having a Minnesota specific edition aligned to standards and with assessments aligned to what students will see on the MCAs was a huge selling point. The high school teachers
also really appreciated the balanced approach to instruction. Kids building their understanding, kids practicing algorithms, kids seeing the context in real world, seeing problems that they will encounter in their daily life as part of their math instruction. User
friendliness was huge. And we also, like I said, will use that same curriculum throughout all of those courses. So, geometry, for example, is taught at both the high school and middle school. We'll be using the same curriculum whether or not the students are taking it here at the middle school or at the high school.
Um we also have this recommendation for Alex online. We were able to pilot this in some of our concepts classes and in these classes we often have students who have um some unfinished learning that they need to get addressed. So for whatever reason along the way there just
may be some holes that we need to as instructors fill in for students. And Alex online really allows our instructors in those concept classes to do a lot of great things. First they can do some targeted remediation for students. They can give opportunities for acceleration. So, help kids move
very quickly through unfinished learning so they can grasp those skills. They can individualize practice for our students. And they can look ahead at their units. They can look ahead and see, here's something that's coming up. I see some students in my classroom who are missing some of the prerequisite skills. I'm
worried they may not be successful with that grade level content. Alex online allows them to assign some practice in those prerequisite skills. So students can be practicing that ahead of that grade level instruction and leading to stronger success with the content.
We also thoughtfully considered student materials and screen time. That's been a big narrative. That's something we've talked about here. We've talked about in our district advisory. We've heard from parents. It was in our family survey data. And so as we thought about the materials and what we wanted to provide for students, we will be providing our
middle school students with a work text, which is a consumable uh workbook type material over the seven-year duration. This is not something we pay for each year. We pay one fee and then we get that um consumable renews each year. Our high school students will have access to
hardcover textbooks and there will be class sets aligned to each course. Our high school recommendation does not offer a work text at the high school level, but they do offer a hardcover textbook. And so we'll be purchasing classroom sets. We will still continue to have our digital resources. We know
digital resources offer opportunities for students to view things in other languages. They offer opportunities for students to access things from home if they've left their workbook at school. We know that we can provide different differentiated supports for our special education students and our language
learners. And so digital resources are very important. But what will be different than what we have now is that opportunity, especially at the middle school, for us to have a much more balanced approach. Teachers will be able to decide, is today a a work text day? Is today an online day? And our high school teachers will have that
opportunity as well. This does align with that data and that uh recommendation from the district advisory to consider how we provide that balanced approach for our students. Estimated cost of the seven-year adoption is about $236,000.
We were able to work with the company to expense the middle school cost over two fiscal years. That allowed us to ensure that all of our needs for this year were met and that we were using some budget for next year for that big cost. This does equate to about $107 per student. If we think about all the students and
all the classes they will take over the next seven years in mathematics and this cost like all of our curriculum purchases is accounted for in our yearly curriculum budget. It's critical once we adopt a curriculum that we implement well. We often spend a
lot of time thinking about what to get and not always as much time thinking about how does that look in classrooms. So this is an opportunity for you to see the next steps that we have ahead of us. First and foremost, our teachers will be trained. We've got our vendor trainings already scheduled. We will update our
curriculum maps with the new resources and standards. And the middle school and high school departments will each set implementation goals. What is it that they want to achieve in year 1, year two, year three? And I'll work with those teams to outline those goals and success criteria. In addition, we often
choose resources because of very specific reasons. They have things that we believe are critical to our students success. So, I'll be working with the teachers as well to identify what are our shared expectations for what's tight and what's loose. What are the things that should happen no matter what
because they're essential to student success? Whether that's a sixth grade classroom, an eighth grade classroom, or a calculus classroom. And then loose is really that teacher autonomy, that opportunity for teachers to say, "What does this instruction look like for me and the students in front of me?" So,
we'll define that so we have a clear path for implementation. We'll continue to monitor those checkpoints throughout the year. So, we're checking in on our goals. We're checking in on our tight and loose and really assessing how are our teachers doing? How are students doing? Do we need no more support or planning?
I'll just leave you with this last uh statement. Our goal is not simply to buy new materials, but to support strong, consistent implementation that improves math learning for students. And I don't have a teacher with me here tonight. It's summer. Usually I do, but I can't say enough about the engagement, the
work that these teachers put in to juggle all of these pilots, to learn multiple new curriculums for the betterment of making a strong decision. They were very top-notch in their engagement and their dedication to making the best decision they possibly could. This is an action item, but
before we move to that, I'm happy to answer any questions you might have. board. What questions do we have for Director Stener? I don't >> have a question, but I do have a comment and that is that I was very pleased to see [clears throat] the implementation
uh strategy that you have in place and also the idea that we're going to a more balanced screen time look at things that was uh it's the world is finally understanding it's not all [clears throat] on screen. So, thank you. >> You're welcome. >> Great presentation. Thank you.
