to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Please turn your cell phones to silent or electronic devices. I'm not sure what other electronic devices.
>> Uh are there any additions or deletions or corrections? I would uh make one addition to the under personnel number one under uh we need to add action. We forgot to put action there. >> Can I get a motion to accept the agenda
as corrected? Please make that motion. >> I'll second. >> Any questions or comments? >> All those in favor? >> Opposed? Motion passes. Visitor comments. >> We do have one visitor. Chris from food service is going to share some stuff
with you. >> Welcome. Hello everyone. So, uh, last month I didn't I had another meeting so I couldn't make this one, but uh, this is kind of our monthly report to kind of go over uh, been taking some pictures of some of the stuff that going out, trying different things. Um, as far as I know,
uh, everything has been going pretty well. The kids seem to be liking everything. Um, I'm getting the numbers kind of in line. Um, I'm going to try for the next two months to bring our breakfast numbers up a little bit. Um, get get some bigger meals and stuff. The
kids aren't liking cereal very much, so that's going to go. But, um, right now everything is uh trying to get more homemade. Uh, we had a pretty good uh turnout today with the popcorn chicken bowls. Um, so that was uh pretty pretty surprising to me. I didn't expect the
high schoolers to go through as much as they did. So, >> nice. I would assume the breakfast sandwiches go work pretty well. >> Um, yeah, for the most part. Um, um, the ones that that we were using the husky ones before, um, the kids didn't seem to
like those very much. When I changed them, they they really went really well. So, I think it's just a matter of having the same thing and getting used to it. And if I change and it's something new and then then they all want to try something new. So, >> Josh, can you like when kids show up,
how long do they have for breakfast? So they come in about 7:55 is when we open doors. >> Yeah. >> And everybody's out by about 8:25. >> So they have to be in their classroom by 8:30. >> 8:30. >> Okay. >> Classes start 8:30. >> Okay. >> Kindergarten comes down though, don't they? No, they stay they >> No, we started that last year. They come
in right away, too. >> Oh, they do that. Okay. >> I would say the last bus >> typically we have everybody has gone through the line and is seated by about 8:10. >> Okay. >> Preschool comes through after. >> Yeah. school readiness comes through
>> and the buses I know call if they're going to be late and ask breakfast. >> Will we be having do we have to do the food service meetings again this fall? >> We we do um we'll do it we have some students that are to be representative
but we'll we'll do one here in November some point. We did it last year in November but kind of waiting for me to get back and figure it out. Perfect. >> I kitchen staff is fully manned now. We have all the hours up and going.
Everything's going well and smoothly there. Um I am still looking at changing the menu slowly. Um as things get on, I get more familiar with how the LA system works. Um so there'll be some new stuff on the menu every month as we go through until
>> I feel like I have a command of it. So >> good. Nice. Good job. >> All right. >> Yeah. Thank you. Thank you. >> Thank you. Any edits or comments? >> Uh let's consider the consent agenda. uh the minutes of the previous monthly
board meeting, the cash flow including investments, monthly bills paid, monthly bills paid in the activity account, the personnel summary sheet, and then our donations, which we'd like to thank DT Midstream for their $500 donation, and then Dorcas uh three different times
because they donated uh $2,000 to each the elementary, the middle school, and the high school. So, thank you to Dorcas and DC Midstream for their donations. Can I get a motion to accept the consent agenda as presented?
>> I'll make that. >> Any questions or comments? >> All those in favor? >> I opposed. Motion passes. All right, moving on to special board reports with possible action. Tonight,
we're starting with facilities. It's almost like we have it yet. >> Yeah, madam chair. And uh when facility committee meet met the day after our last board meeting and met with with Robert again from old and we asked Robert to do a presentation uh with a
little bit more of the updated information that the facility committee uh asked for for this more clarification on. So, I'll turn it over to Robert and as you go, if you have questions, feel free to ask Robert or either Cassie or
uh Sarah. So, okay, it's all yours, Robert. >> Thanks for having me. Yeah, feel free to intercept my planning updates there, but um I'm just going to let Mike said
two times over the last four to six weeks just to kind of dial in the square footage scope and just into a little bit more detail the prospect of the budget. So, we're going to show you two different options today. They're relatively similar. Um the facilities committee has heard me say this multiple
times, but it's a plan. It looks like it's designed, but it's not designed. How we typically operate is we put a kit of parts in there um based off of feedback that we've gathered along the way to make sure that the square footage works, that it's on budget, and that we know can fit the things in there. But we
have a pretty extensive userdriven process where we'll sit down with stakeholders and figure out what the exact you know shape and configuration of everything that goes into there. So this is more like a test fit if you will to get us comfortable with the scope and the budget and you know we can fit the
right amount of equipment in there etc. And then um we've got some courtyard options, just some uh to go over the interior renovations going to happen at the choir room and the wrestling room and then some exterior renderings and then just some examples. And then like I said, feel free to interrupt with
questions at any point. So this is what we are. We had I think six options at one point and we've settled on option three. So we have an option this is 3A. Both options are 3,900 ft. Um like I said, it looks like it's finalized but but it's not. We know
we're going to need best of fuels. We know we're going to need a toilet room changing area and we know we're going to have a certain amount of equipment and some storage and maintenance. So, we just kind of take a shot at what actually fits within the site constraints. Um, and then something that's new from the facility committee just for reference, put some local other
weight room sizes there for comparison. So, if you can't see that, we got Albony at 3600, Hollywood 28, Pqua at 4950, and then perm at 2400. just to get a rough idea of what they've got. >> And the square footage includes the vegetables right? >> Yes. >> Because we'll have to do renovation
here. So, some of it's existing square foot, but the total I try to use conservative. >> What's square footage of court? >> Uh, it's a little in in this option, it's a little under 3,000 square feet. >> I think the exact number,
>> but that number is not. So the inside space is the 3900, >> not the courtyard. >> Correct. So the the the building construction is 3900. >> And so we know we'll have a vested pool. We know we'll have a reception, waiting
area, toilet room that'll be big enough for some changing. And then a storage maintenance room. And then we just took a took a shot at what you guys currently have, maybe a little bit more. You know, we don't want to do an addition and have it be slightly undersized or realize we have a need for more equipment. So I
think most of these there's one or two more pieces of equipment than we currently have and that that equipment is allocated to the FF the project cost and we have to buy some new equipment. Other minor details um there's two
windows in each classroom. So in if we did a configuration like this, we'd most likely want to add a window here into this wall because we'd be losing natural daylight into that room. But again, the exact configuration might change where we figure out a way to maintain those windows similar to what we did on this
other side. >> Window on that classroom will be over. >> Yeah, there's two. >> Yep. And that one again, >> but we saved this one. >> There you go. Okay. >> So, we might be we probably want to add one here and that's in the book. >> So, is this kind of question?
