information can be found on the district website. The meeting is now called to order. It is November 19th, 2025 and the time is 6:44 p.m. Our mission is to provide a safe and caring climate and culture in which we engage, inspire,
educate, prepare, and empower all learners in partnership with their surrounding community to be successful in today's and tomorrow's society. Um, Heather, can you please lead us in the pledge of allegiance? I pledge allegiance to the flag of the
United States of America to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Thank you. And then can you please call roll?
>> The following board members are present present at the district administration office. Scott Andre >> here. >> Natalie Copeland >> here. >> Aldgrren >> here. >> Zack Dorhalt >> here. >> Diana Fenton >> here. >> Shannon Haw >> here. >> Heather Williams here. >> The following cabinet and staff are
present at the district administration office. Assu assistant superintendent of secondary education Dr. Jason Harris. Assistant Superintendent of E E5 Learning Nikki Hansen, Executive Director of Community Education and Community Partnerships, Shannon Avenson,
excuse me. Executive Director of Human Resources and General Counsel Tracy Flint Flynn. Executive Director of Operations Matthew Boucher, Executive Director of Special Education, Danny Mayor, Media Technicians, Paul Novak and Gordy Scott, custodian on site Emerson
Beamer. >> Okay, thank you. Then I'm looking for a motion to approve tonight's board of education meeting agenda. >> So move. >> I have a motion by Scott and a second by Natalie. Heather, can you call vote? >> Diana Fenton, >> yes. [clears throat] >> Natalie Copeland,
>> yes. >> Al Dalgrren, >> yes. >> Scott Andre, >> yes. >> Zachor Hold, >> yes. >> Shannon Hos, >> yes. >> Heather Williams, yes. >> Thank you. Then we have the consent agenda. The consent agenda consists of non-controversial items the board adopts
routinely without debate. Any single member may remove an item from the consent agenda by requesting removal at the time the consent agenda is moved for adoption. On tonight's consent agenda, item A, approval of minutes from October 1st, 2025 and October 15, 2025 board
meetings. Item B, approval of bills and other financial transactions in the grand total amount of $6,214 or $21,49047. Item C, approval of personnel staff changes. Item D, acceptance of grants,
grant awards and donations. Item E, approval of proposed revised board policy 902, use of school district facilities and equipment. Third reading. Item F, call for bids tech single user restroom remodel. Item G, call for bids,
Tahi roof replacement. Item H, call for bids, Apollo renovations and additions bid package one. And item I, bid award, multi-purpose athletic facility bid package one. We at this time I believe
we might have one or two um requests to remove an item. Do I have any requests to Natalie? >> I would like to remove D, acceptance of grant awards and donations. Okay. And then the plan is to recuse yourself from
the vote. And Al, >> uh, Madam Chair, I'm going to pull item I, bid award, multi-purpose athletic facility bid package one. >> Okay. So, I'm looking for approval of the consent agenda, except for item D
and item I. Do I have a motion for the rest of them? >> Second. >> I have a motion by Diana, a second by Scott. Heather, can you take vote on those? >> Copeland, >> yes. Heather Williams, yes. Zack Doorhold, >> yes. >> Al Dalgrren,
>> yes. >> Diana Penton, >> yes. >> Shannon Haw, >> yes. >> Scott Andre, >> yes. >> Okay. And then, um, Natalie is recusing herself from item D. Do I have a motion to approve item D? >> Moved. And a second.
>> Second. >> I have a motion by Diana. Uh, second by Al for approving consent agenda item D. Heather, can you call vote on that one? Al Dalgrren, >> yes. >> Zack Dorhalt, >> yes. >> Scott Andre,
>> yes. >> Diana Penton, >> yes. >> Heather Williams, yes. Shannon Hos, >> yes. >> Okay. And then we have item I, uh, which was pulled bid award multi-purpose athletic facility bid package one. Go ahead, Al.
>> Madam Chair, I'm just pulling it for [clears throat] some discussion uh, on this. I just a little confused in the entire process here and I know that we've been working in the very last minute here trying to come up with some
solutions on this but I had a number of questions on so first of all this bid package bid package one was for the foundation I believe and then apparently for all of the outdoor work also. Um,
and I had a number of questions that I did submit, but I haven't received answers on them. A number of them have uh concern safety issues um like sidewalks that the plans the only plans that I've seen and now there they may be
working with a completely different set of plans. So, my concerns might not even be substantiated, but the only information that I have when I look at it, there are no sidewalks around the building uh next to the parking lots, which would force all people going to
the multi-purpose athletic facility to walk through the parking lots and then through the traffic lane that goes in front of the front door and either cross the street to the nearest sidewalk or walk through the street until you get down to where the door is. uh concerns
about where the access door is for equipment. It's like a garage door on the building, but I don't see anywhere on the plans that there's any access to that space on the building. Um there right now they store
uh field materials in the woods next to the pond, but I don't see any access to get to that. There's cur they're going to be putting in curbing. I don't see any access for people to get to that. Um
the plan right now on the south on the west side is there's a median in the parking lot and there's parking. So there's a a rather a rather large median in the parking lot. There's parking over here and there's parking over here.
And naturally it would be one way going around. And to me it would be natural with with angled parking. uh is a one-way drive, but apparently they need the extra they need the straightin parking to get extra spaces. But then
that raises the question, if it's not one way, do we have enough room on both sides of the median to get cars traveling in both directions? I I don't know exactly what the scale is or how wide those are. Um, and if it
isn't enough room for two cars, then it really for from a safety standpoint should be one direction. Then as you're leaving that lot, if those are both two-way, you've got two lanes side by side going into
it's it's a really weird spot on there, but you've got traffic coming from the lot next to Apollo coming in and then it kind of curves like that and goes in front of the facility. But then there's two access points right next to each other going into the lot on the west
side and I could just see and that's right where the crosswalk is. [clears throat] So you could have five or six cars going in different directions all at one time in one spot with what kind of traffic control are we going to have? And there's just there's
things like that that I think I want to I I would say before we do an award of a bid package, we should have answers to those types of questions. I understand that this is under a fairly tight
timeline and so they would appreciate it if we would approve it this evening. uh knowing and I and I'm being promised that I will have the opportunity to ask the committee these questions next
Monday and that that they can make some alterations to it if we approve it. Um they still have the opportunity to make some of those changes. So, I guess I will trust the word of the committee that they can and that they will listen
and that they that they will take the the questions and concerns seriously, but it it really has to come to us in a much more clear format. If there's a different set of plans, we need to see
them that that for certain. But if we have to be given an opportunity to ask questions and we haven't seen anything on this multi-purpose facility since September 3rd when it was shown at the board meeting and so I mean
there has to be another step somewhere in this process. So, with that, I'll move that we approve it with the annotation that there's an opportunity next Monday to
bring forth some concerns and get some answers, >> but compromising. Okay. Um, so look, you're you just made a motion for that, correct? Okay. So, um either I'll take a
second and either some discussion or I can if anybody has that or I we can just go no further a second. No further discussion and push it through. So, Diane, are you making a second? >> Yeah. >> Okay. So, Diana is making a second on
that motion and then Scott discussion. >> Yeah. Um, [sighs] Al's raised some really good points and I do think we should maybe table this until the next meeting and get some answers before we go ahead and approve it.
