You ready, Angie? >> All right, we'll go ahead and call the meeting to order. Please rise for the pledge of allegiance. I pledge algiance 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. >> Miss Angela, if I could ask you to do roll call this evening, please. >> Kelly D here. Sherry here. Amy Berkie
>> here. Pat Ty here. Phillips Y >> here >> and >> here. >> We have an agenda before us this evening. Mr. Mak, are there any additions or corrections, please? >> No, there's no additions or corrections
to be made. >> I would entertain a motion to approve this agenda, please. >> Making a motion to approve the consent agenda as presented. The agenda as presented. A motion to approve the agenda as presented made by Miss Tyer, seconded by
Mr. Shonrock. All in favor say I. >> I. >> Opposed. Motion carries. Want to start by welcoming everyone here this evening. Appreciate you taking your time out of your busy schedules this evening to join us and hopefully uh you find it to be
worthwhile, get some accurate information. And uh with that, we have uh three speakers that have registered to visit with us this evening. I just want to go over a little bit of the technicalities on that. Um I will
recognize each speaker. I'll call upon them individually. Um each speaker we ask to give the name, address, and the topic to be addressed. And we would also limit that to five minutes per speaker.
Um, the one thing we want to kind of avoid, and we have plenty of time, we'll take the time needed, but if it gets repetitive of what someone else has covered, uh, we may move you along in in respect of time for everyone here this
evening. But with that, we will start with Nicole and David Chickas. Welcome to the meeting and please come forward, share your thoughts. >> Good evening. So we are Dave and Nikki Chickus, parents of Owen and Landon. Our boys are
in Bridges and second grade at NHG. We live in the USC school district, but chose to open sorry open enroll our children to NHG. Um determining where our kids went to school was not an easy decision for us. Um USDA has a lot of
great features. They have a north school. is easily accessible. It's a single school location and Wells is closer to our home than Ellen Hill is. Um, as we looked through the staff directories for each school and recognized all of the familiar faces at
NRG, we were reminded of how important the community is. Community is known who is taking care of your children, providing for their education, and ensuring their safety. Um, start preschool and school age child care at age
Um, for anyone who has ever been a parent, you know how terrifying that can be to send your little child off to school for the first time. Sorry. Owen has significant medical, developmental, and physical complexities, which amplified our worry as parents.
However, we were fortunate to have Macy Whiteside and her team sit down with us before the school year began to go over Owen's needs and to ensure that he was well cared for and had the best startation. He was paired up with Lexi Hotel as his one pair and she's taken exceptional
care for him from day one. Now in second grade, Owen has been fortunate enough to have several wonderful pair of professionals helping him with his daily needs and supporting his learning including Lexi Stacy Hutchkins, Chelsea Johnson, Sheena Olsen, and Lauren
Haroldson. These pair of professionals are more than just school staff to us. they become a close-knit support system that goes above and beyond for our children. Um, some examples, um, as I previously said, Lexi's help from the
beginning and knows that he's often more capable than he lets on his teachers find ways to encourage him to perform his best academic. Um, Stacy safely drives our kids, both home and to and from school daily. She
knows that Landon and Owen love Christmas and she made sure that the wheelchair van was decked out with Christmas decor during the holiday season to make their school days brighter. Um, Chelsea routinely asks us for tips on how to help Owen with transitions in
and out of his wheelchair, how to best support his efforts in learning to crawl, and ways to encourage him using his skate trainer at school because she knows one of her highest priority goals is to get old and walking. Um Sheena often helps Owen at sack
during the summer months. Um she finds fun and engaging ways to help him work on his academics over the summer to ensure that he retains the things that he learns during the school year. And Mr. Lauren, he has a quick wit and a love for talking with um and I actually
have an email from um the physical therapist that comes to school that works with Owen and it's specifically about Mr. Lauren and she said, um, I just wanted to say that I truly had the best time seeing Owen and today with Mr.
Lauren. Mr. Lauren made sure that Owen was engaged in the activity and was having the time of his life doing the same things his peers were doing. I've never heard him laugh so hard. Huge kudos to Mr. Lauren. Please let him know that his efforts were really
appreciated. Um, so as you can see from these examples, career professionals are essential part of our school district. Not only do they impact the lives of students with special needs, they support education of all students within our district. They are extra support to
the teachers within the classroom setting. They fill important district-wide roles such as transportation drivers, lunchroom assistants, recess attendants, and much more. If we want our students to thrive, we need pair of professionals. In order to retain these individuals
that we're lucky enough to have within our district, then we need to ensure that they are paid at a living wage. As parents in this in this district, we highly value the work of Paris and do hope that the school board will also recognize their value and approve their
requested wage increase. >> Thank you. >> Appreciate it. It's always nice to hear compliments on our staff and we couldn't agree more that we do have quality staff. >> We have been very very thankful, appreciative of much everyone for him,
Landon, everything. It's been a great experience and I >> you hear from other schools right that you know and I talk to about what our school has to offer. We're always above and beyond what other schools have done to see that continue because it makes us
really proud to actually really be here. Um, so thank you for that. I know that's a that goes all the way around all the moving parts. >> Thank you. >> So, thank you for acknowledging that that it is all moving parts. >> I really can say that it's
>> and and thank you for choosing NREG. I know I can only imagine that decision as a parent of where do you take your child and and we are very honored to have your children >> and we respect that. We hope to earn that for you. So >> thank you.
>> Great. Thanks for your time. >> Next up is Miss Jenny Bun. Please >> welcome Jenny. Thanks for joining us. >> I'm Jenny Bun. I'm a fourth grade teacher. All right. I'm here today as classroom teacher who deeply values and depends on
our par professionals in our schools. Simply put, our paras are essential to the success of our students, our teachers, and our entire school community, and they deserve to be compensated accordingly. Par professionals wear many hats each and
every day. They manage student behavior, run academic and social emotional interventions. They supervise recess and lunchtime and they perform various other tasks. Many um many provide personal care for students when needed and some
support students with complex medical needs. The list of responsibilities of a parap may be that they may be asked to take on is truly endless. Their work is fastpaced, physically demanding, requires constant energy, flexibility,
and most importantly, patience. They are always on the go, always on their feet, and are always putting students first. In the classroom, parents often work one-on-one or in small groups of students while teachers are leading the whole class or pulling groups. They help
implement IEPs, support inclusive learning environments, manage behaviors that would otherwise disrupt instruction, and foster student independence. Teachers cannot physically be in 20 plus places at one time and I have 26 in of my classroom this year.
