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Video-1: youtube.com/watch?v=y6Uwa7oCbwU

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All right, approval of agenda. Uh, looks like we do have some additions here. Approve to move the August 24th uh, regular plan school board meeting to August 17th. And we also have an addition of the approval for the 2026

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2028 PAESP contract for pair professionals. Um, we have a motion to add those and approve the agenda. >> So moved. >> Second. >> It's been properly moved and seconded. All in favor signify by saying I. >> I.

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>> I. All oppose. Same sign. >> I'm abstaining from the from the agenda. >> Thank you. Motion passes. Public forum. We have a couple here. Uh, Angie Toofflin. Would you like to start?

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>> Do I? I think the mics are beyond. >> Yeah, there's a green. >> All right. I might not need my juice for this. Good evening. My name is Angie Toffman. I am a junior kindergarten teacher at Pipstone Area Schools. Um,

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thank you for allowing me the opportunity to speak on behalf of my future junior kindergarten students. I have emailed all the school board members a agenda of what I was what I'm going to be talking about this evening um for your consideration and if you have any

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questions on that please feel free to contact me. Um I am here because I have concerns about the junior kindergarten class size for the upcoming school year. Respectfully I feel my concerns regarding this matter have not been adequately heard or addressed through conversations with this with both Mrs.

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Morvitz and Dr. Willard. My primary concern is the planned class size of 22 students. In my 10 years teaching junior kindergarten, my class has never exceeded 18 students and it is usually around 14 to 16 students. To make sure my concerns were reasonable, I did

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contact comparable Minnesota school districts which also offer junior kindergarten programs. And every district I spoke with capped and limited between 14 and 16 students, and the average class size was around 12 students. Many of these districts also had full-time pairs in the classroom.

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This reinforced that my concerns are based on common practice, not personal preference. In previous years, the possibility of creating two junior kindergarten sections, if enrollment members warranted it, had always been presented as an option. Because of that understanding, placement recommendations

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and conversations during roundup were approached with the belief that class size and student composition would remain manageable. If the district already knew that only one junior kindergarten section would be considered regardless of enrollment, clear communication prior to Roundup would have been important so staff could make

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informed recommendations and communicate accurately with families. I also have concerns regarding the consistency of collaboration throughout the process. As Mrs. Norvitz was not present for kindergarten roundup during initial placement discussions. Staff's professional judgment regarding student

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needs and placement considerations appeared to be valued and trusted. However, once concerns were raised about the impact of a 22 student class size and possible alternative solutions were suggested, those concerns and collaborative discussions seemed to be dismissed quickly without meaningful

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exploration of possible compromises or adjustments. Specifically, there were four students for whom staff had questions regarding the most appropriate placement. During these discussions, it was communicated that Mrs. Norvitz would perform classroom observations in preK and have

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conversations with the preK teacher in order to make the best placement decisions for those students. To my understanding, those observations and collaborative conversations did not take place prior to placement decisions being finalized. However, when the possibility of reviewing the overall roster to

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reduce class size to a more manageable number was later discussed, it was then stated that none of the currently enrolled 22 students could appropriately be placed elsewhere. That shift in process and criteria has been difficult to reconcile and does not fully feel aligned with consistent best practice.

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One proposal suggested was to adjust staffing by moving an existing first grade teacher to kindergarten so the junior kindergarten students could be divided into two classes without increasing the budget. These same students were split into three classes last year when they were in kindergarten. So we believed it was

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reasonable to suggest that for this upcoming year. That option was dismissed. It was also suggested that students with an IEP be placed in kindergarten since they already receive additional services through their IEP and that would allow space in the junior K program for students not receiving

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that support. That option was also dismissed. My concern is not simply the number 22. It is the combination of class size and the developmental, behavioral, and academic needs of junior kindergarten students. Throughout my career as an administrator, preschool

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teacher, kindergarten teacher, and a junior kindergarten teacher, I have seen how critical small class sizes are for providing individualized instruction, building self-regulation and social skills, and creating a successful and nurturing learning environment. Junior

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kindergarteners are 5 years old. For many, this is their first time away from home. They do not need just a curriculum. They need intense emotional support, behavioral guidance, and basic physical supervision. When a classroom is overcrowded, we shift from being

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educators to being crisis managers. Even basic transitions like lining up for the bathroom or navigating a crowded room become safety concerns. Parents have always been told that one of the greatest benefits of junior kindergarten is its smaller class size and increased

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individual support. At 22 students, this class would actually become the largest class in the lower elementary, which is a significant change from what families have been led to expect. I was also previously told that 18 students was the maximum enrollment for junior

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kindergarten. My classroom materials, supplies were all planned around that expectation. When I asked what additional supports would be available for a class of 22, I was told there was none planned at this time. Finally, I find the situation difficult to

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reconcile with the positive feedback I have consistently received about my work. In my most recent evaluation, I was told there is virtually no areas identified for improvement because I was meeting the needs of junior kindergarten students. That makes it difficult for me

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to understand why my concerns that are rooted in professional experience and student needs have been met with such resistance. Our administration may not be willing to implement a reasonable cap that ensures a safe and nurturing environment, but that is exactly why I'm standing before you tonight. The

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administration has made their operational decision based on numbers on a spreadsheet, but you, the school board, hold the ultimate authority over our district's policies and budgets. You have the power to protect these children. I'm asking the board to review our junior kindergarten class size and

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exercise your authority to provide relief. Let's invest in our students where it matters most at the very beginning of their educational journey. Thank you on behalf of my future students for your time and consideration of this matter. >> Thank you.

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>> Thank you. >> You know, as as I was listening to you and reading through the email you had sent, I couldn't help but think what a great problem. >> Yeah, >> it is >> right. We have too many students applying for JK. Awesome. and I have

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been with the GUK program since it began. That was the very first >> wonderful job. Um, yeah, I think probably need to look at from a um yeah, kind of moving forward as far as how we can proceed through those

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difficult times. But yeah, let's let's not lose sight of what a great thing. Anybody else have any comments, questions? >> No, I second you. >> Yep, I would agree. >> All right. Thank you very much. >> Thanks, Angie. Thank you. >> Next up, we have Jeanie Van Djk.

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[clears throat] Don't make fun of my glasses. Right there with you. >> Hello, my name is Jamie Van Djk and I'm here on behalf of Van Dyke Sanitation. I want to thank each and every one of you board members for serving as board members as I was a city council member for six years. I know there's tough

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decisions, easy decisions. You're not always going to make everybody happy, but when it comes to dollars and cents, we need to start making a little more common sense. At last month's board meeting, a few of you decided to accept hard garbage bids for services and and a few of you decided

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that uh you would follow this person down this path. That decision was for $133 more a month. We'll keep it local in town is what the reason was. Well, I find it very discriminatory and misguided. Van Dyke Sanitation is a

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member of the Chamber of Commerce of Pipstone. We donate to local charities. We also rent a piece of property right next to the sail barn. Even though we rent it, it still pays taxes to Pipstone area schools. How much money do you get for taxes from the city of Pipstone?

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Zero. And how much money did the city of Pipstone give to those kids that went to the ball tournament last weekend? Bandike Sanitation is paying in helping the city of Pipstone's kids to go to a ball tournament because somebody called

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me and says we're asking for local businesses to give money. Huh? How much did you get from the city of Pipstone? Zero. Cuz they can't. If you go and look on the internet, the city of Pipstone is not a local business. City government is

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not local business. And I guarantee that all you sitting up here, if you had to go buy a brand new car for $133 and it was out of town, you're going to go buy it because you're going to save $1,600 a year and you're more than likely going to take a 5year

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term off. That's going to be $8,000. So, what shortsighted person would pay $8,000 more for a fiveyear car loan? Well, if you board members making these decisions, that's exactly what you're going to do in the next 3 years because

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two of you voted for the higher bid last year. The same two of you voted for that higher bid again this year. So, my advice is start being more, you know, a little more common sense with using the taxpayers money. I did some legal checks here

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with uh research from public procurement and Minnesota competitive bidding. If a school district advised for seal bids under Minnesota competitive bidding laws, they generally cannot simply choose a bidder they prefer. They must award the bid to the lowest responsible

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bidder unless they have a legitimate reason for the lower bidder if not considered. Did the bid specifications allow local preference? Minnesota does not allow public entity to simply prefer a local company unless authorized by law or

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specifically stated in the bid documents. Was Van Dyke responsible bidder? Yes. They met all the requirements, have proper licensing, provided required insurance, had adequate equipment, had experience, and submitted the lowest bid. then rejecting

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the bid solely because another company was viewed as keeping it local could be challenged in legal pursuit. If the board's rationale was that city of pipes more local, they would need to explain why that matters legally in the

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bid documents never said local preference to be used. A public entity cannot invent evaluation criteria after bids are opened. Is the city government a local business?

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No, they're not. And it seems to me that there might be some communication issues with the um administration because I found out it firsthand because it took me two times

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to email to get an answer and it also took two voicemails and then also or not emails but two voicemails and but two trips to come into the office to finally get some type of phone call or answer how I could come to this meeting or

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whatever. And I feel that communication could [clears throat] be an issue of why you're declining in some of your enrollment, too. Because I asked my daughter why her two kids left Pipstone Area High School. And it was because of a failure to follow through with some

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things that were done in this in the um with the administration. And I can see why that is. So I feel that there needs to be some more communication with your administration. It needs to get better.

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And that's all I have for tonight. So, is there any questions or any thing that you guys want to say? >> No, thank you for speaking on that. There there are points there that I had not considered or even thought of and so I appreciate you.

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>> Yeah. And what I think should happen is it's no different than any of you advertising for a for administration job. If you put that you got to be local, guess what's going to happen? Guess who's going to fill this room? It's going to be lawyers. And there's nothing that stops me from doing the

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same thing right here. What you did, you can't you can't say it's got to be local if you don't have it in the thing. So, what I really need is legal is I need something from you stating why I got denied the bid is what

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I'd like to see. So, thank you very much for your time and >> thanks J. >> I do listen to the radio so I got names one of those fight for Mr. Willard. Stay proud here. [laughter] >> Thanks for coming. >> Thank you.

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>> Okay, that was the last of our public forum. Moving into presentations. have a presentation from PTMA as far as the operating referendum. >> Unmuted. Form. >> Now we're unmuted,

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Mr. Bumper. >> Good. I can hear you. >> Outstanding. And we can hear you as well, Steve. So, thank you. >> Great. Is it my agenda item or is this Would you like me to begin or >> you you are up. So, we have you as a as we have you as a public presentation

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right now, Steve. And since it is a presentation, um if there are questions from board members, because we don't have it until deeper in the agenda to take action on this item, um I would suggest board members ask those questions now for consideration later on when we get to

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the action item if there's any clarification or further information that's needed. I'll just do a quick little setup. So, um there was a a committee meeting, a a finance committee meeting that was held and um Steve and

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Michael Hart did a presentation with the committee, talking through some different things relative to our earlier conversation that we had with Steve and Michael about the operating referendum and how that is coming forward and um where that is to set uh sunset and those

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types of things. and the committee thought it would be best to have a presentation of the to the full board and then land on collectively as a fullblower what that amount would be. So that's kind of the preface to the presentation that Steve's about ready to

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give this evening. So um Steve, I think uh I think the floor is yours. >> Great. Thanks, Clint. Appreciate that. Um okay, so the first few slides are a little bit of a review of kind of setting you up um to make a decision um hopefully tonight.

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So, um, again, your current operating levy authority is that $474.26 per pupil. When we multiply that by the estimated number of pupil units, that generates roughly $574,000 a year revenue. And so, that's what your

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tax your current taxpayers are paying in calendar year 2026. And that's for your upcoming school year. Actually, you're in it right now this year 2027. Um, when you look at a home that's valued at $175,000,

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this they are paying a total of $473 of taxes to the school district. The circled amount below, the $121 represents the amount of taxes they are paying um on that $474 worth of operating referendum. Okay?