Okay. So, Al's we have So, yours is a little bit contradictory. I think we're right now we have a motion, a second to approve it with the trust and belief that this is you're going to have discussion. Are you saying you don't
even want that? You're >> I don't want that. >> Okay. >> It should not be approved until we can see it. >> Okay. And so, um, do does do any other discussion, Natalie? Thank you.
>> Um, this is interesting. I'm also kind of thinking along the lines of Scott, if we don't feel comfortable with it, if even one of us doesn't, then it's important to talk about it um and see it before we vote on something that you know the community is really entrusting us to to
be part of this process. Um my question is what is the timeline issue? Um can maybe Matt could speak to Matthew could speak to that or I don't know if there's someone that can say if we don't approve it today then XYZ will happen. I'd like to know what the push is instead of
tableabling it for two weeks and then bringing it back at December or calling a special meeting if we have to, you know, with a 3-day notice. >> Thanks, Matt. >> Um, I'm going to disappoint a little bit. >> Uh, Amy would be best to speak to it
relative to what does it mean to the trickle down to to the project [clears throat] moving forward. Um but we are we're at the point of of trying to get it out there to get bid and so this is the first step to get us >> it has been bid. >> Yeah this is >> this is a bid award >> award.
>> Thank you. Thanks for correcting me. Um and as we look at the other as we coming forward I know we're pushing hard um because February January February is when we are starting process um so I don't have exactly the timeline in front of me and Amy would be best to speak
about it but unfortunately Amy isn't here tonight. I heard some of your concerns. I was trying to pull up some of the diagrams. Um, and I didn't I haven't pulled them up yet. Um, when I look at the diagrams, I don't see the same concerns out to the sidewalking.
>> I CC >> I CC you on my email. >> Okay. >> Um, and I had a I had a diagram the diagram that was pro given to us. Okay. And I colorcoded all of my concerns and wrote them on in the
email. I'll take a look. >> Anybody want to speak again? Because I'm waiting for a reply about something to see if I can get more information. Do you have any Scott? You look like you want to say something. >> I don't think we should approve it until
we say it. We should table it. >> Okay. So, wait three or four days. I don't I don't care. But we got to see what's going on before we say yes. >> Okay. >> And we could either do the ne the next time if that works in the timeline, the
next board meeting or if we if that timeline needs to be stat, then we can do a special meeting. >> I'm told that it doesn't work the timeline is such that it does not work to wait till the next meeting. >> So, let's do a special meeting then. >> So, it have to be done through a special meeting.
probably [clears throat] on >> we'd have to post it for three days. >> It couldn't be Monday. Tuesday. >> Well, it could be Monday. >> If we posted it Wednesday, >> are three days business days or just say three days? >> We'd still have three business days
>> and we did it on Monday. Tracy, would that count as >> Thursday? Thursday, Friday, and Monday. >> Mon. >> We could do it on Monday. you know, and again, I I can't even tell you
that all of these are valid concerns because they may have addressed some of these and just not shown them to us in the information that's been provided to us. But from what's been provided to us, it would be a real concern.
Okay. committee hasn't done their job. We shouldn't approve it. Okay, just a second. Sorry. And um Yeah. And and uh hold
>> what? Okay. I'm Yeah, please jump in. >> We still get to see plans that are changed. We still have input as things go forward as a board, right? >> What? No, I'm not following. We still What? No,
>> we still have input as things go down the road as a board, right? >> Yes. But not on bid package one. This is all of the fields and the parking lots and and found it's the foundation of the building [clears throat]
>> and then it's the parking lots and the fields and I I mean I have other questions on the fields just that is there ADA accessibility to all of the fields which I don't see on the map
>> and I'm assum can you I'm assuming if we approve bid package one that anything beyond that is a change order which then adds price. >> So I would agree. I don't think we're in a position I mean we can call a special meeting. I don't think we're in a position
>> to approve at this point. >> Okay. And so um there's a motion for approval which we need to vote on. and then we can look at a motion for tableabling until however long we need.
>> Okay. So, sorry. Um, so we have a motion and a second. Are we pulling? Do you want to pull your first and second or second and first? Is that how we do that? >> Someone have to pull that motion. >> Yeah. To pull Do you want to pull your
>> rescend your motion? >> Sure. and [clears throat] and then naturally that resends the second. Okay. And now do you want to uh make a motion that we
um move this item to have a special board meeting on Monday after you um get further answers? When would this happen on Monday? Do you have a finance meeting or >> did was that am I correct in
understanding that you were going to connect on Monday and hear things? >> I believe that there's a building design. Is that correct, Matt? Building design meeting on Monday? So that's probably the meeting that she's referencing. Okay.
>> Okay. So then it would be after probably after like three or four or five >> maybe Tuesday. Uh, I think we need Monday. >> Okay. >> Did you hold it after business hours on Monday? Does that count
>> if Jan post? >> Yeah. Can we get posted today? Jan, are you listening? [laughter] >> I don't I don't think we want to mess with open meeting law like that. >> No, I do I don't know how the five finger rule works. So,
>> we have to do it on Tuesday. >> It would be Tuesday. >> It's come some more time. That's good. >> If we were to move to accept with certain stipulations attached,
are those clear enough in your head? >> Jan says, uh, if the date is decided on today, we could have it by Monday. If it's decided on by tomorrow, could be Tuesday. I'm sending an email to Amy and
Lori. I um I was a little bit unclear about that about if we decide today that that's not posting. That's just agreeing to post. So, are we still stuck on
>> Yeah. So the question would be Jan if you're listening can you post today? Can you post after 5:00 PM? Is that okay? Can you post up till midnight? Is she >> the [laughter]
days before? >> Okay. So >> typically >> Tuesday. Okay, >> that's better. >> Okay. So, I don't know the I don't know if Lor's listening. >> She is >> texting us.