And parents make it possible for all of those students to receive the support that they need to be successful. Ask any teacher what it is like on a day when their parent is gone or unavailable. And that answer I probably can't say, but would be the same that
instruction suffers. While teachers do their best to make do on those days, everyone, students, teachers, and the learning environment as a whole benefits tremendously when another trained, caring adult is a girl. I can express my
endless gratitude to our parents, but appreciation does not pay the bills. Our parent professionals are underpaid, undervalued by our district, and despite their training and their specialized skills and critical role in student success. This leads to high turnover,
staffing shortages, and financial stress for individuals who are doing some of the most important work in our schools. Higher pay is not just about recognition. It's about retention and sustainability and fairness. Competitive compensation would help ensure a livable
wage and acknowledge the vital contributions that make every single day. Investing in our pair of professionals is an investment in our students and it's the quality of education that we offer at MUT. We can't
take that. I strongly urge you to consider a meaningful raise for our pair of professionals. They are not optional support staff. They are vital vital members of our educational team and our schools simply could not function without them. So, thank you for your
time, your consideration, and your continued support of our students and our staff. As I >> Thank you, Miss B. And last but not least, Miss uh Mary Angelley. Welcome. Good evening members of the board,
administrators, teachers, families, and community members. Thank you for giving me the opportunity to speak tonight. My name is Maryanne Schlake. I'm a resident of an NHG school district and also have been a par pair professional in the
district for the past five years. Our par profofessional union is made up of 23 dedicated pair of professionals between both elementary and high school. Many people hear the word pair professional and think of someone who
simply assists a teacher. As a parap professional, our days often begin before instruction uh starts. We help students arrive safely, regulate emotions, and prepare for learning. Throughout the day, we
work oneon- one in small groups with students who have disabilities, learning deficiencies, behavior challenges, and medical needs. We reteach lessons, help modify assignments, collect data, assist
with implementing IEP goals, and support inclusion in general education classrooms. We deescalate crisis and help when students feel overwhelmed, frustrated, or afraid. We help students manage conflict on the playground at the
elementary school and help students with advanced math classes at the high school. This is a snapshot of our work. Being a pair professional here has allowed me the opportunity to build a relationship and get to know students I
work with. I know their abilities, their strengths and most importantly their needs. I am also a grandparent that has grandchildren in the district who have learning needs and I know how they have
built relationships with their parents that have returned and continued to work with them. When a par professional leaves, students lose trust adult trusted adults teachers lose critical support. High turnovers and very and the
very children our district is committed to serving, especially students of with disabilities. We do work because we care deeply about students. We care, but caring does not pay the rent. Many
paraprofessionals in this district work additional jobs. Some qualify for medical public assistance. Others leave the profession all together. not because they want to, but because they cannot afford to stay.
We have made great strides in our contract the last few rounds of bargaining and we recognize that the round of negotiations and tomorrow as our negotiation team heads to mediation with the school board. We are asking for
fair compensation that reflects the skill and responsibility that this job requires. Compensation that allows par professionals to remain in the profession, grow in their roles, and continue supporting students.
Compensation that will attract quality pair of professionals to our great district. We are proud of the work we do for the students of this district, our students, your students. And I'd also like to take a moment to recognize that this is par profofessional week
recognition week as proclaimed by the state of Minnesota. So when we you see your prayer professionals this week, tell them thanks and thank them for and recognize them. Thank you. >> Thank you >> and have a good evening.
>> Thank you. >> All right. Again, thank you all for coming and sharing your thoughts there. Uh you are accurate. We enter into mediation uh tomorrow. Uh and so we're hopeful that that can uh be successful.
With that, uh Mr. Mak, we will turn over to your superintendence report, please. >> Yeah. And with uh uh uh litigations taking place tomorrow, uh we wanted to share an update and and audience, you're more
than welcome to stay for the remainder of the uh session. And uh the first thing on our agenda is to give uh the regular board members an update on the uh board committees uh work that they have been doing with the uh
negotiations. Uh so stick around for this part, stick around for the rest of the meeting. It's it's completely up to you. So uh we'll go through these slides here and and uh just give an update as we head into tomorrow and once we enter negotiations
obviously then uh the rest is uh up to the hands of a mediator. So, uh, slide one just gives a a quick little update, uh, as as I actually was mentioned, uh, in the, uh, public speaking here that the last two
settlements with our pair of professionals have been above the average of the the settlements within the district. Last settlement for the 2325 school year was at 17% or just over 17% and the 2325
settlement was uh at 15.35% and what I was impressed with the board the negotiating committee um was recognizing the need that the the contract needed to be upgraded that um
the board recognized and and worked well with the the pair professional negotiators that there was a large gap that needed to be filled and over those last two settlements 33 or 32.8%
growth was obtained in those last two settlements. So, uh, kudos to the two, uh, uh, u sides for coming together and and bringing the the contract up to speed and and getting that to a a much better spot.