>> Yeah. So, my personal opinion is the courtyard without a roof over it is wasted space for a school that is in northern Minnesota. >> Um, my first question is, do you have similar schools in our environment that
have courtyards and how often are they actually utilized throughout the school year? >> Uh, a different answer first. We've been discussing this like it's only going to be used April to October, but not in the winter at all. The courtyard itself.
>> Okay. So, the courtyard. So, my next question is why are we out in front of the school at all? Why is this whole thing not shoved back in there? And none of this space in front of the school, it can just stay.
We can keep the funny little U-shaped thing that's out in front. like why if the courtyard is not usable year round >> why do we have it? >> So the couple different answers to that.
Number one with construction like this we'd most likely be taking out probably half of that anyway would get disturbed and need to be replaced back to whatever it would be. So we would already be putting something new into that courtyard. And then we're also cutting off access. So the you talked no
maintenance, wool maintenance, putting in turf is a relatively cheap option and then you don't have the maintenance out of there. >> But why why have >> I'll skip ahead. >> Why have this at all? Why not just shove the whole thing back? >> So
>> if we can't use that courtyard year round, >> so basically the most expensive square footage for this is right here and here and right here and here against the existing building. If we did that, you lose all of the windows into the classroom, but you probably cost I think
twice as much. >> Why? >> Because we're we have to create a new structure next to this wall. So like the building code requirements where we're going to have to build another wall next to this wall. And so we had to do that in the entire thing. It's like 1.8. >> So the current walls are not structurally sound enough to hold
>> correct >> a roof is what you're saying. >> Yeah. >> We can't tag on to these walls structurally. It was a cost exercise. >> It boils down to cost. If you go all the way back, you have to do more structural things which cost you more money
>> and it's just expensive construction anyway next to the existing building. So, we tried to >> it sounds >> but we were >> with codes. >> Yeah, >> and does anybody have that this courtyard concept? I guess other schools do you think? um not that have been tur
not that have been uh I can find some we do a lot of turfing around like receiving low maintenance areas and so I think we were talking in here we're already going to be disturbing at least half of the courtyard and have to do new work in there so why not do turf and it can be you know used for six seven year
>> you did show us pictures of other schools that have outside turf areas and maybe not in called a courtyard but areas the This just literally dawned on me. What if
since Why couldn't we turn that courtyard I know this is going to cost more to roof it. I get it. turn that courtyard into the wrestling room and the wrestling room the slash old choir room becomes classroom space
because we know we need classroom space because of the cost of >> well I understand that but I think >> a better sell to the public is covering all your bases for academic we're going to ask to spend money you
know we we were able to you guys were able to successfully get community to vote on a CTC center. But if we get rid of the courtyard and create it to a usable space 12 months of the year
versus four months of the year, six months of the year, I think you're going to have an easier time selling this to the public. If I mean, I don't know to that point. >> I don't know what I'm trying to What do you need to >> You're not going to the public for a
vote. This is just lease levy which is your authority. So the public doesn't vote on this. >> So when you say so I'm trying to understand when you say your public support. >> I was thinking that we were going to the public. >> You don't have if you build a roof
>> and you do anything else then you will have to because we don't have the money and lease levy to do that. So this is all just like what we did with the early childhood center. Bridget, the board had the authority to build that building off of lease levy dollars. So, you're not
going to the community for support. That's why we're trying to keep the cost >> trying to meet the needs that we have >> with the cost. >> I understand. I understand what you're saying. I could be on the on the board and that's okay. I understand. But
basically, I just feel like even when we get this built, >> the community is going to come to us and be like, "What the heck is that? >> We can't use it." >> Well, I hear that. >> I disagree with you, Bridget. As a former coach and a trainer, like I think Matt would say to you, six months of the
year, that area is going to be used with agility drills. Our adult class could use it for six months all the year. >> They'll stay out of the the hallways. It gives you a lot more usable space >> because like right now our our groups go into the gym to do agility drills because we don't have the room which now
they could go into that now they can't go in there in the winter >> which like right now like let's say right now you going to go outside and do your agility drill >> probably not today maybe if it's 50 you could but you know it's basically like I said April through but it does give you
some space and the reason we did this was because of maintenance we don't have to do anything with that area either because >> I understand. >> But if you do anything more than that, lease lobby won't cover it. So then you got to go to a referendum and a vote, it's going to cost you more money and
they could say no and then we're back to square one too where we don't have a wrestling room and and things. So I get what you're saying, but this would be you guys have a decision basically. You could say yes to this and to lease levy,
or you could do more and then take it to a community for a vote, which would maybe happen this spring >> and they could say yes or no to that. So now you got to do the referendum, the cell, the bond. That's your decision. >> And that's not at this spring. That by the time everything said, there will be next to that
>> probably. Yeah. >> Yeah. >> And remember, everybody is entitled to their own. You don't have to vote as a group. No, I mean it this is what the group decided. You know, the facilities was trying to meet the meet the needs of a wrestling room, a choir room, a bigger
weight room with the budget that we had with lease levy dollars, which didn't cost a whole lot to the tax impact. >> So, the goal was just so we don't have to bond. This is the best what we could come up with. >> And what's the square footage of our current weight room? >> Uh 13 to 15.
>> Yeah. So it's double more than double the size. >> The current one doesn't have you know toilet microscope, you know, it's a little bit closer. >> And the nice part with this Oh, this is a little well
close $100,000 off I think. But uh which in this area I'm going to go with $500,000 home because I've been looking at cost of homes these days is 46 bucks a year. So the tax impact is not atrocious
$46 might be for some people but also to get >> and right Sarah and I agree with that. The other piece of it is it does you know like we voted to have our own wrestling program >> and and if you're going to have a wrestling program those kids deserve a facility. It's like you wouldn't have a
football team without a football field. You know, that was a whole theor back when we had the CTC center. The conversation was those musical kids, choir kids and band deserve to have a facility. And I think when we first started this, when we first started with the athletics with the wrestling, we and
Sarah can back me up on this. We didn't guarantee within two years that they would have it, but we kind of guaranteed under the table that we would have something for them to be able to wrestle to practice it within two years. >> This supports it. two years from now. >> I said absolutely nothing for two years
right under that right on that mark. >> But it's just and and it's just not just the wrestling room either. It we need a bigger weight room. >> Our FID kids and and even the adult classes that are in there through Sarah would, you know, would say to you that there's not much room in there when our adult classes come in and they
>> it's very necessary for our community and our school. I just >> I get your uh your courtyard because I >> for me it's >> you see that you see that courtyard you see it surrounded my three walls like why can't we just slap a rope on it >> and I get why they say because they're
not loadbearing walls and they'll be beams that go across lighting and heating and all that >> they are loadbearing but just for >> right I know that's >> so you're basically talking another $2 million to do that
>> well I was going to say at that point that we have to raise the edge. >> No, >> do it this number. >> That would be so the >> I'll skip ahead real quick. >> Sure. >> Like if the whole re the whole reason the concepts look like
this is because we got to have this the sides of this. >> We can't really have it any higher than the existing wall because then we have to account for snow load on the existing roof. >> Sure. >> And so the heights are important. So we've sucked everything in so that the
main you don't drag down the middle is the high part because we pulled it away from the existing building. So we don't have to reinforce the existing structure. >> Which one of the windows though? So you're saying that that's just not going to give enough light into those classrooms. If we were to put a roof over
>> the courtyard that's not enough light enough. So, in this option, there's two two windows in every classroom. We push this almost, >> right? Forget me pushing it. Let's just say we put a roof over the whole darn thing.
