--------- some budget and staffing updates um to start with uh and then uh then our staffing and budget adjustments and then we'll talk about our single federal um audit report that came in late uh this season um tied back to what we approved
last fall from our auditors. Uh then we'll talk a little bit about the uh board budget and then close off with a conversation around how to um structure the uh content for the uh uh levy survey update. >> All right.
Uh first up is the 2026 27 budget and staffing updates. >> So our team Oh, sorry. >> Do we want to go ahead? Yeah, I'll just kind of set the stage. So, you know, we've got we've got uh several items that are going to fall underneath the
overall budget conversation. And I just want to start by sharing and acknowledging just some of what we heard tonight and obviously a lot of the emails that have been coming into the board. Um we are in a really challenging situation where we are having to make
some really tough decisions and um it doesn't uh get taken lightly the uh type of feedback uh that we hear from our community um hear from board members um and hear from our own staff and from our own dialogues as as administrative team.
Um we have met with all of our building uh principles to have deep discussions with them as to the types of conversations that they are having at the building level um to identify where they anticipate they can make u recommendations for making adjustments.
And I've as I've stated that uh these conversations are really putting us in a a precarious position of choosing between what is good for our students and what is good for our students. And and that's just a really difficult place to be. And um I would also say and and
acknowledge that um everything that we do in this district, no matter if it's um uh from district services or to school-based services, um everything comes back to touching uh an impact of of a student in our classrooms. and some
are closer than others. But nonetheless, we know that when we um optimize resources, sometimes that means that we also impact some of the types of programs or positions that um people
really find value in. And that's that's kind of a challenge too because we we kind of have a a little bit of a dialectic in terms of how we have competing priorities for the same thing all for the betterment of our kids. And um and I just want to thank our staff in
advance for tough work that they've been leaning into. Really tough decisions um that um we'll be uh continuing to review as a team. As with all of our study sessions, these are conversations that um we like to walk away learning some
perspectives from the board and our our broader discussion. And sometimes those conversations um allow us to think about things from a different vantage point or other perspectives that we may have overlooked or maybe not taken as high of
value as some of the conversations that we'll have tonight, which gives us an opportunity to go back and and revisit some conversations as needed. Um doesn't always happen, but it's it's something that we value um with our study sessions that we have with the board. And so, um,
tonight our team will walk through, um, uh, uh, different scenarios that we've, uh, talked about with regards to some of the, uh, staffing components. We'll talk a little bit about some of our projected enrollment, um, that we, uh, see, uh, and the es and flows of that. Um,
because a lot of our conversations we are seeing as a direct result of um, our overall enrollment, as we know, has for many years continued to decline. And that's not going to be something that will change anytime soon in the state of Minnesota. It's it's a it's a phenomenon
that many districts are contending with. And we also know that uh you know with lower enrollment coupling that with registration particularly at the secondary that um we have to make different decisions as to what the demands that students have um on certain
electives etc. So we'll make adjustments accordingly that we do that every year. Um so elementary also has had some really tough conversations too. Our elementary schools um largely with uh the enrollment and consolidations
uh of taking one of our schools um offline if you will and repurposing it and redistributing um staff and and our students into other campuses. that's also having an overall impact on our elementary um enrollment and what we
ultimately need to um have in terms of overall sections in our school. And so trying to ensure that we're aligning our staffing um to the uh uh targets that we have established at the elementary and then at the secondary um really
protecting um overall class sizes. We don't have targets like we do at the elementary at the secondary level, but we know that uh there are some ranges that we'd like to try to uphold um and that we also can talk about some of the uh minimum conversations as well. And
that is something that is a a portion of our secondary conversations um as well. So just want to set the context for that and and uh now I'll turn it over to Director Ryder who will walk us through the first couple of topics.
>> Yes. So to begin, we'll look at the kindergarten enrollment as we have been each meeting um each work session. And um the kindergarten enrollment, as you can see on the materials that are in the board packet, it um does show that we're
still hovering around that 487 489 projected number based on the number of enrollments we've received thus far for next fall. um acknowledging and understanding the fact that many families may not have yet just taken that step and anticipating
that to be the case. However, um given the fact that that 487 489 number is off by about 40 from what we had originally put into our projections and that is included in our um previous calculations
on the 5-year projections for 2627. I have adjusted within the one of the buckets which is the revenue budget bucket for the $200,000 that we'll talk about in a few minutes. Um there is an adjustment there that includes a removal of 40 students from the kindergarten
count um as a precaution and planning for next year. Now, we're going to keep monitoring that because I think it's a little soon to be for sure, right? Um, but as we get closer and closer, there's going to be a point in time where uh the the models that the state puts out for the revenue
projection model as for 2627 as well as the um what if model and the special education models, those are going to come out to us to use as tools. And as they do, then I'll be rerunning these numbers again um to make sure then that
um what we're still looking at for the revenue side of things for the 6 2627 looks appropriate. But um just calculated preliminarily what that number might look like and and be adjusted and we can talk about that when we get to that slide. But just know that
that kindergarten number um technically still is the 529. However, I'm accounting for possibly 40 less um just in case >> and if there's no other questions on that topic, I will move to the podium. >> Yeah. >> Is there is there questions discussions
on that? >> Yeah. So, I um sent in a question about my mic. Oh, no. Okay. Sorry. I sent in a question about can you give us any um as we're talking about reductions based on enrollment. Can you give us any um input
into where our numbers are coming in for elementary, middle, and high school based on like compared to last year as far as where we're seeing enrollment? Yep. Just give me a second here. Oops. See this? That's hard to see that a
little larger. How's that? Is that better? >> A little bit more. >> Little bit more. >> There you go. >> Okay, >> that work good. >> So, this is the um this is the model that we worked with
for revising the 2620 2526 revised budget. And um in addition then the numbers that were projected for 26 27 and beyond that were used in our 5-year projections to date. Okay. And so you can see for example in the highlighted
yellows there for the kindergarten that right now we were functioning off from 520 and um looking at 2627 that's that 529 number. That's the 529 number I'm saying might just come in at 489 instead. Okay.
So given given that um the conversation is that the kindergarten through fifth grade the question is you know how does that compared to where we're at right now? So looking at K through five we are like really close within two counts of
the numbers that we show you on the enrollment reports and that I looked at for last Friday. And the fact of the matter is that that's a headcount compared to this being anticipated to be our average daily membership. Those are distinctly different. So I want to point that out because the average daily
membership is going to take into consideration students who might start with us and then leave partly through the year or vice versa. And so you have partials there. So you're going to calculate all those together and come up with an average daily membership in total. And that's what our funding is based off from. But on a regular basis,
we're looking at the counts so that you can kind of sense whether or not we're we're okay or are we are we falling behind there. When you look at the middle level, which is six, seven, eight grade, those are um close. They're about 10 different right now on the count
versus the ADM. um a little lower than the ADM is showing, but again that could um come through still for us with the with the total calculation at the end of the year on the greens, which is our secondary 9 through 12. Um those numbers
then are coming in a little lower on the count as we would anticipate oftentimes and it is progressively becoming a greater number that our 9 through 12 decline in the second semester compared
to the rest of the year. And it's better seen on the enrollment report that you get on a monthly basis where you can kind of see month-to-month how that compared. Um and if you look and compare that to the previous years, it's something to keep an eye on, right? But our we're about 22 different right now.
Okay. So when you look at I think the second part of the question was okay. So these are the subsets trying to get where we can see them and let me make this bigger. We're going to focus just now on the totals of these numbers.
So um current year 2526 and then the um next column over to the right is the 2627. So for K5 these are the comparative numbers for the ADMs average daily memberships that we are currently
budgeting for the current year as well as projecting for next year. Um, this does include the extra 40 kids that we might choose to decline that for the K5 moving forward into 2627, but at this point in time, that is included.
>> Okay, thank you. That's helpful. So, no. So, basically, we're not seeing any big significant swings of enrollment >> of the current year. No, >> I mean, as people have enrolled for the next year for 2526, >> right? So, the, you know, the unknown number is the kindergarten number,
right? and that's because they just all haven't, you know, come in and and enrolled. So, we want to watch that one for sure. And that's the one I want to kind of hang out as long as I can before we um set our assumption for sure for next year. But I am anticipating the the
need to potentially um reduce our revenue slightly for that purpose. >> But we see an increase in the high school level 9 to 12. Is that correct? >> The high school is showing an increase. But keep in mind, thank you for that. Because um this is ADMs, right? >> Okay. So when you're talking um
post-secondary enrollment options PSO um if we are working through an income contract say with Normaddale or another institute um we are receiving the full aid but we're paying the bill right >> okay so our challenge is always trying
to make sure that we are understanding kind of that what does that number look like for how many students might be anticipating that PSO option for themselves whether whether it's full-time or whether it's just onesie twoozies here or there. Um oftentimes that increases in the second semester.
So it's it is a balance and we it's something that you have to kind of just gauge. Um my concern for us is just that that number seems to be increasing each year which is really positive for kids and their families. Uh for us it means though have we overstaffed anticipating
they're going to register and they have registered and they're staying with us in our seats in our classrooms and then they choose not to and then we might have more staffing than what was necessary. Um, but that's kind of the that's the eb and flow of that, right?
So, I'm suggesting that the 9 through 12 number um may not be the number of students that we are actually serving in our seats, but that is the number of students that we are projecting for 912. >> Okay. Thank you. >> Any other uh discussion or questions for
director writer on this topic? Hearing none, we will move on to the next item, which is the staffing and budget adjustment. Oh, no. Single federal audit report. Well, first
>> that's right. Okay. >> Thank you. So, I'll start us off and then uh director Catherine will join us on the on some slides related to staffing. Um these this information that we've seen is is this is an overview of our budget adjustments that we have been um
working on for the last few months. Our guiding priorities and driving those decisions and our next steps. So the board approved budget priorities has been front and center for us and taking a look at what we need to do. Um we understand that these are the um
guidelines the board has provided us and um primarily around the academic excellence as well as the resource optimization as we take a look at the historical budget adjustments for the last three years. Um, this is a repeat slide. These
are, but I think it's important again to make note of the fact that this is the third year that we're looking at over $4 million in reductions. And that um that is wearing on us as you have heard from our community members as well as what we
are hearing in the whole process, right? It's just where else do we go? How else do we make this work? So um that is a factor that I think is prevalent and important for us to note and um consider as we move into the further conversation
tonight. We spoke earlier about the budget alignment overview and um the fact that we had created what we call six buckets here. Uh this was a way for us to try and
identify where some of those reductions may be coming from and grouping them in such a way that it makes sense. as we were beginning the process, I kept hearing quite a bit about the consolidation and then the elementary and the reality is
um some of the conversations that happened say last spring around consolidation included a much broader perspective of you know custodians that were in the building, social workers and special eds um staff and teaching staff and principal and and other support
staff right um so as mentioned the elementary site consolidation is really looking at the instructional folks, okay, and they are included in the elementary. And as a result of that consolidation and the boundary changes and everything that took place, there
was significant effort and work put into making sure every single student that was identified at a school ch or changing schools, every record was reviewed. And in that process then we were working with numbers at each school site so that we could know by grade
level exactly what we're anticipating there. Okay. So again the one area that we're not yet for sure on is the kindergarten number. Right. Um and then there is the assumption that our first through uh our
first graders through fifth graders will be our students that we currently have moving forward. They're going to roll up the next year. Okay. So if decisions are made by families to do something different then that will possibly impact our numbers but that is the assumptions made as we have our estimated numbers
then for our grade levels at each of our school sites for the elementary. Um a process was made to calculate then what is the appropriate number of sections based on the targets that were not changed from prior years.
Once we had completed that conversation, then we really um moved into the whole what now are we going to do with the other parts of our budget and trying to think through what's the appropriate level of ask from the various different
levels of our system. um taking a look at the number of students that we have enrolled in our elementarymentaries in our projections and what we had just worked through with all the elementary sites. We applied that proportionately to the
student counts for the middle and for the high school and that's how those numbers were derived. Okay. Beyond that then it was a matter of taking a look at the difference there of how much of um of the 4.15 have we not
yet met and dividing that up among these other areas leaving a bucket at the end with the under review because as we were doing all this process we were also hearing rumblings and now it's become more and more um information has been revealed regarding compensatory which uh
there is a study underway and they have completed their preliminary report and I'll talk more about that in another slide, so I won't go too deep, but that's going to make a change in our revenues. Um, we know there potentially could be a change in our kindergarten numbers if we go that route in making
that assumption. And, um, additionally, under review, we knew that there was a potential that we had understated on our special education revenue 427 and beyond. So in that process, you'll hear more about that as we get to that bucket
and that discussion, but that is kind of on its own over there because there was a lot of conversation happening and still is happening that uh we wanted to be able to come back to and revisit and review. And typically that is the case when you're doing a budget for the new year. You are last minute always taking
a last run through the revenues to make sure you haven't missed anything and that things are still looking the way you would expect. Um I think that covers everything on that slide. >> All right, we're going to move into some
discussion now around um the different the next the next few slides. Uh and some of the uh the recap I will be giving on these slides is going to be high level because we have an understanding that there's going to be discussion and questions around this. So we just you know want to give an
understanding of the slides and then allow the the time needed for that. So just understand that that's why it's more of the high level of the recap of what these slides are going over. And also as previously mentioned, the staffing recommendations that our building leaders and department leads
are recommending aren't easy ones. Um after looking at some of the areas to staff more efficiently, these next few slides are going to be the recommendations after numerous staffing meetings that took place over the last several months. One thing that I do want to mention is that when seeing the reductions at each of these areas,
please keep in mind that due to bargain contracts as well as staff seniority, the recommended reduction is not a onetoone correlation to staff member or members in those roles. The individuals affected by these recommendations will come to the board for approval at the April 13th board meeting. So, we're
going to start with elementary and uh when you look at the elementary level reductions of the 1.69 69 million. That reduction was done by looking at enrollment and then staffing each building to the board targets in most cases not needing four sections at every
grade level at every school as well as the repurposing of Westwood School that comes with its reductions as well and some of those reductions are are listed above. Moving on to the middle school slide.
Uh the middle school recommendation uh stems from a combination of trying to find efficiencies in staffing based off enrollment projections, student registration as well as trying to minimize the impact of class size of the core subjects. And those are the
recommendations from the middle school standpoint. High school. The high school recommendations stem from a combination of trying to find efficiencies in staffing based off student selections during registration and trying to have similar class sizes
where possible amongst core subjects and electives as well. And those are the high school recommendations. If we look on to the next one, which is athletics and activities, um those uh athletics and activities
recommendations stem from a combination of trying to find efficiencies and activities based off participation levels in specific activities and adjusting stipens where necessary as well as looking into transportation costs and shuttles uh that the athletic and activities department has been
providing. And then in our DSC bucket, I'll let director Ryder start with that one and then I'll come back at the tail end. >> Thank you. So the district service center is identified with the 800,000, but I want to caution the fact that that is really meant to be more district
services and districtwide services, right? Because our district service center houses many departments. And so what you will find is when we talked about earlier, where did the Westwood custodial positions go? custodians are managed more centrally
with regard to how they're assigned to the buildings and that process. So that's under the district service center special education and those needs are going to be listed here on this slide here. Um first for some of the the retirements and such that there exist
related to special education and the net savings. So we know that they're going to get replaced so we're not taking the full amount but rather the net savings there. Um, in addition, the um, transportation's another area. It's more district-wide. It's managed through um,
departments within the district service center. And then we have our, as we close this building, there is some insurance savings, of course, because we won't need to insure this building. There's also utility savings, but that is not listed here because those utility
budget dollars are needed for utilities in general. So, there's not room to necessarily reduce them. Um and then there's some net department budget reductions. Um the other other bucket under review
as I mentioned um the net additional aid is a combo of um plus on the special education aid a subtraction for compensatory aid of about 163 right now that's being calculated 163,000 and a subtraction for the um
kindergarten positions or sorry kindergarten enrollment numbers. So the net difference there is an ad to the budget to help us of 68,116. At the same time in the process of reviewing our special education
positions, we know that there is a need that has in many cases in the last couple of years been managed by moving various different supports to other different programs. And we've done a pretty decent job of doing that. Uh this year there's an anticipation that we are
going to need two positions that are teaching level position and five parah positions in support of center-based programming as well as transitions throughout the district. So removing that from the 608 revenue is then that
net additional total net revenue of 203,502 that you see there. Our target was making sure we had 200,000 to add to the pot of um these reductions or in some cases adding the revenue. Uh the compensatory aid, I want to talk
a little bit about that. that task force that has completed their preliminary report. They had some they had a special meeting of the um Minnesota Association of Business School Business Officials and there's strong encouragement for districts to continue to collect and
encourage all families to complete the application for educational benefits form. Um although they are still planning on the direct certifications that happen at the county level to be the means for the compensatory to be calculated. Um there are many other
reasons for us to have that application for educational benefits form. In fact, today we had a letter received from MDE that indicated they're looking at that for the literacy incentive aid in the future. So making sure we have a good handle on understanding our population
of families were serving and those that might be eligible for free or reduced um income adjustments. Regardless of what's happening with the food service program, that form is necessary for us to be able to establish those numbers. They are used in title funding, -ate funding, the
Minnesota State High School League, and the um and other grants as well. The plea also during that conversation with MDE was for us to discuss with our legislators and ask for them to include once again the class- size reduction as an allowable use of compensatory funds.