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Because that's really what we're talking about right now. When we look at your neighboring districts um on the total school taxes that that they are paying um currently in calendar year 2026 you're on the very lefthand part of the

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scale here at $473 and then you can read as you go um over to the right of any given district that's you know kind of in your neighborhood. >> Steve, can I can I ask you a question? I'll go back and go ahead and ask it. Sure. Go ahead and ask a question.

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>> Um, do you have information as far as when those other districts last updated their own referendums? >> I don't have that for tonight. No, I don't. >> No worries. One one other question,

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Steve. Where's Where do you get that information? Is that just public information that you pull from somewhere? >> Completely. Yep. Public information. Anybody can Yep. And the uh again without trying to go into a whole bunch of detail this the

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dark blue on the bottom represents the amount of taxes that they are paying um for their operating referendum. Okay. So you can see like for instance Lake Fenton the majority of their taxes they are paying is because of the operating referendum taxes that they have. Okay.

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The green bars these dark green bars represent building bonds for the most part. of debt service that they're paying. If we look again, similar size districts, same information, just different districts um all across the state. Roso, you know, right on the

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Canadian border. Um the highest of of those. Again, use this data how you wish. Um but we have again something local to you. And then again, similar size districts. Um, a reminder that your current

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referendum expires after taxes payable next year, 2027, for your fiscal year 2028. We've talked to the board about this before. You can renew that referendum for another 10 years, any time between July 1st and 2025, so last

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year. And your last date to renew that is June 15th of 2027. Um, and the reason that's important is because if if the board chooses to go for a referendum this November and you are unsuccessful, you still have a chance to renew that

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existing $400 amount. So, you do not lose that ability to do that. So now when we look at uh possibility of going for a new operating referendum again similar or the same neighboring districts and this is the amount that

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they have for an operating referendum. You you see your number here 474 and you see your other districts that have you know quite a bit more. You also see Russell Tyler Ruthon that has zero levy authority. Again this is all just reference

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information for you. If we look at um similar size districts, so same as we did the tax again, you can see um what the dollar amounts are. A lot of people are at that 460, you know, 470 number that you are at. Roso, which

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had that really high tax impact as well. However, has you know $1,227 per child has referendum authority. And again, the only way any of these districts can get this referendum authority is by going to the voters. So they all of these districts have and

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were successful history specifically for Pipstone which I think is interesting shows you you know you kind of have a mixed bag here of failures and passage rates. The last time you went out in

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2017 that's when you passed the $474 amount. who had a second question for $250 more on top of that, which I know you know your own history filled by one vote. When we look at um statewide election history, a lot of districts ask us for

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this data. Um you know, when's the best time to go out? Um the odd years have a higher percentage of passing than even years. It doesn't make surprising a little bit. It doesn't make a big difference between whether it's a presidential election year or not. Um,

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but it is harder to get something passed historically in an even year than an odd year. And basically that is just because more more voters are going to the polls um during an even year and it's really, you know, incumbent upon the district to

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make sure that all voters know what they're voting for when they go to the poll and don't just see a question on there that says they're going to raise their taxes and they don't even know what it's worth. So that's, you know, kind of the standard of why it's harder to pass in an even year than an odd year.

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Then we we look at three different scenarios that the finance committee wanted the full board to look at. We look at um what happens if you revoke and replace. We get rid of the $474 and replace it with $1,500 number per

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child or 1,600 or 1,700. Um you can see the additional revenue. Um that brings in 1.1 million of additional revenue 1.3 1.4 and then again I'm highlighting a $175,000 home and the tax increase assoc

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associated with each one of those. So um you know $25 a month, $28 a month or $30 a month, 306 annually, 335 annually, 365 annually. And we can go back to these of course as

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we start having discussions. Um if you have the the if you go to the voters this November um it happens in for taxes payable in 2027. So the next calendar year, but that won't bring you revenue for your district's budget until

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fiscal year 2028. So the soonest you can get additional revenue for your budget is by going to the voters this November and that will be effective for your fiscal year 2028 budget. If we look at what does this mean um you

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know scenario A, B, and C. I try to do some math here for you. And um as board members know, your district policy is to have a fund balance between 25 and 34%. So here's your actual um fund balance

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percentage as of 2025 was 42%. based on the most estimate by Jackie as you close out this past fiscal year that you just completed in June. Um you're going to drop that down to, you know, roughly 35%.

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Based on the budget that the board took action on for the school year that you're in right now, this year 2027, you would have passed that budget in June. That would say that fund balance is going to go down to kind of the bottom of your your fund balance policy of

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25.68%. 68%. If you do nothing um and you just keep the existing revenue that you have, [clears throat] your fund balance would go down to 17% and then down to 9%. If you um ask the voters and you're

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successful for to go to $1,500 per student per unit, um you would again generate this additional revenue. Your fund balances in 2829 would be 23% and 20% respectively. If you go to $1,600

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per pupil, you can see the numbers 23.68% and 21.8%. If you go to $1,700, you're at 24.27% and 22.93%. The comment I made to the the finance committee is, you know, based on these

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numbers, even if you are successful in getting the voters to approve these, you still are at the very bottom or underneath your fund balance policy. Um, so what all these budget numbers up on top are showing is a $1.5 million deficit budget, which is what you

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approved for fiscal year 2000 or fisc year, yeah, 2027. So it it to me would seem that the board would have to do a balancing act by reducing some budget so you're not deficit spending a million and a half even if you get this additional revenue

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if you want to maintain within your district's fund balance policy. Um the timeline here um again is we're really in the summer now. You're selecting whatever referendum um option you want if any at all. Your last date to call for it is August 11th. And I

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know that's why it's on your board agenda right now because this is your last scheduled board meeting before August 11th. If you don't take action tonight and you want to hold a a referendum in November, you would need to call for a special meeting sometime between now and August 11th.

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And and that's what I have for the presentation. I'm I'm happy to go back to any slide to help um answer any questions or lead to any discussion that board members may want to have. >> And then Steve, do we have to vote on that separately to do the inflationary

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option or that's automatically in there? >> Um thanks for asking that question. The resolutions, you have three resolutions in your board packet. um you know, one each with the three different amounts that I I showed you here. All of them call for the inflation um factor and

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that was um dictated by um uh when we met with the finance committee that that's what they wanted. You certainly could say you don't want that in there. you could take action on the resolutions and just you know orally say we want the resolution at you know 1 1500 or 1,600 or 1700 without the inflation and we

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would adjust the resolution or we wouldn't but bond council would would adjust the resolution accordingly but right now all the resolutions include an inflation factor. I would tell you that almost every single district we work with has that. Um and we've never heard

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um a district losing an election because of the inflation factor. You might lose it for other reasons, but it's not because you have the inflationary increase. And again, for board members, what that means is if you go off for $1,500 per pup unit, that's your first year starting it. Um, it will be

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adjusted by the consumer price index each year going forward. Um, so again, that's not up to you to decide what the inflationary sector is. It's not up to the state to decide. It's whatever the CPI is every year. And so, you know, the $1,500 for the first year might become $1,550 for the second year as an

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example. You have questions? >> All right. Thanks, Steve. I think we'll have a fair bit of discussion here as we get down to some board action. Do you need me to stay on for board action or do you need any additional

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questions on this information or is this enough to help you decide? What do >> you guys think? I think I got what I need. >> I think we're good. >> I think we're good. >> Yep. >> You can drop off. >> Okay. Well, thanks. If Clint has my phone number, you can call me. I'll be driving.

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>> Sounds good. Thank you, Steve. Drive safe and appreciate your time and see me. Thank you. Yeah. >> Okay. Moving on to consent agenda. We have the approval of minutes for the June 22nd regular school board meeting and personnel report.

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Any discussion over either of those? Any discussion? Discussion hearing? None. Do we have a motion to approve the consent agenda? So moved. >> Second. It's >> been moved and seconded that we approve

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the consent agenda. All in favor signify by saying I. >> I. >> I. All oppose. Same sign. >> I'm abstaining. >> I need to hear that. I was turning off. >> All eyes except for my abstension. >> Who made the motion?

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>> Mark. Okay. Financials 7.1 review of budget year to date. >> Yeah, because I can't. >> Oh, shoot. >> Well, I'll tell you what the percentage is as soon as I can see it. >> 100 100%. >> Oh, it's 100%.

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>> I like it when it's a little bit under, but yes. So, it's at 100%. We We'll still have a few more invoices coming in for this year. Not a lot, but we'll still have some. We always end up getting some in October for some reason. >> He is done.

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>> All right. Any questions on the review of the budget? Okay. Of the treasures report. I got to pull it up here. I'm good. I just got it. And this is the Oh, that's I have the wrong one.

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>> [snorts] >> cash balance at the current time the 9.2 million and last year at this time it was 10.1 million. Any questions on the treasuries report? Questions?

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No questions. We have a motion to approve the treasures report. >> So moved. Second. >> It's been moved. Motion and seconded to approve the treasures report. All in favor signify by saying I. >> I. >> All oppose. Same sign. Motion passes unanimously.

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Approve. 2023A bonds treasures report. Okay. This is a first bonds that were issued for the roof. Current balance is $740,981.18. >> Bluetooth disconnected. Are there any questions regarding

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that part of your report? >> Right. >> And that was for the first part of the roof. >> Correct. Correct. >> When will that get paid out? >> We had a payment in July, which isn't on here. This is as of

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June 30th. And then we have another payment that will go out that will use the remainder of what's in here. >> Okay. >> What's that? >> Not on this business is June 30th. >> All right. Do we have a motion to

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approve the 2023A bonds treasures report? >> So moved. >> Second. >> It's been moved and seconded to approve the treasures the 2023A bonds treasures report. All in favor signify by saying I. I. >> All oppose. Same sign. Motion [clears throat] passes unanimously.

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>> I just found an error on this. Ignore that 730,000. So basically what's in this account at 630 was 19,92721 cuz it got paid out. >> That's what we have in that account right now. But we received the rest of that money in July. This is at June

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30th. It was like your good faith deposit. >> So that's what's in there now. So now you'll see this bank statement, this treasures report every month. this. >> And the other one's still into that money as well. It's gone. [clears throat] >> Yeah.

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We will note the correction. Okay. >> What's that? >> We will note the correction. >> Yeah. Note the correction. Obviously, I carried that forward from somewhere else. I didn't notice it. >> Uh 226A facilities maintenance bond. >> That's the one we just talked about.

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>> Oh, wait. >> Oh, okay. >> 26 is what you're talking about. There's a crutch on >> right that one that's up there on the board. >> So 7.3 is correct, Jackie. The 23A bonds treasury report is correct. >> Yes.

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>> The 26A facilities maintenance bond is the one that needs the adjustment. >> Well, the cash balance at the end of the month is correct. It just doesn't make any sense when you have a cash balance at the beginning month of 730,000 and you had 19 and you still have 19. >> Yeah. >> And that doesn't add up.

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>> So the cash balance at the end of the month is crush here. Okay. >> It's just Yeah. The cash that amount is correct amount. >> That's why it looks that way. [laughter] >> So, >> make sure we're all on the same page. Yeah. See what I'm saying?

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>> Any questions? >> We have a motion to approve the 2026A facilities maintenance bonds. >> So, move second. >> It's been properly moved and seconded. All in favor signify by saying I. I. All post same sign. Motion passes unanimously.

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regular bills. Any questions about the regular bills comments, concerns? Hearing none. Do we have a motion to approve the regular bills? >> So, second properly moved and seconded to approve

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the regular bills. All in favor signify by saying I. >> I. >> I. >> All oppose. Same sign. Motion passes unanimously. 7.6. Approve high school activities bills. Any questions on the activity bills?

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>> Make a motion to approve the high school activity bills. >> Second. >> It's been mo moved and seconded to accept the high school activity bills. All in favor signify by saying I. I. >> All oppose. Same sign. Motion passes unanimously.