You said that the the new standards at the high school level are dramatically different in Minnesota than the US standards. Can you kind of expand on that a little bit for us? >> I can. Um, we could talk for a really long time, but I'm going to give you the
kind of the biggest components. And one I think is very wise. Minnesota has committed strongly to a large amount of standards in the area of data analysis. So often when students go out into the workforce in all kinds of careers,
they're asked to be able to understand a set of data, to explain a set of data, to make sense, to make arguments. And so Minnesota specifically at the high school level has about a third of its standards in this area of data analysis, which is really in line with what um we
see from college and careers. It's been a a big push from mathematic mathematicians to ensure that students in high school are doing a lot of data analysis work. That's the primary difference in the standards. The other difference is that they're typically
rearranged. So, a lot of the standards are the same, but the grade level that they're taught in in Minnesota is different. So, if we would pick up a national copyright and say, "We're going to adopt this program," we would then have to say, "Oh, wait. This ninth grade lesson actually has to be taught in 10th
grade. And this 10th grade lesson actually needs to be taught in ninth grade and requires a lot of rearranging. So not all of it is differences in content. Some of it is differences in where it's taught. Other questions and comments? I know. I asked my youngest who was
eighth grade, so she got to pilot some of these this year what her favorite was before I saw your recommendations and it was in vision. So that she went through too and so that was what was selected which was kind of interesting just to kind of see. But I love that you guys do
a full circle. You have student feedback, teacher feedback, you get feedback from our curriculum committee too. Um so you know really where how our community is feeling. And so it was neat. I had asked her how she felt about learning out of a textbook instead of the computer this year, too. And she's
like, "That was different. I don't I don't know cuz it's she's so used to the computer now." So, um I think it was fantastic. So, it was fun for me because I as part of the data collection process, I went to all the classrooms um especially at the middle school level
and was able to visit each pilot and the sixth graders would tell you anything and the seventh graders would tell you some things and the eighth graders would be like, "Please don't talk to me," most of [laughter] them. But I would still talk to all the kids. Um and and they were very honest, right? They were all
able to do a Google form, but I just really enjoyed having those one-on-one conversations. But you could kind of see the eighth graders were a little. Who's this lady and what's she going to ask me? >> Awesome. All right, board. If there's no other further questions, this is an action item.
>> Second [clears throat] move by Jeff Hegley, seconded by Mary Bartell. All those in favor, please say I. >> I. >> Opposed, please say no. Motion passes 6. Thank you so much. >> All right. Now, we will move on to item number nine, safe and healthy culture.
Please help me welcome to the podium director of business services Tina Burke Holder to go through our 10-year long-term facility maintenance plan. Good evening. Uh this year I'm by myself, so remember I'm an accountant um presenting on a long-term facility
maintenance plan for 10 years. Uh what we'll go over today is the funding overview, how it works, what are eligible expenses, the projects we'll focus on for the next year or two, and the timelines and documents that we submit to the state.