Your board committee um, had a couple initial meetings where we set some groundwork with the pair of negotiators. Uh the first couple meetings really just kind of set the groundwork, talk about some language and then the contract
financials are discussed. The par union came in with a initial um proposal of 16.1 16.16% which included a salary in increase and
it also included some language proposals. The district then countered at our next meeting with 8.3% or roughly $50,000 increase to the contract. The par union countered that with a
13.39% increase. Basically, they eliminated the contract language and we're asking for a$120 increase in the salary schedule. the board committee, the district decided that or came back and said um
they're holding firm to the $50,000 increase or roughly 8.3% increase. So u the last settlement at $81,000 compared to $50,000 obviously is about a $30,000
gap between the two sides. and actually go to the next slide and we'll come back to this slide. Um I put some research into the um starting salaries of the district or our districts within the gopher conference
as far as where the starting salary is for pair professionals that have settled or have offers on the table right now. And um the range is anywhere from $15.93 an hour up to $18.25
an hour. You can see that uh the the uh 75 an hour proposal that the district has with the pairs right now would put the starting salary at about 17 or at 1770 an hour which is about third highest of the
eight reporting districts. uh the asterisk in the seven or in the $1807 column and the $17.13. Those are offers that are out there right now. Uh in a later slide you'll
see that the 1807 is a 50 offer that one district is has on the table and the 1713 starting salary is a 43 cent offer that a district has out there. So that the
1770 proposal that is being um offered right now by the district um the 75 cents an hour offer has a district uh in the higher tier
of the uh districts that are uh that go for conference districts that are reporting their information. Now go back to that second slide and again those eight districts that have reported.
Seven of the eight reported their high the top end of their scale. Um the one that hadn't reported their top end was that the high the 1825 an hour for their starting. So assuming that they that they're keeping in line,
they would probably be higher than the 2420 uh the $2448 mark. But the the offer that uh NRHG has right now at 75 now where we put the the
top end of the um pay scale at $22.95. And so if if all eight were out there, that would have us third of the seven that did report that has the district at
the ranking second highest. And now going down that scale, the $2064 has an asterk by it. And the $2023 uh wage has an asterk that again is the
the offer that's on the table. That's a the uh 2064 is a 50 cent offer that's being made and the 2023 is a 43 cent offer that is being made by a district.
So again, those are some comparables that we have with other local districts approximately our size and in our location within the Gulf for conference. some other information that the committee
is looking at on the next slide that um we do the last that we heard of or the last that we know that the the state is anticipating a $250 million in reductions to special education
access and compensatory aid are two of the areas that they're looking at making reductions to uh districts across the state. So we anticipate that our district will see some sort of reductions this coming next or this coming fiscal year.
Another factor that the board committee is considering in in their proposal is that uh at our organizational meeting earlier this year, there is some considerations to uh being talked about or discussed at our pol our current
policy right now states the top end of the policy to maintain our unreserved fund balance, general fund balance to maintain between 22 and the top end at 28% but with the rising cost of materials
and services that we we'd look at considering moving that up and uh maybe have that closer to 30%. Uh maybe even higher than that. It's something that's going to be considered.
And then finally again a a point of consideration in our uh um negotiations with the committee is that the the 8% that the has been settled with the teachers and other contracts within the
district is right in line with the the eight or 8.3% that the district is offering with the pair of professionals. Just to remind the the rest of the board here in conversations that we have that I have with the the committee that last
June that we did approve a a deficit spending of over $400,000 again with an asterk that that $400,000 deficit spending was acknowledging and and and was done in consideration that
we were awarded the access funds of $300,000 that that would be recognized next school year that that access funds would be received starting uh fiscal year 27th.
And so again, spend deficit spending that kind of money knowing that additional revenue would be received coming in uh after it's a reimburseable fund. So that would be re spent this
year and then received next school year. uh even it and it's early but some of the early projections that uh and it's assuming that revenue doesn't stay in pace with expenditures
that if we can broadcast or project outward that um again expenditures are going to outweigh revenue that we project even with the access funds being calculated in we're going to be looking
at 200,000, maybe up to $350,000 of deficit spending for the 26 27 school year. If uh reductions of uh staffing or red uh reductions of programs aren't considered
or aren't made before the uh uh end of the school year for next school year. And then the last bit of information that factors into the committee's rationale and and as we go through the process of negotiating
um on those graphs of the starting salary and the top end of the salary again based on information that has been collected from uh Gopher conference school districts the offer of 75 cents an hour uh is uh very competitive
compared to the offer that is either on the table or that has been settled by other districts within the conference. A 64 cent offer has been accepted. A 45 cent offer has been accepted and then a
50 cent and a 43 cent offer is is the offer on the table with two other districts within our conference. So alto together that is um the information that we have right now and and those are the
bits bits of information that kind of go together as the committee weighs out all the different factors and makes the determination on coming together and and trying to settle the contract. So tomorrow morning at
8:00 we'll meet with the mediator and and uh move forward. >> Thank you, Mr. M. >> I I would say uh committee members, if there's additional information you want to add or share with your board members, this would be a time to do so.
>> Well, and I' I'd just like to share with the board members and the other staff here. I I appreciate you taking time out of your busy schedules, like I said earlier, of getting accurate information here. The one thing that I think uh uh
needs to be brought to attention here for all of us is so many times in what we might say is uh difficult negotiation sessions, it equates back to we're not appreciated or we're not uh we don't no one knows the work we do. those things
we as a board have to remove from the negotiation process because we have a responsibility to keep our finances in order and if we don't we're going to have long-term effects there. So I I
would ask you to understand that as we negotiate it doesn't mean we don't appreciate you. It doesn't mean that you're not respected. We heard from a family saying what a great staff we have. We think that from A to Z in this
district, we expect it from A to Z. Whether you're a bus driver, a cook, I'm going to miss somebody when I start talking of the different groups. But each and every group and each and every employee is important to us and that makes us the district that we are. So,
please don't relate discussions and working toward a contract as something that uh you're not appreciated as an employee because nothing could be further from the truth. The other thing I will say is we have different groups throughout this district
and we do work extremely hard to keep these raises and these contracts in line with other groups. We explained why the paras were increased substantially the last two contracts. That bothered me as an individual of this board of why we
were giving such a large percentage of increase to one group when we had other groups that were settling much less. And I know all the debate that that'll create when I say something like that because I know there are different pay scales throughout this district. But it
is something we take very seriously as a board and we want to keep that uniformity across this district. So again, all employees are important and appreciated from this board and we will
work through this. we will get a fair agreement and we will move forward and we will request that you do a great job when that contract is in place just like you're doing now without the contract. So, let's keep that in mind as we as we work through this and please get
accurate information when you're making decisions on on where we stand on this. One last thing, we'll move on. And I promise to not take the whole night here, but the postcards, and I appreciate that all of us received them as board members, and
that's great. The one overwhelming word used was fair over and over from everyone. I think that's what the paras want. I think that's what the other staff want. That's what we want as a board. And we are working toward that.