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Board forum board reports from this last month. >> We just had the financial but all that information Steve took care of for us. There's my report. >> Yeah, we take notes though, didn't I, Danny? >> Yes. Yes.

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>> So, we had a successful um negotiations meeting. Uh I think we arrived to kind of a final um contract with those groups. So very happy with how that went. >> Yeah, I'd like to thank the group just um I think we had what three meetings

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total, maybe four. >> Um but it it three I think. But it was it was smooth. >> Very smooth from both sides. >> Very professional. >> Open open communication just it went very well.

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>> Yeah. Willingness to get it done. Yep. >> Anything else? >> We had a policy committee meeting as well. >> That's right. >> A whole bunch. >> Yeah. >> Keeping me on your toes. >> We had a lot that Yeah, we had a lot. >> I was like, what?

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>> And I did read all of them, by the way. There's a lot of good discussions and questions and >> and a couple of those things showing up in the handbook later on. Obviously, um probably the biggest one is the cell phone discussion. I think that's when we really want to put a magnifying glass on

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to make everybody aware that we're moving to absolutely no cell phone cell phone utilization in the school. But before, previously it was in breaks, passing time, students could access their phones and their devices um from the start of the day to the end of the

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day. That's no longer going to be the case. U very minor exceptions obviously where that'll be uh allowed, but um that that's a probably one of the more significant changes from that policy committee. So, are they still able to keep them in

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their bags then or >> So, it's getting locked up when they come. >> Have Have you guys decided which way you're going to go? Have you guys looked at the pouches or are you going to do it in the classroom? >> So, we have um a couple of pouch options that we've looked at. There's another

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case option that it's similar to the pouch. It It feels a little flimsy as a plastic case, though. They say you're not supposed to break it because once your phone's in, it's like tight to So, um, there's that option that we we've got a couple of samples with the pouches

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themselves. And then we're looking at the phone caddies. Um, I know one of the concerns that came up with the phone caddies is like students that may be leaving early for an activity and if their home room phone is in Mr. Dulas's

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by knocking on Mr. Dulas's door saying, "Hey, can I get my phone?" So, um, we've talked about that and that's why we're looking at all these different options. See what we can minimize any of those disruptions. And then the exceptions, we know that, um, so much of of what's

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happening in the world is going to two-actor authentication. And, uh, for PSO students that may need to access things, that's a factor. So, those PSO students may need to access their phones for the two two-factor authentication process. So, um, there's

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that. And then we also know we do have some, for example, a fragile diabetic that may need their phone to help monitor blood sugar and those types of things. So obviously there's exceptions made for that, but otherwise um no. So we are looking at all the options and we'll have something in place obviously

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as we start the school year. >> What is the cost per pupil for the bags or for the >> So the the the yonder pouches I think those are ones that the board members had seen up at um schoolboard convention. Is that correct? Those were like I believe like 30 or $35 a bag

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>> anywhere from 15 to 30 they said depending on your district size and what you're >> and and the type of magnets you get because you can get like portable magnets that a administrator staff member can wear in their hand cuz they're all the heavy magnets that open them up. Um the little flimsy plastic

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case that I was telling you about that's a little bit cheaper. Um I want to say that one's like 10 to 15 something like that. But again you pay for the magnets >> and this is just middle school high school or this is just high school >> districtwide. >> So even um middle school it has to be

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okay. >> So you're talking about 1300 Well wouldn't have any >> probably not. >> I mean I don't know why we would buy that many extras for the elementary. I guess >> we Yeah, you wouldn't. I don't think the

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elementary is supposed to even bring That's what I mean. I don't >> minor issues at the upper elementary where there's been a couple instances where students may have them out in the playground, that kind of thing. But um >> yeah, >> I mean I

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So on the >> locking them up >> the pouches I don't remember exactly when we looked at them is are they're are they on like a magnet so when they walk out the door they unlock them? >> So yeah. So it's it's similar to like security magnets that you when you have

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piece of clothing at a >> store. It's just a heavy duty magnet that you hit and >> it's got a little button on it. You push the put the phone pouch right up to that and the button pops open. >> And is this is the same one that RTR schools are using. Correct. The yonder

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one. >> I don't know exactly if that's what they're using. I think it is, but I'm not exactly sure. >> I believe it is the website that they had done. That's what I thought. Yeah. >> Okay. So yeah, there'll be an expense obviously with that action tonight that we take on approving that policy, but

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that's something that I think we are seeing other districts and we've had this discussion at the policy committee meeting about how that just needs to be the standard and obviously the expectation is then that all staff will

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adhere accordingly. >> So over the past three years we just tightened it up every year. >> Yeah. to the point where we got to where we probably should have been at the beginning. >> And it's not just phones, it's smart watches, earbuds, headsets,

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phones. So, it's >> all connected to devices. >> It's still only as good as the people endorsing it. >> Correct. >> So, that's the challenge to the administration because somebody's going to have to enforce it. is we look down the line of we're going

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to also have to cinch up our spending here a fair bit. Right. >> Right. >> Um >> so what is >> as well as probably having a big ask from the public. Boy, I really struggle with buying something else.

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>> What is the total contract? Do you know >> contract? >> Like what would be the total contract price for this >> for the >> for us to do the bags and the system? I I don't have a quote for that tonight to share. >> That would be my question. I mean, I know I I appre I mean, I am behind it.

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I'm for having them locked up. I just don't know if now's the time to spend the money. >> Yeah, I I'm right. I agree with I don't want them >> I for staff, for students, for everyone. It's the best. And we did talk about

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with the pricing um like family purchasing, but again that's a cost for them. >> Or they choose not to bring their phones. >> Right. Right. >> Yeah. Bring them leave them in their vehicle.

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>> Leave in their vehicle. So, this this last policy we had on cell phones, um, were they still able to have the phones on their person? >> No, they they had a caddy in the corner of the room and students came in, they

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would put them in like a >> So, every class >> Yeah. They drop them in. And >> so, it's not the case where we can just say, "Leave it in your locker." >> Not lockers anymore. Yeah, they'll bring back lockers moved however many years.

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>> We would use the objection from the staff. >> WE PUT SOMETHING IN THE office like every student just has like their own little cubby and they just >> we've talked about that. >> Put the phone in the office. I would reach out to Southwest Christian and see how that's going for them cuz they sound like it's going well.

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>> I found that plus you have that thing of people stealing other if it's not secure. I mean, I don't know if I want the responsibility of having 800 phones in the office. >> We all we we we also had that discussion at the policy meeting like on a storage

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unit per classroom and the responsibility or the the safety or someone stealing. >> Yeah. >> And what we kept coming back to is the form doesn't have to be in the building. Period. >> Well, I agree with that. >> So, it's not our responsibility. That's true. But if you bring it, it's your

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responsibility. >> That's true. It is your responsibility. But you know that we're going to get intertwined in it if there is a theft of somebody's phone. >> Well, like I don't need Matt's phone, Matt's range finder, Matt's golf club

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ended up in a creek and the school paid nothing. >> Yeah. >> So, I mean, >> Matty's AirPods got stolen and they pretty sure they knew they couldn't do nothing. In theory, it sounds like it should work, but we have so many

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>> blended families that that are going from house to house and that's the way that those kids communicate. And if they're switching homes, they're bringing those devices with. And so sometimes bringing it to school is

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right. >> It's a necessity. >> Not bringing it to school is not an option. Oh, but >> or if there's a there's an activity after school, >> but it could just stay in the book bag. I mean, >> somebody's got to enforce it not using. Yeah,

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>> that's what it comes back to. >> We'll look at a couple of different cost options and obviously look at the most cost effective option utilize to implement. Um, but it is something that pending the action tonight that we'll obviously do and

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and we're prepared to talk about it through back to school meetings with parents and students and staff alike. So, I just don't have a number for the bag or what those costs would be, >> but we don't have to take action on this

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tonight because the handbook the first reading. >> Yes, the first reading. So >> there is no action >> by next meeting >> we can give >> we can have that information maybe narrowed down give us some ideas and

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then we all can like sit and process because that was one of my questions was like what is the plan you say that you know I I wanted to know like where where were these phones going to be stored I mean I talked it over with some of my kids and you know so I said well how about this and they're like you know

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they put it on their person right correct that's the I understood from the yonder people. You keep the bag with you. The only thing that happens is it opens and closes when you leave. That's >> like how many of these, >> you know, release devices are going to be throughout the school, you know, is

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that going to hold up, you know, people getting on the bus? Is it going to be, you know, so that that that was what my kids had brought up like, you know, how where are they all going to be located, right? >> And >> what is the line going to be? >> You know, you got a thousand kids. >> Forget the bag that was there. >> And you think about consequences of

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that. That's what I was just going to say. Somebody doesn't bring a bag where the caddies they're maintained at the school by the school >> and you don't and and I I know and Josh has stepped out but we've had this conversation the number of devices that

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we have get lost or items that get damaged um >> right >> that the district never recovers any expense on and now we're adding one more thing to that inventory process. Right. >> Um, and that's why the caddies have some

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appeal simply because of that reason. Now, if we can figure out how to minimize or eliminate any disruption to the workflow of the day with knock on the door, it's time to head to the track meet.

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Wasn't that what that was doing schools use caddies? Correct. >> Yep. Yep. They were secured, locked up, everybody knew. They were checked in and done. >> Right. >> I just think how many people are coming and going throughout the school day

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though, in and out for appointments. And >> but you're talking in the like the first hour class, >> correct? >> Right. Cuz that was what I brought up. I'm like, well, you just have the kid put it in their first class and then >> and then then that's when they brought up, well, >> mom, you know, when we leave for

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something early, now you got to go back to get that. >> And is that going to be a pain? those kids can leave it in their cars. You know, that's as a parent, I'd be like, "Well, then you need to leave in your car so that when you leave, >> it's in your car, you know, I mean, or when you necessarily I mean, if you're

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middle school, I mean, but I'm talking about kids that Well, because they leave early, too. >> Yeah. >> Anyway, that's more thinking. >> Yeah. I mean, high school kids, I feel like that's a you just leave it wherever you >> mostly juniors and seniors.

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>> Yeah. Right. Right. Yeah, >> couple of details work through, but we bring some numbers forward with it and consider some of those options. Obviously, >> and we have to understand that whatever gets implemented, it's not going to be for perfect

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>> the first time out the >> We've come a long way. >> We have we have we I think we have and continue to make progress, which is good. >> Any else for board reports, updates? Moving on to superintendent's report.

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>> All right. Well, the principles and Lisa are off this month. So, you have my report there for your information. Um, you saw that I attached the feedback that we received on the roof project and for the majority of the roof project,

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you can see it's about 90% completed. Um, process has gone well. One of the benefits of having a dry month was they were able to put forth a lot of effort. Dare I say that out loud that it was a benefit of a dry month. Um but uh that's that's been great to see the progress

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that's been done. We now have the rock available for sale. Um that was declared surplus last year and we just have that with the caveat that payment must come before people can pick that up. Something else that I did not have in my report because I did not receive it

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until early this morning. Um, adult meal prices for the school year next year will be increasing. Um, the state has released its minimum adult meal price. Um, breakfast will be $2.55

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per breakfast and lunch will be $5.30 per lunch. So um again that's something that's shared by the state and dictated by the state which we don't have influence over. The other thing that I wanted to share that came about uh again

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early this morning um and we got a talk through with Taher and insurance but we had uh a unit go out on a on a freezer cooler system and we had a cycle of freeze thaw freeze thaw freeze thaw and we think we've lost about $14,000 worth

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of produce as a result of that over the weekend. So, um, that was something that just happened this morning that we found an >> alarm on that. >> We do. And the alarm company doesn't know why their alarm system malfunctioned. >> So, they're not liable for

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>> Well, they might be. That's That's why insurance is going to be liable. So, >> yeah. And cuz we had alarm company out today. We had the company out. Yeah. As soon as as soon as it hits a certain level, >> the call's supposed to come. Absolutely. So,

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>> and then if they don't answer, they should call the next person and >> and no call went out. >> So, anyhow, we're working through all those those details. Um, so those were a couple of more timely things. Registration process is underway. We're

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moving to an online registration system this year, which will hopefully help streamline some of that process and and make it a little more accessible for parents. I know in the previous years there there were challenges with when secretaries may or may not be in the

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office and navigating that. So the hope is that this will help. Um attendance goals are front and uh center for both of our buildings this year. I should actually say for all three of our levels this year. Um that was partly to do with

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our achievement and integration plan. And we'll be having essentially scoreboards, if you will, in each of the relative areas that um will help us visualize what our attendance rates are. And then we are able to through the

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achievement integration funding um have some classroom incentives and individual incentives for meeting attendance targets. And so the principles will be working with their leadership teams on those targets and and how those processes will work.