>> Um, you're saying that the natural light wouldn't Well, I see you're covering two windows by that. This option covers the two windows that are facing. Yeah. >> So, there's some sacrifice on these two that are affected. Right. Right.
Okay. Can you have a picture, please? >> He can go on. Um, yeah. You're just saying that the only way >> right now >> to get the roof that I really really want right now >> is to go to levy or to bond if we don't want to bond as a board is what we're saying. Okay.
>> Correct. >> Long story short, that's what we're trying to kind of do the best option for our students, our staff, our school, and to the public. Now, can you go back to the other the three outside look so I can ask my question? >> Yes.
>> Thank you. >> Which one of those options is the cheapest option? And which one are you guys pushing on? >> Um, none. >> We're not pushing any. >> The one on the bottom. The one at the bottom would probably be the cheapest, but not by much. >> Just a little.
>> There's a little less glass in the front. But I like the glass. >> So some of the dialogue was >> if the glass matches more and if it's not excessively expensive. I mean I like B or C. I'd throw A right out. >> Well B matches the other side of those. >> It does.
>> I think I think B. >> I think B the best. But the >> to be honest some of this was because when we were we had some conversations with Lakewood so we had to show them something. And so like >> again these could change. >> Yes. But again, you sort of got three
different options. You got one with a lot of glass with the arch growth that would match existing. You got one with less glass because there was some concern maybe on home run balls or just wear and then another one that's a little bit more muted and might not cost as much as >> I say we throw a out and just option B
and C. >> But when we this would all be a discussion of what we call the >> it won't be me. Well, it might be. We'll see who ends up on the surface. >> So, the turf would still count as our green space as well. Correct. >> Yeah. And then they don't count as a
hard treat like regular grass. >> And the price point isn't much more than for what we would do there is more than just actual grass. And then you have to maintain it take care of it. So basically 3A and 3B you were just
showing us moving around the >> Yeah, it's just to show there's some, you know, flexibility. There was talk if originally if there was going to be any maintenance, you could have two doors, one interior, one exterior to that storage maintenance room to store stuff. >> Well, I think there's also that maintenance that little storage room you
could store things in there that classes could use in the turf like pio boxes. >> Yep. equipment that they carry out to do classes outside classes like yoga or things like that you could store in that room makes it convenient >> and proportionately I would say it's a
good size room but again you go logistics of what actual size what you make sure it's the right size >> and so that the options yeah they just show slightly different configuration rooms and different configuration
for the which is the same again because I think if we hit the 3900 and we don't encroach too much on the courtyard we can fit everything in here and exactly where everything is will be help and that's a heavily detailed process we
pick where outputs are >> what kind of equipment and the flooring where the TVs are all >> a lot of fans >> a lot of times we texted about fans in Oh my gosh. >> And we're The goal is for to have the
community be able to use this space. >> You're worried about what? >> The roof. I'm just joking. >> Well, I've already determined that the roof's too expensive, so we're not putting a rope on. So, I might as well move on to the details. >> That's true. >> I want it. >> So, that this was just a graphic to just
show a little bit more of the area because the other plan didn't have it. And then so that turf could all be the same kind of turf. You could continue something similar to the indoor turf out. There's a there's a lot of options when we actually get to that point. We talked to a turf represent
show us some different options. You know, I think from our standpoint, the priority was making multi-purpose, but then also understanding we're not going to go in there. Have we given it any consideration yet? And I know this is all school related.
Have we given any consideration the general public being able to use it? >> Yeah, >> I get it. But have you do we have the details on when they'd be able to use it? How this did it? Did it Did it >> Yeah, I have some >> I have some stuff that I've gotten from
some other schools that would be open up before school, after school, evenings. >> So, we do have some consideration on what we're going to be able to use. >> Yep. I have a plan in place. I have a bunch of information >> for the last one. >> I want to really make sure that this is
just a >> exercise. So that has to be this was already promised. >> That was another benefit of this location to parking. So yeah, the public entrance is that one. >> Will you be able to access the only way
to access the weight room in the courtyard is through these two entrances and that's it? >> Yes. >> You can't access it from the school. >> And there's no we would there wouldn't be a code problem if another opening existed into the courtyard outside of just this based on square footage. So
that was another I think we move past it. But yeah, the larger this gets, the more exits you need >> and we would run into a problem because they >> basically complicated fast. >> But I mean, we spent a lot of we started talking about this I think in the end of
23 gone through. So then this is just some photos of the existing choir room. So we got the existing weight room, existing choir room. There's the square footage. Uh we'd have some light demolition in there. The 285 square feet those offices
would get taken out. Um and then we'd have some you know minor finish work or something. So this is just the sort of the full scope of everything. And then that's the existing weight. So 1345 per square footage
>> and there'd be limited demo in here. That's the like the steel plate around the bottom. But for the most part, we wouldn't have to do a lot into that space to convert it into the choir. Make some crucible panels some money on some of them next. >> Is there dead space back there?
>> No, I think there is. If you go back a slide, >> dead space. >> That little corner. There's no room there. We've looked for it. >> This one? >> Uh, yeah. In the bottom right corner. >> Okay. I Ben and I looked I I think that's dead
space. Okay. Because there's no room that goes back there. >> Yeah. I think we would take more. >> Yeah. That's not a big budget thing. >> So then here's what it would be. The choir would move into here. Like I said, we do a little bit of finished work,
maybe some acoustic panels, and then that would be the rest of the room. >> That room right here, right? >> What 23? A little over 2,300 ft. So, we do finish upgraded and put wall pads around it. And this was again, I kind of had a ceiling to make sure it fit in the bucket.
>> What's that room called? Multi-purpose. >> Multi-purpose. Yeah. So, it's just not wrestling. >> Multi-purpose. I had classes could use it in the fall and spring. >> I can I can change that. >> What do you typically guys do on the contingency percentage?
>> Um, so at the start 10, five is design and five is construction. >> So our project factor is like 25%. >> This is less because we don't worry about worry about the other one. >> So this 310 is not included in the 2.8
because I think we're going to try to fund this. >> Yeah, we have to fund that 310 out of our own unreserved >> because you can't lease levy existing buildings. >> Yep. >> What's our >> What is our percentage? >> 15%.