>> Okay. Well, I'm texting her. >> She's got a group. >> Uh, yes. >> Tuesday. >> Well, I can you can Do you want to see what I can Oops. Sorry, I meant to send that to
>> There's a map stack on the back on the second page there that has it's colorcoded. If we were to if if you're comfortable I mean entertaining motion to approve with as long as these all these are
addressed. adding this to the motion. I mean, I know it's it's tricky. Um, but if we were trying to save time, >> yeah, I think it's difficult to say as long as I mean, it depends on what what does addressed mean. I
>> Right. it, you know, those those are questions that I was really hoping to have answers to and I thought there was and I thought that I had given them that it's been over a week
since I got those questions put out there and and I and I'm not saying somebody's not doing their job. I think there was truly a misunderstanding that um Lori thought that they had been
addressed, but only a portion of it had been addressed, but there's still a a lot of questions there that need to be addressed or at least at least I I being addressed doesn't mean it's going to change,
>> right? being addressed means that they've they've heard the concern and and can provide an adequate response as to as to the reasoning for why it is the way that it is. So I understand I mean I'm not telling
anyone this is what you have to do. >> Yeah. >> Mhm. But if but if there's no sidewalks and it can truly be a safety concern, I don't want to be the one who approves it and then someone gets hurt down the line and they turn around and say, "Why
aren't there any sidewalks?" You know, >> okay, >> just for on your diagram, the sidewalks run across they run along right here, >> the outdoor field, >> right? >> Right. So, in order to get from the
parking lots to the interior of the complex, you have to go across the street, down the sidewalk, and then back across the street. >> Uh they run adjacent to the parking lot. You will have to cross the street, the road that runs in front of you get to
the front of the facility. That's the one crossing. So, when you're looking at your diagram, between the field and the parking lot, there is a sidewalk that runs and then curves alongside that. >> Yes. Yep. >> So, you would have to cross right at the front of the building. >> But how do you get from the parking lot
to that sidewalk? >> See, that's that's my point is there should be sidewalks. I don't know is there should be sidewalks >> up near the along the edge of the parking lot. So you're walking in front of the cars when they're parked instead
of behind the cars out in the traffic. So I'd have to defer to the engineers. They designed this based on the code. And when you say that I think about other parking lot settings and I don't know that there's integrated parking lots but in sidewalks in parking lot
runs the sidewalk run adjacent to the edge of the parking lot. >> I think that almost every building in our school district has sidewalks that run adjacent to the parking lots. And you walk on the sidewalk I
>> there. See that? Okay. So, these are questions. There is none on that map adjacent. It's across the street. There's the one running along the outdoor field, but there's nothing alongside the building itself.
>> Yeah, I don't I don't see it there. I looked and I looked very I looked very carefully to try to to see where there was any anything. There's not room between the fence and the parking lot for a for a sidewalk.
>> Now I better I thought you're talking about a larger parking lot. >> No >> fence area. If you're coming from those side parking lots, you the only way like if you're on the on the east side of that building, the only and you got the door is over on the west side, >> you've got to walk down that street
across the entire front of that building to get to where the entrance is or across. You cross across and then go down that sidewalk and then across again. It's just it's really set up weird and and to me it's going to be a safety concern. The entire front is
sidewalking and so and the ent diagram now so I can't see it. >> And [clears throat] then Natalie, did you want to jump in while they're passing the picture? I I just want to say this is $3.5 million. Like if we don't feel comfortable with it, then why are we
continuing this discussion? Like we're willing to have a special meeting that that would be, you know, a 5day difference, you know? So, we're not saying we have to go till December. So, I I think this discussion here without the experts that are putting this together doesn't make any sense to me.
>> This you're saying here >> weekend days for the day notice. So it don't count that day. That's your meet on Monday. >> We could meet on Monday. I >> What if I [clears throat] park here? >> You can't count weekends, but the open
meeting is calendar days. >> If if they don't have their meeting until noon on Monday, how are they going to get everything together for us by Monday night? >> Let's do it on Tuesday. >> I mean, um, >> let them worry about that. Let them worry about
>> Yeah. We don't have that. >> They'll get it done. >> It's not on there though. >> Yes. >> Right. I think the questions were sent and then there was a confusion on the answers.
>> Okay. So, um [sighs and gasps] >> I'd like to make a motion. >> Yeah. Lori um would suggest here >> um Monday at 4 with her very tight schedule. Also, I'm voting on something, but the only information that I have >> How are they going to get the information to us if their meeting goes
starts at noon and runs until 2:00? Are they going to have >> Well, it's Wednesday night, so don't worry about it. >> Yeah, >> don't worry about it. >> Just it's time sensitive. So, I would appreciate a Monday rather than a Tuesday if we can do Monday. And sorry, and we're saying Jan can post tomorrow
morning. Is that correct? >> Anytime tomorrow. Feeling good. Okay. Okay. So, we pulled our motion and our second and now are we going to come back and motion this um for moving it to Monday? Is that
correct? Does somebody want to make that motion? >> So, moved. >> Second. >> Okay. Any further discussion? All right. Um Heather, can you call vote? >> Shannon Hus, >> yes. >> Zachor Halt, >> yes. >> Scott Andreas,
>> yes. Natalie Copeland, >> yes. >> Aldrren, >> yes. >> Diana Fenton, >> yes. >> Heather Williams, yes. >> Okay, thank you. Um, so what we're going to do is Jan will get that posted, send that out to us, and we're looking at
probably a 400 p.m. So, watch for your email, but she'll post that tomorrow. Okay. So, then we don't have any more motion. What would you want a motion that we would table it until 4 p.m. Monday?