And I appreciate Mr. my sharing the information justify us being fair. So, we'll move on. There's other business to take care of here, but thank you. This is a little bit of a challenging time to get to a contract settlement. We will get there.
We're asking for the help of a mediator. That isn't a terrible word. Uh we're going to that's that's what we want. I don't want you going into this tomorrow saying this is awful. The sky is falling. The board is against us. Nothing is further from the truth. We
are with you. We appreciate you and we will work through this tomorrow and hopefully have a definitive agreement. And when that tenative agreement comes back to the Paris for a vote, I would strongly encourage that that would pass because we've been
down that road before too and that is complicated also. But uh let's work for a settlement and we're all on the same page. We want to move forward and we want to uh be fair. So, thank you again all for coming and we're looking forward to a contract settlement here in the
near future. So, appreciate it. >> With that, Mike, we've got >> Yeah. Next on the list here, um I have Carrie Pet Pinger provide an update on a grant that she has submitted. >> Welcome Carrie.
So >> that would be up to >> Yes. >> It was stated that it's 8:00 tomorrow morning and we all have not. >> Oh, >> sure. >> That's probably a good thing to tell me an hour before so that I'm there on time.
>> I'm just asking the the mediation contract thinks that night. >> Sure. >> I just want to double check. >> Yeah. And and I have too also so um >> I wasn't trying to >> Right. No, no, I >> know that I'm where I am at.
>> Absolutely. >> Let's keep it at 8 that has us. >> Yes. Absolutely. >> We will. >> Yeah. I guess we'll stay with the time that's on there. I have eight and maybe that's >> the sheet. It's 9:00. >> Okay.
>> So, >> okay. Okay. Thank you. >> Thank you. >> There's more exciting information coming on. I hate to lose the problem. Thank you. >> All right. Well, I think most of all of you know me, but my name is Carrie
Pettinger. I'm a district licensed school nurse. Um, I just kind of wanted to come and touch base and talk about u one of the projects that I've been working on kind of it's not really outside of the nursing thing. It goes along with the wellness committee that
I'm on. Um so back last spring uh SHIP which stands for state health improvement I think partnership it's through um the public health and we can kind of double dip because they can go to steel and it can go to but um this
was through Steel County so I meet with them quite frequently and we talked about um some grants that they had available. If you maybe recall, I've used the grant in the past to do a mother's room in both buildings. I've used the grant to to fund um an
afterchool snack cart at the high school. I've used a grant to fund some athletic equipment for over here. We've used them for other things as well outside of what I have. But um they came to me and said, you know, one of the things that they focus on is mental
health, which we obviously all know is a huge thing right now. Um and they that we are able to fund a grant for an area for kind of they call it a calming room um for staff. And so at that time I went back to the principal and kind of said
you know is there any area that we could use to have this space and at the time I think we weren't really utilizing the mother's room however in this building it is quite large space so we thought okay well we can you know kind of divide
up and have two areas in that room. So, um I went ahead and applied for that grant in the spring and late spring, uh the grant was approved for the funding that I request requested. So, over the summer, I went ahead and purchased the
supplies and then late summer, early fall, right before school started, I was able to um put the room together, kind of rearrange it, so it kind of had two separate areas. Um and then of course finishing up the grant requirements.
So this is some pictures of the rooms. Um things that I was able to get funded in there were some mindfulness cards, adult coloring books with colored pencils, whiteboard markers, um noise cancelling USB headphones,
um a bean bag chair, Zen garden salt lamp, yoga mat, exercise equipment, um a lap desk and a bookshelf. And so you can kind of see those things. And this is kind of a wide angle of the room. So you
can kind of see that this side is kind of more the wellness and then that side is more the mother's room. Um so when there is a nursing mother that needs to utilize the room, she's able to go in there and lock the door so no one can interrupt and then um if if it's unlocked, it can be utilized for the
calming area for staff. So I just kind of wanted to share that. That's one of the things I've been working on. Um, I'm hoping I can do the same thing at the high school, but we're having a little trouble finding a location to put it. Um, since the high school is pretty limited with space, and obviously it
doesn't need a huge area, but it needs an area. Um, and the mother's room over at the high school is way too small for that. Um, so that's one of the things I'm working on. Um, and I guess the other one that grant wise I'm working
on, we'll talk about all I'm sure. even a little bit before but that's a big one. So we'll talk about that but I just wanted to share this with you guys. >> Appreciate that. >> Thank you. Thank you. >> Thank you. >> We can jump in with
>> Dr. Wy here. And >> good evening everyone. Thanks for having me. Just a few things. Um I did on there. Um, but um, I would like to say if you ever needed to find me, I might be in that
space. It's a very nice space and I appreciate that. So, that's very nice. I would also like to um, thanks for the donation to our classrooms. Teachers are able to use that money for their classrooms and
students. So, that's very exciting. We're very appreciative. Um, also for the county co-op um, They've given a very generous donation for our elementary albert garden and our scheme project. So, we're excited to get that started. Um getting going with our woods um department. They're starting to build
those gardens for us using that donation. Um and for sure getting that ready for next year. See how it goes for this spring. But yeah, very excited to do that. We finished up our benchmark assessments. Um had a great planning day today looking at our PLC's, looking at
our curriculum. had a really good conversation about those things and how we're progressing for this first year with our CKLA curriculum. Report cards will go out the 23rd. Um we have our big celebration for our second quarter celebration that will be this Friday. So
we're excited to do that. And a really fun little tidbit is our teachers and our kids made cancer pride videos. Um so that's looking forward to seeing all those and we'll share those with the students on Friday too. Um and then we just have our book fair and parent teacher conferences coming up um next
week. And um the big thing too is also our amendment um that was put in the um handbook too for our attendance just to kind of clean things up a little bit on our attendance end, make it a little bit more informative for parents and families um so it's a little more
understandable on how things work. So any questions for Thank you very much. is a link on to our January newsletter as well that's posted on our website as well. >> I will ask that if you would mind sticking around too to the um you have
the uh attendance amendment >> you could speak on that now >> if you want to do it now or >> I can do it right now. >> Okay. >> Okay. So basically um what's laid out is it's a little bit more informative that lays out what is excused absences, what
is unexcused absences. So at least um our policy that was taken from previous handbooks that's what's in there currently um it's a little bit more generic but so I wanted we talked about it met with um our social workers and our school counselors also working with
the county to make sure it also lines up with county um pieces with elementary and elementary students and families and how things work a little differently than middle school and high school attendants but it lays out what is excused and what is unexcused and we're just asking parents to um even though
they may email or contact the teachers, it's really important for them to call that attendance line and also call the office because there's sometimes a big mismatch of you know parent parents may call um with good intentions to the teachers but teachers get busy may forget to let the office know. So it's just really important and we're putting
that in there to make sure that you call that attendance line office to make sure uh we know that so we can mark that correctly. um see unexcused absences. There's consequences that are listed in things that we do. Sending letters um looking
at sometimes I meet with families just to see if we can support families a little bit better and how we can help with that. And then their tardies, whether they're excused, unexcused, that's laid out as well. Um the big thing too that is changing um is their arrival arrival times in the mornings.