>> So, here are the three exterior shots again. And then one of the other cost locations, just the great dropped down here a little bit. So, we have a sidewalk and a retain wall. Um, and then main entrance right there. If that makes the most sense, I'm assuming that's where the doors on exact configuration
will be further discuss. So, I did we did two schedules. I'm showing it two different ways. This one here just shows durations. Doesn't necessarily fit within a calendar year. The next one does, but just to give you an idea of what we're looking at. Um, so for the approval process, anything
required with the board and then primarily the MD review and comment. Right now they're asking for at least 90 days to review and do the review and comment. So there's some time to put it together. There's some, you know, submit it, get them to look at it. So I I have
four to five months to me that should be high will be high. I think we can do it less than that, but I've done that enough times where I try to be as, you know, conservative as possible. But at a bare minimum, it'll be the time it takes us to put it together and 90 days.
And then a lot of these next design phases, they can be concurrent and kind of overlap. And I don't think we'll need to we won't need quite a month for all of these, but again, I just put off one month for sort of every step along the way. So the core planning group schematic design, design development will be the more user intensive process,
get feedback from the team, looking at materials, you know, lay all of that. And then construction documents and bid And then these might seem a little long compared to what the scope is, but they they include, you know, project plan review, long lead time items, project
close out punch list is sort of the complete duration of the project. So five to seven for the fitness way from two to three for the interior. You only need two to three for the interior, but I we just kind of looked at it like it could happen over the summer. So I just
be safe. So then I just ran through this like okay let's we're a go right now is what could it look like and again this is up for more discussion but that all those durations are just put into the actual calendar year and the way I have
this set up currently right now is this whole thing would be bit as one package from a budget standpoint and for some accounting and scale we think that makes a lot of sense so what we would do is we would start construction on the additions basically as soon as we could I have that right now maybe finish the
first of the year of 27 seven and then we would probably wait until the summer to do the rest of the work and do the full move because we would need the wait room for the fitness room to be up and ready to take the equipment from the existing building. We don't want to do
the it's probably too obtrusive to do that during the school year. So, we just wait for the summer to do the move around in the interior renovation. So the wild card on this these ones is construction plan review, state plan
review and local plan review have varied from eight weeks to 20 weeks. So you size of project doesn't matter but um that's why there's some extra work in the schedule on the front end and on the back end to just accommodate for that and it doesn't matter size of project.
It's just whatever you get to keep. So, we'll vet out a lot of this information ahead of time and try to get a pulse on all that so we know what we're getting into. But as of right now, I'll bet the plan review process is probably the biggest wild card. MD is pretty good with staying within their
time frame of 90 days. >> And there's no like again the schedule needed to push there's we could do that too. There's fluff in here to where everything could be done towards the spring of 27. You can move in in the summer. But when we do our research, when we get
in the project, we'll figure out and we'll get a better handle on. Okay. We think if we move this a month this way too much that way, we're going to save a lot of, you know, money for extra >> one way or the other. It should be done by September 2027. >> Yeah.
>> Yeah. >> The intent with the first one would be >> you'd be able to get it weather tight. >> Yeah. >> Before it gets really cold. So then you don't got to pay for the count. So, it's almost like you do this schedule or you just wait and do it in the next year.
>> Any other questions? >> Then I have >> Okay, I just put some examples of other Pelican Rapids smaller one. >> How many square feet is that one? >> Uh, I have it. It's 25
more up. This is orno. I notic I didn't have a table, but again, this was more community based on this example. This is Zimmerman. I put this one in here. This is 5,000 total square feet. There's a lot behind you in this photo here, but I picked this one because it's
kind of similar from a configuration of a higher ceiling in the middle of the turf. We would have to get a little bit higher so we could try to get in. This is in the middle of the building. So, but I thought I felt like this was good from a like a spatial.
>> Okay. Um, does your the numbers you're showing us, does that include the equipment or this is just structure? Does include the equipment? >> The equipment is in the FF number. >> Oh, okay. I was wondering what that was. >> That'll be We'll have to get like so borings and testing.
That would be furniture and like technology TVs and it's it tells me >> when I looked at it it was this was all new >> so but that that equipment is
>> and we would use some of our current stuff because it's some of it's fairly new. >> So that might help reduce some of that cost too or let us do other things with that money you know. >> Sure. cameras, security cameras. So, >> lockers, >> lockers or you know, whatever.
>> So, our project like cost factor is typically 20 to 25%. >> And that's like I said, all those fees, testing, design contingencies, so things that might come up while we're in the week planning and then actual construction. >> Okay. >> So, once once we get into it a little
bit more from the design standpoint, that number too we can cut off% And there should be no longtime time items other than to steal stuff. So we look at options like that could be an earth
scenario we I started with 20 and figured we just kind of open but this is pretty pretty standard. I would say I've done 10 weight rooms the last three years and they've all had any other questions
then I would entertain a motion to approve the plan for construction and remodel with a lease levy for wig room auxiliary gym and choir room >> make that motion I'll second Now, any questions, comments, or
concerns? >> When will you pick the design that you're going to pick between these two for the facilities? >> I think we haven't even >> Yeah, just the starting point. >> Oh, >> yeah. We'll get user groups together and >> some facility committee people will be
on that and >> coaches and kids >> you know like we did forc with Todd and talk to you know buildings ground stuff maybe whatever stakeholders the district wants essentially
>> we'll be a part of it >> any other questions all those in favor >> I >> opposed passes is we're getting away from >> Thank you. >> Hey, thanks, Robert. >> We'll be in touch, I'm sure.
>> Tomorrow. >> What's that? >> I'll follow up with you tomorrow. >> Yeah. >> He's going to need a >> He's going to need a nap. >> Yeah, I'll need a nap in about half hour. >> I'll get you in a generous mood. >> No, I appreciate the work and I know
>> I think it's a good it's a good project. It's it's a good starting point for the things that we needed as a group and our school and it's it's really going to I think our community will use it too. That's our goal, you know. >> It has to be. >> Yeah. I don't like them will use it.
They will >> be the varsity football team has to lift in ships. So like nice and 10th grade lift, you know, have to lift in ships. >> Community's paying for it, so I care about them getting in there.