>> Yeah, I thought we just did that >> till 4 p.m. >> till Monday. >> Okay. >> I Yeah, I don't think we technically need a a time on there because we're going to post it >> tomorrow. >> Okay. >> I will not be available because everybody else
>> Yes. >> No. >> Okay. But we'll get you the information. Okay. All right. Moving on. Thanks for your patience out there. Uh we have moving on to discussion and action items. First up is
our audit report. So welcome back uh Nancy Schultzenberg from Bergen KDV LTD. I probably did not say that right after so many times that you're here. Uh welcome
All right. As in past years, I did pull the highlights out of those booklets that you probably received so we don't have to go through all the pages. There we go. All right. Um, I think last year we spent some time talking about what an audit is. I think now you have all heard me. Um, but I do want to just
start out a little bit with reference to that. So, when we sit down to discuss what's the audit going to look like for St. Cloud Area Schools, we meet as a team. We talk about areas of risk. We talk about past history with the district. Um and then we look at what's
going on in the industry and the state of Minnesota and government accounting standards. Um we pull that information all together to come up with our plan. So in this process, we're looking at the district's internal control and gaining an understanding and then having discussions with the district administration in the finance
department. So based on the results of the plan that we had for our audit, we are issuing an unmodified opinion again this year, which is an indication that your financial statements are fairly presented based on the results of our audit. So that is a clean opinion is
another terminology that you might hear. And then in addition to that, we do have some other letters, other communications that we issue. The first one is going to be our report related to government auditing standards. And this report talks a lot about internal control. Talks about the work we do related to
testing of compliance with laws, regulations, contracts and grants. And based on that, uh we did have two internal control findings this year. Uh there was a receivable an interest receivable in the building construction fund that was not recorded last year. So we did a prior period adjustment and
simply by nature of that that is a material weakness. And then we have the lack of segregation of accounting duties which is not new for your district and that just has to do with the day-to-day operations and some of the overlapping duties. We did not note any non-compliance. So that is good to
report. And then this year a little bit different. We don't have a compliance supplement from the federal government as of today. So we have a draft and we completed our test work and we tested two of your programs this year. And based on current information, we're
anticipating an unmodified opinion on the compliance related to those programs. And also, we did not note any internal control findings related to that compliance. So, I anticipate that will stay. I don't think the federal government would have issued that draft if they weren't pretty sure that's how things are going to look, but we will look at it when it comes out, make sure
we have everything that as we should, and then we'll issue those reports at a future date. And then our last official letter is going to be that report related to our results of testing of Minnesota state statutes. So the office of the state auditor very specifically indicates which statutes as they relate
to accounting matters they want us to look at and based on our test work there. We did not note any non-compliance. So really just those two internal control findings for the district for this year. And then we have the separate document the communication letter. Lots of words in there. uh some
required communication that our standards say we need to put in writing to you as the governing board. It would be our tool if we had any uh significant items that we uncovered if we had any difficulties or disagreements throughout the audit process. It also includes discussion of the risks that we did determine when we planned the audit.
Talks about estimates that are used in the financial statement. So again, a lot of words, but happy to tell you that nothing really strays from our standard in that area. Um so nothing significant to report tonight. And then in the back of that communication letter, um, some light reading, the latest from the
Department of Education as far as what's going on in Minnesota, and then some new government accounting standards board statements that are issued and will be implemented next year. Moving then to um some financial information, starting out with the general education aid formula allowance.
This is your largest funding source, so we like to give you a little bit of history and a look forward. Um 10 years gives you the indication that 2% is a pretty standard increase that you receive, which is what you did receive for 2025. 2024 was a little bit higher
at 4% and 2026 at 2.7. [clears throat] And then we take a look at your student counts because this is the biggest driver in not only the general education aid but also your market value referendum numbers. So um top portion of this chart looks at the residents. So those are the students
that live within St. Cloud's boundaries that attend public schools. So it's not going to include your private schools, but it does include charter schools. And that number has been increasing with its largest increase occurring in 2025 up about 360 students. So good to see that trend heading in that direction. And
then the bottom portion are going to be the students that you serve within your buildings and all of the different categories where those students are coming from. So your residents, um, we're up 150 in this area. So that's good to see. So more of those resident gains that you're seeing in the total population are staying in your buildings
and attending school at St. Cloud. And overall the number served is up about 135. So not a significant change but a a change in the right direction. And then same information in graphical format um highlighting relative
stability but an overall upward trend in both of these numbers. So those were ADMs. not weighted. Uh what you're seeing here are the waiting factors with uh the note that the secondary students receive an extra 20% on that formula allowance.
And here we have your weighted numbers. So what you see in the top portion um total adjusted PUN which is pupil unit number which are the weighted students served uh up about 117 for 2025. And then on the bottom we just have the breakdown between the categories of
where those students are coming from. And then one more look um showing you the division between your residents and your non-residents. Seeing that most of your population are residents of the district that are being served in your buildings. Okay, switching gears then to some
actual dollar amounts. Taking a look at the general fund sources of revenue for each of the last five years. Um really tonight we're going to key in on the differences between 24 and 25. Overall revenues were down about a million and a half or 0.9%. So pretty
consistent uh when you look at the change year-over-year. And I think the graph does a better job of showing us the components of that revenue. So on the very top that's other that's going to include local sources, investment income, those types of things. Not a big change year-over-year. Right below that
are your federal sources and that's where you'll see the biggest change. Federal sources were down about 10 million in 2025 and that has to do with the fact that all of those pandemic related funds needed to be spent by September of 2024. So a big drop there after three years of definitely higher
amounts in that federal category. Right below that in the blue the largest portion that's your state funding. So that offset that decrease a bit increased about 8 million. Um coming across a couple categories. First of all, general education aid with the increase in students, the increase in
the formula allowance and um compensatory revenue was also up for the year and then special education being the other driving force in that increase. Um some smaller amounts for increased summer unemployment revenues and also related to the READ Act, some
compensation aid received for teachers there. And then the bottom is your local property taxes. uh that was up about 877,000 driven primarily by that increase in enrollment. Expenditures uh were up for the year
about 4.8% or 8.4 million mostly salaries and benefits which is what you'd expect. That's where you're spending most of your money. So that's where the increase is coming from. That comes across in contract settlements in the step and lane changes. You did have a change in your teacher contract day.