Um right now um it's a little different. So um if a student ories arrive 9 that's counted that will be counted as a tardy. Um but after 9:00 between 9:00 and 11:30 that would be an AM absence. Um right now they can come in anytime 10:30 11
that's just count as a tardy. Um not always as an absence. Um and then in the afternoon for PM absence. If they leave between 11:30 and 2:30 that would be absence. Just kind of define some of those pieces
and how things are categorized. questions. >> Appreciate you addressing that. That's very important. I detect that the importance here is to keep students in. >> That's right. Right. We want to make sure we know that things come up and
families there have different emergencies and different things that come up. And just making sure there's that communication piece that's really important. And then also um students need to be in school as much as possible and we want to make sure support parents and families to do that.
So just having that communication is really important. >> Thank you. >> Thank you. >> This is Peterson. >> Hello. >> Good evening. In my teaching and learning world right now, benchmarking is like benchmarking
is just wrapped up with the elementary school and dad meetings are happening. So this is where we make changes interventions. If they're making lots of progress, maybe they need less support. If they are showing a higher need and haven't had support, then we can give them some support that they haven't had
in the past. So we're right in the middle of it. We've got probably three data cleanings under our belt. There's probably three more that need to happen. Um, today was a staff development day. Everyone was four hours in person. At the elementary, they had a follow-up
training with their new curriculum and a little bit of PLC time. At the second, there was three individual sessions and staff kind of rotated between all three was about 50 to 55. It ended up being 55 minute sessions. Um, the school
counselor, so like Liz and Taran and Brooke posted one on um kind of social emotional keeping students in the classroom, keeping us, you know, strategies to keep them in the classroom if they're high anxiety or something's going on, they're quick to get out. So,
strategies for teachers to help keep kids in without the need to have to go out all the time. Um, one was um Mrs. wrestler presented a rotation on what parents and students want their teachers to know from the eyes of the dyslexic.
So her personal experiences she shared with staff and what she wants other teachers to know and what her experience has been as a parent. And then I taught um breaking apart words. So now that MDE all the data has come through, their
number one recommendation for secondary instruction is everyone needs to know how to break apart words and help support those students in content level four syllable words instead of just telling them what it is. Show them the strategies on how to break those words
apart. So that's what I presented today and then everyone had a chance to meet their teacher growth and development goals and share a little bit of information with others uh today maybe at the high school. I don't know if test materials were delivered but they were supposed to be delivered um either last
Friday or today. So the first batch of test materials is forl students. Um we only have three. So that will be happening within the next week and a half or so. I have security training out for all staff and custodians about 20
people that need to do that. Anyone who either has access to my office um yeah access to my office or would ever have chance to like see materials do the test security training. All of the other
staff have different administration roles so they've got a little bit more intense training. Um I did put that out prior to today just in case um they wanted to do it during their planning day yesterday and I had I had a handful that finished it yesterday. So pre-EST
editing. So even though WEDA is going to start up um all of the back steps are happening to get MCAs in line. So I'm already putting in accommodations. So they're due by the end of the week that teacher training for administration and I'll send out a quick parent
notification just here's the dates and then um Mr. My about something we can do to help incentivize instead of opt out. That's what I'm working on. >> And that's what I I left you the notes
that was uh included in a newsletter back in December. So, I'd like to take a couple minutes just to brainstorm walk through this
if we should make this like a a an action item in the our February meeting. If you think it needs to have board action, it it doesn't other than the fact that
it would be um some reduced revenue. It's a big step, but uh I guess if anyone's got got any thoughts or ideas on this sort of
incentive and and and getting, you know, that there's one train of thought that we we could go districtwide and have students student passes free for students. some some district schools are
doing that already. I don't want to say many. I don't want to be leading and give you information that's leading, but there are districts, there are schools within our conference that do allow 7th grade through 12th grade, 6th grade
through 12th grade students into their activities for free. We charge $60 for a season pass, so that's obviously some revenue that comes in. I don't have any of those numbers. If we sell a hundred of them, 200 of them, um, you know,
we're talking thousands of dollars, tens of thousands of dollars. Um, we do have a substantial amount of students that opt out. >> I feel like three years ago there was a really big
bubble and then it shrunk a little bit the last two years. there's still a significant amount of people that decide to opt out. Um, we don't necessarily advertise it, but the parent opt out refusal form is in the handbook. Um, pre-printed on the
link. It's in there. It's also on the district assessment page. Someone will get a hold of it and decide to pass out to friends to >> It's usually the kids that started. >> Yes. Yeah, my son was the junior that year that the junior class exploded and
they all just kind of ganged up and decided, hey, we're not >> they were all going to do it. They showed up that morning with opt out forms from parents. Um, as a district, we can we can set a deadline saying like if the test is on one day, let's say on
a Tuesday, you have to have that form in by Friday, otherwise you're sitting through the test. But then you're inviting my kids who don't want to sit there. They're just going to click through it anyways. So, I don't know what the benefit of that is. Um, but trying to incentivize it a little bit. Maybe at the end of at the completion of
your MCA season, come and see me for an activity pass. Whether that's one test or you're an eighth grader and you have to take all three of them. Congratulations. Thank you for taking the time to do that for our school. Here's something as a thank you.