And actually, this is coming from MASBO. Um, so for us it's that 161,834 reduction that's anticipated right now on the compensatory funds. They are asking and they just asked a survey to be completed which I filled out ours asking for a hold harmless for 27. We've
had one for compensatory hold harmless for 25 and 26. Since the task force has not yet completed their work, the ask is that they continue that through 27 so that we can see the results of that task force and know then what that uh means to many districts.
And then our last slide. >> Yeah. So I these are just some of the dates you've been given um in the past as well and and not no changes there from what's going to be happening over the next next few months. One of the things I did want to share is I know at the last uh study session we kind of
talked a little bit about and and being new I wanted to try to find some historical context you know in the district when is the you know when is the district numbers kind of looked what our our numbers are looking at um and the best thing I could find was 26 2017
our enrollment was um about 80 8386 and our staff headcount was 198 uh right now we're at 8568 8 in enrollment and a staff count of 1131. So few few hundred more students and about 33 more staff. Um when I when I'm
looking towards next year, you know, the 2627 when we look at enrollment and headcount, um you know, I feel that the enrollment is going to be, you know, probably around where that 26 2017 number was. And I believe our staff headcount will be below that 1,098 where
we were um uh 10 years ago. Um, and two, I just want to talk a little bit about kind of from the, you know, um, when we look at, uh, what what I refer to as the learning leaders group here, uh, in Prior Lake. Um, right now we're at 36, which is kind of a combination of, you
know, directors and and principles and that kind of group. Um, we'll be down one next year, so we'll be at 35. And uh from our admin assistant group, we'll be down to 49 1/2 next year, which is a reduction of 3 1/2. Just to give
you some perspective again from 10 years ago where we were at now. Titles have changed of course over 10 years, but when you kind of just look at duties and roles and responsibilities of that group of what the learning leaders group might have looked like 10 years ago, um there was 32 at that point in time on the
learning leaders group. Um and we had 54 administrative assistants. Now, when I started looking and comparing jobs from 10 years ago, like I said, the titles have changed, but the duties have probably stayed the same. And and the difference in the three that I could come up with, and I just want to share those with you to kind of give you an
understanding of where that increase in three would be coming from. Uh, one would be our emergency preparedness coordinator. And I think uh everybody understands that the last 10 years um school safety has definitely changed and the need for a role like that in this
kind of district is is is warranted. Um the other one would be our health services coordinator. The same thing once again as the district has you know had more students with more health needs and and our special uh ed has increased as well as you know any number of things
we have more nurses at the schools. There's a need for somebody to kind of uh run that group. And then the third one being an operational supervisor. And just as we've taken on more uh school buildings, larger square footage of school buildings, we've needed to add, you know, uh additional staff in that
regards. And so to have somebody oversee that group. So that would be the three um additional folks in our kind of learning leaders group that we have right now. That would be different uh than what it was uh 10 years ago. So to me when we look at how where we're going
to be next year compared to that 1617 school year um you know we're we're pretty much right in line from our learning leaders group um with and then also a reduction of uh 4.5 admin assistance from where we were 10 years ago. So, I just wanted to try to give
some perspective to to the board um to to help you understand, you know, that, you know, we wanted to try to give as much um equal comparison as we could when we're looking through through these staffing um areas.
And other than that, we will now open it up. >> Thank you. Thank you for that additional perspective based on 10 years ago, too. I think um we've heard over the years just the increased needs of our students in in many different ways. So I
appreciate that additional context. Um with that being said, we'll open it up for um discussion and questions from board members. >> Sorry, Director Smith. Um can I recommend since we're looking at different buckets, can we go bucket by
bucket? Would that make sense or would I mean I don't know how everybody everybody feels about that but just okay >> we do that is that okay >> yeah thank you >> um Director Smith I stepped on you so >> well if we're going bucket by bucket I'm I'm going to pass on this one right now
if there's any other questions from folks >> okay anybody have any questions or comments on the first bucket the the site consolidation >> yeah I I wonder sorry. Yeah, please.
>> Yes. Um I wonder if just I think for the benefit of our community too when you talk about savings contingency that's on the different slides could >> would you mind like sure >> plain language saying what that means? >> Yes. It's a little confusing there. Um
but we wanted to reflect it and here's what this is about. So as we take a look at the budget there are a couple of phases right? So the first phase is to review positions FTEES across the system right and as we're taking a look at those
FTEES that is you know a 1.0 know or some combination of it, right? And along with that then comes an immediate for me dollar amount that kind of helps me understand what that might be. Right? However,
when we worked through this with each level, the fact of the matter is once we knew the FTEES, we had to go to the second phase which was what does that mean for people and that's where HR steps in and reviews what it is that we have for lensures. What does it look like for seniority? what contracts are
they under and that that whole scenario. Once that's done, then we had um our controller and um I'm sorry, I don't remember what Rachel's position is. >> Senior specialist. >> There we go. Um, so both both Rachel and
Andrea, they work together to cost it. Like, you know, I might be seeing there's a a position here, but if that position is going to be actually one where it that there's shifting to another location, but somebody else is going to be the actual net savings, then
that's what we needed to cost. Does that make sense? So in this process you come up with the FTEES you come up with a costing and sometimes that costing is above or below. In this case in elementary you see a savings contingency
for district needs of 198744. That means that there's that much then to address should there be any hot spots as we move forward or other needs at the elementary level to um accommodate that if we were still looking to have the
1.69 be our marker. Right. So, that's a little bit of I don't know, some might say cushion >> for the whole process, right? Because we've got a ways to go from here to to June when you approve the budget. >> Absolutely. >> Um, additionally, just taking note of the fact that we did put in a plan as
well that allows for two FTE for contingency at the elementary level. Um, knowing that there may be some hot spots between now and fall. I appreciate the I appreciate that because you know you can make the best
plans possible and there's always um there's always hot spots I feel like. So, thank you for doing that. Um any other um comments or questions on that first bucket, Director Johnson? >> Yes. So, my question more uh might be
better or helpful with Director Powers. So, we got um a range as far as with the consolidation 425 I think to 6 650 something like that
as far as um renovations. So, so that would be one. Do we have a more finite number on what that's going to be? And two, this one would probably be maybe addressed for you. Um, if we are looking
at 40 less kindergarteners next year, um, and everything that you've showed us, uh, in the past, it doesn't look like we're going to continue with any gaining enrollment. Um, we're going to be
looking at closing another school here shortly. And I think that would be the one to go. would obviously be the one that we would be renovating. And if we are really looking at that, we should consider
how much renovation we're actually going to do with that. If it's safety concerns, right, something like that, um, entry security, it sure. But if we're building and tearing down, we should be looking at using that money somewhere else.
>> So this 450 we're using. Yeah, I was going to hold the renovations at no more than 450. That's I was just going to put that as the cap and there will be things that won't be done. I'm hoping that that will take care of most of the the most pressing need for the renovation is
actually going to be the heating and air conditioning accommodations to um put office spaces um in that in those particular sections of the school. But we are talking about Greenwood for those renovations and that is where
community educations will be housed as well as then services currently housed here at the DSC will move there. We will also have the transitions program that will be new there and um I think that's it right. So given that though those
those renovations to that building if you were to close an elementary school that would not be one of the remaining six schools we're functioning with right >> okay tracking. >> So so then I'm not then I get a little lost as to
>> I guess my >> what concerns are there? My question would be if if we're looking right based on enrollment we're going to have to continue to cut which we all know that we are eventually the conversation's going to come up for a building closure
again or and or it could. And if it does, we would we should look at the building where our staff is and then adjust the staff, not necessarily the amount of students, right? To minim to
minimize the impact on the most amount of students. >> I think I get what you're looking at. Um, >> one of the parts I think might be we want to add to that, if we're actually looking at enrollment declining to the point where we actually would look at closing out of the school, we would
actually physically be closing another school um, and not necessarily be looking at moving district services, we could um, but if we were going to be closing an additional school because we didn't have enough students for there, it would be one of the remaining locations. and I would have a
recommendation at that point if we ever got to that. >> Okay. >> Um the kindergarten numbers not coming in at this point in time. I want to again reassert the fact that that may be families just choosing not to make that a priority at the moment. Um and yet it
also might be that our projections are just slightly off on that. we rely on um birth numbers for our community for our um county as well as then how many of them will we hang on to. Um in listening to the some of the dialogue that's
happening outside my door when it comes to families communicating with us about enrollments. Um I am hearing that I have a kindergartener that could come, but I think I'm going to hold them one more year. They need a little bit more prep. And so that is something else that we're
hearing more of now than we did maybe a year ago according to staff. Not surprising necessarily either. >> Okay. Um >> yeah, I I appreciate the the insight into that.
>> Anyone else? >> Not yet. >> Okay. >> It's swirling. Just a quick general question on on the um total savings are those total salary amounts or are they including inclusive of like benefits and
>> Yeah. So when we did the calculation for when you're talking personnel >> we are including the benefits in those numbers. >> Yep. >> Chair I'm sorry I remembered now. Um the um on the elementary site when you say a
net reduction of the 14 >> does that is the I know there was the you know talk of the media specialists and things like that where is that calculated? >> Go ahead. >> Sure. So yeah, I mean when once again
this is where it comes into play like I said the whole one to one is is difficult here um because a lot of our current media specialists you know h hold um K12 um elementary license along with their media license as well. So uh
when you have to then go through the contractual process of placing those teachers back into classrooms then the impact is could you know is on other you know classroom teachers elementary classroom teachers. So that shift is is
calculated into that that net reduction >> and the net reduction that we're seeing there is also related to like how many sections are needed. >> Sure. >> Okay. So as we consolidated um the number of sections that are necessary for our enrollment for next year are less than they were in the
previous year as well. Anybody else on this bucket? >> Yes, thank you. Um so uh two things. Um so just so I'm clear. You said that other staff at Westwood that would be considered more support staff like the custodians, the health aid, um perhaps
new and supervisor, social worker, those cuts are reflected in DSC. Is that correct? >> The custodians, sorry. >> Yes, the custodians are and they are reflected in the um the DSC bucket. The health aid is a position that moved to
the transition program. So, it's not removed. A new the noon supervisor positions are positions that among the elementary schools are all in flux at the moment as to like which sites are going to need how many people in the
lunchrooms to help support that. And um so that'll be shifting amongst the schools. Although a savings is anticipated there that we will not need as many. The fact of the matter is it's too soon for us to really know. There's a lot of openings right now too. So people will just kind of shift into
those. But um we're kind of that's one of those things that the savings that we experience will we'll see come through in next year's budget. You know, we're not going to count on it right now on the noon supervisors. >> So there perhaps may be some positions that don't get filled >> that you see a cost savings.
>> Yep. >> So um what what's interesting when you look at the class size Westwood, one of the beautiful things why people love Westwood is it had really small class sizes. A lot of the classes were 20 21. And so when you take those students and you spread them out to the other
schools, um I guess my question is, and I'm sure you've looked at this for the K through five, um with all the different teachers that were employed at Worwood, will the majority of them be um placed in other
schools or does this 14 FTE account for any changes in for example like let's say I'm just going to use this for example, like I don't have the numbers in front of me, but if JP P has a first grade class of 22 and now they have, you know, 25,
right? You don't necessarily need another teacher, even though we don't love those numbers. I don't know the class the class I don't have the class size caps in front of me either, but I'm assuming one, we're not exceeding that class size cap with any of these. And then my original question goes back to spreading these teachers out throughout the district.