So that increased along with some additional sped positions. So a lot going into that change. You also did have higher transportation costs with some additional routes in 2025. When you look at the pie chart, you can see that by far you're spending most of your
money on direct instruction. That makes up 62% of the total. So regular, special, and vocational, those three categories together. and that compares to 61% in 2024. What you see here are some expenditures per student numbers. So the top portion
is going to show you St. Cloud compared to the statewide average in total. So we don't have averages yet for 2025, but your number did increase with the increase in expenditures outpacing the increase in the students that you served. If you look at 2024 and prior years, you can see that you are
consistently above that average. And what we're taking here is not the overall state average, but it's all the districts above 4,000 students. So, kind of those larger larger districts. And then on the bottom, we have um per student by category. And then we compare that again to state averages. Um so,
looking at the district, you can see the increase there. And then looking at the comparison um you know this there's a lot that goes into these numbers. So we can't just look at this and go oh wow um but you can look at it there are some areas that definitely vary. So when you look at regular instruction you are
spending less there. Part of the offset of that being that special education category and that just has to do with the demographics of your students. Okay. On this slide we have a snapshot of the general fund. So looking at it really high level total revenues total
expenditures and then the change in fund balance on the top. So revenues down expenditures up as we've already discussed and then a net decrease in fund balance of about 3.6 million. The categories of fund balance are shown on the bottom there. Your non-spendable
those are prepaid items. So the cash has already been spent. Um so it's segregated in your fund balance. So it will be expended in 2026 in future years. And then we have the restrictions. Those are all mandated by the state. Not a lot of change going on
in there. You'll see. Um the basic skills extended time was just transferred into regular basic skills. So a large drop and a large increase, but really it's the same the same money set aside. We have new money restricted for the readact uh aid that was received.
And the biggest change that you're going to see in your fund balances is not assigned. So if we look back to 2024, couple of things doubled up. You had the increase in the special education cross subsidy aid along with those COVID funds. So there was an excess in 2024
that was set aside for specific items and that's what you see in your assigned number. So that decreased from 4.5 million down to 937,000 at the end of this year. When you look at your unassigned, that is what is available for future spending for the district and
that changed just a bit up about 120,000 um makes up about 10.3% based on your 2025 spending levels and your policy outlines a minimum of 10. So you are in compliance with that policy close to the minimum.
And we have another way of looking at your fund balance. And this uh again gives us the ability to do some comparing. Uh so when we look at the chart here, you have unrestricted fund balance as a percentage of unrestricted expenditures. So it includes those assigned amounts and it includes your
non-spendable. And we've separated the assigned just to kind of give you some clarity on what really was available in the unassigned uh since that was a very unique situation. So if we look at that, you did decrease from 15.4% 4% to 14.9%
which is 15.6 if we add those two together. And then when looking back years you can see that you have been historically below the state average which is right around that you know 21 22 23%. So that's the general fund. Um the next
chart takes a look at your gross levies and you can see there are a couple areas that did change. Um, first of all, your debt service increase related to increasing uh requirements for your debt payments in 2026 and then that market value referendum increased uh related to
the increase in your student counts. Food service fund is the next chart. So revenues were up a bit in this this fund. uh increased meals served along with increased reimbursement rates from the federal government and expenditures were up with additional food costs and
um with those increased meals and then some salary and benefit increases just on the normal year-over-year uh pay increases there. So, your fund balance did increase to about 487 and sits at 41.3% of your 2025 expenditure levels. And the state of Minnesota does
keep an eye on this fund and has limits on a maximum for that fund balance. So, uh, your administration is well aware of that and working on a plan, uh, for making sure you're in compliance with that. And then the last fund that I want to talk about tonight is your community
service fund. So, a little bit of an increase in your revenues there related to adult basic education aid entitlement from the state of Minnesota, a decrease in your expenditures, and most of that has to do with the fact that you were awarded additional seats for the VPK program. So those uh revenues and
expenditures, all of that is now in the general fund. So a decrease in expenditures in this fund. So you had excess expenditures again in 2025, but when you look at the components of fund balance that are mandated by the state down in the bottom portion, you can see all of those are positive at your end.
So it would appear that those programs are covering costs with the revenues that are being brought in. [clears throat] And that is everything I have planned. So, um, happy to take any questions. >> Okay. Uh, does anybody have any
questions at all? This is an action item and we're at a regular board meeting, not a work session. I'm on my toes tonight. Looking for a no questions and looking for a motion to approve the audit
reports for 2024 2025. >> So, move. >> Okay. I have a motion by Scott and a second by Natalie. Was that you? >> Okay. Um, any discussion at all? Okay, seeing no discussion. Heather, can
you call vote? >> Heather Williams, yes. Zack Holt, >> yes. >> Scott Andre, >> yes. >> Alrren, >> yes. >> Natalie Copeland, >> yes. >> Shannon Hos, >> yes. >> Diana Fenton, >> yes. >> Thank you, Nancy, and thanks for hanging
in there to get your turn. >> Sure. Thank you. >> Appreciate it. Okay. Next up, another action item. We have the approval of the 2026 to 2027 new high school course proposals. Um tonight we have um welcome
back back Anna Willilhight, director of E12 education. And then uh maybe assisting here is Dr. Jason Harris, a superintendent of secondary education. Welcome. >> Thank you.
So, um, yes, thank you for having us here, although Jason's already here all the time. Um, we are excited to share our course proposals that have been approved by our committees. Apple TV1 doesn't want to show up.