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um a lot on school improvement. Obviously, that's going to be aligned to what we continue to do with our portrait of a graduate. And if you think back, that was only a year ago. It seems like a long time ago, but it was only a year ago that we approved the portrait of a graduate. And we have those five

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attributes. And as we concluded the school year, we had a team of staff members that were working closely together to develop competencies that fit grade bands. and those have then been identified to be rolled out

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throughout the year. Um it's not like you do all five or all at the same time. Uh we're really trying to do an emphasis um in like 45day chunks throughout the school year so that there's windows of opportunity to focus on the competencies

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and not feeling just like there's so much to do at one given time. So, it's again kind of slowly getting into the process and how we emphasize each of those core competencies going forward. And then as we get towards the end of the school year, uh we're moving forward

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with plans to do the career fair again and have that as kind of a culminating activity around all five competencies particularly through for our 9th through 12 students. Um county fair is coming up. So, a great opportunity to support our FFA chapter and our FFA kids that

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will be participating at the fair. Um, one of the things that came up, you heard the negotiations meeting uh went well. One of the topics that was brought up was moving to a two pay period per month cycle and the teacher association

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had presented that. Um and at the time it was kind of like uh that the timing didn't feel right. Um it came up again with the support staff group and there was some interest is actually brought forward by the by the board by the district. There was some interest in

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moving forward. Um, so there's some details are that are going to be teased out a little bit working with Jackie in the business office and I know the teacher group wants to meet the first week of school to talk with their full group to see what the appetite is. If

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there is generally an appetite with each of the bargaining units, and when I say each of the bargaining units, you have your support staff, our educational support professional group, the ones that we'll be acting on later on this evening, the Pipstone area education association, the teacher group, and then

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our principal group. If each of those groups have interest in doing it, um we could do those all three together collectively um with three separate anou for each bargaining unit with an idea of when we would officially implement this

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plan. So we're doing some more work on that and uh ideally we would might have something ready if we were to do this by January 1. But >> just a question is there do is there cost of doing payroll for an additional time? I mean, what is our cost for doing

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that? Cuz I'm assuming there's a cost. >> I don't I don't know if there's much of a cost because so much of it, and I'm looking at Jackie, because so much of it is just internal work and tied back to the payroll system that we utilize through our collaboration with the

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service cooperative. >> So, they don't charge you per payroll? >> No, not that I'm aware of. >> Okay. >> So, I look at you, Jackie. Are you aware of that? >> Okay. So, that's fine. >> Yep. So, we'll see um how that comes out, but I wanted the board to be aware that

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that's something that could be um brought forward, like I said, inou format and um because it has to be all or nothing. We can't run two different systems where these are one time a month and these are two time a month. It's all or nothing. Um operating referendum,

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we've already talked about that. Website is updated and active. I want to give kudos to both Deb and Heidi. They have put in countless hours to bring our website to the transition phase that it's in right now. Still a work in

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progress, but um I've had great feedback from people that have been on the website and accessed it. Just trying to eliminate the number of clickthroughs that people have to get to information and trying to make it more accessible, quicker, um more readily available. And

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then obviously uh how we present the website. and it is our our front porch to the worldwide web. So, we want to have our very best presentation as well. Um, schoolboard elections are coming up. We have uh three vacancies um that are

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there. The filing deadline is July 28th. So, mark your calendars for tomorrow uh 5:00 p.m. Um we've been asked to be part of a 5-year Pipstone County hazard and mitigation plan. And part of that plan

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is to share that the plan is in development. So, um, we're making constituents aware. Part of this report is obviously to make constituents aware. There'll be some work going on with that. We've submitted a grant for an outdoor classroom educational space because we have so much acreage. Um,

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Cody was really excited about that if we could find ways to leverage some of the assets that we have with our space. Um, we've talked to our vocational egg folks and they think they can tie in some classes uh with that with the landscape and design for example and somehow

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integrate our pond space as well. Um, another grant that we've applied for is trying to update our single use unisex bathroom that's outside of the um auditorium area that hasn't been really had any improvements made on it. So,

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we've applied for a grant to to do some upgrades on that and then um we'll be doing some book studies throughout the year this next year on student centered learning with all staff and looking at some different options. Um right now we've started some conversation with the

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University of Sou Falls to offer staff singular graduate credit for the book study which I think would be really beneficial for our staff because we have a 10 credit accumulation. So you can take three nine three three credit

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classes and then take a book study to get to the 10. So there's some benefit for staff there as well. And USF um our conversations with them been fruitful and it sounds like we'll be able to uh offer graduate credit. So we're excited about that as well. So those were the things that I had to share an update on

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and um we stand ready for any questions. >> Registration time. When you're talking, are you talking about classes or activities or what? Or >> registration. So just general registration. >> I did it. It was very [clears throat] easy. >> Good. >> Yes. I haven't been accepted yet though. It's still funding.

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>> Are you talking activities or are you talking >> No, I'm talking about the regular class. Yeah. Like it's online registration. >> You have to do the new You have to upgrade your parent view. >> Yep. >> Yep. >> You have to remember your password. >> Mhm. >> Well, I got accepted on that.

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I don't think ANY moving along. [laughter] >> No, I'm glad you're here. Glad you're here. >> All right, moving on to new business. First reading of the 2022 26 2027 Middle School High School student handbook.

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I realized the page numbers are off, but I was not going to them until the changes were made. Sorry. >> Why' you look at me when you said that? >> I don't know. [laughter] For any reason is correct. >> I just thought one of the things I seen

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was students may bring water bottles to school, which I understand is we've done that. Are we have we ever had concerns about it not being clear? I mean, how do we have problems with that or no? >> If there's suspicion, you would involve law enforcement, officer DS. >> Okay. I was just >> I know initially when [clears throat]

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they started that, I just remember my kids, oh, it has to be clear, Mom, it has to be clear. >> That's what I thought was many years ago, but as each kid went up. Yeah. >> I just seems like I was just wondering if that was not the case. >> Um

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Oops. And then Let me just look like I know places >> just finding it. That's where I >> That was my other thing. So the school district um 13 the school district and buildings and grounds are equipped with video cameras. Video surveillance may

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occur in any school district building or any school district property excluding locker rooms, I'm assuming. >> Correct. >> Okay. I just think that might be important to >> bathrooms. Yeah. >> And bathrooms. >> 13. Who's >> Katie? Is that what she said?

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>> 13. It's on number 13 under places of other than buses. >> 13 as you scroll eight on the page. >> Oh, okay. Oh, I'm looking Oh, yeah. Sorry. I was looking at that number. >> Yeah. >> All right.

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>> I don't know. Just because I know I need to find it cuz it I just had a question and it was just more like wording on the the cell phone thing and I'm pretty sure it was in here versus >> So, what did you want added to that?

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Like excluding >> excluding bathrooms and bathrooms. Yeah. Locker rooms and bathrooms. >> And then is health no longer a thing or why is it all? >> It's that's >> like you don't have to have a credit for health. That's on 12. You do that em

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that is >> sufficient to satisfy as they say. >> Yeah, I saw that too. I wasn't quite sure. >> No, there is they deleted some of the >> statute on it. That is from

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>> Gotcha. When it was crossed out in school district required and elective standards >> on the next page where you at >> I can't remember why that >> I'm 13 like health is crossed out. under school district required and

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elected. So I just didn't I have to look into that because I added it up above too. >> Okay. >> Yeah, I don't recall that. >> I I know there was something but I can't I've done so many documents. >> Well, I was thinking it was still a required.

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>> It is. It is. It's still required >> because if you look down below, it says all students must satisfactory complete the following. And it says Minnesota academic standards health. It's down there because it was added up above. >> Yeah, >> we did it from down there because it was

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added up above. That's what it was. >> Looks like that next part is more of electives, >> right? >> Correct. >> Okay, I found where I needed where I had a question. It's on page 101 down in the corner. But again, it was about the

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personal electronic commun communication device use >> in the corner >> in the the very bottom 10 101 >> 101 page. >> Anyway, my my question was it says students are prohibited from using

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personal electronic devices from bell to bell. Now, what do you guys consider bell to bell? Is it class class or are you >> I think it says that in there >> it says means I can't read it because I've got my context. [laughter]

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So you hang on a finger. I see I SEE IT RIGHT way up here at the very top of the definition. But in the back down here it just says students are prohibited from using personal electronic commun communication devices from bell to bell. And I just wanted clarification as to

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what you all consider bell bell that starts today and Michelle that ends the definition. >> So you're so you don't Oh okay. So that's the definition there. Okay. I didn't I didn't even see the bell. So I was just like, "Okay, I'm thinking bell to bell is like the beginning of first hour and then you're >> at the end of first hour." So then

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>> I just wanted it. But if it's up there. >> Yeah. >> Now that I see I see the bell to bell thing obviously. >> It was a lot of reading. >> It was a lot of policy 5245 which is the first reading, >> right? >> That's what this is cuz it will be in the handbook. >> Yeah. So we actually include the

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policies as part of the handbook. So yeah. >> No. And I and I knew that and that and I knew that that was part of a question too, but it was just again I just >> No, good good to ask cuz look on page 100. Is that what you were saying? The definitions that

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>> Yes, I see that. No, but I didn't I was just reading the red, but I didn't see that that was >> Got it. >> The red is what committee >> Yes. changed and added. Yep. Right. Yep.

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>> So, yeah, as we think about where we want those phones stored, located, that's something we got to keep in mind of if we change that there. >> Yep. Right. I would agree. >> Right. >> Yeah. >> Yeah. Because like I said, if we don't

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if if we think, you know, we delay all of this, if like if we're not wanting this expense or we can't think of a, you know, a >> option, >> a good option for us this year, I really do think we need to just like >> I agree.

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>> delay the policy. I mean, I I feel like it's needed. I I mean, I I completely agree with where where people are going with this. I I just again looking at the expense and then you know what what our expectations of what we want our

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community to to support us on which I'm sure that most of them would agree this is the route that we need to go >> but that that's my only you know hesitation on bill but again we'll get

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more information on it some cost estimates. Yeah. Yeah. >> Anything else? >> Well, I'm going to bring up the [snorts] probably nothing that people want to bring up, but I'm going to bring it up regarding the ALC stuff.

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Um, how did we who all came up with that conclusion of how how that how we're going to go about doing that? >> What page >> was it? just it's nine. Like it's kind

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of towards the beginning I feel like I know I for sure don't like the acception process. Like I don't know. I just feel like that puts someone in a bad position, >> right? Like what what

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criteria do do you have set up that decides who gets to walk and who doesn't get to walk if they give you written notice of what is it 60 days prior to the graduation date. I'm just curious as to who

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>> I would agree. That's what >> you know I as I was I was had similar thoughts too and I was kind of wondering like does it all boil down to hey if if you are attending a different uh learning center that has its own graduation ceremony.