>> Yeah. So, your assumption is correct. I mean those those teachers will um be placed into um openings that we would have throughout the district and those openings would be uh attributed to other staff that then come on the 13th that
you would see on either the non-renew list um or the ULA list um in regards to that but and so that's where you have to kind of go through that contractual process to see seniority kind of see where all the teachers are at senioritywise and then those teachers that have more seniority
are are um you know granted a position within the district. >> So that's where we will see a 14 FTE is because of seniority is what you're saying. >> Y >> okay that helps to for me to understand that >> and just a note that as we approach the elementary because of the boundary changes and how that affected so many
different students changing schools as well. The fact is we kind of started over there where it's like we started with what are our accounts now at each grade level. How many sections based on the target size would that look like and and then from there determine the number
of sections and FTEES and then then HR goes to the people and tries to figure that part out. >> Right. Okay. Moving on to the next bucket, middle school. Questions or discussion items on this
slide? >> Go ahead. >> Um, yes, thank you. Uh, so we've talked a lot about at this table, um, these choices being, you know, what is good versus what is good. um and that
there are no easy cuts left. And obviously we've heard um quite a bit from our community and students and families um regarding some of the decisions on uh this particular bucket. Um
I guess can you just give us the board, the community, um you know, some of the examples of maybe what these adjustments make possible? Um maybe speak to the options that were considered. again, uh, givingven the timing and and everything that's going
on, I don't know how possible that is, but, um, you know, obviously these trade-offs when we're looking at them, um, we have to take into account whether or not there's going to be equal or greater harm to students and staff. So, um, given the the pleas from the
community, you know, I just want to know is it is it likely that, you know, if it's not Spanish immersion and choir, is it a different cross-section of our community that's in here tonight upset about something that is being cut? So, >> so I'll share a little bit. Um
the the middle school uh one of the areas that they're really trying to focus in on is uh you know similar to the elementary is trying to um look at class size averages in the core classes our math, science, social studies and
and English. Um, so yes, there is a bit of a a teeter totter effect that if we pivot from one area of reduction that we will likely um uplift another concerned um aspect,
you know, of of something that's very valuable to to our overall um district. So making these types of decisions at the middle school allows our class size averages to be right around that 33 to
33 and a half. Um otherwise I think we would be ballooning out to about 35 to 36. Um and then uh so for example uh um compared to uh the number of students uh
you know naturally from the immersion for example the numbers of students that go from the elementary immersion into the middle school there is some reduction that occurs um in that transition. Um current numbers are 129 students in grades 6 through 8 um and
that's being supported by 1.8 8 FTE. Um so the ratio to FTE is very low compared to um what you typically see into that 160 range. Um so that's part of the dilemma that they were trying to wrestle
with um to look at the um inequities in class size and the core compared to some of the impacts of keeping of keeping that. Um we know that um students are forced to make choices uh as they go into middle school. Um so that's that's
some of the factors that uh go into that as well. Um let's see other perspectives. Uh there are there is support currently uh with the amnity intern. Um that is to be determined with some of the federal
changes. Um there is some significant concerns as to the affordability of that um intern continuing. So we >> what >> uh uh we have an intern with the immersion program the amity intern amity intern and uh due to the changes uh in
the visa structure um with significant costs in fees um the likelihood of that happening is now being called into question. Um so yes so we could look at other alternative um options. So for example um German and French. This is a
conversation that we had both at the middle school as well as the high school. Um just looking at the sheer numbers of of what's happening in there. Um some natural attrition happening in terms of the uh um the registration for for those
courses. um again 129 students in in the Spanish immersion and then in French and German there's 152 students in grades seven and eight. Um so that is some other you know conversations that you
know they've had at the site level as well. Um yeah I guess that's all I would have to to add to that and I know principal Kabushek is here. I don't know if there's something I might have left out that cap kind of capture the essence of a lot
of the discussion that your leadership teams were having. Um and then obviously, you know, we um did a significant administrative uh reduction upon a retirement um two years ago. Um and uh you know, Joe has done an outstanding job managing and leading
that entire uh campus. And so the auxiliary supports of assistant principles um uh administrative support as well um that has that would not be something that we could really look at um without
then if we cut those I don't think we would be able to maintain just one principle um that floats and so then we would probably look at increasing cost of administration. Um, and then, uh, I know that, uh, we had, yeah, I think that's, yeah, that's
that's kind of the only other thing I think I would share in terms of context. >> Sure. >> Director France. >> Um, so, first of all, with any of the cuts, um, I want to recognize that some people are losing their job and that's pretty serious. Um it's also very
personal but I I I also um want to know the the costbenefit analysis of we're trying to grow our elementary Spanish immersion level
dilago and we know that is a huge attractive uh program to not only in district but open enrolled students. the residual effect upon
that program by losing middle school immersion. Has anyone estimated the act the the added cost and and potentially loss in revenue to
that program >> as a result of this decision? Has is there is there any balance? Yeah, there there I mean that's a that's a bit unknown but it's a very a point very well taken. Um and that has been our vision for um the program is to look at
ways that we can maintain that as an an icon program as well as an attractant or a magnet so so to speak. Um and and again as we hear the conversation tonight to see where you know we may
make additional adjustments um that's something that our team is you know able to go back and do. Um but wanted you're you're getting our thinking in terms of other cost mitigation and programmatic like just in terms of upholding the the
management of a school conversation. Um but definitely um that conversation in terms of a cause benefit would we essentially choke the program um that is something that is of concern. It's something that we understand is a
potential um reality and that is something that we also know is a possibility that we've had conversations back in our 24 levy campaign as well. So, this is something that we were going to cut then and we said no, we we got to
keep this thing going. Um, that was the one of the two things that we did not do. Um, in as a result of that levy not passing. Should we go for another levy in that conversation, we would anticipate this would be something that would be uh a likely investment
potential um for a future levy as well. Um so yes, we we've looked at that from a different couple of different vantage points and certainly um your point is well taken. >> Can I ask a question? Uh just a clarifying question on so sixth grade
immersion. Um what does that look like? Is it what does that look like compared to elementary school? And then when um this slide is eliminate the seventh and eighth grade immersion social studies. if you can paint a clear picture for the
for the board and the community at large, um I think that would be helpful as well as um understanding the um options for um Spanish classes still being offered. Uh just so that there's a
full kind of >> um picture about what this um proposed reduction looks like. Yep. Thank you, board chair Bullan. Um, currently what our immersion program looks like is for
our sixth grade students, they have um social studies in Spanish and then they also have a Spanish language arts class. Um, same thing is true in seventh and eighth grade. The difference is in seventh grade, social studies is a halfyear class and so it doesn't turn
out being two hours of their day. It ends up being one hour of their day in sixth grade. But in seventh and eighth grade, it's two hours of their day are currently in Spanish. One of them is the social studies class, one of them is their Spanish language arts. Under this
um proposal, that would eliminate all of the sixth grade. In seventh and eighth grade, the students would lose the so immersion social studies, but would continue to have the opportunity to have a language just like all of our seventh and eighth graders have an opportunity
to have a language. So, and just I do have one point of clarification um based off of something Dr. Thomas mentioned. Just want to add he had mentioned about the amity intern. I just want to make sure that it's clear the MD intern is actually paid for by our our immersion
parents. That is not a district cost. Um but we have had been lucky enough to have two immersion um AMD interns, one each of the last two years. And then Dr. Thomas shared um about the potential challenges for coming year. But I just wanted to clarify that that's not a district cost that's being paid for by
our parents. >> Thank you for that clarification. >> Question France has an >> Sure. Okay. Um, so and first of all, I'm I'm just as concerned about all the other cuts. I want to make that clear. Um but it I am
kind of curious with the number of advanced speakers coming out of Lao plus native speakers um and um having been part of these programs. Um
just because somebody's a native speaker doesn't mean they're reading and writing correct grammar etc. uh and they often take uh obviously classes in their native language to to become um grammatically and and
um literary prolific you know um we currently we currently have Spanish elective at sixth grade I believe. >> No we do we do not offer any language for any sixth graders currently other than the students who are in the
immersion program. All stu the other students besides the immersion program have an opportunity to start a language in seventh grade. >> Okay. >> Interesting. >> Um even with that year skip to mitigate um and hopefully we will eventually get
funding from the community um to to fund our education programs in this district. Um but um you know to mitigate that, is there a way to kind of take the normal
Spanish program and have um an advanced class just dedicated to people who aren't in beginner Spanish and >> all that to keep the program going forward period. >> Yeah. The plan with this is that the seventh and eighth graders would be in a
separate Spanish course similar to what they're in now with their Spanish language arts. We would not be putting them with our regular students who are in Spanish one or Spanish 2. They would be in a um class just for our immersion students or that may also include some of our native speakers.
>> Could sixth graders be in that class? >> The pro the challenge with that is is the way the schedule works. There's no place that that fits into their schedule. >> Okay, that's what I was getting at. >> Sixth grade schedule is very tight.
>> Thank you for that clarification. Any other uh questions for um a couple questions first. So the one elective FTE, what subject is that being reduced? I just know that the electives in middle school aren't really electives.
>> So the the answer is multiple. Um, so there's reductions within our regular Spanish, our regular French and German are also included in that. Um, as well as Yep, I think that's it.
>> Okay. Um, the Atlas programming, um, I believe the way that that works is like there's only 12ish students accepted into that and I think there's like an application process. I'm not really sure, but how will those students be supported? >> Yeah, that's a great question. So yes,
the Atlas program is for our current seventh and eighth graders. We have every year between 10 and 12 students in seventh grade, 10 and 12 students in eighth grade. So 20 to 24 students based on a year. Um currently those students again what that is, it's students that
are identified. We do have an application process. they meet with the teachers, whether they be identified by a parent, be identified by a teacher, counselor, whoever that might be as a student that might struggle in a traditional class setting. Um, a lot of that aligns with some of the ALC work
that we do at the high school level. And so, um, our ALC application is actually done with both the Shakape school district and the Burnsville school district. Um, they do not have a program like the Atlas program. instead what they do is they do different things
within their regular classes through differentiation. And so that's one of the things I've started to work with um the director in Shakipi, Eric Serbus at the ALC to get a little bit better understanding of what they do um within their regular classes and then that's
also then included within the regular FTE. >> Okay. So they will be supported within the class. >> They would be supported within the traditional general education class. Correct. >> Um I mean my my last um point is around
middle school immersion. I'm adamantly opposed to this cut and I would ask the board to consider some other means on the administration. Um having gone through the immersion program uh when my kids were young um this is not just like
a simple FTE reduction. This is an entire program. This is an entire community that comes here and this is a magnet program that draws people to this district. It will have definitely adverse impacts to our enrollment. Um,
and yeah, we made a commitment to grow this by moving it into Westwood and trying to grow the program. Um, I appreciate that there's 130 students registered, but I would also point out that these classes, this current sixth graders, seventh graders, and fifth graders were the ones that were heavily
impacted by COVID. They're going into kindergarten, kindergarten, first grade. So, like my family, many of the families in immersion at that time who were not in person did not choose immersion because they weren't in person. Um, so this would grow from here on out. We're
seeing our lowest numbers in these grades. Um I I just think it's a huge mistake to cut this and these families are heavily invested. They take I believe health and um PE outside of extra hours to make this um schedule
work. Um yeah, I mean they they have you know again their PTC's are extremely strong hiring the interns um so supportive of our school and I think you're going to lose enrollment. Um, I think it's a big mistake to cut this
program. Um, you know, again, I think looking at even no cut is fun, but I think there are other options to consider. We have French and German. I think there was like 70some students in each, right? Um, that's not something
people come to this district for necessarily, even though it's a great option. Um, you know, I think that, um, just again looking at overall enrollment in the community and in immersion, um, it would
be detrimental. And even cutting it for two years, even if it does come back, you can't you cannot come back to immersion after a year or two being gone. You cannot um, and these students cannot take general Spanish classes. They're they're far too advanced. Um, so
it might feel like a nice to have, but it it's not in our community. It's a magnet program and and I think it's a big mistake to cut it. Um, so that's that's my opinion. I think we need to look at other options. >> Any other um
director said, >> hi. Um I I don't mean to follow that with going backwards, but the um Atlas program when you said a lot of these kids will be helped in
the general ed classrooms, I don't understand how that's possible. >> So what that what that's going to take Yep. Well, what that's going to take is it's going to take some differentiated instruction with our general education teachers, which is something that
benefits actually all of our students, not just the students that are identified with our Atlas program, but that's going to be something that we'll be kind of working through what that looks like. >> Explain more. What do you mean by that? Um within our general education class, we have the ability to we have a range of
students abilities and we it is our responsibility as educators to be able to reach the students that may be at the top in our class and challenge them. Have the students in the middle to see what we can do to move them forward. And then we have the students that may be struggling students and how are we going
to connect with them. And so when you look at our Atlas students, they may not even sometimes I think people think they are just struggling students. Many of our Atlas students are actually extremely intelligent students. They just struggle in that setting. So what are we doing with our instruction?
Right? We don't want to have situations where the students are just sitting and listening for 53 minutes at the middle school level. Right? These are middle school students. They need to be moving. They need to be having change every 10 to 15 minutes. are we doing a different activity? So, what are the things that
we can do within our classroom to help support those students? >> Um, yeah, that'll be interesting. Um, the core subjects again realizing that the number here is not based on, you know,
you know, one person necessarily, but what what are can you anybody explain more about what those? >> So, that's that's a breakdown within each of the four subjects. So that's a combination of the reduction within each of the four subjects. >> Okay, >> that's where that 1.6 comes from. >> Thank you.
>> Any anybody else? >> Director Atinson. >> Yeah, thank you. Um, so what I think is so ironic is we sit here tonight and we have just coming off we just came off some town hall meetings where our community told us what they value most and SP Spanish immersion was one of
those programs and um just like um Director Mason said, we when we were talking about moving it to Westwood, we talked about growing it at being a as it being a magnet program as it something special that people come to our district for. And so I was really surprised to
see this on here. Um, I was really surprised the eliminate sixth grade and then the change to seventh grade because to me that's like completely backwards of what other districts do. And I just took a quick peek at um, Eden Prairie where they have a robust sixth grade
immersion program because the kids are coming off of a very solid immersion program in K through five and then it gets a little bit more um, focused and smaller within the seventh and eighth grade. So that I was very confused about um the complete elimination in sixth grade because I'm just thinking the like
these kids are like I just I understand how hard it is to learn learn a language and I'm sure they're they're very proficient when they come out of fifth grade but like missing an entire year of a program and then to jump back in like to me we if we're going to stand for something we have to stand for something
and um we've seen parents in our district who um who have like really great support of this program and I even remember sitting here at this board table three years ago when I first started where we had over a hundred kinders enrolling into this program. So I agree with what um director Mason
said, you're going to continue to see the growth coming out of the um Ola program. Um and so I think the numbers that you see and I think it's like 60, correct me if I'm wrong, um looking at the class size, there's 60 kids um is that correct direct? Um I don't know who
would have that number, but 60 kids coming out of the fifth grade class of um >> we didn't have that tonight. >> Okay. Well, anyway, 60 kids who would be going coming from the Spanish, the fifth grade Spanish immersion program going into the sixth grade. So, um, the other thing that I really want to level set
here is I understand there's this conversation of if the levy passes, we'll be able to invest back in this program. I think the thing that was really concerning to our community in the past is this was one of the items that it was on the list of if the levy
pass, we would grow this program. And when people asked what does that mean? Um they were told that they were going to hire a Spanish immersion coordinator. So it wasn't necessarily growing the program, adding teachers, it was adding more administration, which raised some
big concerns um in our community because were we really again standing behind this program. Um the other thing is when we look at the well I'm sorry that would go back to K through five. Um, yeah. I mean, I'm I'm
honestly very opposed to these um cuts and mostly because I don't believe it really aligns with what our community values. And when we looked at our B board budget priorities, it was very clear that our board budget priorities when it said to optimize resources, we
were talking about streamlining operations basically to be able to allocate more resources directly to the classroom instruction and student learning. And so this is a complete contradiction to what the board budget priorities um how they were developed in
my opinion. Um it also really goes against our mission and vision for our district. And when we talk about um empowering each learner to reach their full potential. How are our Spanish immersion students supposed to reach their full potential if we don't have a middle school program to support them?
So again, you're looking at $595,000. Um, Director Catherine, thank you for that information on the the um the ADM that you shared, but we still do have 49 a half ADM for administrative assistance, which I was speaking to um
somebody in the community this had a lot of conversations in the community this weekend and it was referenced that our local hospital has about a thousand employees and they from an administrative staff they have 3.5 admin administrative assistants.
you said we have a th000 employees and we have 49.5. So I just think if you're looking at $595,000, I think we have to look to administration to see where can we run and where can we be more efficient within our administrative staff. So
thank you. Director Alstead um this has been discussed over and over again about the administrative assistance and anything considered administration and I would like that brought up again. Um because that's not accurate.
>> Mhm. >> It's not accurate. >> That's not even close. >> We're not talking about hospitals here. We're talking about schools. >> You're right. Yes, Director Smith. And hospitals don't cut surgeons and nurses. They are the heartbeat. They're the heartbeat. Um, come on. Um, come on.
Come on. >> Board members, we need >> this is not a hospital. >> We do need to maintain decorum. Thank you. >> Yep. We do need to maintain decorum and we also need to protect public record. We need to protect the public record and
bringing in um hospitals or other things. That is not what our administration our administration um is tasked to bring the board the recommendations. Correct. >> The board is tasked >> I'm well aware of my where my role
director I don't we don't need to waste time on that. Thank you >> director Director Atinson. >> The board is tasked with asking questions and um not to uh um argue the recommendations being
brought forward. It's to discuss amongst each other. This is a study session that we are to ask questions to the given administrators and clarifying questions for what the recommendations are being brought forward and then when it comes time when
we have to make a vote, our vote will decide whether the district um recommendations are agreed upon by the board or they're not. So, um, with that being said, um, is there any other, uh,
um, questions on this particular bucket, Director Smith? >> Yeah. I just want to um make a couple of comments here. Um, because when we talk about the last levy and that proposal, since it was brought up, um, the district
made clear what would follow if that levy had failed. It listed the programs that would be at risk. Spanish immersion being limited to K through five was one of those options. Secondary electives being reduced.
Middle school activities being eliminated. And at the time, those warnings and those facts were called scare tactics. They were called fear-mongering. And I think it is if we want to talk about irony, I think it's
quite ironic that we as a board seem that we be can be absolved of how we created helped create this mess because we have a part in this too. And we can't just say that the district is doing bad by our community because we are as well.
And like many folks who have emailed and spoken tonight, I am devastated by what is being proposed. I have read every single email that has come in on behalf of the choir, on behalf of Spanish, and if I could read each one of those
emails into the public record tonight and take that time, I would. From my perspective, we as a board, we are part of this situation. We have helped create these circumstances.
It has been said repeatedly that we are the what and the why and the superintendent and his team are the how. For quite some time now, what this board has been is chaos.