So with long-term facility maintenance, the funding formula comprised of looking at our pupil units, looks at the average age of our school buildings, and then we are allotted $380 per pupil. Some of the larger districts, they have a endless
amount of levy that they can do up to a certain point. You know, what the public would accept. Um, but for smaller districts, uh, we only get the $380 per pupil. And with the age of your buildings, um, you'll get the full 380 if your buildings are 35 years of age or
older. So, we hit that threat threshold. Um, but if schools um add a building or add an addition, they have to be mindful of that and what that does to their average age of their buildings because that could lower the amount of revenue they get. And for us, a little tricky
part of this formula is that we do have declining enrollment. So, our long-term facility revenue will decline as well. Um, so we'll see, you know, large or less uh revenue come in, but the age of our buildings is increasing and it's still, you know, almost a million in
square footage. So, it's uh competing um things there. Other options to generate additional revenue, we can look at eligible projects that are 100,000 per site. Last year was something new with roofing projects and then other health and safety projects with asbestous
removal, fire safety, and indoor air quality. just taking a deeper dive into next year's revenue and what that looks like. So, the first two um boxes, some of it comes in the form of our general fund levy and then we also had
two long-term facility maintenance bonds that we did around 2015 2016 when we had our capital bond to combine some projects to get the most out of our dollars and efficiencies with the projects that were being set. Um, so those bond payments go against that $380
per pupil. A school wouldn't want to do, you know, all their projects with bonds. Try to get that all at once because you still have other ongoing needs every year and uh health and safety needs as well. So we utilize both of those um
buckets in that category. And then we also have about 60,000 that we um allocate towards the right technical center as well. The next two um boxes shows how we can access additional revenue. So the next
box talks about bonding for projects over uh for indoor air quality. So in 2019 we did a larger project on Pinewood and so we have bond payments that go towards that project that we did. And then the ne the fourth one shows how we
could access additional levy either a pay as you go way or through a bond payment. So, this is a pay as you go, just a one-year increase. And this is for a roof project uh proposed at the high school auditorium. So, our total
revenue for 2728 could be $2.8 million. And how that breaks down um it could come in the form of state aid. It could come in the form of uh property tax levy. So, in here we have 87% come in the form of property tax levy of 2.4
million and again 7 78,000 of that is a onetime roof project. Whereas 378,000 is state aid or 13%. How that comes in the form of the different funds, debt service versus general fund, it's almost 50/50. Uh but
the roof project would be under that general fund category where it's a pay as you go. It's not coming in the form of the bond. So with the debt service, we have those two bonds that we did as well as the pinewood bond we did with the indoor air quality project. Uh this is what our 10-year revenue
projection looks like. Um you can see in FY32 and 33 where those bonds are being paid off and that general fund levy increases. The third row down shows a couple areas where we could access additional levy if we did roof projects
over the 100,000 to access that. And then the last row has those pinewood bonds where they end in FY34. So, what are the eligible expenses that we can uh spend this money on? It's deferred maintenance expenses that prevent further erosion of our building.
So, think of a snow globe and if you tipped your, you know, upside down, what doesn't fall out of this building? That's kind of what qualifies for LTFM. Um, it goes with our health and safety projects as well as you could remodel or construct general neutral single-user
restrooms at each school site, but we already have that covered, so we don't need to access additional uh levy for that. Um, health and safety expenses fall under the long-term facility maintenance bucket. It's been in place for many,
many years. Um, and then in 2015 is when the legislation approved additional uses and approved the long-term facility maintenance program where we're looking at building envelope, building hardware and equipment, electrical, indoor servicing, which is like flooring,
mechan mechanical systems, plumbing, professional services, roofing and site projects or parking lots. Uh what the state law specifically says it cannot be used for is construction of new facilities, remodeling or purchase
of portable classrooms. It can't be for energy efficient projects um that where you're replacing that when they haven't reached their useful life. But if you've had [snorts] things that reach their useful life, you're obviously not going to, you know, put old things in old
cabling wiring when um that's no longer efficient. um it doesn't allow for violence prevention or facility security um enhancements or lease purchase agreements. Uh [snorts] so in developing and looking
at the long-term facility maintenance plan for the next two years, I used last year's model, our Krauss Anderson facility condition assessment and with the help of CESO looking at what uh condition some items were in um because
I think within that facility assessment, it's looking at its useful life, not necessarily what the condition is. So bear with me as I talk about our projects for the next couple years. At our high school, um we had we in last year's plan we um
had where we were going to recommission that building through that process. Um the existing controls are failing to communicate with the existing mainframe. So they're not able to complete their work. This uh high school is about 27 years old. So much of the system, the
original system is in place, but it's not talking to each other. So they're providing a listing to us that's I think over a hundred lines long of the issues. And so they're going to make recommendations to us or what are some short-term solutions we can do versus um
something larger that we would have to consider when we if we look at a possible capital bond. Uh also at the high school during a recent service check, our uh life safety backup generator failed. Um so external assessment was determined that the
repair exceeded the replacement value. So we have a temporary generator in place while we evaluate permanent options for the high school. We're looking to resurface our track next July. At the middle school, we had a licensed
electrician evaluate our main electrical panels at the middle school and they're being recommended for full replacement. So, we'll start securing estimates for this project. Um, looking at lighting at all of our buildings. We still have some fluorescent lighting that will need to
be upgraded. Uh and then also we have our hail claim where we're doing a lot of roof projects but there are some roofs our high school auditorium in East View that aren't part of the hail claim that we will have to
look at addressing sooner than later. So if you recall from our Krauss Anderson assessment presentation that they did, we have a lot of needs and not a lot of long-term facility maintenance covering those needs. So, we'll we'll have to start looking at the possibility
of considering a bond to address those needs or what that looks like in the future with this um roof. Um I wanted [clears throat] to well somewhere in here. So, right now the 10-year plan has us accessing that additional levy
revenue for that project. Um but one our levy reports don't come out to the school districts until September 8th. So, if we decide this might not be a good strategy for us, we can re um look at our 10-year plan in September and redo it if we don't feel like we should
access additional levy just depending on how the levy components come out. And we'll talk about that at our budget meeting tonight. So here we have a 10-year projection of our expenses and all the different categories um with that the health and
safety long-term facility maintenance and then the right tech assuming it's similar across all 10 years. And then this slide kind of brings it all together with the revenues and the expenses and what the projected fund balance is. You can have a year of negative fund balance because you know
that you'll have future revenues to offset that offset that negative fund balance. Um, it's just hard for schools because we do projects over June, July, and August, and that crosses two fiscal years. So, it's kind of hard to to plan those in the right school year and have
everything kind of work out. So, within this uh 10-year plan, we have a resolution that we submit to the state. We have a statement of insuranceances that we're going to follow all the state statutes and rules. With our 10-year plan, we show our 10-year revenue projection, our 10-year
expenditure projection, and our project listing for the next uh 10 years. And all that is included in the board packet and what gets sent to the state. Any questions on the 10-year plan?