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You then by going to that learning center are electing to be part of their graduation ceremony. Is that a route we go? >> No, I don't think you can. >> If they don't have their own ceremony,

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>> but walk through ours if they're a homeschool situation that they don't have their own ceremony, then are you know, I mean to me it puts you out there in a bad position, too. I just think, you know, when you reading through this process, it puts one or two people

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>> under the gun and then you're going to deal with this all the time. >> I feel like >> whether you agree with it or you don't agree with it, it's going to happen all the time. >> I'll share a little rationale in the exception process. Um, one of the things that may happen through the through the process if if

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there was truly a a a directive placement made recommended by the school administrator that um may have been as a direct result of life circumstance. I know one of the criteria for example is a teenage

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pregnancy. Um that there would be at least an avenue to present an exception option so that that exception could be granted

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if if again it's not singular a person. When you look at the exception down here, it talks about following requests for an exception would be reviewed by a team consisting of the superintendent, high school principal, the high school counselor, senior class advisors, and the dean of students. So, it' be a team

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that would get together, make an assessment of the >> So, what happens if that happens one year and then the next year the same thing and it's different administration that decides another way? >> Well, you still have some consistency with the team. You wouldn't think that that whole team would turn over.

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>> Well, but I mean you might have a different decision the next year depending on the team. >> Even if one person is not the same person, you know, I mean, you may have that and so I just feel like that sets you up for people, you know, thinking that it's being discriminatory or you're

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>> we thought it was better than just one person >> making the decision. That way you had a multiple views. Yeah, I would agree with that >> because originally it had just one person listed on there and we didn't we didn't like that. >> And we also thought that having a an

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exception option is is fair for everybody that's participating because again they're >> well and I get that. I mean I agree that it's like you can fill up the thing, you can be you know I get [clears throat]

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that. That's just my thought. >> Do you think there should be like certain exemptions listed or like >> I don't know. >> Well, do you think Katie there shouldn't be an exception clause? >> No, I think there should be. I just

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don't know about the consistency of it. >> You want like more like spelled out like >> I don't know. I don't know what the right answer is. I just think that it sets us up for dealing with it yearly. >> Well, I think you're going to deal if you have an exception policy in there, you're going to deal with it yearly

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[clears throat] regardless. >> I do think we need to keep that exception policy in there. >> I agree. >> I agree with it. Yeah, I do agree with it. I just want to >> I'm just consider concerned about the consistency of it. That's my only

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>> You have five people. >> So, you have a superintendent, the high school principal, high school counselor, senior class advisors, which could be two people, sometimes one, sometimes two, and the dean of students, so five, six people.

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>> Kind of like the cell phone policy, Katie. >> Yeah. You know, we've we've had to pivot and adjust as we've moved forward. >> Well, I know I'm not going to win this, but I mean I I just I don't have a problem with any

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of the kids walking, and that's maybe just old school me. Um but again, I mean I I I understand both sides. Um that's just my thought process on it

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that I just the few that walk isn't a big deal. I think we need to focus on why these kids are actually going there and what what are we as a

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district maybe not providing or supporting them as best as we can and maybe we have exhausted all routes and that is the only option. I just want to make sure that that's what we're doing

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and that you know it's a as best as we can a collaborative effort. I know that parents have that option to to have that as a choice for them. Um, and my thoughts on that is I'm okay with them walking, but then I think you really open yourself up to

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homeschooled kids, kids online. >> I don't think homeschooled kids can get a high school PAS diploma. >> They have to do it just to get a high school. >> Yeah. I think they can just participate in our activities right

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>> in this district that they're right >> district. Yeah. They they can't actually receive a PAS diploma. they'll see kids actually can receive the PA like they if they're in our home district they receive [clears throat] the PA diploma

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like is there um like if if this goes through and passes and this group of people evaluate like who's who's setting up like the

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criteria you know as to what things that they look at, you know, and like how how that >> I think it would be helpful to just bring the parents in for that meeting,

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bring the teachers in for the classrooms if there's struggles in certain classrooms and look at from all avenues. And um when I look at IEP meetings, parents are part of those meetings. They're part of the team. I don't know that I see

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that this would be anything different if a kid is struggling somewhere else whether they're on an IEP or not. A parent is still part of the team. >> Right. Right. For sure. >> Um and maybe there's other things there that a parent can share that the

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district doesn't know about um their choice or not. But I think when you bring parents in and and they're part of the process and part of the decision making, it goes a lot better. Um, all voices are heard

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and you can collaboratively think or figure out, can we keep them in this district? What can [clears throat] we do here first to try and keep them here? Um, is it something where we need to send them to an ALC half a day and then they're

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here half a day? You know, because ultimately we're preparing kids for the real world, >> right? >> And real world there's struggles and we have to get through those things. It's not easy. Um, but having the support behind you,

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what makes sure that you're exhausting all options that we can give you, >> that it's not just a >> Okay, I'm going here. You know, I mean, I Yeah, >> I think our our goal is to keep all students in our system. And I I also think too, I mean, we talk as far as,

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okay, well, the root of the issue is, well, hey, maybe the root of the issue is a traditional learning teaching process they've been doing for decades. Well, I think that's part of why we're looking at shifting that too

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and going to that new teaching system. I to me that will help alleviate a lot of this, >> you know. >> Yeah. I hope >> should I mean I'll take time but yeah. >> Yeah. I think that's the goal. >> Yeah.

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>> I just know for some students the there is no other option. Shortterm team pregnancy. >> Yeah. That's a big one >> you have. Yeah. and someone who's tried their dinos to integrate into a normal

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classroom, it exists. >> Right. >> So, what I'm hearing, if I can interpret Daphne, are two things. One, I'm looking at the the ALC overall language and I don't see anything that specifies part of that intake process. >> Mhm.

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>> So, I think we need to get that included in here and and have that parent involvement and engagement. And I like how you describe that through the IP process. I I would envision a very similar process. And then equally number

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two on on the back side, if there's an appeal to participate in the traditional ceremony, that exception process should equally

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have a parent engagement component, which is not stated here, >> which we should get that stated. Am I hearing you correctly? >> That's my thought. >> And I do think somewhat with when we do the portrait of a graduate,

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>> maybe there's things that all I mean, we have all students that have to at least check off some boxes. I don't know what those what those activities are, what we're requiring of, but maybe that's something you I mean, I'm not saying they have to be here to do it, but a lot of those things are >> being whatever in your community. I

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mean, it's it's doing those type of things. And maybe that's part of the maybe that's what all students have to do. An applica, you know, it's almost like an application says I've checked off all these boxes just like you do when you play sports. I've checked off all these boxes. I mean, you know, >> I don't know. That's just a thought,

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too. Maybe you do something like that and it's signed by the parent, signed by the kid, you know. I don't know. And yeah, you're going to have people exit off, whatever. But I mean, to me, it's if you're not doing it, then it's at your loss. It's your child's loss, I guess. you know, I mean, you know, I

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mean, obviously that would take some sort of collaboration with the co-op and how they run their school and just say, "Hey, these these are at a minimum our expectations that we would like these students, >> right?

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>> You know, to what you know, I mean, we can't necessarily >> when you involve another party, there's a lot of variables." >> Yeah. Yeah. >> Well, right. But >> what are the is there how many attributes? Five, six, >> five. >> Five. So you're talking about five things that we're we are already going to have set up for our graduates. >> Correct.

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>> So would it be I mean if they they want us to work collaboratively with them that was what the discussion I was hearing. So to me why not talk to them about hey these are the five things as a senior until you know we want them to accomplish. we we would be able to hand

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off the because again staff help create these grade these these rubrics and related competencies and they're grade banded. So we'd be able to hand those to the ALC saying >> part of the requirement for our diploma as evidence that they have accomplished

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or achieved these identified competencies. It still doesn't keep them in our building though. >> It doesn't. >> I agree with that. >> I like that thought process, but it >> then we're just where we were. >> Yeah.

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>> Before with trusting an entity that >> Right. Right. But I'm just saying I mean if if if those are the options for those students to attend and that that's their best option, you know,

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could you give them something like that? >> Like >> not necessarily like very like super specific. I mean, >> so what you're saying is if they're in our district, they're transferring out to an ALC for a a specific reason and

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parents and team have all collaboratively decided that this is the way, right? >> Then in order to walk the ceremony, they would need to then check off the boxes. >> That's what that's what my thought would be. >> Yeah. I mean, you know, at least then

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maybe we and the district and the students that are in the school would maybe, you know, feel better about, >> right, but and I I'm just wanting to be clear so that I'm not misunderstanding it.

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>> I'm just throwing it out there. I'M JUST DISCUSSING WHETHER OR NOT THIS IS REALLY WHAT YEAH. You know, >> but I just want to be clear so that like I said, like I'm understanding because what I'm hearing and what I'm processing maybe aren't the same thing. >> But if a student just or if the ALC said, "Hey,

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we had a student, they are now coming out to the ALC and they did not do the the process of leaving our district." >> To me, that's different though. >> Okay. I That's what I want to make sure. I thought we were having like a discussion with parents on

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>> Yeah. Then just because they check the boxes there then I agree the process we don't want to be the same for leaving. >> Yes. Okay. >> Cuz they technically have to be or they have everybody has to agree on that. Correct. Is that what when I was hearing >> is that correct or not correct?

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>> If I remember right the principal has to sign off on this. >> That signature doesn't mean anything. No, they can do it without signature doesn't mean it. >> It's a choice program. This Yeah. >> Okay. >> So, okay. So, from a handbook

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standpoint, I think we're we're all here and we need to maybe massage or um adjust some of those exception rules. I think yeah, maybe something we need to sit down with again and right

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kind of go through those figure out maybe some harder lines in there. So clear lines. >> What I what I heard is three things. I'm going to add three cuz I got two from Daffany, one from Katie. Again, number one, that we clarify in the intake

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process on the front end. We need to get some language there. And I think we can mirror some of the language that's in the ALC handbook. Um, but again, it comes back to much like we've talked about with the cell phone policy. It's only as effective as how well it's

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administered and and followed through. Again, your point, Mark, we got a couple of different parties involved. Everybody has to agree. Um, so that's number one. Number two, the exception piece has to have the parent

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involvement. that if there's an exception pitch that's being made um going beyond the written notification but also a parent student meeting has to be part of that. So that and if if the parent wants the graduation and the student doesn't I think that's one

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message and if the student wants the graduation and the parent doesn't or the parent is indifferent that's another message I think those are different messages in the exception rule but I think that parent student meeting is really important I think it's a great idea >> the third piece that I heard was having

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some sort of a a requirement maybe too strong a word maybe not I don't know a requirement that they have to have to have met the five attributes of the portrait of a graduate to participate in the ceremony that there

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has to be some assurances in collaboration with the co-op that >> but I feel like that's what we're working towards when we talk about the budget of graduate we're talking about what we want Pipstone area school students to look like and whether that be whether they go there or here it's

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still the same >> it's a pipstone diploma >> it's a diploma and those attributes to can be attained by anyone. >> Correct? Whether you're a low student, a high student, a >> IP student, there should be a different level of any of those attributes that

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you should be able to attain. >> So, did I hear you correctly when I when I summarize that? That would be part of the >> Okay. And I do think, you know, I would think that with all our discussions with the ALC that they would want, you know, that that wouldn't be a problem to

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collaborate that way because they wanted to work, you know, with the situation and >> and it just makes your student a better >> Yeah, it does. >> Yeah. >> I mean, I don't think any parent can argue that it's not going to >> they're not >> it's not going to do anything in a negative way to your student.