>> Yeah. >> Yeah, exactly. >> Anything else from facilities? >> I think that's the most discussion I've ever like participated since being on this board. >> And we're moving on to personnel. We did not meet. However, the last time
we did meet, we got a preview copy of an retirement letter from Mr. Malberg. And I would like to make a motion to accept that letter. I'll second it. >> Brian would like to second it. Now, we
can have any questions, comments >> about Mr. Malberg. Is anybody gonna say nothing? I don't know. >> Well, I >> I just a couple comments. I've I've been It's been a great 10 years. I can't
believe it's been 10 years. I appreciate the the boards that I've worked with and all of you have been great. The school has been great. It's been a I I couldn't have asked for a better better fit for me as a superintendent.
and um kind of getting emotional because it's kind of hard to believe it's, you know, but it's it's ready for me. It's it's time for me to do some other things. And um I feel good about what we've done. We've added a lot of things for our school in 10 years, a lot of
programs facilities from athletic complexes to CTC center. We've done a lot in 10 years and um and we've done a lot together as a group. So, I appreciate it. And uh like the saying goes, once a husky, always a
husky. So I'm sure wherever I end up or whatever I do, I'll be watching YouTube on Friday nights or Thursday nights for volleyball or whatever. So I appreciate it and I I appreciate everything you guys have done for me. >> Well, as board chair and one of the ones
that has worked the longest, uh we we may have buted heads often, but we've done a lot of great things together. You're right, Dad. You've done a very good job for us. And uh other than there will be I can't name all the things we
would miss. I would say your fiscal responsibility has been absolutely spot on and rockstar. So >> thank you. >> Thank you for your time. >> Appreciate it. >> We'll look forward to the next six months, seven months. >> Yep. It'll be a good process and I'll help whatever I can and you know like
when I was hired Chuck you know I Chuck helped out a lot when I took over and you know I'll I'll help with that transition as well as best I can. >> Thank you. >> Thank you. >> Thank you. >> Any other questions, comments? >> All those in favor? >> I opposed.
>> Passes return. >> We have till June 30th. >> So when do we start? Uh the next thing we are going to discuss is our next step in this process is to approve a contract with MSBA to conduct a superintendent
search. >> I will second it. So, any questions or comments on how that works or when >> I just I do have one question on this chart that was emailed out um on these
fees let's say to be determined for national advertising for additional inerson meetings. Did they get give any like estimates or breakdowns of what that might look like? >> Like I'm sorry I didn't hear your first part like for the extra meetings and stuff. Yeah, they just kept they said two
>> fees on this contract. There's the bas and then there's plus to be determined plus two be determined plus two to be determined. >> I think it kind of depends on what you guys want. How many times do you need to meet? >> Yeah. >> So I I think they leave it pretty junior. I don't think it's a lot. >> I think they also give Well, each
meeting is 200 bucks. >> No, I'm just saying the advertising schedule. Yeah, they and they don't because different cities will cost different like >> and will we really do nationwide? >> Okay, which makes sense. I'm just
Can we just say we choose that? We don't have many. >> I think you'll know when you meet with them more. This is just kind of the preliminary contract. You can sign up for what you want to or not want to. I was very impressed with them when I met with them last January and they wrote you know just the meetings in January
the public >> and I don't know if you remember the last time when we did Mike they do a very good job I know different schools that have done their own >> there only two here there's only two on this board that were here for the last >> I recommend doing on your own no there
are different companies but MSBA has done a nice and I think the other thing is they keep you guys out of trouble. >> Yes. >> By you guys doing something that you shouldn't do, >> you know, like even releasing a name of somebody that should have been released because you guys saw the you know,
>> they just keep you guys as a board out of trouble. They handle all the stuff and uh they didn't I as part of it when I was here, I thought they did a nice job recruiting me. Um they were very good to work with when I was thinking about applying. So, >> and they they go to national
conferences. Yeah. And talked to a lot of superintendent with them. So they sometimes just have an idea of without paying for an advertisement and it's like kind of thing. >> And I'm and I talked to Barb the plan
was to to get you guys to approve it in November. She'll be in touch probably looking at meetings starting in January, February. That whole concept being done by February hopefully. It's kind of what the timeline was is what I told her. I thought you guys would want to kind of be done. Have get it out there as soon
as you can so people who are interested can apply. There'll be a lot of openings. You know, the last couple years there's been a a ton of soup opening. So, the sooner the better for you guys to get a really good candidate. >> All right. Uh, any other questions on
approving contracts with MSBA? >> All those in favor? >> Opposed? Motion passes since we didn't meet that is all unless Brian has something >> I do not have anything else >> and let's move on to curriculum we do not have a curriculum meeting but we did
have a neighborhood team meeting and um we had actually tabled a couple things from our last board meeting for this meeting I'll just turn it over to So we have three things on the agenda um that will be part of the presentation and then the fourth one is the
consortium. I'll give a brief description in terms of CIS option that we're doing moving forward. Um so this will serve as our annual presentation for the comprehensive achievement and civic readiness formerly known as
world's best workforce. Um, >> this one definitely rolls off the tongue. >> This one. Yes, exactly. I just >> not nearly as good as world. >> I mean, I get changing some of the criteria for like can't we just leave the name? >> Something a little
>> That's just like >> new legislators, new names. >> Got it. Um, so I made a copy of the presentation so you guys have a copy of that as well. Um, with the presentation, I gave you a copy of the DLT presentation. Um, I did a shorter
version for the meeting tonight in doing the presentation of the civic uh or the comprehensive achievement and civic readiness portion. Okay. So, I have that there. And then you have a copy of the MDE template that is the official report
template that will get submitted in December. Um and then the last copy that you have there is the fourth thing which is the conversation. So with our um CA I'll just say achievement I'm just
shorten it just CA right. >> So a couple of highlights in here. So there's very similar um in terms of areas within um network that were world workforce. They're not reported necessarily in the same way. Some of them are just more long-term goals that
we have as a district. Um, and then in addition of talking about lifelong learners is in there as well. Um, so a couple of highlights in here with early childhood, the the question of always, are we ready for K? Are we ready for school? Um, last year we spent the year
looking at curriculum. That was part of my reports throughout the school year. We did choose Scholastic. Um, and that is in current implementation this year. So that just kind of a highlight in terms of connection to one of the areas they want us to talk about in literacy
uh elementary we um we set our goals based off fast scores last year. We met our goal by over 10% of what we had set at the elementary level. at the middle level. Um we met at the middle level with the number of students who were
like right on with what we had set for and then mathematics we met by six plus% at the elementary level and actually with the DT had a couple people come over and talk to me about that we we met at the middle level as well. Um just some of the calculation in terms of the
number of students that fluctuates over the course of the year. The goal was to move 18 students. We actually moved to 25 students also. We met at the middle level as well. >> And then we have a multi-year goal around career and college readiness which was a big part of worlds
workforce. So around career pathways moving forward and access to career and college information through schools. And then area for improvement just as we're looking at this and as we looked at the data is that big area in terms of
engaging our high school students in this process in the the testing and the data collection. We found that with fast we um previously had the star test that went through eighth grade and so we had high school students not even used to
taking that test or even why we would take that test and that really showed in our in our assessment. it showed in our data. That is something that we changed this as you're talking to each of the grade levels. Um and seeing huge gains
just by having that conversation around why why are we collecting for that? Why are we taking >> Well, even the two students that came to the DLT meeting were like, "Yeah, we didn't know before that that these tests didn't matter." We were just like and they were like, "We actually tried this." And we saw huge gains from spring
to fall where we typically would see a summer slide or a dip and we actually saw gains of in some cases almost 10% or more. So um so each of the areas in terms of I talked a little bit school readiness we did choose a curriculum it
it's called through scholastic online way um it is in the current implementation this year. So that is a long-term goal that we are looking at. Um the other area is close the achievement gap. One of the things that we talked about as a DT is where we are
proficiency. We need to get our tier one and all of that instruction more in line to I talked a little bit at the DT about 8020 right so balance system is where you have 80% proficiency and you have 20% that need support. um
and we are 50% and so how are we moving that entire group there? So then in a balanced system we can start to look at categories. We can start to look at those the whether it's socioeconomic or race or whatever in terms of closing
those gaps. So our goals were set across all all students all grade levels. At the elementary level, you can see um I mentioned earlier we met um we went by six and a half percent in mathematics.