As for why, I wish I knew. I'm not sure if it's ego, mistrust of public education, personal vendettas or grievances, or a genuine misunderstanding of how schools operate. We have been board members. We have board members publicly tell this community that the district mismanages
money, that teachers are pushing agendas, that the superintendent is punishing families. That is what misinformation looks like. And that is what has been eroding community confidence in this district. And those claims are not supported by the financial record or the evidence
this board has been presented. But they have consequences. A community that has told been has been told repeatedly that it schools cannot be trusted is a is a community that votes no. So again,
there are families in this room tonight and that's not a coincidence. That is the record and that is the circumstances that we have helped create. students and families are being devastated by these decisions are exactly who I am thinking about when I
say we need to do better as a board. And I know if there are ways to rebuild it, it's going to take a lot. It's going to take years. But the kids in our district right now are the ones being hurt. the kids going
to school today, my kids, people in this room who have kids, and I don't understand why. I just don't. That's all. Director Mason, >> thank you. Since we have um gotten on
the topic of headcount, I guess you know, one comment on that, Director Catherine, I had asked for the data behind that after I think you raised it at one of the last meetings. Um and I think you know I appreciate that the numbers are the same, right? But I think when you dig
into the details of that some of that it matters. So you know for example when you look at the headcount being the same I believe that's like a total FTE correct. um you know some of those people might be hourly kids co- employees some of them are salaried at
different levels like that information matters um so I appreciate that we're kind of holistically saying we have the same number or 33 more or whatever it was that you just said um staff members but that's a total FTE correct
>> no it's not FTE because I'm looking at I was looking at total bodies >> right >> so an an FTE could be a 8ft FTE or something like that. >> Total bodies. Agree. >> Total bodies. Yes. >> Right. And so when I I mean when I dug into that just as an example in I think
it was 20167 that we looked at there were like 36 more kids co bodies. >> Um you know kids co bodies are probably part-time not salaried employees versus you know now there might be their bodies elsewhere. So I appreciate that
information but I think you know the devil's in the details. So everybody needs to understand that like we haven't done a holistically like deep dive into the headcount which is what I had requested many times and I think that's difficult to follow >> and and I think the the disagregation
that has come up quite a bit is around administration and administrative assistance and so this is why we brought that information for you this evening because that's the that's the contentious area it seems um of conversation and so we did pull that out
separately for this evening so you could understand the comparison and and owned the fact of the three administrators that are above from 10 years ago and the rationale as to why and that we will actually be down in administrative assistance to where we were 10 years ago as well. So I I just want to just
reiterate that and not let that get lost in in the comment of total headcount when the areas that mattered we tried to pull out. >> And I appreciate that. I think it's just important to recognize that those those numbers aren't apples to apples, right? And so we all know that. Um I think, you
know, the other thing is is we did make a close to $3 million in new investment positions just two years ago and and several of them in the middle school for student support staff. I mean, we have new investments in this district that were just made with e extra COVID
funding, I believe, in 23 24 that are still there. So we didn't have those in 1617. I think, you know, I'm not going to sit here and tell you what positions you need and you don't need, but >> um we are just asking to explore other
alternatives versus classroom teachers um and especially Spanish immersion classroom teachers in this case. >> Um >> that's my answer. >> Well, and I just I think that the the the ask has is heard, right? It's it's
something that's been um you know brought up and asked on on many different occasions. And I think that as board members we also have to be extremely mindful that what the the the district team brings forward they're um
they're the ones in the buildings. they're um dealing with the the building administration, uh the building staff, and and they're dealing with the needs of the students. And so while as board members we're doing our due diligence
and trying to um decipher information and and making sure that we are operating at at the strongest possible governance level that we can, we it is it's challenging as a board member to
understand all of the things that our um district staff understands. So when they're bringing forth a recommendation and their recommendations are um are met with um well you know a lot of
questions that you know there's so many different layers whether it be mandates um student students uh needs um staff things there's just a lot of things to go into it and so uh being aligned in our governance role
um is really important and that I think that's just one thing that I want to mention because it's very when when the the district staff is bringing forth their recommendations uh we can ask clarifying questions and do all the things and share our um opinions and our
thought processes for the district staff to go back into their meetings and look at different options. And if their recommendations based on new new perceptions or new ways to think about things that come from the board, um, you
know, from our our community inputs and and our our inputs that we have with staff and families, um, then they they take that back into those meetings and if there's adjustments made to recommendations, they do that. And um,
so yeah, that's what I wanted to say on that. Um, >> is there any board members that haven't spoken on this particular bucket want to say anything? Because then I would like to move forward to the next um to the next bucket.
>> I believe director, did you have >> Yeah, I do actually have a point and I I just want to respond to I think it's only fair for me to um comment about director Smith. You've been here this is your four or five months on the board and that's and and um Well, no, it's not. you add a lot of value and I really appreciate you being here. So, thank
you. Um, but what what is not what probably you don't have visibility to and I I I was one of the first person that approached you. >> Is this really a conversation that we need to have at the board table right now? >> It's relevant. So, when we developed as >> I don't think it is. I think you and I can have this offline. I think we want to move on with the with what we're here
to talk about. >> It has to do with the levy. If the levy >> Dr. Does it have to do with it this bucket? >> Yes, it does. Mhm. Yes. So, one of the things is um if the levy didn't pass, one of the things that was brought up is we would
reduce K through5 iPad technology. I don't see that anywhere on these budget cuts. And so, I personally would like to see what does that and and ironically when we went to this town hall meetings, that was something that was elevated and we continued to hear from our community
was reduce technology, get back to pen and paper. And we heard it over and over again. And in fact, it was even in our recap that we heard just um last month. And so I would really challenge um like to see the administration go back and see what is the cost to do that because it's something that we heard from our
community, it's something that was on the list of if the levy didn't pass. And so I think that rather than some of these teacher cuts, I think I would like to see us look at what does that technology cut look like um when we bring forth the next recommendation.
Um just just a point of clarification, Director Atinson. Um the specificity on a grade ban of of iPad reduction was never on that list. >> It was on. >> Um I'm looking at the list right now and it says reduce student access to educational technology, but there's no
specificity um as to what grade band or anything that you know would would be. >> I went and looked at the levy. I searched it on our website and then you go under what would get what happens if it doesn't pass. >> I'm on it. Impact. >> We're looking at it right now. >> I'm looking at it right now.
>> That is not information that's in our current board packet. So it may be a conversation for offline. Um I think that the the comment is noted about technology. uh it has been shared at other uh board since our town halls have
concluded that >> and some technology has been reduced as a result of of that >> that comment has been >> kindergarten >> has been noted >> first >> yeah thank you >> okay moving on to the high school bucket
I don't know what director is Thomas. >> Who's Who's going to Is there any >> Oh, we already went over it. We're just discussing it questions. >> Oh, sorry. >> Um I have a couple of questions. >> All right. Um, >> director Alstead
>> when it comes to um I I I'm curious about can you talk to enrollment um in Minaps choir um there
there's a foreign language one that says due to numbers reduction choir reduction due to student counts and then minaps. I I just made the assumption, but correct me if that's not the right assumption about enrollment for Minap. So, I just >> Sure.
>> I don't mean to put you on the spot with like exact numbers, but even generalities I think would help. >> Sure. Dr. Biz will talk about some of the >> Thank you, Dr. Biz. >> Yeah, no problem. Uh, you want me to start going uh down the list here? If I'm looking at uh
min caps, uh well, just overall, I mean, we've been uh we've been in cut mode for a while. I mean, uh, it it our class size ice keeps creeping up and up. And I've been, you know, when you're trying to start new programs, you're trying to sometimes,
uh, get things off the ground, you sometimes run things at a little lower number, but we're getting to a critical stage here where I can't keep, uh, floating these lower level, lower enrollment courses at at the expense of uh, my core subjects. So, I've had to
make some tough decisions and look at what are my average class sizes and uh you know, we have a guideline that uh we try to run nothing o under 20 and uh sometimes we hit that sometimes things pop under that and when I was looking at some of the minaps enrollments I had
some and part of the great thing about minaps is you have that uh you're collaborating you're uh teaching you know you you have people working together but that also means that uh if I have my ed pathway that uh is on the
list here. I had 25 students. Now, that sounds great, but I have two teachers teaching those 25 students. So, that's really an average class size of, you know what, 12 and a half. So, how can I run that when my average class size is
getting up now 34 35? I I I just can't. So, I'm having to make these decisions that are kind of ripping my heart out as well because I feel like we're, you know, a lot of great things that we've been doing. We're you I don't want to be in the stage of my career dismantling programs because I'm about we're all
about giving opportunities for kids but I have to balance that out. So uh it is you know what making the you know choosing between good and good you know that we've heard that over and over again. Uh to tweak some of that I was able to uh the trades
pathway too. We've been trying to build that up. We had three teachers. So I had you know let's say 50 kids in there with three teachers. That's a low number as well. So, I was able to uh reshuffle that into a two-hour pathway because the key parts are the math and the uh and
the uh uh construction working together. And uh we were able to uh take the English portion out of that and now I can make that a two-hour pathway which is closer to you know 25 kids instead of it being you know under
the 20 number. So, I was just trying to do things to make things more efficient because my other teachers are looking around going, "Geez, my class numbers are creeping up and why is that class being offered at such a low number?" So, you know, I've had to make some tough decisions. Some just a tweak what some
pathways were making a decision to uh eliminate. So, uh that would be the answer on you know something like that. Minaps the now the business pathway and the healthcare pathway are going gang busters. We're adding kids, you know, hand over fist. Uh I think we're going
to add a 60 more this year to the uh healthc care pathway. So, I mean, we got a lot of good things going on, too. So, and every year I have variance in uh electives. Even in a good year when we're not cutting, I have, you know, the low-end courses. Are there are going to be enough to offer enough sections of
that? So, there's always some variance in the bottom person in every department. They're always kind of wondering, are they going to be cut or are we going to add back? You know, there's always a little bit of that. It's just that this year there's more angst because we're making an eight reduction. And an eight reduction doesn't come across as an eight
reduction. It came to me having to have 16 conversations with people because maybe it's a 0.2 in this program. Maybe it's a point4 in this program. Or maybe it's not even somebody in my building. It's somebody in Joe's building that he had to cut. But since he's got the uh
I've got the least senior teachers, my person's getting bumped out. So just a lot of uncomfortable conversations. It was a tough week last week for for all of us, for teachers and administration around the district having those conversations. So, yeah, it hurts. It It's uh frustrating
and uh yeah, that we're trying to make uh trying to make the best of a you know, sour situation. Uh do you want me to go on to choir? Uh you know, the the die was kind of cast. You I don't want to lose choir. I don't want to cut a program that's a Cadillac
program, but we're working on a Chevy Malibu budget here. Uh how am I supposed to uh how am I supposed to uh when we were on a seven period day? I I I go around I look comparison high schools. Most schools that are on a sixth period
day, you're reducing elective opportunities for kids. You know, you have less choices. And most of the schools in our conference that are on a seventh period day have two choir teachers. Have about 300 choir kids. the ones Lakeville that is on a six has one choir teacher
uh because their numbers are closer to ours because kids don't have as much access. I did the same thing in South Washington County. I looked at those because I know they were on a sixth period day as well. So, I'm calling around and I'm asking I looked at back when we uh went to a uh we were on a seven period day before I got here. I
think around 2011 2012, doesn't really matter. But when that change was made, the choir enrollment was around 300. Now it's around 150. So, do I want to bring that forward? Have I known this for a couple years? And have I kind of stayed away from
that? Because obviously the community has valued that program. But now we're starting to have to make decisions on and it stinks. What do we I don't want to say what do we value more, but I have to make some decisions.
And and I'm sure we're going to get feedback to see if is that going to stand where it stands or or what are we going to do? I'm looking for answers. And you know, I I'm I'm comparing what we got compared to surrounding high schools and I'm like, I don't know how the heck I'm going to be
able to keep up this staffing game. I'm at 34 probably next year across the board average class size. That means some are higher, some are lower. You know those school districts that I hear about that are pushing near 40, we're that district.
Nobody's almost nobody is lower funded by their local operating levy than us. We're that place. So I when I when I hear these people saying, "How can this be? real easy. We're we're not keeping pace.
We were lucky. We were, in my opinion, probably living off growth for a long period of time. Now we're not. The growth isn't there, and now it's affecting us. We got great facilities. We got people that want to support a lot of our things, but they I don't know. I
I'm going too far off on that. uh that's not my role to talk about the community and their uh appetite to support things. What else do you want to know about? What other uh reductions am I making? There's a specific one that you'd want to know about. I'd be happy to talk
about it. Uh everything up there like uh yeah, some pair of professionals were looking at our testing center. The middle school cut theirs a couple years ago. uh core instruction. That just means I'm moving things across. You know, the four core departments, I every
time I cut the core department by one person, it it adds about a two person bump in class size. So, you know, if you were to say, hey, what would it take to get you back to a 32 class size? I'd say, well, it take me 4 FTE. Or, what would it take to get to
you to 30? I'd say it take me eight FTE. That's just in the core. You know what I mean? And I got an eight hit last year. I'm getting an eight hit this year. When I talk to people, they're like, "Oh my god, you're cutting 16 people out of that building in two years. It It's getting tough. It's getting So,
yeah. Uh that's just our reality. But we we're still doing good things. We're, you know, people are taking on more. Uh that's just the world we're living in. Uh other elective sections. Yeah. I mean I that's probably a little misleading
because uh I I I I feel like I've hit them more than point4 but it might have been in men caps it might have been in uh other areas but actually some areas might have grown as well even in times of cutting
>> some some are you know gaining so probably offset there. Yeah, I I'd like to thank I was a little skeptical when uh Rob and Lisa said, "Hey, we're going to give you a dollar figure target." I'm like, "I don't want to play that game. I want to play the FT game because that's a game I've always
played." Actually made me cut a little less than I had to cut. So, uh I guess uh I can uh Thank you. >> Any other questions for Dr. B? >> Yeah. What do you got for me? Um yeah, I mean just a comment question. Obviously
the the community and students have been very vocal about the choir cut. Um I certainly would encourage you to seek other alternatives. Um but in the same breath, I I do think you know it's unfortunate that the the cuts in
December 24 that um reduced our middle school elective alternatives which are obviously a direct feeder to the high school where you know kids aren't able to take both a music choir or band and a language in seventh and eighth grade
like they used to. So probably many are choosing to take the language over a choir. And so that number will continue to probably go down, if you look at the middle school numbers, they're very low for choir. Um, so while I think it'd be great to keep choir in high school and I
would recommend that, I also, you know, I'd be concerned. Again, it just kind of goes back to the core of the issue in middle school really, right? I mean, it seems like the numbers are low there, too. I don't know. >> Prior Yeah. Prior to the um prior to the middle school being adjusted, though, to
Dr. Dr. Biz's point this trend as we've >> he's ready >> that sixth period day was the beginning to this to this reality and again checking across the conference that is the average on the sixth period >> did the high school sorry moved to sixth period with the middle school in
>> all same at the same time okay >> reason to do that is just simple math it's the cheapest schedule so it's 83% efficient a seventh period day is 71% efficient so you're able to make a budget cut of you know let's say 11% of your staff without without affecting
class size. So that's why people do it. It's not that and that. Yeah. So if if if we wanted if you know sometimes I hear talk about let's go to a seven period day. Well I got two things. First I need to get the 12 FTE back to get my my enrollment at a decent number. Then I
need the additional 12 FTE to get my uh seven period day back. It's so I don't think people realize how big of a hole we are in. Um and sorry so that choir instructor will be remaining and going to the
middle school and sharing or what what I didn't understand the full >> yeah the I I believe the that that person based on seniority the person bumps down to the middle school position yes and then I think somebody shifting to the elementary there's a lot of moving parts there
>> the staff and the staffing responsibilities are are for the district. I mean the I think just reminding the board the the governance responsibilities compared to the staff,
you know, the district responsibilities, which is the day-to-day operations and the staffing. And we and we just need to keep that in the forefront of our mind when we're when we're discussing all of these um very difficult cuts that are in
front of us. Dr. Johnson. >> So I I have more of a clarifying. So with Minaps, you are eliminating education altogether. >> Yes. >> And then reducing the total
>> the the trades pathway is going from a three-hour pathway to a two-hour pathway. >> Okay. And so the tweak there >> with education, you said you've got two instructors there now. >> Yep. Because I had a a social studies
and an English teacher that were co-eing that group. And we had I think next year we had like 15 year one students sign up and 11 year 2 students sign up. So a total of 25 students for two teachers. And actually I think mom might have been
teaching three hours. M it it was a lot of FTE for that program. I think there are some opportunities to do something um that our fax program also has a like a early childhood program and I think there's some opportunity to grow that into a a path you know to regrow that
pathway. I think there's another way to do it maybe a little more efficiently because I just the numbers and it's a it's a good thing. I don't want to every time I I feel like I I'm at risk. I don't want to insult people when I'm talking about, you know, making these choices and saying, "Hey, this maybe they could do it this way or do it that
way." But I also know that, you know, some of those other pathways, you're getting an opportunity to see uh these careers that you don't normally see, and I don't want to belittle the education education pathway, but
they do get to see school, you know, I mean, they've experienced it. I while I feel bad, I also I'm like, we can do this. We we need to and it's a again, none of these are easy to remove, but that's when I'm like going, I just
can't at that number. How can I look at my other teachers in their courses and go, "Yeah, you know, they go, you know, because I need trust with my staff that I'm making." Everybody's looking when uh things get a little tight. Everybody's looking, are you making the best decisions? It's the trust. It's the
this. And it doesn't feel good. Doesn't feel good when somebody asks, you know, hey, what's what are you doing with the bids or this or that, you know, what what's going on here or that, you know, all that, you know, your reaction is, well, don't you trust me? Well, you know, I guess we got to earn that and we
got to, you know, try and talk about it. And I'm trying to be transparent with with them when I'm having these conversations and this is why we're doing what we're doing. But it doesn't mean it doesn't hurt and doesn't mean that people don't feel, you know, everybody thinks every, you know, it's all a little bit of a value judgment.