And students that opt out, they negatively affect our proficiency >> in the in this when you're on MD and it's like a report card, our state report card, that is a negative. >> Do parents usually list a reason for
opting out? >> Okay. Because as a parent, I can tell you that those tests are at grade level. And when you have a child who has special needs who is not at grade level, >> they're hard. >> That is hard. and unfair. And then this is an equity issue
>> that we're offering you a pass if you can and that's >> right. If a child is not at grade level, you have given them something they cannot attain and that that that's an equity issue. And so completion of it,
>> huh? >> Just when it's done, whether you pass or not pass. >> Yeah, it's about 40% of proficiency. Oh, that would be a separate above maybe. >> Yeah, just if if they
>> step one is if they do not opt out, if they take the test, >> then this is a thing. >> Yes. >> Yes. >> So, it's it's not it's not going as far as some districts do and say all
students get a free pass. We'll say all students that take the test get a free pass. And then we might have a a deeper conversation that say okay so now the parents will hopefully encourage your son or daughter to take the test. Now
how do we prevent CCC? >> And now let's incentivize it. Let's talk about the equity part or the the the point that Kelly's bringing up. It's saying, okay, let let's have some effort and if your grade level meets
this proficiency or if your grade level has a high uh uh the highest proficiency level or meets proficiency level, then that grade level could get another 10hole punch.
>> So, how does that work? if their parents have it listed on their >> IEP. Yep. Totally different cover. >> Basically, I'm just I'm trying to as an educator, I'm thinking about this in a lot of different ways, right? Like I understand as school board, we want
these kids to take a test. We want it to benefit us as a board. >> But I think we also need to consider the blanket that goes over that. >> Who are we not including in this? Who are we potentially stirring a pot with >> that maybe this needs to be >> Yep.
I think I have that in there. IEPs, they have totally different ball game. You know, those rules trump everything else. >> Me and Laura have talked about how we still include that like in the moment like if you're at an IEP meeting, yep,
we're going to write in your IEP that this is not appropriate for your child. That person would still be able to get their pass. That is >> right. >> It's not like you said no >> because you just don't want to. You're saying because that's totally not appropriate for your educational
setting. Then Laura will have a pass on that kid at that point. And if there's this large group, let's say there's eighth graders who the group that the grade level that gets the highest proficiency in their math,
it would just be the kids that take the test and everyone in that grade level would still benefit from that. So if those, you know, seventh graders just absolutely rock the math test over
everyone else, then every single seventh grader for their effort and their hard work in class would be rewarded for their hard work. >> Let's just say maybe I'm not understanding this, but let's just say that
90% of the seventh grade kids took the test, 10% didn't. So then at the end when they rocked the test, what happens to that 10% that didn't? >> They would still celebrate with their
>> Okay. All right. I didn't quite >> I love the idea. I don't know if it's enough of an incentive because parents are paying for those passes. So the kids are like, I already have a pass. My mom buys up for I'm not taking the test. Yeah, that's that's my only argument, honestly. I think it's a great concept.
I I think >> I just think to participate. >> I wish I wish it wasn't an opt- out option, period. Like, you just say, "Hey, you know what? You guys, we take these tests because these tests benefit our school." End of story. I don't want
any argument. It's like what we do with our kids. No, we don't get to not clean your room. we have company coming over and your your dirty under you know I just wish we we could get it in the kids' heads and it only takes one kid to say hey did you know we didn't have to take this test and then before you know
it I have the son that came to me too I'm not taking it I'm like you have and I couldn't argue with him he's like I'm just going to mark C's I'll be done in 10 minutes I'm like well you either do that or you go to the library and you do homework I guess I'd rather you do homework
>> I had the high school adults last week tell Don't tell them all the benefits of taking the test, like learning how to take a test well, learning how to cope when it's difficult. Um, it doesn't affect your grades at this moment, but in the future, a high stakes test will.
So, learn these skills when it's still a learning environment instead of a detrimental environment. They said, "Yeah, don't tell anyone about those things. Just tell them about they don't want to hear this part." >> Well, they won't they won't hear any of it. They'll only that they won something.