We met at the middle level as well. um right right in here right there and then uh high school level we did not meet that we did not meet that goal and part of that is that participation in kids taking serious
in reading we met for our reading goal we met I mentioned before there couple people talk to me at the DT we had 18 kids was our goal we met 25 students that we moved above um when we talked about those goals one of the things in
with this year's goals that we set to keep in mind that that goal we set when we say we're going to move five kids at fifth grade or we're going to move kids that's keeping all of our students at proficiency where they're at right now and adding those five kids to it and
that really changes the conversation when you start to plan and you start to look at that and then again very similar in high school that we did not see that that happen but we also saw just not I will say apathy toward that like why am I taking this test? We've asked you to
take the MCA test and we're asked you to take another test. We're looking at some ways and stuff of how we change that this year and again saw some very positives in the fall. Uh the area of college and career readiness um this is schoolings um is
the primary area for us. Um that's getting students in the goal was around getting 95% of students into schoolings um for the school year. We are we got close to that last year. this year, just to give you a preview to it, in the the
first three um we call it's home room time that we've scheduled this year, we have a 100% of students in schools, so we have surpassed the goal. Um and I joked a little bit DT it doesn't mean total completion of like some of the assessments, some of the pieces of
schools, but we have them all in the system. So the graduation goal which I I love to put in here. This is the data that we actually don't have yet for last year. We don't have that from the state in terms of what our graduation rate is.
But I always present on what locally what we calculate. We had 89 students enrolled for us um in that last quarter of last year. We had 89 students graduate. So >> we put 100% 100% in the >> are they proficient as they leave? Are
they proficient? >> That is the question, right? In terms of reading and mathematics, that's the thing that we have to improve on, right? And we are seeing gains. We are seeing gains. This last year, the fast bridge data that we're seeing is is moving in
the right direction. It's moving up. >> So, we want to see that move faster. >> And then the last piece, which is it was new to us. It wasn't a world workforce, but talking towards lifelong learners. And in that defining piece, it's it is I
will say still a push towards that career college readiness and and life ready. Um and we've kind of written this in terms of a multi-year and we'll continue that piece of it. We have talked about career pathways or programs of study. We are we have four main
categories that really fit this area in terms of deep data. Um what is available to our students in terms of employment? We are to the point where now we have to start to hone those career pathway pieces that we have classes that match
that and so we are doing some of that work. Um uh we have a small engines class and a metals class that we started last year and we really started it kind of on a whim because we had the need for some additional electives. We found a person
who was uh willing to come in and did that in a part-time manner. We had a huge success in terms of number of kids wanting to take it. We need to to improve that course now moving forward and attach that into more of a motorsport, small engines pizza because
that area matches the greater area, right? So hugely. Um same thing with hospitality, food industry, like it's it's a no-brainer for a career in our area when we talk about kids. Um construction engineering manufacturing. Again, you look at our
area, who are the people that we have that that are also looking for employees moving forward. There are a lot in this area. Um, and then we have that fourth category that also we want to make sure that we reach to all of our students. We have kids that they do look towards arts
and communications or the arts. Um when I used to with my previous position where I was in teaching and learning as well, we looked at career pathways and looking at that data that those first three are 60 miles around us. We want to
find jobs and careers and and create programming that is available to kids where they can get a job in that. Right? That fourth one is we always talk about it is global. Like when we think about that because we have kids that are passionate in the arts and to really be
upfront and honest with them and say that might be bigger than 60 miles from here, right? You might be in a different state, you might be in uh another part of the country. So that's our kind of achievement. Um um
I'll just say CACR CA, right? There's just too many words to it. um included with reporting I talked about the DLT is also to to look at the MCA test and look at where we ended up from last year. So these are just a brief um description of the of
the MCA for math. We ended higher than the state of Minnesota by about 2%. Um you can see where the blue line this is the trend um over 2000 from 2017. Remember that in 2020 we didn't have an assessment that year um with COVID. And
so you can see as the state of Minnesota also um has trended it's quite low as well. Um we kind of are interchanging back and forth in terms of mathematics but we are in the the upward trajectory right now
in reading we are aligned almost perfectly with the state. Um and you can see that also in the trend. Um we had 49.4% the state was 49.6%. So the same and then science. Science was the
shocker that everybody nobody wanted to see. Um so science this is the state. You can see the state in red. You can see where we're in blue. And I will say the the thrill at TLT was to say that we were above the state. We scored above the state. Um this is a different test
this year. So we had talked about over the last three to four years the science scope and sequence changed in terms of the new uh science standards that were adopted. Um physical science at earth science changed in terms of sixth grade and eighth grade. They switched around
and this is the MCA4 test that was given. Um, this data is still with the state of Minnesota in terms of them looking at it to see what's going on and what happened. Um, you can see though the
trend is is statewide was a big okay this test is brand new to us. What's going on? Um, so there's a lot of conversation happening in the background. I don't know that there's anybody that's giving any specifics that I think why necessarily. Um,
and one of the things that I've uh started to reach out to is who are the places that had success, right? Who are the ones that had success? So, I do have our region which I've given each year for you guys. Um, both math reading or math reading and science. Um, to give
you just a glimpse at the region, we are in yellow. The yellow dotted line is our comparison across the board. The black is the state. Um, as I mentioned, we're we were ahead of the state in mathematics, but you can see the two areas in particular that we're reaching
out and trying to find more information about is PIE. PICE continues to be ahead in in both math and reading. Um, Aken reading as well. So, in terms of the
rest of us around mathematics, um, you can see we're very similar to Brainer. Brainer is actually lower than us. We're very similar to Pquat and then you can see everybody else is pretty much much below. >> Have we met with peers? >> We have um Wendy Hall has been meeting
with their literacy person in terms of read. I'll show you that one next. Um I've reached out to a couple people in the math department and one of the things we're doing at the middle level is piloting some different curriculums around what are you using? How are you using that? It really is around
instructional practice. It is not the curriculum per se. it is how are you teaching it? >> So reading um as I mentioned we were the same as the state of Minnesota but you can see again here's it's not just by a little bit. I mean it's
>> fourth grade. >> So this is everybody that took the MCA test. So that's third grade through 8th grade. >> Okay. >> And then in case the case of reading it's also 10th grade. In math it was 11th grade. So in high school they 10th grade takes the reading math is given in
11th grade and then science is based on subject and then comparison results for science you can see where we are in the yellow very similar across the region here's >> blowing it out of the water everything what was their
>> um >> that's my question >> I actually was 35 36 6% I think >> and you said >> it's the same color as my background. Sorry. >> You said the answer you got was it's instructional. So they just have some phenomenal teachers that get the kids that
>> in terms of mathematics and part of it is because I taught at peers as well. And so looking at in terms of mathematics is how you're teaching mathematics, right? One of the big pushes from the state of Minnesota right now is that um in a traditional mode, we teach fluency around mathematics,
addition, scratch, multip multiply, divide constantly, right? And we don't put enough into conceptual understanding around math and then that application to real world, right? And so if you look at curriculums across the board, they they
have all of those things in it. But we tend to focus pretty heavily on do we know our time steps? Do we know our multiplication tables? Can we add and subtract on like in a moment's notice? And all of those things are important, but they have to be balanced with this
understanding of mathematics in terms of number sense isn't just adding and subtracting numbers. number sense is understanding that there's a relationship with these numbers to this real world application. >> Sure. >> And so it's changing some of that. Piers uses a curriculum called CPM um which is
a problembased curriculum and that's some of the things that we're looking at at the middle level. So um so looking at a resource there but what has to go along with the resource is also how these chip >> Ryan one other thing we touched base on
is the correlation between special ed and free and reduced. >> Correct. >> Those schools that tested or scored quite higher have much lower free and reduced and lower special ed rates. So that's one of the things we looked a
little bit. I did mention at the DT um I did take free reduced across the board looking at the entire the lowest free and reduce in the region is as well and it certainly has a correlation >> little bit of >> but still those numbers are phenomenal. >> They are.