Even though we say it's this, we're, you know, we got to make one decision over another. And >> sure. >> Um, within the early childhood, um, phenomenal, phenomenal class. My daughter's in it now, so I think that's >> get the fax class from Yeah.
>> I think that >> it is a nice class. Yeah. >> Yeah. Yeah. Um and then as far as the trades go just are we losing any trade pathways as >> No, not at all. But the piece we're losing and we and and I don't want to dismiss this though because it is a big
piece but we've had an English teacher working in there. So they will talk you know do some of the how do you write up a budgeting proposal and how do you do the interviewing skills and all that. So those kids will still be taking their English somewhere else, but you know, can the math and the business teacher
pick up some of those pieces that are, you know, they they used to do it all together over three periods. So, you know, for sake of efficiency to say, hey, I I feel better at having a 25 average in there than a under 20 average in there. Y
>> um that was just a and I I felt that of the core pieces the math and the you know the construction piece together because that's you know how do you practically use math then >> thank you for your clarification. >> Yeah, >> director Atinson. Um thank you. So I
have a question. Um if you were to if you're looking at our policy that says 20 >> is the minimum class size to be able to offer an elective. >> Yeah. Um I happened to look at the 25 26 enrollment and there was about a 12 electives that we were under that cap size and so I think I saw that.
>> Yeah. So my question is um of these all these cuts how many are that policy? >> Yeah, >> I'm just curious because I >> the trades the trades one was the education pathway was I again I want to be careful with the
choir one. they've got some real low enrollment pieces the way they're doing things. So, some of theirs could be in that as well. Um, and some of that list that you're on sometimes it it because I was looking through some of those as well and sometimes you'll see we keep the course number for a course like
there was two uh AP courses. I think there was a 10 and a 15. Well, I rolled those together. The teacher said I could teach those both. I can have 25 kids doing two different courses in that hour. or uh there were some that are like really low enrollment that were there's a couple classes at the uh the
uh >> co-op >> co-op thank you like the cosmetology we don't even teach cosmetology but I got three kids that are going over there >> yep so so some of that uh and then there's always the well if they register if 23 kids register for it it's over the
20 well I know a lot of times that if it's a singleton course then only 23 kids register for that those kids might have such a tight schedule that they can't they have another low enrollment course so they're going to have to make a choice. So if it drops to 18 or 19 then well it's under the well was I not
supposed to run it. So that's why sometimes you'll see an 18 or a 19 or and then there are a couple of those courses were concept courses which we ran. It's kind of a lower level u more of a targeted intervention program
for kids in physics and chemistry. when you see the concepts courses. So those were the ones that were listed. So there's some >> those were some of the reasons why those >> it's it's not an exact >> sense. Yeah. I'm trying to understand how much of that is actually part of your budget. First of all, I don't even think you should have had to um absorb
or you know be part of these budget cuts given what you had to, you know, make the cuts you had to make last year. So, um, you know, I've been I think with the choir I want to get I want to level set that though because there's 186 students I think that were enrolled in choir last
year. And my understanding is for those classes that are the 10 the the Meister singers and some of the higher level choirs that they actually try out for those. So that's not um all the students. When you see a class of 10, my understanding is that they try out for
those classes is my understanding. Um, the other thing that we can't figure out, >> I think they place all of them in some level, but they might move up to a higher level, but I think those kids are those kids. I don't think they say you're not going to be in a choir, >> right? But it's meeting their it's it's allowing those students to reach their
full potential is what it is, right? And um I I mean, I'm I am I'm dumbfounded by that that that's that this cut is on the list. Um um our choir program also feeds into our theater program. And if you've ever been to a musical and they're sold
out and they're phenomenal, thank you Mr. Tuma for being here tonight. Um the choir program feeds into our amazing theater program. So a reduction in the choir FTE will not only have a a negative impact on our choir program, but will also impact our amazing theater
program that we have today. So I guess I would challenge you to go back. Um, I don't see any administrative cuts on here and I think anybody can go to our Asmo budget book and pull up FTE by um by building and they can see all the administrative um support and it's not
just administrative assistance. It's anywhere from assistant principles to the list goes on and on unless they're not listed as >> I' I'd love to have a comparison of any of the top we're in top six high school in the state in terms of enrollment. I' I' I'd love to have a comparison of how
I stack up because I I look at those as well and I cut an assistant principal two years ago and I cut a director of Minaps and because we brought that program back in house, right? >> Uh so cut those in the last two years as well and uh along with that the you know
secretary two secretaries. So um but yes I I get it. I get that eyes are on us. I I don't want to be sitting here in some ivory tower and saying, you know, everybody but me uh or every, you know, that >> Thank you,
>> Director France. Um, first of all, I I appreciate the pain that the um that the leadership went through in trying to come up with this list. Um, this is unfortunate. it is it would have
been unnecessary uh had we did have a levy and hopefully we will get one eventually. But I want to go back to a couple of things. The um you know you made a comment that the choir program was almost double when we
had a seven period day and I think part of the issue is that six period day. Um because with the electives and uh with some of the programs that really do enhance uh the overall holistic educational experience that feeds into
everything else. Um they can't fit it in their schedule because of the way the schedules are because they only have a one free elective period or whatever and they and it doesn't line up right. Um so I want to recognize that. The other thing that I I I think is worth
mentioning is that our entire arts band and choir program has been living on a shoestring budget and they've been al surviving mostly through parent volunteers, donations and fundraisers. So they couldn't afford even the
slightest reduction and and you know without having to make it up in some other way. uh the fact that it's done just so incredibly well and the reputation of the program is known
statewide if not nationally even at universities that I've spoken to um is a testament to all the hard work and it's heartbreaking that this is happening. It's heartbreaking we have to do it. It's heartbreaking that it falls within
those statistics. And um I just wanted to recognize the the the fact that it was as good as it was also because of the volunteers and the donations and the fundraisers that the students did between band and theater and everything
like that. Um and that's a shame that it had to actually survive on that. Also, >> it is and it's a shame because boosters should be for, in my mind, boosters should be for extras, those things to, you know, accentuate the program, not covering the basics. And I feel like we're going to endanger a spot where uh
also we're allowing people to buy their way out of the cuts that they don't like. >> Yeah, that's not >> And that that's not what public education is. So, >> thank you. >> Any other board members on this one? Thank you, Dr. Bzik.
Uh, next bucket is athletics and activities. Do we have any questions or comments on that bucket? >> Director Johnson, >> Director Marshall here? >> No, he is at the state conference for
athletic directors currently. So, he apologizes that he could not be here, but uh yes, we can speak to maybe some questions. >> Fine. I'll I'll I'll ask him directly. >> Perfect. That that works for me.
>> Anyone else? >> Um I just wanted a clarifying question. Um when we talk about um the baseball stipen, the stipen from Nordic Ski, etc. Um that's the stipen of the contribution from the district in addition to
>> for the coach itself. >> For the coaches for the coach. >> Y >> um >> so the baseball registration is down and so reducing the stipen for a coach. >> Okay. Okay. Thank you for that clarification. That's kind of where my next question was going.
Anyone else? Hearing none. We'll move on to the alignment buckets. Is that what we're doing? >> Is that our last bucket? All right. >> I'm sorry. What was that?
>> DSSE. >> Yep. The DSSE. Board members comments, questions, clarifying questions on this bucket. >> Yeah. I just Dr. Mason. >> Yeah. Question on the um the special ed retirement. What? I'm just curious what
role that was and I think um you had mentioned like net savings on this and like how are we replacing that role? Um so as people um reach that point in their career where they are considering retirement typically they're at a top
end of the scale and so >> like special ed teaching staff. >> Yes. Okay. Yes. Yes. And so the combination of the retirements that have been listed under the special education team um and then netting from that what we know or anticipate that cost to
replace will be that's the net difference. >> Thank you for clarification. >> Anyone else? >> Um >> yeah, no you go ahead. >> Thank you. Um,
I know our goal as far as a transportation RFP is is savings. Um, but seeing as we don't have that, can we actually calculate that in here? >> Um, I see your point there. The 100,000
is what I had considered a safer number given the fact that as we take a look at the closure and the consolidation of buildings and such, I'm I mean a route currently is around 76,000.
So that's looking at like one and a half routes that we'd be trying to save. And and I'm anticipating that that's that's something we can achieve. And from my perspective, it's kind of tied directly to the whole process of consolidation.
>> Thank you. >> Who's next? >> Go on to the next bucket. >> I can I'm happy to add a couple things. Um, you know, this is the slide that I probably concerned me the most. I mean with the move to um grainware would I would have I would have thought this is
where we would have seen the administrative and the central staff cuts and um I've spoken to some other districts that have had have also faced difficult decisions and many have taken significant steps to reduce administration and central office expenses and while
those choices are difficult and I understand that those districts continue to operate very efficiently with little impact on students. And so I just I just wanted to share that because um this was the the bucket. This is
this was the one that I would have thought that we would have seen a bigger reduction in um in reductions. So rather than cutting teachers and student programs, which I believe is completely counter to
our strategic plan of educating all learners, I I I would challenge us to go back and really look at our administration in our central office staff to see if there's any other efficiencies that can be created within this bucket. Anyone else?
Next bucket, the revenue and compensatory adjustments. Is there any questions or clarifications needed on on uh the information presented? >> Um Dr. France. Yes, I would like to um
I've been following this quite a bit too and um I believe the compensatory discussion and I I see the word plea in here. Um, and it's quite scary about the uh grandfathering uh for only one more year
and uh what they're thinking about doing with it knowing that these cuts are going to continue and as um Dr. Thomas has has put it um you know we've uh we stopped
uh cutting off a few unnecessary appendages uh that we could live without and the you know through like maybe 2024 even though we we like our big toe and a few other things we're now cutting into bone and muscle and actually chopping
off arms. Um, if this comes to play, if the changes that are that are being suggested to actually eliminate compensatory funding come to play, would what would happen to us? Would we
be forced into statutory operating debt yet a year earlier? I mean, what? >> Well, at this point, I I haven't myself heard that they're looking at eliminating compensatory. However, they are looking at the the change in the rule or the um change in the calculation
to be solely dependent upon the county direct certification of families who are free or reduced eligible. So even if you have families complete the application for educational benefits form, it will not change your compensatory calc. Okay.
Um, so if families are going to the county and they are participating in the application process for those types of programs and they're identified as either free or reduced under a direct certification, they will continue to be counted there. When you run our numbers based on just the direct search numbers
compared to what they were previously when there was a hold harmless, that's where the 161,834 is less, >> right? So, we're going to we're still looking at currently with our direct search that number being around 1.3 mil.
Um, moving forward if um there's any change in families um tendency to to complete that application process at the county level. And I know my previous districts too was interesting because it it's different in different communities,
right? Different counties handle things differently. people review it differently depending upon where you are in the state. Um, and so this is a tricky one because one of the things that this particular task force is looking at is what's the correct what's
the proper connection um to really like the students that are being served by compensatory revenue are they really are free and reduced elig eligible students. Is that a a proper you know connection to make? Good question. Um, one of the things on their
survey they sent out to MASBO members was, is it more important that you have stable funding? Um, how important is it that you have the hold harmless for 27? Those kinds of questions, right, is what we're being asked. And so, I know they're they're taking a look at a
number of things. The challenge is like we are doing the state's doing the same thing when it comes to our special education funding as well as our compensatory funding. Those are two task force that are in the works right now in trying to find ways to um reduce costs
in one case and another case find a proper formula that's going to be sustainable. >> I misspoke. I meant to say eliminate the whole harmless past 27. Okay. Sorry. So yeah, but with everything being kind of pushed down to the counties >> Yep.
>> and and the county is still working on a manual green screen program and the poverty level has not changed. Um meaning that we're still not going to
service the families and the students that truly need it. Um, and then the lack of incentive to fill out the free and reduced lunch forms because it's free. >> Mhm. >> That just sounds like we're going to pretty much lose it.
>> Yeah. No, I I see your point. It is. It's It's a tricky one. >> Yep. >> Anyone else on this bucket? >> Chair Bullan. Yeah. As we wrap this up this evening, is it possible for us to get clear board direction on um the
different slides so that our admin has a clear understanding of what to move forward with and what perhaps there's challenges to go back and reook at. So this evening um there will be no direction taken at the study session. We are going to um and Dr. Mr. Thomas,
please um if I'm if I'm misspeaking, but uh the understanding is that there's no ask of the board tonight as far as direction that we are receiving the recommendations that the district has brought forward as of this point. And
all of our questions and our discussion points, our opinions will be um taken back tomorrow um and and in in subsequent days um before and if there are changes to recommendations, those
will um come forward. But if I'm if I missed anything or missed >> you recapped how I opened up >> so there there will be no direction in this study session portion. just um uh uh the chance to ask questions um give
opinions, give thoughts uh and then and allow the district staff to to um do you have something to share? >> Madam Chair, thank you. Just just a u point of emphasis and recognition for um the difficult situation that you're
we're in. I heard Dr. music talk about um you know do people realize how difficult the situation is that we're in and I think that's an important point and this hasn't been easy work to do and
so none of us as educators go into the field uh wanting to do this work isn't the work we want to do none of us in this system uh on the employment level that chose to be in the situation
that we're in. I'm seeing heroic work from educators in this system every day. These conditions are as difficult as any conditions. Uh so I know governance isn't easy either. We have a unique community.
We're listening to our community stakeholders. That's super important. But this is a pretty hard situation that we find ourselves in. the hardest I've seen in 29 years by far. And this is the third year of this thing happening where
we've had to cut. So, nobody wants to cut choir. That hurts our hearts. Nobody wants to cut Spanish immersion. My own two children went through Spanish immer or French immersion and it's a lifelong uh
glorious benefit. None of these cuts are brought up, you know, willy-nilly or arbitrarily. They're a function of the conditions we find ourselves in. These are terrible conditions for a community to have to operate a school district out of. That's my
professional opinion. And these principles have been sitting in weeks and weeks of meetings having difficult conversations with folks that they don't want to have doing heroic work. Have they brought the perfect list? I don't know if there's a perfect list given our conditions, but they've done incredible
work. They're doing incredible work. We're still doing incredible things every day. People are working their tails off. It's impressive. I just want to give a nod to the principles who who who not only came tonight, but have done this heroic work and collaborated to try to
figure out how to solve this puzzle. This is a difficult difficult scenario that we find ourselves in. Nobody wants this. We want the best for our kids. So, we want to educate them in a world-class way. The conditions that we have now are
a headwind into getting that done. So, we're working our tails off. This group is working super hard. It's hard to figure out what to do. I'm sure they'll do the same thing they've been doing, which is to take this feedback, think about what's possible, and try to come
back with whatever puzzle they can solve to serve as many kids as well as they can. But we are we're cutting good uh things. We're cutting great things. That's what we're that's what we have to do with these conditions. So I'm hopeful that over time we can make governance
decisions and and as a system can continue to think about ways to update the conditions so that we don't have to do things like this. But thank you to the principles who are here tonight and to our whole roster of leaders in this system who are working their tails off and it's a pretty difficult tall order.