>> Yeah. >> I mean, all in all, that's all kids want to do is win something or have something. So, >> I I get that. >> I wish it was just black and white. >> We We do have time, but at least we can open this up. Kelly brings up some good
points, too. And >> and because I said so, >> I don't know if it's going to go real far. >> I don't know why. A little fear is not a bad thing. at one point and uh um Kelly I don't think you were in education at
the time Pat and Terry you were that you pass these or you don't graduate >> that was pretty solid >> and that failed miserably one >> you had to pass an eighth grade math
>> and if you didn't they were coming parents were bringing their kids to summer school >> and we had validatorans and saludiatorans not passing that test >> and stressing out and it was >> Yeah. >> Do you think this is weird? Do you think it could be
>> You were around and Jen, you were around. >> I think it could be like an MCA party like, "Hey, we're having fun. We're taking tests. We're getting smarter. We're going to have pizza for breakfast. We're >> We used We used to do We did that. Remember our skit and everything we did to get the kids to rock the
>> pizza for breakfast? Fun and test. >> We We did all sorts of stuff. We had things going on every day to just get them in their >> teachers and admin work very very hard. >> Maybe MCA test day. You get to wear your slippers to school and your pajamas and
>> you know comfort. >> I think it's great. >> I just think it's great that we're having this conversation. It'd be nice to involve I think a few more staff members maybe. So is it does it all fall on you or banger or something like that because
really did. They're going to know. >> And >> what's going to get the kids? They're going to know. Like, I'm sorry, but I've been removed from the classroom, right? All I know is that I have a child with special needs, and so that affects them, and I know how that affects them. >> But when it comes to the classroom
space, Jenny, you're the expert of your classroom space. So, we need to bring those voices into this communication. And so, I I think that it's important that we connect with people You know, Mr. Seal,
>> you know what? This is just like another screening. We're just going to do it. Let's check on our standards of the district. This shouldn't take three days. Let's try to get it in two. And if it takes you an extra day, that's not a big deal. You got time. Maybe we try to make it not such a big deal. Then maybe
Oh, you know, I've already done one two months ago. I might do another one. Maybe it's a little more I know I'm not to talk but connect >> also like setting those goals for some students like Payton is an amazing student and could test well her score
was always up here but she even talked about a teacher setting goals where you had to increase your score by this much she can't >> nowhere to go on it >> so she was like I'm never going to be able to achieve that so why should I try
and I'm like no go take the test so there has to be discuss there too where some kids can't increase by a certain amount and >> others who are lower can't get to that right you know so like
>> it's these tests reflective on us for meeting our standards well >> it's not necessarily a huge reflection on what the kids are learning but I'll also disagree with that >> because third grade takes the test fourth grade takes the test fifth grade
takes the test there is always a dip at fourth nationwide. So, I've contemplated moving grade levels just because I don't want to teach that BIP anymore. But I don't >> I don't know. The test is taking >> I think what I'm hearing here is that
you're on the right track of >> in Yes. the the test and I I think the challenge is how do you do it uniformly and fairly and get the results. My first question when with this approach is so
is that gonna gain us five or 10 or and you don't know the answer. That's not a fair question. But I think >> work on it is what I would leave. I don't think we're going to solve it as a as a board and tell you I I think >> well and the other not all grade levels
take MCA so like complete grades out of >> they don't take the MCA they could come to open house and they could redeem that activity pass. That's a draw. >> Sure. So that would be an incentive to get them like at the beginning of the
school year open house. Here's your activity pass. Thank you for checking it. >> Also fees are made in March. So is pass for the next year. >> Yes. >> Okay. Checking >> then we have to stay then we have to stay consistent. There's no reason to
>> deviate from any sort of plan ever. Just make it consistent for >> forever. And to be clear too, we're not looking necessarily for answers. We're looking for like This is lost revenue, >> right? >> Right. >> I think we're I don't want to speak for
the board, but I bring us a good plan and I think you'll have all our support is what >> And I wonder if not only just adults deciding what the kids are doing. What do the kids want? Like >> not that we need 48 opinions from each classroom. That's not what I'm saying.
But can we >> ask a few kids, hey, like what stresses you out about this? Like what is it that you don't like? I mean truly it's one or two days out of the whole school year. What is it that you don't like about it? >> That's a good idea >> because maybe we can help make it more
>> fun. I say the word fun, but kids just want to have fun. They that's all they want >> and free candy. But um >> I think we get a few parents involved too because that's you know get around between the parents to get them if we get a group of parents motivated that'll spread too
>> because if one kid it can influence the whole class to not take the test. Can one kid influence the whole class? Take the test. >> And you know what you guys? Let's just tough it out. We're going to do our best, >> right? We're gonna make our numbers look good. Besides, you can go online and see how awesome we are compared to other
schools. You know, maybe kids need to learn how to use that program and see how awesome we are or unawesome we are. >> I don't know. Just some thoughts. >> Okay. Thank you. >> Yeah. Thanks. Appreciate it. >> Thank you. Yeah. You have a weather or are we done with
administrative? I hope I didn't miss anybody who jumped in. >> That's it that we have present. >> I liked how you highlighted the website here that you're using. You want to just brush on that? >> Yeah. I just thought especially with the
forecast coming up for Friday >> be good just to >> throw this out there that we did add this. Uh Sarah put a lot of work into it as well. Just uh um put this out there. There there's no doesn't make anything easier. There's no
cut and dry number of inches of snow windchill factors, anything like that. But more importantly, it just kind of outlines it that says, you know, here's kind of the goal. We want to make have decisions made by
um we do use the weather forecast. We do uh uh uh communicate with our neighboring districts. Uh we have the time frame set up there. Uh keeping your child home if the district stays open is an important
statement out there that we look at the obviously the the main roads and whatnot, but if you're on a a county road, a gravel road that isn't plowed until different time frames and whatnot. So with the windshield advisories and
things like that, are we looking at exposure times as well, like the amount of times that students are standing for, how long they could potentially be in the inclement weather, children, you know, I I'm just curious because >> I know in the past some districts do
have like certain temperature, windshield. Yeah, there's guidelines and 30 below is kind of that guideline and then um changes have been made how they determine wind chilled if it was 10 ft
above the ground or 20 feet above the ground. That's changed over time too. And so it's now it's now I don't know if it's worse, better uh warmer, colder, but
>> 30° below zero is now it 40° the old 40° below zero is now 30 degrees below zero and it's changed it so it's >> uh worse. Bottom line, I think you're doing a
sufficient job at it so far from what it's a tough call. >> Don't be either way. That'll be the only school that'll be in session or they'll be the only school. >> You also have to realize that it's blowing and snowing in Waldorf, but it's not doing anything honest.
So, >> but there's three district or three counties that you have to take in >> consideration area. the whole district. >> What is it? 365 square miles. So, >> but it's good to know that you're not just using your own information that
you're turning to some kind of >> not looking out my window in Jainsville and making a decision. >> I don't feel like going today. >> So, >> you're doing well. >> If if you ever get questions there there is some information there, too. So, >> thank you.