>> Yeah. So it's they're doing a good job even >> absolutely and the MCA again it's this average of third grade through 8th grade plus a high school course. um you're not necessarily going to see your like 8020 that I mentioned in terms of balances. You're not going to see that necessarily
on the MCA score for the district, right? But you want to see it more and more for those grade level. All right. So, within your packet, I did include fast data. I didn't put it for this report, thinking it was probably going to get a little long as we went.
Um but I do have the district goals. >> It's only an hour. >> Right. Right. >> Thanks for loving this. the district goals um set for the year. Yeah, I know exactly. Actually, I'm thinking it's like a hook. I'm ready to
>> start playing the music. >> So, setting the district goals, we we had a lot of conversation around this over the summer and into the fall. We did it as the same process that we had last year because we had a lot of success with that. So the goal for each
of the areas, so math and reading in um elementary, middle, and high school, the goal is on the far left. Okay, so that is the goal that's set. That's the piece that I'll submit with the um CACR. Um the breakdown though is the most
important part because we broke down each grade level and they all roll up into that goal, right? a happy goal of kindergarten. >> It is and we actually talked about that a lot. So kindergarten last year
>> in literacy last year were at like 73%. They had this huge gain in kindergarten. And so we talked about it quite a bit of whether or not you know should be adjusted where should we be with it and we really took the high rigor piece and said let's set the goal
>> because they should actually meet all the grades should be it >> right and and that's the goal every year after they after kindergarten meets. Yep. >> Let's hit them all. >> Yes. What a year. We talk at the DT the
the kind and first grade the test is a is a little bit different too and that's piece that we're actually talking as a region around it because they are one-on-one assessments right so that's teacher to teacher so if you're giving the assessment I'm giving the assessment there's a lot of conversation of are we
giving it the exact same way right um second grade all the way up through high school is a digital test and so in terms of continuity it is very much the So, we set them for literacy. We set them for both the elementary, the middle
school level as well. Um, trying to bump us up further as we're going, right? Because we want to get to that balance system or above it, right? And then looking at ninth and tth grade, we set it for nth and tth grade because the MCA test goes to 10th grade. At that point,
we have a lot of CIS classes, PSE classes where kids are not we don't have the consistency in attendance. And so we we set it and stopped to the 10th grade for literacy. We stopped at 11th grade for the math as well. Um and so you can see we did the same thing for
kindergarten this time as well. They they ended last year at 77%. So pushing them to we should have that high expectation. Um, and so in your packet, you do have copies of it. We've set it for the middle, we've set it for the high school
as well. One last piece, and that is your description or kind of a contract piece that superintendent are um going through. We've talked about this for a number of years. Um, having a consortium
together for CIS teachers u in the area. So CLC, we got that this year by doing some of Alex Tech um but also knowing that we also have this out our back door as well and all of the districts around us. And so when we have a CIS class, so
we have business um entrepreneurship that's going when we have six students register, seven students register, we have to really debate is this enough students to maintain this class or to run it. Um this is a pooling together of
those resources so that we can register that class to have a full class for it. Um many of these class they are online courses that we share together or that we're proposing to share together. Um this also gives us access to CIS teachers that are in other districts
within our region. And so it is an agreement. It actually will run through CLC. um and that running of CLC, they'll organize it, but really it's the districts that are making it. >> We've already been doing it.
>> We've been doing a pilot with Peekquot right now where we've shared Matt Sober teaches the business on screen class and he has it over there and over here. But one thing with CLC is we can use the same learning management system. So D2L is what they use. We can use a shared
system. we don't have to try to figure out how their kids are going to get into school from us or figure out how to get into there. >> Little update on that too since like I heard yesterday from Kurt and Peekquat that >> Brainer, Crosby, and Pine River are not going to do it. So, it's going to be the
three schools, >> Peekquat, Piers, and us. >> So, they decided not to do it just for various reasons. But, so basically, we've been doing it with Pquat. Piers is going to jump on board. So you see the three of us are >> threebs.
>> Do we these are this is PSO or basically PSO classes? >> It's college in the schools. They're getting college credit for it but the teacher is our teacher or a high school teacher. >> So we don't >> Okay. So we still get the dollars for butts and seats. >> We do. Yeah. We pay a fee. So we pay
about $3,000 a year or a year for the teacher to teach that class at the college level. >> Okay. But they're our teacher. They know our teacher >> or their teacher >> or their teacher or their teacher. >> It might be a CIS class that they have that we don't. >> Right. So it's just so we
trying to give more opportunities >> increase our opportunities and also make sure we couldn't make a motion even if we did. It's not on here. >> No. This was an They're just working on anybody have any questions for Ryan? >> Nope.
>> Thank you very much. >> Anything else from curriculum? >> Policy. >> Uh, consider this the second reading of policy 707, transportation of public students. It's imposed in your packet.