Interesting. >> Do you want to present? Okay, >> we're good, Gordy. Thank you. >> [clears throat] >> All right. So, um we mirrored a or we'll start with the agenda. So, um, we're going to review the the process for, um,
how we took course proposals and and how that went. And then we'll share the courses that were approved by our team. All secondary staff were notified in September and October. We sent notebook reminders. Our lead principles at the high schools and middle schools shared
it with their leadership teams and in staff meetings. Submissions were due October 15th, although I did take a couple after October 15th. And then um our E12 education team, districtwide directors and coordinators reviewed reviewed and gave feedback. Um we also
reviewed these at our district advisory committee and they that team provided feedback as well. We then had our secondary team of high school principles, our SCEA president, our secondary directors, assistant superintendent Harris, uh reviewed with a rubric and made recommendations. And
then final recommendations were reviewed by myself, our high school principles, Jason and Dr. Putnham. So there is a lot here and kind of hard to see. Um but the first one on here actually they're they're a duo pair. Um
they are construction explorations which is um the first course and the second one is basic grade and construction math. This is um two courses, one is before the other and it is through the international union of operating
engineers, the local 49 and it's an online they're online courses that our students can take and they can um they have to be enrolled in techo or McKinley and it's through a program they have called operating engineers pathway and
so students can go through these two courses um learn heavy equipment operating ing. They can then get into the apprenticeship. Um, and it's a really nice doorway for students that are interested in that. It's free and they can take they can work it around
whenever um their mainstream courses are at TechApollo or McKinley. So, our team felt like what a great opportunity for our kids. Our next one is ELD uh US history foundations. Uh this is an English
language development course um that is going to be paralleled with US history. So it's to provide our students who still need those extended opportunities to better access US history. Um we talked with um Christa Potter, our director of multilingual services, and
we're really going to look at how we identify students to make sure that we don't continue students on a track or possibly deny students an opportunity. Um so this course although will go into the course uh catalog if approved, we will be really purposeful on how we make
sure students are in this course. So um they have access if they need that US history and it might um might not be needed on both sides of town. So it's really going to be dependent on the needs of the students. And then our first responders intro class. this class came um we currently have an
introduction to law enforcement class and actually as they were teaching the class quickly realized that students really needed a wide variety of first responder uh information. They were asking a lot of questions um related to EMR, fire services, dispatch, everything that kind of um goes in that first
responder. So they decided to create a first responder intro class so kids could see everything and then decide what route they wanted to go. Discovery Academy is um it is going to take place of um a found it's going to
be a foundational course. It's taking place of uh engine performance. Um they felt that uh SCTCC felt that engine performance was maybe a little too challenging to start as a first course. So they have proposed um in collaboration with our CTE to start with
this discovery academy course and have it be the first course and then students can continue on the track through SCTC. So it's we already offer this kind of slot but this will be more accessible for our students to start here and then take the next step. And then college in the schools um this
is just an expanded opportunity from our intro to business courses. So students have an opportunity to get college in the schools credits. um we have teachers licensed on both sides of town who meet the criteria to teach these courses. So, we're excited to um possibly be able to
offer this course. And then the last one is middle school um theater arts. We've been having a lot of really great conversations, so more to come in the future when we talk about middle school um about how we offer our arts and allies in general. And so, this was one of those that came up. We have a very
high interest uh at North, South, and Kennedy in our arts. um and really looking at other ways to open doors for our kids um in theater and whether it's performing, assisting, stage planning. Um
it it was a proposed course and so uh middle school looks slightly different but I felt it was important that we bring it to this group as well um as we kind of look at all of our our arts offerings at the middle school. And then we had one course proposal
change. Um and it's more of a course offering change. Um on at all of our schools, uh teachers who are teaching the accounting course felt that offering accounting as a 9th grade elective was challenging and kids were really
struggling with it. So they were hoping to they were proposing to change it to a 10th through 12th grade elective so it's more accessible and kids are able to have more success with the course. So, our next steps, we're going to review um course catalog descriptions,
make any revisions. Um we already have that pretty well refined other than based on decisions tonight. Um we are looking to upgrade our course catalog with more userfriendly version. Um we have a couple examples that we're looking into. It will not be for next year. It's a very very heavy lift. Um,
so we need some time to plan, but we're really hoping for the 2728 course catalog that it'll be more accessible um for our students and families. Um, and then you can print it easily, work through it on paper um, online, but like I said, that'll be 2728.
Um, we are actively working to replace course catalog videos. So, we have decided, we looked at enrollment in our courses and we decided to start with our health sciences and music. Um, we picked the two areas that had lower enrollment and decided we would start there. We are
looking to have really short videos so that kids can just in we know everybody reads everything so thoroughly and so well as a a 9th through 12th grader and not always the case. So, we really wanted to make sure that they could really see their their possibilities in high school coursework and just have
that nice little um snapshot. So, we're working on that. Um and then Jason can speak to the career and college design team. >> Yeah, this is just a follow up on the work as we continue to uh really design
how Apollo looks with our new renovations and pathways. And so right now we have a team together of administrators, counselors uh within the pathways and looking at how the programs are pathway for the future. And so those
teams are meeting to look at currently what's in place, assessing it, and then how do we get ready for encore programming at Tech and Apollo in a couple of years. So that team's uh moving right along. >> And the last one, as I already stated, we're looking at our middle level allied
and elective offerings and it if it really works as building those pathways into um high school. We haven't revisited that in quite some time. So um we'll be also looking to collect some student and family feedback as well. I believe that's it. Questions,
Scott? >> Uh, this morning we talked a little bit about the the title Discoverymies as being kind of confusing. Um, are we locked into that name if we vote
on it? >> Um, s Sarah Wear, she is our coordinator of CT. She's working on seeing if we can change that one. Um, yeah, we talked about at the district advisory committee meeting. We had to ask what exactly does Discovery Academy mean? And apparently
in the automotive has Matt world, they know what that means. Um, but I said for the rest of us, we don't. So, we are looking to see if we can possibly change um that course name. However, it's an aligned course through SCTC, so we don't know the wiggle room. It's kind of like
the um the basic grade and construction math. We all talked about the second a high schooler sees that word math in there, they might not be as eager to take it with the construction, but that one we cannot change because it's a a course we aren't offering in house. So,
um Sarah is looking to see if we can possibly change that name. We've gotten a lot of feedback. >> Okay. So, we're not locked into it when we vote on it now. >> Yeah, we'll look to see if there's a possibility to change. Thank you.
>> I had that same question. And if you can't change it, can you put something in parentheses so that because if you're just if you're a student just looking through it, there is nothing about that that is going to do much. >> That's the important of the course catalog is that the description really helps them understand what the the title
means if we aren't able to change. >> I get that. I still think that a student when they're flipping through they're lazy and they are looking at the I mean if I were doing it I I won't even say it about our students if I was doing it I would be looking at the title if the
title seems of interest to me I will look further discovery academy isn't going to do that for I think most of our students >> intro to autos might do it >> right >> yeah that's what I mean if you can't change the title can you add something
and then my question you said that construction courses are free to students. Does the district pay for them or they're free completely? >> They're completely free. Mhm. >> The m the arts in the middle schools are are you talking about incorporating
you get credit for an afterchool activity or this is an option for one of the electives within? >> The option for one of the electives within. Mhm. That's very exciting.