So thank you for the moment. Thank you. Thank you for taking the moment, Dr. Anderson, because it is very important that the board uh you know hears what you're saying, remembers what we're saying. Uh the board, you know, board members, we are brand ambassadors for
this district. We uh none of none of us are have easy roles in this cutting um scenario. And so, um, I just I thank you for for that, uh, comment, Dr. Anderson.
Um, with that being said, I think that concludes that portion of our, um, the staffing and budget adjustment. Um, we will move on to the single federal audit report.
Uh, Director Ryder, thank you. Let me find the right report here. One moment. The hover. >> I think it's just in your board packet. >> We should we will Can we take a break?
We're going to take a break. Um we're going to uh just take a five minute restroom, get a drink, and then we'll move on. Okay. Part: 2
Yeah. And then uh All right, we had everybody back >> playing with the times that they >> ready. >> All right, team. We'll we'll move on with the um sing single federal audit report. >> Director Ryder. Thank you.
>> Yes. Um so this evening in your board packet, you have three under this agenda topic. I I won't walk through all of them, but I will point out what you need to know about each of them. So, if you take a look at the required communications, um I would point out that at the bottom of page one and at
the top of page two of that report, you will find essentially the three things that you need to know about this process. Um a little background first, I'm sorry. Um back in November, on the 3rd of November, you received an audit report from our auditors. At that time
they also told you they could not complete the single audit report at that point because they were still awaiting federal guidance and with the shutdown of the federal government that wasn't available to them. Since then they have received it. I do know that no additional testing was required on their
part in the process of between then and now. Um but they are completing that process now of that single audit and um it's time to just report out then those findings. Um so with regard to that the audit opinions and findings one thing they do is they check to see whether our
schedule of expenditures of federal awards that's all federal funds that we received is it fairly stated in all material respects and they found that it was as of June 30, 2025. They checked to see the results of the tests indicating whether or not we had complied in all
material respects with the types of compliance requirements that could have a direct or material effect on our f major federal programs. and there too they found no um issues in that regard. The last thing they check is to see if there's any deficiencies in the
district's internal controls over compliance and um that they would consider a significant deficiency. There is one. It is the same one that was present the year before. It is one that is rather tricky because although it's a finding, I can tell you that we didn't
work with any vendor that was debarred or any vendor that um was suspended. However, it's the documentation of checking it as frequently as they're expecting. So, it's not enough to do it when they first get them as a new vendor. You must do it as well every
time you reach a certain threshold of expenditures with them. And that's the tricky part. So, we think we've got the process now in place to address this and to keep us um out of trouble that way. Um but that's that's the deal. And so, um I'm not too concerned about that one
because it's a common one and it's a tricky one to finally satisfy where everyone is on the same page and and um agreeing that we've done what we can in that regard. So this kind of lays out what it was that they found in that the um the cap
which is the corrective action plan is listed in a separate document which talks just about that finding and you can see the 2025-00001 is the current year finding and back side of that page is the 2024. The last document that's included in
this packet um under this agenda item is the actual federal single audit report where you can see our federal programs listed as well as um a lot of repetitive information from the other two documents, but it's all in one one place.
Happy to answer any questions there may be. Board members, any questions or clarifications needed on that? I remember you mentioning it during the audit process. So, thank you for the further explanation.
>> Okay. Okay. Hearing none, we can move on to the next item on the agenda, which is the 2026 27 board budget. Um, Dr. Thomas, >> actually, I'll turn over to
>> Director Ryder. Okay, very good. >> I'm going to pull it up on the computer again this way. >> Thank you. um simply because we have um there was a request for the board budget showing the last year
expenditures as well. So that's what I'm pulling up here and hopefully you can let me see if I can get this larger. I think if I do this that will help. Okay, so this is the schoolboard
portion of the budget. Um first column of numbers being the fiscal year 25 actual expenditures. The next column to the right is the original budget from this current year and then the middle column of numbers is the revised budget
for the current year followed by what is so far year-to- date expend expended and then what we are projecting that budget to look like for the 2627 year. There are two parts of this budget. You'll notice these first um two sections all
have uh program code 010, which is the third set of numbers from the left on the account code structure. And that tells me that's a board expenditure. And then down below on the second part of this um page is one that has a 199 and
that's what we use to identify election costs. So um previously we did not have a budget in 25 for the election. Um so at that point in time the board budget only consisted of these first two
sections but we incurred actual expenditures. So you can see where the original 26 budget didn't have anything uh didn't have much there and we realized we needed to have more and that was done in the revision. So I hope that
helps to explain that a little bit better. I'm happy to answer any questions otherwise >> for members. >> Dr. Mason. >> Yeah, I have a few. Um, just trying to understand maybe the adjustments that were made. >> Um, and for the record, I am all for
taking this down to the lowest level possible because I feel like I want our money to go to our students. Um, but the the um travel conventions and conference went up like 4.5,000. What was the reason for the increase
there? So, under schoolboard budgets, the third one down is that 6,500 from like two grand. >> I don't know what. >> Right. So, there's u you're seeing a a um a budget projected for next year that
is has been increased by $4,500 on that line item. >> Yep. For what reason? >> The potential that we'll have four new board members and they have to take phase one and two with MSBA. other ends workshops. >> Okay. >> That was enough to cover. >> So just the conference stuff, not
travel. Okay. That's what I was wondering. >> Travel would be like mileage. >> Sure. Okay. Um you explained one of these. And then the additional like five I think we the printing and binding is way
up to to 5,000. Is that for election like materials and yes with expectation of like a levy or what? You're seeing the 5,000 under the election and that is for um levy prep um levy materials, excuse me. >> Okay. So, that would be for levy materials.
>> But there's >> the printing and binding. That's which one did you want? Under >> Yeah, the printing and binding. That's like five grand and it's only been like 500 or >> Okay. So, it was 10 grand and 25. >> So, that's specifically for the levy.
Mhm. >> Um, >> I think you answered the rest of my questions. Thank you. >> Anyone else? >> No, I just um I I agree with Director Mesa and I think any ways that we can make to reduce expenses with our
schoolboard budget um going forth for the balance of this year and then even into next year. Um, I know we were asked if we wanted to take an AMSB training course and my my concern is we're spending money on consulting fees rather than spending money on our students and um there's a lot of free classes. I'd be
happy to pass them on to you um that. So, um I'm happy to do that, but I do not support spending additional money on um consulting fees or trainings this year. So, thank you. And just to be to protect the record, the there wasn't
additional money being spent on that training. Um that that training is an optional uh thing for board members to either to choose to do or not to do. Um and that was covered outside of the
board budget. So, >> but Chair Brolan, wasn't it $200 per board member to take it? It does cost money regardless of which budget it comes out of, >> but it was it's not taking away from anything. It wasn't taking away from our specific board budget.
>> I'd rather the training the training again, it's the board members can choose to to do the training or not to do the training. So, any other um questions or comments on the board budget?
No, I'm happy to see it went down actually. So I think that's if everybody else is being asked to reduce their budget, we should as well. So thank you. >> Thank you. Uh next up is the levy survey update. >> Thank you, Chair Bullan, board
directors. So, at our last uh uh time together, um there was a uh desire to have some type of very brief survey go out um to the community still. Um and you know, there was mixed conversations. I think
several felt we kind of knew the the big themes um but wanted to have some kind of short um survey that would go out. So, we didn't know how much we should frontload um on the survey and I also didn't want to put costing here. We'll
talk about some costing um tonight. Um but I didn't want to have it in print because then the moment somebody goes in print, people say that's the actual number. Um so, we we'll talk a little bit about that. But the first portion of the survey is obviously just to validate
that we're making sure that we're getting our um residents, our community members taking the survey and not another community stacking the deck. Um and then when we go down into part two, the actual two questions because we were saying really short and sweet. Um the
first one just capturing trying to get a sense what are the things that are uh that's very important to you that you want to have protected or you want to see restored. Um, we started off by listing some examples, but we were wondering whether we were leading the we
would be accused of leading the the conversation in that and so we didn't we kind of pulled back from listing out examples um but people could write that in. And then question number two is trying to reconcile
um the uh willingness to support financially support the things that you think are ve are very valuable and and again we heard mixed conversations from the board to say just show a number. Um then we also
thought we should talk a little bit about what are some examples of how much it would cost to do certain things so that you all had an understanding of that as well. And so, um, and then also I think Director Smith a couple of board
meetings ago just asked also what you know given what you think would need to happen to really um respond to bolstering you know the outcomes and experiences for kids from the academic standpoint, what would that look like and what would that take? Um, so we we
kind of started with that. Um and then um we could itemize like this is what it would cost if we were doing class size. Um this is what it would cost to um um look at uh advanced differentiation or
to look at um intervention supports etc. So we have some of that ready to discuss with you all tonight. Um, and I don't know if we want to start there. Um, and then just kind of open it up to figure out what of any of these dollar conversations would you want to see
inside this to lead the conversation um, on the survey or do you want to just keep it kind of blank? Um, and then our initial thoughts uh, here are showing a lower investment basically maintaining what we have. If you all recall that
maintain what we have just to stay afloat was around that 7 mil. Um and that was roughly the $32 additional. Um and then the moderate would um you know
in higher would go up from that and we can certainly talk about some of the costing models that we've worked with Ellers as well and I believe we also correct me if I'm wrong director Ryder um we also noted the uh
the older Morris Leatherman range of 20 and and so just to show the board if if 20 from that survey. Um it was like 15 to and it went up to 20 in the in the most LA most recent survey that they that he did metrowide. What would that
look like? So we thought we would just open up maybe with some of those dialogues around those model models and then see how that might inform what we should add to the actual survey questions itself. Start with that. Director Ryder.
Okay. So, we will start with this then. I think as you just made mention of it um this is you've seen portions of this before where we spoke about the um the first
column of numbers which is the $3.3 million and um $180 or $15 per month and that would be in addition to where we are now. All of this is in addition to where we are right now. Okay. Um the
added column is the 486 in the pupil authority and that's 4 point almost five million almost 4.5 million there and that is the $20 per month that was referenced from previous.
You saw the third column of numbers for tax impact um the 377 previously and that's the $7 million that we talked about and that's at almost $32 per month. And then there is one listed here that is 807.
And the ask here was what is it going to take to get to 15 mil? And not so much about how much per month, but rather show me what it would do do an additional 15 mil. And so that's just out there for a purpose of um
discussion. All of these numbers I'm referencing are the Sorry, >> director Ryder, can I interrupt? So, with the with the 15 mil, what was that per what was that dollar amount? >> Uh 807, sorry, my math in my head isn't very
good anymore. It's about $67. >> Okay. Per month. >> Thank you. Sorry. >> Nope. That's fine. >> Absolutely. Thank you for that. I hard for me to always know what you need there. So, thank you. >> That help there. And then I'm
referencing the the row of numbers that show the 525. Um and that is the average um homestead property. >> And director Ryder, does the um Oh, does
the 1633 is that the um the dollar like right now we have the 624 or is the 1633 on top of the 624? >> All of these numbers are on top of the 624. We have >> that number would be 22 22 something. Okay. >> Yes. >> Okay. >> Yep. And
>> and does this does this also take into consideration the fact that like I know I had shared with you that example how you can take a $500,000 house in Shakabe and they have a $1,600 levy. Yep. and they pay the exact same amount of property taxes to the school district as
the same house in in um Prior Lake that we have a 600 per purple unit levy >> because we have fewer residents, less commercial, >> and so does this model take into account all those tax factors? I mean, I'm just
trying to get my arms around that. >> It it does. This is solely talking about the operating referendum, >> right? But it's talking about the whole like balance of like we have less commercial and we have more farm and all like all that whole calculation is included in there. And for us, the
impact to the taxpayer homeowner is um very close on the operating referendum calc >> to that which is the capital projects, >> right, >> tax rate, right? And in some districts, you'll find that that is a much bigger gap
>> and um so in those districts, it's far easier to pass the operating referendum than it is the capital projects. And it all has to do with the tax properties that >> the calculation. Yeah. I mean, I was shocked that Shakabe has a $1,600 levy and they pay the exact amount of taxes
to the school district as we do in Pri Lake. >> Yes. >> And which is makes it more difficult to pass a levy when we're more t sensitive. So, thank you. I think the only other thing is um with the inflationary factor, does that included in here at all or? >> Yes. So when talking inflationary
factor, this is something we'd have to educate people on, but you will not find anyone's tax impact data showing that because there is no inflation in the first year, >> right? >> Yeah. So >> So this is really first year impact. >> This is just first year. >> Okay. >> Y
>> um if I could just add a couple things. So um so that point here that we've been talking about for for a little while now we had in our first um levy conversation we had the bar graph and then this time around we
changed that bar graph to kind of norm for what director Atinson's talking about and that is we compared our district to other like commercialless districts. Is that the way of saying it? low commercial low commercial districts
just so that people could see where we're at in the pack. Um and then what you see here um you know there are certain districts that we seem to always be compared to to say why can't we be like and that far range is if we were
funded similar to those districts um that's what it would look like in our district. So I wanted to give the entire continuum for the board of extremely low to you know sitting at that top three or four you know in the metro.
>> Sorry. Yeah. >> You and do you want me to move on to another? >> Yes. Yes. I'm sorry. Yeah. >> So we have the um step ballot language and then we have the Excel document with the costs. Is that you want to go to the Excel? So let's so so
let's hold on the hold on the um um step document. Yep. >> Um so when you when we think about what it is that we would engage our community around in terms of a letting Can you keep that up real quickly? That that same graph
>> um >> going back to so to to to essentially break even to to just stay afloat. Um that is the 7 mil column. Okay, that's the 377 plus
the 20 something dollars that's being paid, you know, per uh 377 a year. Um divide that out and that was what again? 32. >> 32 32ish. Yep. >> Okay. Plus the 20 >> something that they're paying right now currently.
>> Yes. >> So roughly 50 oneish,2ish dollars a month. >> Yes, >> that's the ask to keep things afloat in our district. >> Um
>> Dr. Thomas, um can I ask when you say uh what that's the ask for keeping things the same? >> Um is that after uh the recommended um >> cuts have been already made? We make the
cuts and this is also premised on making 4 million in cuts or was it 3 million? >> 3 millionward cuts every every >> year. >> Every year. >> Okay. So, and I think it's I think it's
that's the thing that I think even at the last levy conversation, you were really trying to get the community under to understand is that um when we were when you were giving the separate asks
last time, it was you um just having the community understand that this ask of the $32 or the seven mil keeps things the same after all of the proposed cuts that we
are to make now. So it's so it's not the same as today. It's the same after all the proposed cuts. And even with passing this amount, it would be a continuum of
$3 million cuts per year going forward. And I think that's a hard it's hard for um it's hard to grasp because um it is. And so I think you know really
uh I I remember the last levy conversation and and the at the town halls and all of the you know district produced communication regarding it. it was um in line with what is being told
now. And so I think uh however we can solidify that this $7 million ask keeping things the same are not as today. Well, it it it is essentially I mean we're going to be in this perpetual
reduction cycle >> um with the 7 million that's coming in that just kind of keeps us at uh forget the term an even keel. Um and I just also so I start there
>> because the conversations or the question also was well last time you went out um you we as a district went out um we were asking too much and so if
we moderate the ask more in aligned alignment with what the community surveys were suggesting through Morris Leatherman What would that entail? And and that again is that left hand um the
left hand column I believe uh I'm sorry the 24 the 486 column. >> Um so this here is still going to require that 3 mil reduction
>> but we're not going to be netting what we would be in this other. So, we're actually going underwater by asking that. Okay. So, I just want to help the board understand last time around during the campaign
when I expressed my feeling of a bit being disingenuous. Um, it wasn't to try to ask for more, just to ask for more. It was really to help the community understand if we're
if we um align to that survey data that that is a challenge. I just need the board and the community to see that. And so
if you're asking me today, this this 7 mil is in my humble opinion like that's that's the lowest maintenance with the 3 million cuts. That's like the floor. Um
anything below that, we could certainly do that, but it compounds our our kind of fall fairly quickly. Sorry, question on that. Um, I was trying to find and I don't know if it's posted anymore. The deck that we shared in those town hall meetings.