>> We will probably need to meet December. I think there's some new policies and updates. So, I'll look at that. >> Can we meet before December? >> Uh, I'll look. >> You're pretty much busy December. >> I'm gone pretty much the whole month. >> Y So, it might be able to wait till
January, too. So, I'll just look out and see what >> activities. >> Uh, we did meet. We met today at 1:30. Um, we talked about the fall program updates.
where it started out with the participation numbers. You guys have a packet on that line, right? >> Correct. Everything we went over was left on our table. >> Yep. So, you guys can look at the numbers as you want. Um, cross country
girls was nine. Cross country boys were at 13 for the year. Um, football was at 95, volleyball 7 through 12, this is all um 98. uh robotics was 15 7 through 12 and the
M middle school musical which is 6 through eight was at 49. So that was the numbers for the full participants. Um as you guys can look in here the survey results um we perused through these and kind of looked at the good and the bad of everything. Um pretty much
everything was mostly positive on just about everything. Um, of course there's always a few negatives on that side, but overall overall very good reviews for the um, survey results.
Um, coaching evaluations, they're done. Um, new uniforms, did you say football? >> New uniforms will be football for next year. Um, then we went on to winter activities
program update. Coach openings, none. We are good and fully staffed for coach openings for the winter activity season. And then we got into the athletic complex update. Uh JB softball scoreboard will be the electrical will be done before the snowflies this year.
Um the dugouts will be done before the start of the season and then >> done by that sleep. >> Sorry, >> that wasn't snow. That was sleep. Totally different. >> It snowed at my house. So the uh uh softball dugouts will be done by the end
of or be before the end beginning of the season. We will have the huddle for both locations by opener. We'll have them wired in. Um the batting cages the turf is in. Um and then we will put the nets up when spring comes. And that pretty
much was everything within the activities. It was actually a fairly quick meeting, which is concerning because usually it's an hour and a half. Um, then we went into the community side of it. Recent uh community ed classes, the fall update,
we had husky pup K through 12 football camp 24 registered. Um, yeah, this right. Uh, varsity football camp 9 through 12, 30 registered. Third, third and fourth grade flag football. 44
registered, five five through six, 41 registered. Got into the volleyball. Third and fourth were 22 3rd grade, 26 fourth grade. We had two teams and three teams respectively. Um fifth and sixth grade volleyball 18 fifth grade 23 sixth
graders. Cross country 15 registered. Uh two second and third, fourth through six cross country there was 24 registered. swimming lessons. We had 32 registered registered session one in June and 29 registered for session two in July. We
had a babysitting 101 class. There were 13 registered in July. Um we had fast kids and that was 18 registered in July. Youth firearm safety 12 registered full in August and 18 registered full for October. Then the way they took the that
anybody on the waiting list from the August one got first dibs on the next one. >> Is that what I would have? Okay. >> So that's was the one question were filled with first come first. >> So I'll have to ask about that. What is the what is the total seating capacity for that? But >> 18 >> is 18. Okay.
>> Thank you. Um and then the Bailey builds mosaic was cancelled and we defensive driving in November 14 registered. Um, art club 28 registered. They're full. Husky paws art club 18 registered.
Um, open gym started November 2nd. Total body body conditioning got to register through TCO. Um, 17 have registered so far. Winter sports, youth sports registration, uh, baseball ends on no basketball, I got it, ends November
19th. Wrestling ends November 26th. K through two basketball ends December 3rd. Uh the boys youth bullet basketball tournament will be January 3rd. Girls youth basketball tournament will be January 10th. Siglets and basketball jersey ordered update. So obviously
those are on order as of right now if I'm not mistaken. So um then you sports philosophy and pillager youth association discussion. Uh basically what we had was when there are enough kids participating to require more than one team at that level, teams
will be relatively equal in skill and participants will get equal playing time. That is with the youth sports philosophy and that will differ from the youth associations on that side. So >> those two youth tournaments, are you
hosting those or those are just ones on the schedule? >> We're hosting. >> Yep. Um and that was it. Ajourn >> uh additional speech. >> That was just >> Oh, sorry. My bad. My bad. >> Speech numbers. Maybe go ahead.
>> Um we have 25 kids out for speech >> with one coach. >> With one coach. Um so we are going to move ahead or look at the schedule or we do already have in the schedule C to hire that assistant coach. So we are going to go forward with moving that assistant coach in. So it'll be one full
one head coach and one assistant coach. So >> other than that >> y very good. >> There was nothing else. >> It's been a nice job. >> I'm not going to vote that. That was just a recommendation. >> Whether we see that come to fruition or not at all. So and then we turn. That
was it. >> Anything else from activities? Any questions for the activities committee? All right. Moving on to budget. >> All right. You all have your sheet in front of you. Um, just to update on the 2025 audit. We're still waiting on the
Oh, still federal guidelines to be updated. So, we cannot finalize our single audit. So, that's still lingering out there. >> Grumblings are conf >> well conference. We had a conference last week and I heard grumbling that it's going to be a while. So,
um, last week Stacy and I attended the fall MASBO conference, which is the Minnesota Association for School Business Officials. So, we attended the conference in the cities last week and there was a lot of great sessions this year. Um, so we came back with lots of good information.
Uh, truth and taxation, we will have that meeting presented before the board meeting in December next month. And then levy, so we certified that in September. They did another levy run on October 22nd. Our number did not change. It's
still at that 6.01% which is what we talked about at the October meeting. So that is what we're going to move forward with at the December meeting. Awesome. Any questions for Missy? Thank you very much. >> Anything else from budget? >> No.
>> Thank you. Moving on to otherwise. We need to set the January reorganization regular meeting date and it looks like the suggestion of January 12th which would be the second Monday I assume >> follow the schedule we're using now.
Does that work for everybody? >> I will make that motion. >> You will make that motion >> session for Ryan. >> Is there a second >> before we start having discussions? >> Yep. Good job. >> Second. >> Now is there any questions, comments? I won't be here.
>> Okay. >> So, it's just the same time that the regular >> Yeah, it's just a regular board meeting. >> I think technically you have to >> Yeah. Do we have to set your reorganization? >> Yeah. Yeah. And you have to have that one before you go.
>> Uh any other questions or comments? >> All those in favor? >> Opposed? Motion passes. Superintendent report. Well, I'm gonna be a lot shorter than Ryan today. >> He does have an important job. >> I'm just giving him a hard time.
>> See, Missy was awesome today. She awesome. >> Um, I just have a couple things. Uh, Veterans Day program tomorrow. >> What time is that? >> 9:30 CTC center. That is live streamed as well on our Utah YouTube channel. We
have uh lots of students participating in that. uh fourth grade, then the high school band choir, and then we also have some students that have written poems that they're going to be reading. So, we're excited about that. Uh no school Thanksgiving break on the 27th, 28th,
and then um coming into choir and band concert season in December. So, there'll be lots of concerts on Monday nights coming up. So, that's all I got. So, I've been kind of out the loop. So, >> awesome. Any questions for Mr. Mber?
>> All right. Then I would entertain a motion to adjurnn. >> I'll second. >> Any questions or comments? >> All those in favor? >> I passes. >> You guys find that uh