>> Yeah, I I have a question on the uh 10-year expenditure sheet. When I look at the 370 finance code for electrical, you were talking about some electrical replacement items, the dollar amount I'm seeing is I guess
I have to more about that project because it seems a little bit excessive with the dollar amount that I'm seeing. >> Yeah. >> So, and I didn't see a breakdown of all the items contained in this dollar amount. So, how would we get that to the board for us to evaluate on this one project here?
I can send the detailed listing of that >> right now. Like I said, it's hard for me to put the cost in there cuz we haven't gone out to bid. >> I was just taking projects that were there. Like we had main switch gear. I
think that's the same thing. But really focusing like this is the dollar amounts that we had last year in a category. We're going to use that. It might be too much. It might not be enough. I don't know until we do actual bids. >> Okay. Okay.
>> Is that fair to say for all 10 projects? That's just an estimate right now. >> Yes. >> So then when I'm looking at your projections here with our revenue and our expenses and the fund balance here and I understand what you're saying how it can go negative, positive, negative, positive. Are you projecting for those
10 projects? I mean, by the looks of it, looks like our our 10-year plan, it'll cover what we currently have projected, but good golly, what if that co work at the high school and the the board that doesn't talk to each other? I
don't know the technical terms, but if that needs to be a complete overhaul, I'm assuming that's a very very large expense. >> Yeah. So last year we showed pictures with um I think East View had a water
heater. We had different switch gears at all the buildings doing recommissioning at all the buildings like okay we can't recommission the other buildings. We need to focus on the high school and use what we thought last year at this time of what our 10-year plan was and really
focused at the high school. >> Is this in or maybe Casey can answer us too because I know he's involved with that. Is this following the C Krauss Anderson kind of what they projected or put forth for us >> some of it? Yes. Um but I think we need
to dive deeper into that assessment to actually talk with all the building heads on how is the condition of all these things. Does it have another two years? Do we need to focus on the lighting uh HVAC? You know, we need to
have deeper conversations on how things are actually performing and where it makes sense to replace. So when this goes to the state for approval because that's what based on the 10-year plan if we have a fire we need to put out we
put out the fire are we locked into this plan that we submit to the state. We can always redo our 10-year plan. So if if something's maybe not electrical anymore and it's more mechanical, we I just have
to come back to the board and say, "Okay, we thought we were going to spend this amount in mechanical or lighting, but we need to ship things around and just ask for approval." And kind of go through the why of what happened. >> Okay. So it's fluid. >> Yes.
What other questions do we have for Director Burke Holder before we take this to action? All right, it's an action item. >> We look at this once a year. I don't remember. Is this a one year thing we look at? Do we look at it like twice a
year? >> We've in the past probably only done one year. Um, but you can do it as many times as you need if something change. Like I said, if a bid comes in um too [clears throat] high or too low and we can do something else that is more urgent, I just have to come back to
the board and go over that change. >> Is it beneficial to look at this like once every six months? >> Um possibly. Um, normally you try to get all your projects set in the fall and bid out so that you're locked in good
prices where you kind of have the next summer figured out. >> All right, board. This is an action item. >> So moved. >> Second. Moved by Jeff Hegley, seconded by Melissa Curtis. All those in favor,
please say I. I. Opposed, please say no. Passes 6. Thank you. [cough] Thank you. >> All right. That brings us to item number 10, adjournment at 7:10 p.m. on Monday,
July 20th. Our next school board meeting and work session will be August 3rd, 2026 at 5 p.m. Thanks for joining us this evening.