>> You want to share what just what you learned from MD just around that? >> Well, I've been Yeah. In my new position, I have become best friends with MDE. And so, I asked lots of questions, but um one of them was how we offer our arts courses. And so, um we there are five categories you can pick
from when you're picking course offerings for middle level arts. [snorts] And, um we have to offer three throughout the course of the year and students have to take two. So, the really cool piece is that this will offer kids another art opportunity. So, um we're still I've already talked with
um our middle school principles about what that will look like and we know there's there's more planning and work we have to do. Um but our kids are really interested in this in this course already. Yeah, we see it in the after school activities with uh we have plays
now, musicals in middle school and so how can we get it in the school day? >> Go ahead, Heather. >> Does that interest Jason does the interest in um middle school carry on? Do you see the the same numbers? I mean what what and if not what changes
between middle school and high school as it relates to like theater and just willingness to be >> just like you know it's the experience right so if I have a good experience in that if I not just only if I'm wanting to act or sing or do all the things we
have the folks do the tech the crew and behind and so uh I and it's funny because I have activities tomorrow and we were looking at fall numbers right and so it just depends on what you find of interest especially in middle it's
tricky right like if I found that I like teched and woods you know to the point of I can't take everything my freshman year what do I take and I think it sometimes kids have to choose right and so uh but I we have seen the kids in
middle that do the plays they they go into high school and they want to try at least give it a shot I'm Not sure. I see specific numbers. I could get that. But we see the, you know, hey, I found this interest. I like this. Well, now maybe I can take this
and do it in high school. >> I think it's less intimidating to try something in middle school than brand new in high school. >> We also started doing the Great Theater Play in a week in all of our elementary buildings, which really increased the interest in middle school for kids to participate in theater because everybody
participates in play in a week. And so then they go into middle school and they're they're even more interested because they feel more confident. >> Well, and I think that's important. So, I'm going to give a totally funny aside almost, but I was at North Dakota this past weekend for work at um hockey games and it was interesting because they do a
ton with cameras and to the fans. Um, and there is an age that I think is somewhere between 12 where between 12 and 14 where the girls if the camera comes on them when they're younger [snorts] they're all over it and they're waving and they're and then all of a sudden you hit an age that again
somewhere between 12 and 14 where they completely change. And so that access early on to get them interested and confident in that space I think is really important because maybe if you hit that next phase without any experience they something I I it was
alarming to be honest but I was just watching it and I kept watching it to just to see how it would work. So >> Scott did you have your hand >> I believe that there is a play going on this weekend. >> Can you tell us a little bit about it? I
cannot I do not work at Apollo, but um >> Natalie can >> Natalie probably can. [laughter] >> Okay, Natalie, >> I also just want to say thank you for that theater course in middle school. I think access and opportunity
>> Yeah. makes me so happy that we're going to have kids that maybe, you know, they can't stay after school for whatever reason or maybe they're not maybe they don't know if they would really like it, but to be able to try it during the school day when they're already there. Um, and I think that that'll that'll be
good for our other arts courses, too, so that people aren't in those that maybe wish they were in theater, you know, it it's just going to be good all around. So, thanks for your work on that. >> Yeah, very exciting. Okay, this is an action item. So, we're I'm looking for a
motion to approve the 2026 2027 new high school course proposals. >> So, move. >> And do I have a second? >> Second. >> I have a motion by Scott. A second by Heather. Heather, can you call vote? >> Diana Fenton, >> yes. >> Shannon Hos, >> yes.
>> Natalie Copeland, >> yes. >> Al Dren, >> yes. >> Heather Williams, yes. Zack Dorhalt, >> yes. >> Scott Anderson, >> yes. Okay, thank you. Uh, next up, one more action item tonight. It's the approval
of the 2026 board of education legislative platform. That may sound familiar to you. I made a mistake. Um, our last board meeting was November 5th. Um, sleeping at the helm there. We were in work session and um, we discussed the
2026 board of education legislative platform. Then I asked for a motion to approve it, but we can't do that at a work session. So I'm looking for a motion to resend the action um taken during the last um work session um which
was November 5th. And then I think we're going to then move to approve it formally here. If I'm correct, >> I would move to rescend the board non non-action action that we took at the work session during the November 5th meeting.
>> Okay. I have a motion by Al, a second by Na Natalie. I'm sorry for all this. [laughter] Heather, can you call vote? >> Yes. >> Um, Al Dren, >> yes. >> Diana Fenton, >> yes. >> Heather Williams, yes. Natalie Copeland, >> yes.
>> Uh, Zack Dhalt, >> yes. Shannon Hus. >> Yes. Okay. So, the previous action is rescended. So, um now I'd like to properly approve the 2026 board of education legislative platform. So, can I have a motion to approve it?
>> I I will move to approve the 2026 legislative platform that was presented right here. But can I just say a couple things about that? >> Absolutely. >> Okay. >> So, I believe that all of the changes that we discussed at the last meeting are in here. if you see something that isn't um there was a little bit of
confusion uh in getting this put together early this week, but I I went back and I watched the tape from the last meeting and I put everything that I heard that was discussed at that meeting and decided I got into here. So, it should
be here and as far as I know and we'll have Amy double check it, but I believe that all of the numbers are updated correctly now. So, like the the free and reduced lunch percentage and the students with IEPs and those types of numbers. Um, I they were not correct in
the one that I had last week, but I believe that Amy did she I believe she had an opportunity to do that before Jan attached this to the agenda. So, it should be 100% correct. So, with that, my motion.
>> Okay. And so, I have a motion by Al and Natalie. Second. Any further discussion? Heather, can you call vote? >> Heather Williams, yes. Diana Fenton, >> yes. >> Natalie Copeland, >> yes. >> Aldrren, >> yes. >> Scott Andre, >> yes. >> Door Holt,
>> yes. >> Shannon Hos, >> yes. Thanks again for that one. Okay. Uh, moving on to discussion items. First up, we have proposed revised board policy 899. It's the second reading for naming a school district facilities
presented by Matthew Bush, uh, executive director of operations. And Shannon, you're not helping with this one, right? >> Nope, I'm not helping. [clears throat] >> You are just getting I appreciate that. [laughter] >> We're going to save you one computer
transition and just use one. >> Unless mine won't let me do it here. Okay, there we go. Um, while we pull it up, uh, thank you again, Associate Superintendent Harris and Hansen, as well as board chair Hos and the school board. Appreciate the time with you
tonight. Um, as we pull up 899, which is a naming uh, naming committee policy. Just a quick overview, there's there's um, only one edit from our last presentation of it based on the conversation and the discussion that happened here. Um the
pri real quick overview the primary edits were in service of making it more concise and more descriptive and less prescriptive. Um so the language edits that we had reviewed last time remain largely the same with the one exception of the size of the committee which is
where we had probably the bulk of our discussion. Um, and so now in the first paragraph it says not not larger than 10, but then in B it it states explicitly may include 6210 which was the number uh that was most
um agreed approved upon last time >> and that was removed up above. Right? >> Uh up above it simply says not more than 10 >> and then in A it says not more than 10 and then in B it says may include six to
10 representatives. I didn't I better turn my mic on. I thought I thought that we were going to remove >> Okay. >> from item the one up above there >> where it says the superintendent will appoint a committee of it's higher up
>> the general. >> It's an A. right at the end of that first sent first sentence in a >> first. >> Oh, okay. I thought we were just going to remove that. >> Okay. >> And say that the superintendent
or designate will appoint a naming committee and then down below it says how many people on the committee. There's instead of having it listed twice. >> Sure. It's it's redundant. We can take that. >> I thought we were just gonna pull that.