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>> Exactly. The opposite. It's going to it's going to enhance the meaning of what's what the graduation is about. >> That's just my thoughts. >> No, good good suggestions. >> Any other comments,

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adjustments need to look at there? >> And I just think this discussion has brought up a lot of good things. >> It has. I mean, because we've learned we've learned um we've learned that we need to pay more attention when when you send kids out there because they're

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still getting a pipel. So, we do have skin in the game. Um and we need to still, you know, like the Portra graduate, ensure they're getting a decent education and they're prepared. Um you know, another comment since all

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this has brewed to the top. I mean, I've had a ALC student that graduated a few years back approach me in Hanks and came up and said they wish they wouldn't have went. They wish they would have just gutted it out and stayed in this building. Um, you

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know, and I also had a parent come up and talk to me and said they wish they wouldn't have sent their kid out there because now they're having troubles. The kids's used to a 2hour a day workday. They're they're they're not used to being disciplined, you know. I mean, so

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there's there's there's different stories out there, but the biggest thing is >> we need to do we need to do all we can to ensure they're getting a good ed education, right? >> And I'm glad it I'm glad it grew to the top. >> Preparing them for the real world.

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>> Well, I just think all of the attributes are something that is good for everyone as an adult to think about who are >> Yep. No, you're 100% right. >> Work through or I you know, whatever that each one of those means to you as an adult. >> Those are the skills. Those are the durable skills that are going to last,

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>> right? I mean, there's there's a lot [clears throat] that's transitioning and changing with artificial intelligence and skills and and and those durable skills aren't going away. They're they're not going to be replaced by AI. And you're right, Brad. This this has

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been a really good conversation and at the end of the day, it's figuring out what's best for all the kids that we serve and and doing what we can to ensure that we are equipping them with the tools that they need to be successful. >> When I think sometimes when people ask

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questions, it's right away viewed as you're against something or for something. But it sometimes you can just have discussions like this are important >> for us as board members for I guess us as a community to have >> to oh to have you know just because it

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does it's learning >> well the easy thing would have been to do nothing >> right >> just >> and we all know there was there was issues or there was both sides we were hearing you know I don't think people always realize that but us as

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schoolboard members here for both sides you know so it's not that I sit in my house at night and dream up how to make you know these make problems I don't know is WHAT YOU KNOW WHAT I MEAN I there is there's both sides to it

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we get a lot from both sides and it's important that both sides are heard >> discussions yeah have discuss have discussions and do our due diligence in that way >> so massage it a a little bit. >> Yeah, I've got some notes and D and I

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will work through that in preparation for the next board meeting. >> Okay, if there's no other discussion on the middle school high school student handbook, uh we'll move on to the personal electronic communication devices first reading. I think we kind of tapped into this a

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little bit through the discussion of the handbook. Um was there anything else that need to be shared? Does this say in it that they have to be in a school bag or no? I mean in a locked or is this just the >> I don't think that we just

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secure >> that was >> kept a relatively broad language. >> Oh yeah. >> So that bell the bell. >> Oh yeah, it does list it. >> It does say secure. It does. We took off lockers, backpacks.

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>> Y secured. Yeah, I think that >> breeding anyway. So, >> it gives us room to figure out what the best way >> biggest thing is cost. >> Whether it's a yoga bag or whether it's a caddy, those are secured devices.

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>> Yep. >> So, there's enough latitude I think in the language for us to operationalize it. >> Yeah, that might be a decent time to see if there's a generous donor of might look at helping out. >> Put your logo on it.

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>> Sure. AT&T will be right there. [laughter] >> Actually, right. Put a logo on the outside of the bag. >> Yeah. >> Yeah. >> Good idea. >> Yeah. I I think that is a very great spot to

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think about who might be >> company out there that would want to do something. Okay. >> Any other discussion there? All right. We'll move on to vote action uh 11.1 resolution accepting donations.

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First donation there is to the high school. Um let's get this bigger. All right. Donated from Allison Dowy uh Live Like Joe Foundation. Um a donation of $7,94.91

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to volleyball for 24 jerseys. The JPro volleyball topnet tape custom graphics 24 volleyballs trainer plus volleyball target multicolor training topnet tape coaches box porter Porter volleyball blocking this supposed to be portable

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portable >> Porter Porter brand volleyball blocking hands volleyball blocking pads to the wrestling guys also um donations from Christ for $200.

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$100 to the wellness center building the blessings of $2,500 for SNET pad for non-verbal sign and elementary playground. A huge thank you to all those donors. Uh yeah, very very gracious in your giving there. Thank you. Do we have a motion to accept those

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donations? >> So moved. >> Second. >> It's been moved and seconded to accept those donations. All in favor signify by saying I. I. >> All post same sign. Motion passes unanimously. Uh 1.1 11.2 approve to >> Oh yeah, here we go.

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>> Approve to move the August 24th regular school board meeting to August 17th. August 24th that week is getting quite busy. Uh not only within school but also just a lot of other community events

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that week. Do we have a motion to move that regular bleed plan meeting to the 17th? >> So moved. >> Second. >> It's been moved and seconded to move our August 24th schoolboard meeting to August 17th. All those in favor signify

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by saying I. >> I. All oppose. Same sign. Motion passes unanimously. Approve to surplus all Dell switches. >> I don't know what these are. >> Yeah. more info from Josh, but he

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>> these are technology switches that help with the operations of the internet and the Dell switches are being replaced with updated newer switches. Um, it's

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it's a technology function >> that helps control the internet operation. >> I move to improve the surplus of all Dell switches. Second. I know enough to be dangerous to approve the surplus of Dell switches.

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All in favor signify by saying I. I. >> All post, same sign. Motion passes unanimously. >> I second. >> Stephie, thank you. >> Approve the 2026 2027 little arrow prechool handbook. Any questions,

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discussion through the final reading of the preschool handbook? I don't think you guys requested any changes to this last month. It was the elementary handbook. So, as far as I recall, I guess. >> And like the the whole toile to

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toileting thing, that's the same. It's just different language. Is that the way I understood it? I read through it, but it was >> I think so. It seems like it's different language to me, too, cuz I was looking >> Well, it was and I read read through it, but I was It seems the same.

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>> Maybe they just revered it. I didn't really >> says please provide versus please send a supply. So very limited changes. >> So and they are required to send it. So

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>> okay what happens if they don't >> get school closed? >> Do we know? I I'm just asking. I'm sure they've got some backup stuff, but >> probably my kids were probably trying to

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high school. They were very >> They were It had to be >> You need a vote. >> So, I just find it funny. >> Any questions, comments on preschool handbook? Hearing none, do we have a motion to approve? >> Some moved.

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>> Second. >> The properly motion moved and seconded to approve the Hero's Handbook. uh preschool handbook. All in favor signify by saying I. >> I. Oppose. Same sign. Motion passes unanimously. 1226 127 elementary handbook.

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Questions, comments, concerns. I think when we talked about the cell phone policy that like we didn't talk about >> [snorts] >> um having like caddies or bags down at that level, did we? I think it was just like they were often in their bags cuz they have lockers.

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Correct. >> Okay. >> In that policy meeting, Mrs. Norman said she didn't have any for >> she just said the only issues that she's ever had is once in a while on the playground. >> There's been some issues on buses. We've

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had a couple instances there. >> Might be just as easy as just keep it in your locker if you have one. >> Yep. I move we approve the 202627 elementary handbook. >> Second. >> It's been moved and seconded to approve the elementary handbook. All in favor

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signify by saying I. >> I. >> All oppose same side. Motion passes unanimously. >> Activities handbook. and requested changes were also made in here that were stated last month.

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>> Anybody have a chance to take a look into the activities handbook? See any issues? None. Do we have a motion to approve the activities handbook? >> Make a motion to approve. >> Second. >> It's been moved and seconded to approve

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the activities handbook. All in favor signify by saying I. I. I all post same sign. Motion passes unanimously. Mobile device handbook on this one. >> Yeah, we um

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>> you may see the reference of chat condensed and that's because we uh we utilize artificial intelligence to help us. Um, I'm going to give Deb credit here again that she utilized that tool to help condense and simplify the language. So that's why you see a lot of

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strike through and new language. Again, just simplifying. And the idea is that we want to clarify the expectations when uh devices are utilized and if they're lost, stolen or damaged. Um, again, we've had some challenges with recovery

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for the costs andor the goods. Um, so we're trying to put a little more starch into that conversation, if you will. Um, and we tried to get rid of it, any duplication. So that's why a lot of strike through and the red represents the

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simplification of that language. >> Just say if we're adding a locking device or a cell phone, it's probably something else we need to add in here. So I just >> This has nothing to do with cell phones. So I don't >> this is computers

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>> or also so in my mind like my mind it would be technology that the school owns that the child is using >> right >> and so if that if that falls in line with something similar >> oh >> we would need to add that within it I

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don't think we add it here now but something to think about in the future >> we can make reference to that in the even if we don't go with the odor device, but we could still put some language into the high school handbook

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since that was only first reading which would still encompass this. So, >> but yeah, >> I would have to change some of these things too. Don't go with that. So, I'll have to change the >> So, we because regardless regardless if we pick up the bags or not, even having

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the language in there will cover us. So, that's where we can put that into the high middle school high school handbook and not have it in this one. >> Okay. >> So, we still capture the intent of what you're talking about. But regardless of what we do, that at least that language is there then. So,

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>> good point. Any other discussion? We have a motion to approve the mobile device handbook. >> Second. It's >> been moved and seconded to approve the mobile device handbook. All in favor signify by saying I. I. >> All oppose. Same sign. Motion passes

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unanimously. Approve heartly and colony lease for 2026 and 2027. Long >> longstanding doc standard. >> I make a motion to approve the heartland

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colony lease. Second. >> Been moved and seconded to approve the heartland colony lease. All in favor signify by saying I. >> I. >> All oppose. same side. Motion passes unanimously. All right. 11.9 approved policies 102,

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208, 401, 402, 423, 506, 507.5, 509, 521, 524, 534, 613, 621, 709, 721, 722, and 806. >> Sounds like [laughter] work on that cadence a little bit, but

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yeah, not bad. I did add one extra policy in here so you guys know because we talked about taking out this procedure and we only reviewed three of them that

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day. So I brought the fourth one forward to this as well to remove that language as well. So that's consistent across all the policies and that reference. >> That covers all four of those policies where that verbage is.

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>> Some of these changes were made. There's a couple of them that are um need to be reviewed every year, every school year. Sorry for all the reading, >> but that's usually what June holds. So

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yeah, I think our policy committee for going through all those cuz I've been on the policy committee before and it's a lot of reading and it's a lot of thinking and you leave those meetings like you're just like because it is just a lot.

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So >> any discussion on those policies? >> I move to approve all the policies listed. [snorts] >> Second. [clears throat] >> And properly moved and seconded to approve all those policies listed. All in favor signify by saying I. >> I.

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>> All post same sign. >> Motion passes unanimously. 11.10 10 approved the 2026 2028 PASP contract for custodians, secretaries, DAS and APS.

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I did also have um Christie review these and so moved. Second. It's been moved and seconded to approve uh contracts. All in favor signify by saying I. I.

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>> All oppose. Same sign. Motion passes unanimously. 11.11 approve the 2026 2028 PASP contract for pair professionals. Any questions there? Hearing? None. Do we have a motion to approve?

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>> So move second. >> All in favor? Uh it's been properly moved and seconded to approve a contract for pair professionals. All in favor signify by saying I. I. >> All oppose. Same sign. Motion passes unanimously.

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Approve federal title representative and homeless liaison as Jennifer Jennifer Morvbitz. >> Moved second. >> It's been properly moved and seconded. All in favor signify by saying I. I. >> All post same sign.