>> There's a graph with this, right? It might be helpful. So, that aligns to >> So that the green the green line. Yeah. Um, >> I don't know if it's still on. Anyway, I can look later. I just if you could share this, maybe I could look later. Um,
I just felt like that was a helpful visual to compare. >> Yeah. And those are the three we those are the three that we um held held up. Here it is. Um, so it was
>> on the website. >> This if you go Well, yeah, it's on the website and it's it's this line right here. >> Yeah. >> Okay. That's the one that you're referencing. Okay. >> Under the business. >> Um, and that green line
on there, that was the highest line during our town hall conversations. That was the 377 per year. And by year, fiscal year 30 is when we would anticipate that we would start to dip below the fund balance threshold. Bless
you. >> The fund balance thresh threshold. Um, so that would carry us for three years. >> All right. And then the thanks >> we had a
180. So it was it was actually a little less than um that other column that next column to the left. So um >> thank you. This is helpful to >> Yeah. So
>> yeah, >> the 377. Okay, >> that was a three The green is the 7 million. >> Yeah, that was the seven mil. Yeah. >> Y >> and the orange >> is the 180, the red, and then the blue,
the teal, that is um just straight renewal. >> What we currently have, >> what we have now, >> no inflationary factor. >> I added in the 4.5 in there. Got it. Okay. >> Yeah. And then we added and then trying
to understand also um correct me did we run a tenure like what would it take to just do the 10ear run? >> Yeah to see the tenure we just need to look at that same document >> before you move off of here. Um the reason why I asked this board is the
feedback and you you heard the same comments I did. Well all of these go below the fund balance. They don't even last the 10 years. Mhm. >> So I asked Ellers or I asked direct writer to ask Ellers, what would it take
to just get us to the 10-year mark? Like what do we need every every month to make it last 10 10 years? And then we'll kind of talk about the >> sure >> step conversations >> and 10 million would be the equivalent
of taking that 3.3 and the seven. Okay. So that's 15 plus 32. So that's your $45 mark per month. Okay, >> say that one more time. >> So this was the green is the seven >> and we talked about the red being the 3.3 mil.
>> So from a tax impact perspective, you can take the combination of that 3.3 and the seven and you'll see it's $45 per month >> and that's going to be your 10 mil mark. Now that's going to be then a line that's going to be above the green, right? If we had that, that would be the
10 mil mark. Okay, I'm going to move away from this then and back over to here. So, did what I say just made make some sense there with regard to column the first column of numbers of 3.3
and then the third column over of 7 mil. Those two combined would be your 10 mil. And the tax impact would not be that much different than adding those two columns. So you've got you've got kind of a you know you can put it all together and
find the inter intervals, right? And then the last one being that 15 million mark um step language next. >> All right. So then um Ellers
shared with us an example of um Edina's ballot language they had from a past election and this is an example of a stepped approach. So what this means is that um you can
have a levy question and indicate in it when there would be infl um inflationary increases but then in the year in which you would take a step up to a set number. You don't get inflation that set number
year but beyond that you can continue to get the inflation. So you can have a period of time in which you can make steps up. So you're not asking for everything right up front, but then when you reach year three, for example, the language would read now the amount would
be this. And we'd have to set it in advance and make sure that whatever we set it for is is appropriate, right? And then from there until the next step, you receive inflation if that's what the language says. And you could do another step. This is only an example of two steps. um I should say one step up or
two steps, but you can do more. It's just is it's it's comm it's communicating to the public what it means. That's that's the challenge with this type of language, >> right? >> And and in our so in our town hall conversations, you know, utilizing that
blueprint metaphor, >> obviously um as we go higher in the levy value, it drives that monthly payment up. And so, can you kind of like an adjustable mortgage, can you gradually take the
community along with you and demonstrate proof concepts along the way of the return on on those components? So, that's part of I think the rationale that might be helpful for our community. um one to just um acclimate to the the
increments of asks accumulating to a larger dollar amount that could deliver something above just keeping us afloat um while also demonstrating back and here are the interim results of the investments along the journey. So if we
did class size just arbitrarily, that's a big thing that we hear about. Class size was, you know, years one, two, and three, that's going to be what we're going to ask for to to affect class size where it matters most. Then maybe years four, five, and six, we then begin to
add, you know, advanced differentiation and interventionist support. and then years 7 through 10 it's the next thing you know but if we chunk it out um and demonstrate how we get the return on the
investment in that chunk um I think people could track and monitor that more closely than maybe the amorphous big dollar ask and where's it all going to go so just some thoughts for the board to I >> I have a question on that um if we chunk
it out because I obviously Edina did it there's a couple of other school districts that have done that. >> More are going that way. >> Yeah, more are going that way. And at the end of the so many years, they have the option to one time renew. >> Do they renew at the higher rate? >> Oh, no. Nobody has interval up to to get
to that renewal state. >> Well, actually, a couple of districts are already at their maximum tax capacity. That did start with two intervals up, >> but if they're at their max, then when they renew >> and then they renewed at the max and they just did the Okay. Um, and that's I just assumed that they would renew at
the end of it. Yeah. Um, but I just didn't know since it it's I think it's I think only one district that I know of has been in that position. >> Yeah. And I and I'd want to check into that, Director France, because not so I don't want to misspe for another district, but when you renew, you renew
with what you have, right? >> And so if if what you have is at that point or if what you have is the scaffolded levy. So, does it step up again for another 10 years? >> See, that's what I >> I don't want to speak to that whether
>> and the district that I'm thinking of was at their maximum tax capacity and they had never failed the levy. So, it >> then they could only renew their current >> but that's why I'm saying I wasn't sure because that's the only example I could find.
>> Um the other thing is is that um I guess I have a general question. Why would we put numbers out there where we're just going to drop below subsistence level in a couple years? Why wouldn't we start with the lowest level that we're asking
people with in a range of a of a level that will keep us somewhat solvent and and with >> that's actually where we initially started as an admin team with this exercise. Um and again I didn't want to assume and get too ahead of the board
okay in this conversation but that is where we started as our what we believe to be the floor. >> Um it so >> the the seven mil >> um >> correct >> correct for the reasons that I've shared. >> Yes. for the reasons that you should. >> I'm not saying that's the thing that you
have to do, but I'm just saying I believe that is the floor >> to just stay afloat >> if if that's what we believe is the floor. >> And I guess to not having full control over state and federal
>> does that even give us enough of a cushion to stay afloat the whole time? >> Well, I mean that 7 mil staying afloat was with those $3 million in reductions, too. So, I mean, we'd want to >> do everything we can to um still continue our efforts to control costs
and to take a look at what other you know grants and other things that there are out there. I mean, relying on any one source here is not going to solve our problem. This is a a multiaceted complex issue. So if we got 7 mil with
an inflationary factor after year two um and we're still cutting 3 million a year cutting cutting. I mean are we prepared to tell the community we're not going to be able to put the programs in now that we're
cutting? That's what >> I mean that it's a tricky one, right? Because the other thing about that is remember my five-year projections that we've got have assumptions built into them that might be you know like we were just discussing earlier is it is it really necessary to continue the health
insurance increase forward for five more years at that same rate or is it likely that that's going to come back down you know I mean those kinds of things that we're are things that we're going to have to tweak and figure out you know transportation you know what is the result of the full RFP once it's all
said and done, is there any savings there? Are we still going to have this issue at the same rate that we had projected? Right? Because I had percentages built in for the next five years. So every whenever you do a five-year projection, you'll hear me say
the four four and fiveyear, you know, they're out there. So you have to reassess on a regular basis. That's the challenging part because you if you're going to make a promise to the community, you know, you want to be able
to hold that promise up. So hopefully you don't run into things that put a curve into it that all of a sudden now, you know, you thought you were fine with the assumptions you have. So sometimes doing the worst case scenario can help you because at least you can't
you're not overpromising and underdelivering, you know? So there's that to consider. It's like we just got to find the right balance for us and we have to be able to communicate what it is that we're doing. My my perspective throughout my career has just been here's what I know. >> Here are the assumptions. I can't I
don't have a crystal ball. I can't promise for sure, but I can tell you that with this information, this is where it would look like. I guess my biggest fear is the is if um the state decided to hold us at 0% increases, which is a
>> I think I think anything's possible with the state. Um I mean, we're seeing that right now with the special ed, you know, reduction. It's no longer going to be 250. Now we got to find he's backing off 50 million. So that's going to be 300 million. And uh and also just learning
about the literacy incentive aid being tied to the same formula as compensatory. And that's going to be a huge hit for us, you know, because we don't have the concentration of free and reduced lunch that some of other districts do. And so between
compensatory and literacy aid, you know, this is our bread and butter for just core support for kids. Um so so yeah, >> Dr. Thomas. >> Yeah. Um >> just a couple things. Um do do does any
district ever do a five-year levy? Is that ever covered? >> I've not seen one. I don't know if you've ever seen that in your career. >> I mean, I' I've seen seven. I don't know that I've seen five. >> Okay. >> Just because like you said, the unknowns. I mean, I think part of it um to your point, Director France, is that
I think our community does expect us to continue to optimize our resources. It's in our strategic plan >> and if we have 80 8,000 students in five years, we may have to close an additional building. I mean, there's those are all choices that I think that's that whole process of optimizing
resources and making those cuts while still providing um the programs um to our community. So, >> we would not optimize resources, but I'm just worried that if we start with too low of a number, we're going to get bit.
>> That's my concern. And when you give people options and you start with too low of a number, they're going to obviously navigate to that lower number and then feel that you weren't forthright when we're still cutting and we haven't
been able to make marked improvements. So, I guess my question is is why would we start something that we know we're going to be breathing out of a straw again with? Um that's it's just that's >> Yeah. And and again, I think this is the conversation. Yeah. Right. Um we're not
advocating either way. I I'll just pick up on this. Um sorry, pick up on the uh enrollment piece, too. >> Mhm. because that is so our four million um
over time or I mean our 3 million reductions every year are going to be heavily tied to the enrollment. >> So as the high tide goes down >> um everything across the system will reflect that. Um, so I, you know, as a
community, it's not just I don't I might I might not be saying this right, but it's not just about optimizing resource. It's it's it's reacting to the decline and we have to align for that and and take an account
for that. Um so but to your point director France there is also an expectation I believe and I've heard it I think you all heard it in these meetings there is a value ad
people are looking for levies to not just be basic operational um similar to what Dr. said that boosters should be doing the the plus, the extras. >> Levies used to do extras. >> Yeah.
>> Unfortunately, the situation that we find ourselves here in Minnesota is that many levies um your average levies, I'm not talking about the people that might sit at that far side of the line graph, but they're
they're no longer just the extras. They are the they are the lifeblood, unfortunately. um which goes back to and I don't want to be remissed from saying this. It's a both and. It's a local conversation and it's a state conversation. And and so we
know that the local is obviously within our scope of control at a much greater rate, but that doesn't mean that our voices can't be where they ought to be and challenge and push back when we have leadership now almost doing a 180, you
know, in some regards with the adjusted budget, you know. Um I know you all and some of you heard about this too when you were down there. So this leads maybe into a discussion director Ryder um just into the some of that costing
components of just what would it take we wanted to start costing out some things that we've heard um just to share this is not to say this is what we believe ought to happen but we wanted to give you a sense of from our academic
standpoint from our vision for what um you we believe would help move outcomes for kids in in you know accelerated ways. Um >> got to find it. >> Okay, sounds good. So, couple of things
that we looked at um was CLA. Well, the first thing that we looked at was class size. And um on average, I you've heard me say this before, moving class size down by one student, K12, it's about a million bucks.
Um, and I want the board and our community to understand the research on class size is pretty vast in terms of where you'll have an effect, you know, a a rate of change. So, when you look at class size, the
research will strongly support reducing class size in K3. All right? Um, and anything above third grade, your class size reduction really could go as high as almost 40 kids in the class. And
research will show it doesn't have a great academic effect. All right. So, what we what we looked at here was looking at just K2 um to really hone in. So, we've, you know, put out some um numbers. So this
is what it would take to look at a 1 to 18 ratio. Um and the ratio in research is somewhere between 16 and 18, but we looked at 1 to 18 ratio which is down
from our 22 class size target. to do that in K2 and all of our elementary teachers for next year with the consolidation that would require an additional uh 22 FTEES. Okay.
Um when we start looking at then some of the instructional supports, we currently have reading specialists um in our elementary schools and um to to match that for two uh math and
reading to add just for elementary six math specialists. You see that cost there. um looking at the middle school and high school to have something equivalent to do both the advanced acceleration work
as well as interventional support work. Um you have the middle school and high school allocations there. And then similarly to class size at K2 or K3, when you when they look at
research on class size for high school, it centers around your core subject content areas. And research is in the neighborhood of 28 to 31. And so we just sharing with the board if we were to do
the high school and middle school core classes at a target of 28 and set a target, that's what it would take. Um, and then lastly, what you see there is if we wanted to supplement or do
something different with some of the uh licensed support in those first A through D lines. um and use academic paraprofessionals, you can see what the average cost for
one of those would be. Now, they're not going to get the effect and outcomes as licensed staff necessarily do, but it's a it's a I just wanted to have that out there. So, I share that because I I want and and
now this isn't even going into some of the um enhancement types of programs like we've been talking about tonight. I just wanted to focus in on kind of that instructional core if we made key investments around that instructional
core. Um what costing could look like. Okay. Um, not that we're advocating for this, but gives you a sense and part of what I wanted to help the board and our
community understand is the wants are very very high for things >> and um and I just again just starting here. So if we wanted to enhance other types of programming um then obviously programs are people.
So, so just sharing that with you all to just get perspective and and I know a couple of us have talked about this in our one-on- ones. Yeah. >> Question. >> I guess I don't understand like the specialist concept. So like just take
for example the middle school instructional specialists. Like what does that mean and why do we need six of them? I guess if I just look at like we have advanced coursework in every subject core subject besides math. >> So we have I I don't know two or three
sections of advanced MN studies or English or whatever, right? Like that's probably one FTE or even probably half of a teacher. So why why do we need six to bring back middle school
>> advanced? It it wouldn't thank you for that. I don't think um we're at a position here I heard the superintendent say we're not saying this is our advocacy but uh what would a specialist do? Uh teachers are doing the best they know how to do right
this very minute. They're not saving their best strategies for any other day. They're using it now. So if we want to perform better, we have to provide support for them to uh learn and improve their skills. There's hardly any professional learning time on our calendar. Uh, as it is, the contract
that was just approved, negotiated away, professional learning time. And so, um, how can I get better? I might need instructional coaching. I need to work with somebody who can help me, uh, do better than I do right now. Uh, because I'm doing the best I know how to do right now. And we haven't had that
investment before. Uh, so a specialist allows you to treat both sides of the diamond. So when I say diamond, I'm talking about the intervention side which has three tiers to it. Uh and also the enrichment and extension side. And so uh you can train and deploy
specialists to treat both sides of the diamond without saying these seven kids are going to go with this 1.0 FTE all day for intervention, but rather build the capacity of the whole grade level to meet intervention needs. uh and director
Olstead asked some questions about well how might that look at the middle level if we make a cut to a particular program but I hear strong interest from the board how are we going to extend and enrich and help and serve uh any learner who has the ability in any place to
extend or enrich or be advanced in their studies and so uh it gives you a costefficient way to meet the needs of every kid no matter what side of the diamond they're on without saying we're going to pull out these 21 kids and say they get a one point 1 1.0 FTE. So it's
more nimble and efficient which aligns with uh that optimization of resources that I hear is so important. So it's an example of a way we could do that based on the values that we've heard the board express over time. >> So I mean to be honest like the the
feedback that I hear from a lot of teachers is like I don't want specialists in my classroom. I would rather just a smaller class so that I can focus on teaching. You know what I mean? Like I I feel like I hear that a lot where I just I I'm concerned like our community won't value instructional
specialists. Maybe it's a lack of understanding, whatever it is. And I know it was on the last levy, I believe, like differentiation specialists or interventionists and I can't remember how it was worded and that didn't pass. So like my only concern again, my concern is how do we get this passed by
our community and do they value this? It's like I don't think when we sat in those town hall meetings it was I wish we had more instructional specialists. It was like I wish we had advanced math in addition to other subjects or you know specific things. >> Yeah, I I totally appreciate that. You know I have worked in districts that
have more resources than less clearly and um frankly we can't afford a model where we do a traditional build a whole program for any particular learner. This is a more flexible model and certainly people are going to map on to what their
experience was. So when they were going to school, did they experience a educational specialist? No. Do we have to call it that? No. But I think what a community could appreciate and probably would if we did a good job of communicating like I hear you advocating is to say, do you want our teachers to
have more capacity to do better job for every kid no matter what their needs are or what their special talent or skills are? I think we want to extend and enrich for every kid who needs that support and we currently don't do it and we want to intervene for every kid who has a skill or knowledge deficit and we
currently don't do it and I think the community would probably support that and so we could tell that story and build a model where we do that and actually do some innovation even from a place where we have le less resources than everybody else in the metro we could still do innovation with that kind of work. So I think with the right
communication and the right partnership with our educational leaders who have high capacity as I was talking about earlier, we could do something the community actually would want. But folks are going to map onto what they know and we haven't told them a story about what's possible in a way that's
inspiring. And I think we can thread the needle in some ways by this kind of thinking. We don't have to call it educational specialists though, but meet the needs of every kid whether they're advanced or or at a deficit presently. I think the community would support that.