>> Yeah. So, that is it for the superintendent report. >> Thank you. Any board member comments here this evening? If not, the next regular meeting is scheduled for February 17th at the secondary media center at 6:30 p.m. And
as we all are aware, uh we do enter into mediation tomorrow, hopefully with a positive outcome to have a tenative agreement at the end of that. With that, we >> The email says anticipates a 9:00 a.m. start. So, >> sure. Um, she did send an email earlier
today asking for special instructions on parking. I responded and just said the rooms are reserved for 8:00. Show up and then >> Okay, >> we'll get started when we're ready. So, >> wonderful. >> Our committee members, I guess,
>> 8 8:30 and >> wonderful. >> We'll prepare ourselves. >> Perfect. >> One kudos. Can I throw one kudos? Kudos to the wrestling team and everybody who helped with Lauderville the other day. I know that they It's good to see that even though we're
rivals, we can still be super nice to everybody and allow that space. So, good job. >> Valentine point. Thank you. Anybody else? I didn't mean to cut that short. Anybody else want? >> All right. With that, we'll move into the consent agenda items. Mr. Mayok,
please. >> For the consent agenda, our disclaimer is that the board has been furnished with background materials on each item or we have discussed it at a previous meeting. These will be acted upon with one vote without discussion. If a board member wants to discuss any of these
items, we can pull it out of the consent consent agenda and we will vote on it separately. Before we get to that, let's uh recognize our donations. Our donations are as are as follows. We
have Finley's Wings at Work um for the W. Lararsson Gaga Ball Project, $900. Finley's Wigs at Work for teacher supplies, $5,000. The elementary staff Spud Bar for the
inclusive playground at $250. We have two vendors from our holiday hangout for the inclusive playground at $100. Pat um Otto for the inclusive playground at $20. Christmas time for our music
robes at $100. We have Holland Egg for our gym activity lights $5,297.50 and Finley's Wings at Work for our gym activity lights at $5,297.50. Our January total is $16,965 and our total then is $69,21610.
And with that recognition, I would ask for your approval of the consent agenda. >> Make a motion to approve the consent agenda items as presented. >> Second. >> Motion made by Miss Herky, seconded by Miss Tyer to approve the consent agenda
items as presented. All in favor say I. >> I. >> Opposed? Motion carries. Uh, we had a little information earlier about an attendance amendment for the 2526 elementary student handbook. Mr. May, please. Yeah, I'd ask for your approval
based on the information that Dr. Meyer presented on the uh changes to the attendance or the amendment to the attendance in the uh elementary student handbook. Make a motion to approve the attendance
of the 2526 elementary student book as preserved. >> Second. >> Motion made by Miss Engel, seconded by Miss Tyer to approve the attendance amendment for the 2526 in our HEG elementary student handbook.
Is there any further discussion? All in favor say I. >> I. >> Opposed? Motion carries. We're all familiar with the read comp or the readact program. Uh Mr. Mak has before us this evening aou
for that. Can you explain this please? >> Yeah, we actually do have anou in place and that is specific to um a 36 hours of compensation based on uh the past
readact funding that was received. uh redact training is still needed. The redact funding is not the same as it was uh two years ago. And so an addendum to theou is added. The um basically the the
wording to this addendum reads that when the district does not provide professional development time within the school year calendar, teachers completing the required training will receive compensation as detailed in number two of the
currentou for all hours up to the amount recommended by the Minnesota Department of Education to be cleaned to complet the module. So the originalou said up to 36 hours assuming that there be up to
about 14 hours of training during the regular school year. We don't necessarily provide that 14 hours in during the regular school year. We will provide some hours during the regular school year. So this just clarifies that
um the compensation will be up to whatever MDE says minus the amount of hours that we have during the school year. So it cleans up the language a little bit based on how many hours that we provide during the school year. So less and less the first year we had the
entire elementary classroom teachers took it. Now we're down to um >> it will be the secondary ELA teachers. So there might be like we say seven or nine next year.
>> So my recommendation is to approve the addendum to that current that's in place that just clarifies the amount of hours that a teacher would be eligible for compensation. This this is all coming through the
staff development funds. >> Um I would move to approve the addendum as presented for the current >> second. >> Motion made by Miss Da Cruz, seconded by
Missy to approve the U addendum for the red compensation. Is there any further discussion. All in favor say I. >> I. >> Opposed. Motion carries. And the last
item of business this evening is the mindat uh department of transportation uh the highway 30 project in Richland. I understand correct. >> Yes. And this is the item that we tabled at our December meeting. Uh, mindat did
not have the paperwork completed, but we have this um uh right to construct signed based on the original plans that were in place for the project, but now with the purchase of the Broadway property,
um, Mindot is looking to move the the current entry point or driveway on 30. They're going to move it slightly to the west. They're going to widen the
entry point, the driveway. And so now a new temporary rate to construct needs to be signed and sent back in. So it's to our favor that they are widening that entry point from I believe it's Rick
>> 20 I think it's currently about 20 ft and they will go up to 27 ft. >> 27 maybe even 30. >> Was it 30? Okay. >> Yeah. at least 7 ft, maybe 10 ft wide >> will be noticeably more convenient and hopefully address the safety concern
that we've been >> in a more convenient spot with the >> it'll line up better with our >> traffic. So yes, very good news that we appreciate Mindot working with us so well through this project to get that
>> and this was part of our buildings and grounds committee. I think we discussed that at our December meeting that was part of our buildings and grounds committee agenda and discussion that >> it was recommended and approved in that committee. That needs a full board
>> approval and the minutes will be part of the signature that we send in to the mind. I ask for your approval on that. I move to approve the revised temporary to
construct with my dad. >> Second >> motion made by Mr. Shonra, seconded by Miss Engle to approve the revised temporary right to construct with the Minnesota Department of Transportation. Is there any further discussion?
All in favor say I. >> I. >> Opposed? Motion carries. I will add one more note in conjunction with this that the uh we did receive the one bid on the garage and that was accepted. So that
will be removed in the upcoming weeks. And this then the um the placement of this better suits the moving of that driveway better suits for better uh um flow in and out of the
driveway in out of the parking lot as well. And so when we accepted when when you accepted the uh um resolution for the removal of that that gave authority to to the superintendent
myself to accept that bid and and move forward with that. So that will be happening like I said within the next few weeks and we'll have continued discussions on proceeding forward with the remaining property on that
good >> remaining structure on that property >> take takes time but hopefully the end result is what we've all been looking for and it looks like we're headed that direction so it's great news. All right, that concludes our
our business for this evening. I would entertain a motion to adjurnn. >> Second. >> Motion made by Mr. Shra, seconded by Missy to adjurnn. All in favor say I. >> Opposed. Motion carries. We are journ. Thank you everyone.
>> Make sure I got