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>> Motion passes unanimously. Resolution relating to the election of school board members and calling the school district general election. >> This is essentially what allows us to have an election for the school board. Is that right? >> Yep. And basically tells me what I need

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to do. >> This is for this is for the school board members. Yes. Y >> we have a motion to approve. >> So moved. Second >> been properly moved and seconded. All in favor signify by saying I. >> I. >> I. All oppose. Same sign. Motion passes

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unanimously. Uh establish the referendum amount and resolution for the operating referendum. All right. Reckon we'll have some discussion here. And what you see attached are the three

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different um versions that emerged from some of the discussion at the committee level. Um you'll notice a $1,500 level, a $1,600 level, and a $1,700 level. And

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as you may recall, if you go back to your presentation materials, you can see what the um impacts are to the local property taxpayers relative to those. And I know that some of the discussion centered on

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a couple of different factors. one being obviously the trajectory that we're on with our uh general fund right now and then the other was looking at um some comparative information relative to districts that were immediately around

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us. Um >> and if you own farmland it's the house in one acre. Correct. >> Correct. >> Couple discussions. uh your districts are not comparable to us that you have in your discussion there. I mean, you have a lot of districts that are

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really small. >> One that was similar size and then one that was >> in the next slide, next slide did um Mark, it had um the similar size districts where it used sibly east peers Jackson County Central. >> Okay.

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>> Regular area lever was people around St. James County >> conference. Yeah. Geographic area. >> Geographic. >> Geographic area. >> Oh, you said it on here. Oh, you don't

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>> No, that wasn't on >> cuz I was like I was like, why does he keep saying that? Like, it was >> I looked at it when he had it up there though. >> He kept referring to Roso and then Roso wasn't on it. >> Yeah, it wasn't on it. >> You know what may have happened? Yeah,

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Murray County >> because we had we had received two presentations from them and I bet we had pushed out one earlier than than the last one we received. So, >> received the last copy. >> Um, if you want to see a copy of it, I

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>> Well, I mean, if you're going to start asking for this, you want to use comparables. >> Yeah. >> Yeah, cuz we received two different presentation. I think we got one later than and I think that's this one. So >> being a passenger >> and we talked about that in the county

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>> as far as district size versus I mean >> I get the story. >> Yes. There's no comparison with some of these smaller districts but it is still in our area and people don't understand. >> Oh I mean what they see is this sometimes. >> Yeah. But it's got to be comparable sizes comparing apples to apples.

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>> But that's why the two different graphs is what I'm saying. He was talking about our geographical and then he was talking about our size is the two different But what it comes down to is what amounts. >> Yeah.

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>> Here's here's my concern. I mean, we're we're jumping that number significantly. Um, as someone that doesn't like taxes a single bit, that drives me nuts. >> As someone that also sees the cliff

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that's in front of us, uh, we got to do something, >> right? And I I think that's a twofold approach, though. I think that is, okay, we've got to take a darn good look at our expenses here, and we're we're going to have to make some cuts. I think

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asking the public for 1,700 bucks >> is a big big ask, >> right? >> Um I think we need to do our part in showing we are trying to also eliminate some things. um good otherwise I think

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that's got to be done. I do think you need to give people the option to I mean I'm not saying that you want to go for the high one or the low but I think you want to cuz I could see people also saying if you don't go for enough and then they're like well why I thought if we pass this we were going to have

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cuts you know I mean that that sometimes >> we're going to have to have cuts even but I mean we have you know I just think sometimes and and a lot of that's community education right >> we're definitely going to have to it's going to have to be an education piece Yeah, as he ran burn rates for each

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scenario. So looking at scenario C of $1,700 increase by fiscal year 29, if we maintain >> the way we're going, we are still at less than 23%. >> Right. Right. >> Our policies stay above 25. Is that

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correct? >> So we are still below that and still run into issues there. when I think it's really important to make sure that we have the >> piece where it goes up with the inflation >> inflationary whatever he calls it

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because >> to me I don't think we'd be in the position we are if it had gone up little over time >> yeah but that's next to nothing the inflationary >> I know but it's still you're still coming up >> years in there though that that would have helped significantly >> yeah it's going to help but it's not

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going to it's not going to correct this because the inflationary would only got you to $500 $600 $00, >> but still it's, >> you know, >> and it wouldn't be for the full 10 years either. It's >> the higher amount's going to be for the last years, >> right?

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>> Right. >> But at least Yeah. >> Yeah. It's got to keep up with inflation, though. I mean, that's that's the the hard part. >> You need that in there. I think educating too that there's different buckets cuz sometimes

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I feel like there's misconceptions when you know well if we're in the hole why are we buying all of this stuff for the foods and the commons area and those are that's a whole different

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bucket. Those are have different >> staff staff development, staff training. I know that's there's been questions about that if if staff members are attending a training or something. Well, we have a a separate budget for staff development and that's >> that that budget's

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>> and you can't cross over >> and and community education, same thing. Food service, like you said, same thing. So, >> but all but also, I mean, if you look at the last time it was passed was in 200 17. >> We started getting the money in 18 and

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we're we'll start getting if we did pass something, we're not going to get it till what 28 >> or 20. >> I mean, so so so so the money that was passed the last time we've been able to manage on that amount for 10 years >> and look at how costs have increased

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over the 10 years. >> I would [snorts] agree. And I had someone the other day where I was explaining this, they said, "Well, I haven't had to pay for lunches for this many years. That's how much I would have paid more >> in lunches during the school year than that." And I know that's not the case

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with everyone cuz we have a lot of free and reduced. >> A lot of stakeholders don't have kids in the district, >> so they're not going to look at that. >> Yep. Well, and I think your school district is what makes your community. I mean, if you you do have to invest in

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that younger generation to get PE people coming back to keep people putting businesses in the area. I mean, it's definitely going to take some educa, you know, like just talking about it and, you know, >> so just to get to an answer, are we

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going to do one part? We going to do a two-part. What's in everybody's head? Like the vote, you know, last time we did a two-part. >> I think he said >> we did the 47 474 9250. >> Yeah. >> Do we give them do we give them multiple choices or do we >> Oh,

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>> he said not to do that. >> Yeah. >> You see what I'm saying? >> Like the sec where we pass the first one and >> Why would he say not to do two? >> He said historically it does not pass. That is what he said. either >> either or the whole

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>> the in any district he said historically that second if you need the extra money if you need the second part you better off to put it in your first >> is what he's saying >> but you kind of look >> cuz people are always like well I gave them this much I'm not going to give them you know like they don't they're just you know which is fine but I mean

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that's your decision but you know it's like >> rip that band-aid off >> last time we passed question It was 2007. >> Yeah. >> When 17 had lost by one vote, right? Wasn't that the one you said? >> Mhm.

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>> Sometimes you'll see the second question will be for something a little more specific like technology. >> So it wouldn't be two questions of two different amounts then. >> No. >> No. It would be >> we have to pick out figure out the amount and then and then the second

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question could be something different. I just want us to be realistic. I mean, we all want this to pass. >> And I just I just want us to be realistic as to what amount we decide to do that

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will pass because if it doesn't pass and again, we can go and do it again next year. That will be at our expense to put that to a vote if I remember correctly. Correct. Right. >> Then it delays you another year too.

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>> Yeah, it does. Right. Right. District 6 months. >> At least six months. Right. >> I mean, again, we're not going to not have that $47 that that'll be there. >> To me, I think your rate your ask is too high.

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My go my >> three of them or one of them or >> any of the three are too high? >> Really? >> Yep. >> Well, we brought you these three because we thought these were like realistic higher and lower. >> In order for us to >> There's only one lower one, I think. >> Yeah, one lower one. There's two higher.

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>> That's just my gut, >> right? >> If you want it to pass, I think you got to go lower than that. And you're going to have to have guns because that's a happy medium. >> And we Yeah, he we talked about that. that we're going to have to have cuts no matter what. >> No, you're not going to get away from

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that. >> Yep. >> It's a tough It's a tough discussion. >> And we discussed too. It's not like we're the only district looking at these. I mean, you hear it all the time. >> We've seen around.

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>> It's not that we're in this. We've actually held off longer than most districts. A lot of districts are talking about 4 day school days. Others are making cuts programs >> highest 20

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>> staff members plus programs. Can we blame legislator for that stuff? >> Yeah, blame. It doesn't change a thing. >> No, I know. >> But sometimes people look at it like we're overspending and it's not. those

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changes that are coming well and I think down at a state level that are requirements and we can't keep up with what they're request or they're mandating right >> when I think everyone can agree just with grocery prices and everything else they understand that there has been a shift >> I mean just normal costs in general

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which our staff have to you know have to get more money to pay for their you know it's all a >> it all cascades down >> and we're we're trying to do things. I go back to when we put in the solar field a couple years ago in collaboration with with Sou Valley

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Energy. And granted, it hasn't been a a huge cash flow, but I think we've received like $2,600 worth of credits back to the district for energy costs. So, we're we're trying little things here and there that that we've been working on, but you're absolutely right.

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There will have to be um some pretty intentional conversations about budget adjustments going forward and thinking about revenue. I know we're a district that doesn't have activity fees, for example. Is that something that gets put on the table? >> I thought about that when we went

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through the activity. You know, >> those are all things that need to be >> discussed and have some very engaging conversations with our public as we go forward, whatever the decision is, right? What's the ballot amount?

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>> I don't know. I was just going to go down the line and just ask everybody what what their gut says and then we can have more discussion. I mean, we got to decide an amount and it has to be tonight unless you want to have us. >> Oh, yeah. >> It has to be tonight.

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>> I mean, unless I want a special meeting. I mean, y'all need to know. >> We got to just make We when we first started this discussion without any of the background information I was thinking we double the amount that we're doing now and so go up to 8 900 bucks but after seeing that burn rate um of

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just boy we are not getting ahead of ourselves I mean do you push that to 11200 bucks is that a manageable number I was thinking a thousand like that was the number that like popped in my head. So it would be 600 like 500 more student

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basically doubling it right like my gut my my head just thinks a thousand I know it's way lower than all of those but as you're thinking I'll just share that even though those are listed as resolutions with those dollar amounts I

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I did ask um both Michael and Steve because we're not going to build a resolution on the fly. If the board does land on a different dollar amount than any one of those three presented, the board can state what the dollar amount

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is with the intent of the tax implication and then we'll have a updated resolution that'll be prepared to sign. But I think if we clarify that when the vote takes place and then I believe it would be very operative as

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well since it is a resolution. And I believe technically we're supposed to do roll call votes on each resolution. Particularly with this one tonight, I think it would be wise if there is a different dollar amount that any one of those three stated that it is a roll call vote. So it's clearly stated that

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everybody understood the expectation and understood what the outcome would be in terms of a resolution going forward. >> So they said their number. What did you think? >> My number is 1,200. >> Okay. We need it to pass. So I would go with

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that. I would say we need to at least do 1,000. That's my thoughts on it. >> Yeah, I was 1,000 to,200. >> Yeah, we need a,000 for sure. That's my that's my >> Okay. So at 1,200 bucks we will be

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>> Tammy. Any any of those amounts is fine. I I that was all I ever went into any of the conversations that we had. I just said we just need to be realistic. If we want this to pass, we want to get anything above. We need to really just be mindful

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of our community and and what our expectations of them are. But again, we need to be very very clear that I mean, no matter what, there's going to be cuts. you know, I mean, and with this amount, it's it it will be

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>> way more drastic than >> you're roughly going to have as much in cuts as what you're asking for. >> Correct. Yeah. Right. >> I think that's a realistic way. That's where I come up with my amount before the meeting even started >> due to the discussion. You're going to have to have that much in cuts.