>> Yeah. I I don't know on that either. Sorry. >> I don't I think we can talk about it. I mean, it's important for me to hear >> what you're hearing and to appreciate that. And uh >> I consistently hear like just again the feedback from teachers is like we just want class smaller class sizes that I
can focus on doing my job and teaching. And I think from my perspective and what I hear from a lot of parents, we do a really great job in this district helping struggling learners through special ed through whatever programming. It's our advanced learners that we're
we're not doing as great of a job. >> I definitely hear that perception and I hear that feedback, too. And frankly, when I was a principal, we did the thing I'm describing. And now uh you know 40 to 80 schools a year go to that school including people from Prior Lake just
this very week already today went to go see how did you get that going? How did you build that? And it didn't require hordes of new funding and it didn't require uh traditional treatments. It took existing resources and said let's do this in an updated way. And so I
think it's super important parents said the same thing I'm hearing you say. I'm one of those parents that wanted uh accelerated advancement and enrichment for my learners. Uh but I will say I appreciate the perception that we're doing a great job for kids who who have
needs uh to close gaps, but I'm here to tell you we aren't doing an exceptional job of that. So that could be the perception and I totally would validate and honor that and I'm telling you we could do a lot better. And so again going back to the notion of
you know the the the two dominant themes you know class size being one of them. Um you if we just look at that um just pure classroom both at the elementary and the secondary core um
that that alone is I can't I can't see that far. >> Oh sorry >> um a F just looking at oh I'm sorry the ratio A F and E >> thank you
>> 3.6 three >> okay so if we're just looking at class size now we're again we're looking at kind of researched ranges that show an effect size on on outcomes for kids that is 3.6 >> Dr. Thomas, just in interest of time,
are we here to make decisions on how this is going to look? Are we more here to talk about what this survey is going to say tonight? So, I don't want to get too in the weeds of something that we can ponder and come back with more um more conversation regarding, but I do have some feedback on the survey if we could get to. >> Yeah, that that's fine. So, I wanted to
just make sure you have that. So if if any of that needs to be a part of lists of examples or or costing to the community so they understand what class size reduction takes. I want to make sure that we're >> they're not just saying class size and
they have no idea what it might cost. So >> could you share these with us? Yeah. >> Following the meeting. >> Yeah. >> Thank you. Well, and I do think that was feedback coming out of the other le of the past levy is that we were not crystal clear with what these what we were um getting as far as if they were to spend what their investment would be.
So, I think that I do think that needs to be included in here somehow. Um, I also think we need to somehow add I had the pleasure of sitting at the table with a previous board director in one of our town halls and I asked him straight up like why how did you come up with 624
which was really 924 at the time um with no inflationary factor well they had come off of another big or maybe was passing another big levy the big capital levy so knowing we have a tax sensitive community that's where they came up with their dollar amount so I think including that if we're going to include an
inflationary factor I think that that needs to be on here somewhere. Um, the other feedback I have is on the beginning of the survey, I just I have a really hard time I'm a salesperson starting out with a negative connotation of the first sentence is like so
negative. And so if we could focus on something that says something like Prior Lake Savage values are the input of our community um to help guide potential next steps including whether to pursue an operating levy. like I don't know why we're starting a the first sentence with a negative um
connotation. It just feels yucky to me. Um I appreciate the verification of our district residents because um that I think is very important. These are our taxpayers in our community. Um and then
I don't know. Oh, the other thing I wanted to say is is there any way to add anything? I would not support a levy at any level to ask to add comments or why or I think that would be an interesting yeah that would actually be an interesting to get feedback on well why
wouldn't you supposed um support a levy because that might be be able to help us um >> how do I say come back and relook at how do you turn some of those votes no votes into a yes right and and there are people there are no votes who would turn to yes for various reasons so that's
just my feedback um opening hear from other board directors as well. >> Director France. >> So, first of all, I like the opening paragraph. We need to impress upon people the situation that we're in. We're not trying to sugarcoat anything.
Um, and we need to be perfectly clear what's going on. Um I do believe that number one uh under priorities and funding options is um it is a little leading and I think
you're using language in there like uh intervention and enrichment etc. I I uh I'd like to see you guys take another cut at this to make it a little bit more um a non-educational lexicon, so to speak. Uh simply because
um whereas I think we all understand what you mean. I'm not quite sure the person that doesn't have a kid in the district and hasn't heard this language maybe maybe create a little bit more um you know um
a little bit less uh educational lingo focused here. Um, I don't know if we need to preface it also with our recent town hall conversations that simply because um that makes it sound like everyone's in agreement and we, you
know, from 48,000 people in our district of which almost 30,000 are voting age. We had a, you know, just put down we've heard similar, you know, here's options or here's just what we've heard. What do you think? That sort of thing. Um, and
then on number two at the bottom, um, I would put, um, our best first range next to lower investment um, and don't do anything to kind of um,
basically step on a rake by giving them a number that we're going to be again suffering from. So, start with that. um start with something that is going to actually get us through the 10 years at a baseline. Uh maybe without many
improvements, that sort of thing, but definitely is going to get us through with a conservative number and give smaller $5 increments as you go up into the higher or maybe $10 increments, whatever is going to get us to that
optimum level. um and um you know gauge the uh the feedback from that. Um that would be my input. Any other board member input on what was
presented in our packet? >> Dr. Um, I know that this is, you know, intended to get feedback from, you know, the the people who can vote on it, but I'm wondering if there's a way
we can ask all families, including open enrollies. >> Well, it would. So, this survey would get pushed out to our families. >> So, they would get it through their emails. Well, and I Okay, that's great because the number one, it says we
require respondents to verify that they are residents of the Prior Lake Savage Area School District. >> No. >> And that might not be the case. And so, >> I I like I I want to verify that information, too. I I do think it's important, but I I just I don't want,
>> you know, an open enroll, well, then they don't care what I think, which we clearly do. >> So, I didn't know if >> Got it. >> Somehow we can add >> can change or add that. Yeah, >> director Alstead I would I'm not I just want to challenge you in the fact that though if somebody's coming and living
in Burnsville and they say I would love you guys to spend $22,000 to educate a student and they're not paying taxes. >> How do we get I mean how do you justify that? >> Well, and I I I see that I see that and I I'm thinking if there's like even a
checkbox like do you currently have school age children attending Prior Lake Savage Area Schools? Yes, we live in the district. no or yes I do when we open enroll or something like that. So if we I I do appreciate their feedback but I
see that point and I think we can >> address >> I'm sorry >> can we get that from their address? We have to actually try to ask >> and maybe we can. I'm just trying to if if we can do one more click to make it easy. >> When we when we've done this in the past because this is the same process we do
we capture and screen for that right when we run it and analyze it >> because like a savage address for example versus >> Yes. Good evening. So, in the um I believe it was the post levy survey we did last spring or it was a it was a
former survey that we did um with Dr. Zumbush um was able to look at those addresses in the back end and >> um with help with our business department um would vet those. So, um we did include open enrolled families. We can do that again. I see your point
where if you were an open enroll family looking at you think that you couldn't take it. Um but it is open >> that clarification. >> I'd prefer not to think the fact that but I think it's the fact that we're really focusing on how much people would spend
>> one person. I I'd like to add because I think somebody else has talked quite spoken quite a bit. Um I would like I like her director Olstead. I like your idea. I just don't want to call them out necessarily if we can look at it by address
>> and I think if it agreed so I think if if it is easy to or easy I don't know if that's the right word if it's >> if you can tell from an address by plugging it in that gives us the data that we need but yeah I I see that too so
which it sounds like it is >> any other board member feedback on this >> director Mason couple things um question first of Sorry. Um, how are we going to distribute this and like specifically how are we going to get it out beyond just our district families?
>> So, yeah. So, our right now would be through our digital newspaper. It would be through our libraries, through QR codes. Um, it would be through our direct email to families who are currently enrolled here. Um, and you know, any kind of posts in our schools.
Could we potentially post it on like have the city posted on their website on the cities the two the three cities there's Credit River um >> you know Credit River is the toughest one because there there's a lot of >> Yeah. >> Yeah. So I mean we we would access those
types of venues. Yeah. >> And obviously it would be on our website and you could scan it that way too. >> Okay. Great. >> Or take it live here. Click live. >> Great. Um yeah I mean I you know I like the format of this. I like that we incorporate like we've already heard and
so here's what we heard. Um on question two, so just so that I'm clear, you are going to add the numbers to these options. Yes. >> Um I I would add numbers. Um and I would I would want to know I would want to get
agreement from the board on that floor. >> So like the lower would be the >> the the lower was the seven. >> So $32. So, we would probably say $32 per month on the average. >> $32. Yeah. Yeah. Yeah. We wouldn't. Yep.
>> So, you're asking, Dr. Thomas, you're asking for board direction on that. >> Well, I want I want to be mindful I want to be mindful of our conversation tonight. The comfort of the board is 32 the floor. Like,
>> as long as we qualify that because 32 is for the $525,000 home. Um, >> yeah, we would, yeah, we would have that qualifier. >> You'd have to have something in there to kind of show them where they where they stood. >> Not everybody will pay 32, no matter what number it is.
>> What the last levy was again? I know I asked this last time. >> It was 40 45 for a 30 a 45. >> Okay. >> Right. >> Yeah, it was 45. >> 45 is what was on the Okay. Um >> that would have given us 10 million
>> and and 32 doubles what we're currently have basically >> it doubles because it goes up to if you add the 600 plus the 12 it's doubles what we're currently having we'd be at >> what's that
>> we're at 5.7 we would then be at 12.7 >> correct so I think it doubles what we currently have >> right >> I don't know it almost feels like we should have a little bit lower of an option even if we had to reword this to say continue cuts or I don't know I just
I feel like that's a high place to start given the last one didn't pass and the Morse Leatherman survey or whatever it was that I don't know >> so so again we that that could be I mean you could put low you know we were trying to keep three but you know if we
wanted to add a fourth and say lowest lower moderate higher >> like if you say like the lowest investment is re basically renewing the levy plus $20. We're still having to make cuts. I don't
know. I just feel like that is something we might want to point out on here as a low point because you're still asking our taxpayers to pay more money while we make cuts. I don't know. Um again, this is hard because >> we went with the higher amount the last
round and it didn't pass. So, I'm just advocating that we do something that passes. >> Um, and and my other feedback on this besides the level levels is just I think we should be more explicit because that was part of the feedback from the
voteers where we say address class sizes. I think we should explicitly say address CLA K through two class sizes and you know adds targeted student supports. What does that mean? So, like I think we have to be more explicit. Well, and that's why I brought up this
conversation on the thing. Um, so you all had a sense of what that could potentially be, the specialist conversation. >> Yeah. You know, >> it's just what I consider a student support. Somebody else might think it's totally different, right? And so then we're not coming back with what we promised. And that's >> worry.
>> Well, and I I would say too like uh you know the biggest um thing that I keep thinking about myself after you know the past levy, the town halls, all of the things is like we need to make sure that
um we are continuing to point people to the source of information which is the district. And while if you're if we're trying to get agreement upon what the asks are or if you're trying to get direction from the board tonight as of
what the floor is, what I heard you say when you were sharing all of the the slides that you and your team had um worked on was that >> uh the 7 million is the floor. And that's kind of where you and your team
felt um would be the bottom ask. And when when I hear you say that and when I hear the context of other of your senior leadership team, um I want to take your recommendation of
that's the floor and I while we do have a tax averse community um that has been our situation um for decades um And
given our current situation, offering a tax increase that um does not meet that floor of keeping things the same while continuing to um face
reductions given our projected decrease enrollment. Um, you know, it was again going back to where you stood with the the levy ask and presentation, you know,
two years ago. Um, while I I understand like, oh, you know, maybe we should just do less so that we get something, I don't know that that is our the best thing for our community. I
mean, when we're thinking about what our role is as board members, our role is to uphold community trust in our public education system. And the way that we do that is by listening to our superintendent, his senior leadership,
and all of the district staff that pour into our students and families. And it's easy to um take information as our understanding of what's given as board members and to you know have questions
um and we're to bring those questions. But if we're not displaying trust to what the team is telling us, we are not upholding our duty. And so with that being said, I my thought is that the
floor is the floor. >> So why why don't I do this? Um uh we can go back and rework this to incorporate some examples and some costing based on what I heard dialogue
tonight. um would it be okay for me to just email individually um the board members um to say >> just give me your thoughts, give me your feedback. Um it's not going to be in a group. We're not going to have chats but
like your direct feedback to the revised version of that and then >> so that your team can bring back >> and I'm hearing from you all and if you have perspective then just bring it back to me and then because we're still targeting this to be so uh like that
second or third week in April that would would go out. >> So would we would this come back to study session? Um, this would come back to this would have to come back to the 13th meeting. >> You want to keep that time
>> if you want to keep that timeline >> because I think that, you know, it's very helpful for the district. This is my my opinion. Um, but I believe it is very helpful for the board that the district brings forward their best
recommendation. And I understand wanting to get board feedback. And so, um, if if the best way for you to do that is to send out an individual ask from board members to to, >> yeah, to receive the feedback so that
you can bring forward the the, you know, um, best recommendation as far as you and your team after hearing from the board, then I would suggest >> then I'll doing that. >> That's how I'll manage it. >> Okay. >> All right. and then we could still make the 13th for any kind of action and then
it can still hit the the window. >> Are there any more um questions or feedback on on that item? >> I just want to say if it's okay um please thank you for the hard work that you did put into this and for the
preparation and the breakdown uh that helped it helped me a lot. So I appreciate the hard work >> and I will send that to you all the costing so you can just get a sense of >> that would be great. Then I just have a question. Is the whole intent around
this survey similar to what we did with the Morris Leatherman survey though? >> No the Morris Leatherman was much more extensive this >> No I understand but it's is the intent like the end >> the intent is to understand what our community what will what is what does our community want?
>> Yeah. What yeah like asking the community what what And we need to listen to the district's recommendation, but at the end of the day, the community are the voters. >> Yeah. >> So, we need to listen to our community. So, okay. I just wanted to understand the >> It's a both end. And and and what are they willing to pay for that want?
>> Okay. Thank you. And thank you for the information. It's very helpful. >> Good. All right. There's no other items left on the agenda except to adjourn. Good night, everybody. >> Thank you. Thank you.