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>> I did ask if we could do like I want the 1,200 choice or the 1600 choice. >> Right. Right. >> Yeah. But then decide the >> majority wins. >> But I just think that's cuts tomorrow. >> Do you want to split it in the middle or

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do we just want to do a thousand you guys? >> So is there $700,000 worth of cuts we can make over the next few years? >> You're going to have to. >> We are going to have to. But if you look if you ask any of us right now where where would that come from? Yeah. >> We would have to look at who how many

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kids it affects. you know, >> well, one one I said I've been boisterous on the cuts already is no charter buses. >> I don't know how many dollars you're talking about. It' be interesting to hear that. >> We pretty much decreased that quite a bit. >> Charter bus is used all the time for everything,

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>> but I thought they were paying extra. >> So, so a lot of it is there's certain things that aren't discussed. Football team uses the band uses it all the time. There's no nothing extra there. Sometimes I think

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>> to get to get to your dollar amount of seven let's be say between 500 and 700,000 >> it's it's people or programs. >> Yeah that's and and little things like that but it's all the little things helping >> but if it class size will be

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>> but if it doesn't pass >> it's how deep will it be more significant. So are are we >> not that we couldn't come back again once they understand maybe a little bit more but again I mean >> but then you're another year >> right but they're delaying it. >> Yeah then does it cost you anymore to do

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a second question? >> No. >> So do we just do a thousand and then put another dollar amount specific? I mean so what if it don't pass the second part? >> What if it does? >> Does it just become confusing though to

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the voter? I don't know about that. >> Why would it be confusing? >> I don't know necessarily confusing, but would they be like, "Well, geez, they're asking this and now they want me to, you know, add more or now I'm going to vote no on both." I I'm saying I'm saying

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because I still think some people are going to come back and say, "Well, if you needed more, why didn't you ask for it?" >> Yeah. >> And and to me, that's >> You're trying to be conservative. >> I'm being conservative. Well, I know, but you're going to have some people that might ask that. say, "Well, I thought, why are we making this big of

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cuts if we if you needed more money?" We were never even given that option, you know? That's just my thought, you know, because to me, I'm like, "Well, if I know like so my it's going to go up, let's say it's going to go from what is the dollar amount?" $25 to $28, let's

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say. Well, for if I would have known for $3 a month that my kid could still have xx and x, I would have paid extra three bucks. You know, I mean, when it's broke down to something like that, you're thinking $3 a month, >> you know? I mean, that's just what I'm saying. You know, I'm I feel like people

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are going to be like, why didn't you ask for it if if that wasn't that was the case? >> But that's just my thoughts. >> 1,500 and we drop it down to 1,200. >> You're going to be like 22 probably. >> No, even lower than that. >> Be like at 18,

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right? That's my thoughts. I don't He had that hand out the tax impact for >> No, I'm just like I'm just looking to see if we still have this stuff. >> But I do think you have to have it >> to a specific entity.

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>> The second question, >> is that not correct? The second question usually is 13 certain entity or certain >> typically it is and it would be something like >> 13 and >> for technology or

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>> Yeah I think >> so that we don't charge activity fees or >> well you guys run that when you talked about that. >> Yeah I think I mean we had a we there was tons of options. Yeah. >> Yeah. So yeah that's typically how you see a second question presented. I don't

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know if those were part of our >> that was that was part of his presentation but not our >> but you guys didn't get it in your Yeah. No, it just gives you an idea. >> We narrowed it down so that wouldn't be so many. But >> I know that's just my >> I think there's a lot of psychology

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that's played out within the number of people. So it's like is $1,000 already sticker shock? And so if $1,000 is sticker shock, then go up to 1,700 bucks because that's also sticker shock.

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>> Are you going to get the same no for both from some people? Yeah, >> they're going to vote no regardless. >> Mhm. >> Correct. >> Mhm. >> That's what you're asking, right? Yeah. >> Will there really be that much of a difference between the nose, thousand bucks?

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>> It'll be the real list that that'll come with they needed. They've concerned they'll do it. That's my opinion. I might be totally wrong, but >> I would agree with you. >> Certain percentage is going to vote no matter what you

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>> agree. I would agree with that, too. >> They're just going to be against Yes. >> I agree. >> Don't have any discussion. Does anyone want to make a motion on a certain dollar figure? >> Can we come to a general consensus on

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>> one by one? No. make a motion. >> Is there be any agreeance that we need to do the inflationary part? >> Yes. >> Yes. >> Okay. That's not a problem. I mean, that's part of Okay. >> One less the statute. >> That's right. Yeah. That's okay. There's You want to be in the middle at,00

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I I feel like if we short for $1.50 a month when it's going to add quite a bit more value. I don't >> where you coming up with your $150 >> like on top like if it's $13 for a,000

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or $18 for $1,200. If you're at $1,100 that's like a $150 or two that's right in the middle, right? >> $2 more. >> 250. Yeah. Yeah. >> At what value? I don't know.

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>> 175 $175,000 home. Um, at $1,000 is $13 a month. The $1,200 is $18 a month. So, you figures with the difference, five bucks, 250. >> And he did say we did ask him about the 175,000. We're like, "Are you sure that this is like the medium house price?"

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And he said, "Yes, we got this directly from the county." >> Good. Good. We got some information there. So that that was quite high where you figure out because we did we did ask that and we did challenge him. We thought it was >> you'll hear the term referendum market value and you may have noticed on the

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sheet the RMV rec referendum market value. Jackie and I had that conversation. It's very similar to your taxable value and we know your taxable value versus your >> different sales value is different. Correct. Yes. But they take that homestead exclusion off.

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>> So where where is the house in one acre thing fit into this? >> We just we tax like my house. However, I don't have whatever >> whatever it's valued at for the house in one acre. >> Correct. >> Not the entire >> No, cuz it's a house and one acre. But

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I'm just curious tax statement. >> Yeah. >> Yeah. It it breaks that down on a tax assessor sheet. specify >> to me. I think the 175,000 is pretty light.

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>> We did a challenge. >> You did that was a question and he said that that you got that >> that was the average everywhere >> from the county that that was the average house. >> We challenged it a couple times. >> Yeah. So you're asking the questions

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that I'm looking my mind. Yeah. So if it seems high valuation of 200,000, >> your per per month would jump to well your

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per month would be $21 if it was $1,200 for the if the new referendum went to $1,200. If we went to $1,700, a $200 $200,000

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valuation per month would be $35. >> Yeah. >> $14 difference. >> 14 bucks a month difference >> for 500 bucks for 500 bucks. But as I said in the meeting, all of us

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sitting here are [clears throat] okay with that increase. You know, what is the majority of the population? Can can they or would they be able to fit in that in their budget

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that I I'm that's >> and it was shared that if you are in a home of a certain value, we have to remember that as it is, right? Yep. Right. >> Yep. If you are having a harder time

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making ends meet with that new levy, chances are you live in a smaller or a lower value home. >> Right. Right. >> So on a $100,000 valued property house, $1,700 would be $17 per month. >> Mhm.

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>> Considerably less, right? Yeah. Right. Well, the next question is, do we want to do Katie's idea and do two questions? What is everybody's consensus on that? >> I'm open to it. >> Steve a few times. >> I'm open to it. >> I'm open to it, too. I'm going off based

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off what he said that it >> he didn't actually say that the first question it affects the first question though, right? >> Yeah. >> First question. >> And the second question doesn't cost us more, right? So, what do you have to lose? He just said don't don't

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your first one expecting the second one to go. That's what he said >> to me. I think it just muddies the waters. That's just my opinion on it. >> Say what you want. Yeah. >> One thing. >> That's just me. >> I know I do ASK EASY QUESTIONS FIRST. >> HERE IS what the ballot looked like last

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time and we had two questions. If anyone wants to look at it and I can also tell you the reason the first question passed cuz it says voting yes on this. you're voting to extend an existing property tax referendum that is scheduled to expire which basically it wasn't going to increase your property taxes. The

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second ballot question says by voting yes on this you are voting for a property tax increase right [laughter] both >> and we would have to state that vote on both it's just >> so that's >> so the first question passed cuz there was no

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that's what I >> only voted but the will stay your >> yeah it will go up because it will y >> we didn't say what we were going to use the money Okay. >> Oh, on the second one. Okay. >> No, >> I just remember say then

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>> Well, it's been I just I was thinking it said something towards something. >> It said it just said Yeah, it did. That's what it said. Second question. >> Other than it said it's going to increase your property tax proposed increase revenue authorization by $250 per pupil. The proposed referendum

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revenue authorization will be applicable for 10 years unless revoked or reduced by the law. by you voting. Okay. [snorts] >> No, not enough to >> just that it was going to increase. >> The more I think about it, the more I'm in it.

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>> Yeah. I don't know. >> What camp are you guys in over there? >> 15. >> 15 doing 15 questions. >> Just one question. >> Yeah. >> Yeah. Yes. >> Yes.

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>> I make a motion that we set it at 1500 with the inflation verbiage. >> Second. >> Been moved and seconded to set the operating rate at 1500 with the inflationary verbiage. We will go on a

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roll call basis. Deafany. >> Hi. >> Katie. >> Hi. >> Mark. >> No. >> Tammy. >> Hi. >> Myself. I >> Chrissy >> I >> and >> I motion passes.

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>> All right. >> Uh we got to jump way down here again. >> I'm sorry. >> Good evening. >> Thank you. >> And you do have that resolution that was attached to the >> Okay. 11.15 Resolution adopting

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independent district number 2689 fiscal year 28 uh long-term facilities maintenance 10-year plan. So this is our maintenance plan and and as you look at it some of the more

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recent years have a little more granularity on some things. As you get farther out obviously those become a little more loosely coupled. um this is approved, developed and presented each year. So those as

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those needs emerge, we identify them. One of the items that um was a conversation, but it doesn't qualify as the elevator. That's um that's a pretty big thing down the road

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that we're going to have to address. As you know, that was under repair and out of commission for a couple of um well, a few weeks actually this last year, the elevator in this building. Um but we did try to capture things

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again working closely with Jackie and Len to develop what you have presented to you this evening. >> Jackie, anything you care to add? Just for um just for clarification, is this the is this the

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fund that got lowered because our buildings are newer now or or our cap? >> Well, how much they give us money in a in a nutshell goes up each year. >> Right. Right. Right. But when we got rid

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of the old little buildings and we got the new elementary school and >> this is built based on your building needs. >> Correct. Correct. Yep. >> And but you also see that's a great question. >> You also see on the revenue portion it's split into two different areas. So you have the normal LTFM which normal ad and

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I don't know which line that even is and there's another one that shows >> basically what we're receiving to pay the bond back for the LTFM bond. So those are two separate areas. >> Correct. Yep. >> Any questions?

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>> Do we have a motion >> right there at that line which is an addition to what we normally >> 18 payment for the roof. Make a motion to approve the long-term facilities maintenance 10-year plan.

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>> Second. It's >> been properly moved and seconded. All in favor signify by saying I. >> I. >> All oppose, same sign. Motion passes unanimously. Pipes approve Pipstone area school strategic design plan.

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There's a brief presentation at the last board meeting on this work. Um again, just to walk through all the process that that we took to get here. It involved student focus groups, staff focused groups, um board members. You

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all had opportunities to meet as well. Um communitywide survey. There were some parent groups that were involved. The administration um met with the the facilitators as well and all their information was compiled. And then we laid over top of that the

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requirements that we have by state statute to address what's now it used to be world's best workforce but it's now the comprehensive achievement civic readiness requirements. So some of the metrics that you see in the plan reflect

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those requirements and then equally it reflects some of the discussions that we've had um about the whole student centered approach and what we're doing with our portrait of a graduate. So our our portrait of graduate really serves as the northstar if you will for our

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district and then this document supports that effort while it also at the same time meets those comprehensive achievement civic readiness requirements. And again in fiscal responsibility not a district dollar was spent on this.

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This was all paid for through the through the grant. And I'm very thankful that that was able to be accomplished because it it we're required by state statute and by policy to have a strategic plan and strategic design. So, um we were able to take full advantage

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of the opportunity we had with the with the grant that we had received. >> Yeah, this is exciting stuff. Think we have a chance to kind of turn education on its head and do some cool things. I move we approve the pipes and school

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strate strategic can't say it design plan. >> Do you mean what we know? It's been movement and seconded. All in favor signify by saying I. >> All the same sign. Motion passes unanimously.

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Number 12. Do we have a motion to adjourn the meeting? >> Yes. So moved. Second. >> Good movement. Second to adjurnn. All in favor signify by saying I. I. Oppose. Same sign. Motion passes unanimously. You're ajourned.