>> You [snorts] strike you. >> I'll do it. >> The other thing I thought that Al had wanted was instead of the numbers under B to put it to put um bullet points instead so that it didn't look like there was a ordered like of importance.
>> Oh yeah. Yes. Thank you. Do that right now. you refresh and then I'll do this right then we refresh one more It's not showing up. This is a word, so it's it's not going to show up on here because it's not live in here.
>> We were trying to be tricky. I apologize. Um, so just orally, I will we strike through the uh so that first sentence now ends with uh superintendent or designate will appoint a naming committee. Period. >> Period. >> Yep. And then the numbers were removed
and replaced with bullets in the listing to remove any rank ordering prioritization that might be perceived. >> Good. >> All right. Looks good. And so next we'll see that on the consent agenda for third reading. Okay. One more uh policy
reading tonight. We have proposed new board policy 990 second reading. And Shannon Averson, executive director of community education and community partnerships is presenting. Good evening, Chair Hos, members of the board, and assistant superintendent. Um,
as you know, uh, this new policy that is new for us, but certainly other school districts in Minnesota do have it. Um, there is not an MSBA, uh, uh, version of this. So, just a reminder of that. And also, you probably know I was not here last week. I had a different engagement.
And so, um, I met with Katie to review the feedback uh, that you all gave. um and Katie and I met and drafted a a a policy um that second draft and that's what was put in the agenda for tonight. However, um I uh I always triple prepare
for my board policy nights and I decided to uh review the uh footage or the recording of your feedback just to make sure that the second draft really articulated all of the the um feedback that you gave. And I do have a couple of shifts in that just to make sure that I
address it um completely. So the first piece is um in the purpose um this is very similar to the draft that was put in the agenda but what I want to point out is I felt like it started very clinical and I know that we wanted to
have a little bit more empathy and heart in our policies where we can right we know that policies generally are not that but um I did hear that um and so in starting with the St. Cloud Area School District recognizes that the loss of a member of our school community deeply
affects us. Member memorials must balance compassion and remembrance with the district's primary mission of supporting teaching and learning. Therefore, this policy establishes consistent standards and procedures for the dedication of memorials, naming rights, and placement of commemorative
items within St. Cloud Area School facilities and grounds. And so just flipping that language a little bit and then I know Al had given some feedback about really it's about our whole school community and not just staff or students. Um wanted to include that as well. So that is a
recommendation that I have. Um the general statement of the policy um we did uh there were quite a few changes so I'm not going to read every single piece to you but I will say that it's pretty similar to the previous um draft or in the the initial reading. However, we did
remove some repetitive um statements in there. And then again, I'm I'm highlighting kind of at the end that that superintendent or designate will assist families, students, and staff in selecting appropriate memorial activities that will support healthy grieving practices within the school
community. Again, kind of highlighting some of those pieces that were articulated last week. When we go um one section that was removed based on your feedback was the definitions. Um, and so that has been removed. Uh, when we go down to memorial policy and temporary
memorials, sorry, I'll scroll here. Um, there was a recommendation to split this piece and really clarify um uh the the temporary and existing memorials to separate those. And so there this is new language here with the temporary
memorials may be displayed within the school building or on school grounds only with approval from school administration. These remain may remain in place until the day of the funeral or up to one week following the death. After that time the memorial will be respectfully given to the family by
designated district officials. And again temporary memorials must be located in supervised areas and may not alter district property. All activities related to temporary memorials must occur under the direct supervision of school administration.
Um again again I won't read all of the pieces but that permanent changes we had that initially as well. And then um if a death occurs in a public area accessible to the community such as a crash site, district staff would not be responsible for monitoring or maintaining memorials
at those locations. When we move down to permanent memorials, um there is uh little additional language within this one. The approval of permanent memorials is generally discouraged and will be considered only under exceptional circumstances
involving events or losses that have had a significant and lasting impact on the broader school community. So it still gives that opportunity um where it might come up um but it is it expresses that it is generally discouraged.
Um moving I think the next two pieces we did not change those but moving on to protocol for commemorative events. I know there was um um some ask uh requests for updating for clarity. uh we
did combine uh some like restrictions so that our bullet list wasn't quite so long. Um and then it I think it helps change the tone of the commemorative events. I also know that there was um a a contradicting statement about no
schoolwide events that was brought up um because of the graduation piece and so that that sentence was removed as well. So it did um uh it did narrow down our commemorative events. Um I also in reviewing this um I do I did hear um
some feedback about the opportunity for you know that idea of like if a team wants to memorialize someone by you know putting a number on their jersey or doing something to that extent. Um when you look at the scope only a class club or activity of which the deceased was a
member may propose an event to honor their memory. So when you think about that, that's that event, that's that opportunity for teams and activities to honor uh a member of their community or their team. Um and then the other piece
that I want to point out to an event because I I heard the the concern that once one team does it, are we going to have u the softball tournament memorialized year after year? And that really clearly distinguishes that it is an event and it is to specific to that
team in that particular year. Um and then we we kind of reiterate that at the bottom with the anniversaries formal schoolwide recognition of anniversary dates will not occur. So that uh reaffirms that. And then going down to recommended
memorial activities, I wanted to highlight there was one piece that I did add after the draft went to you and again I apologize because I only recently had the opportunity to review the um but I heard there was some wonderings about um obviously the the
graduation recognition is really for our you know our older students and and and uh our high school students and scholarship and endowments. of all that is a wonderful opportunity. It's really about families who are able to organize that and give um and so I included um
memory banners and books or it can be a jar. This is something that we are already doing in a crisis response time. um our triage team, our counselors respond by allowing students an opportunity to create a banner where they're sharing ideas, um stories,
pictures, um memories, feelings, uh words of sentiment to the families. And then this would be something that would be given to the family that was um uh noted previously. And so this is something that doesn't cost us money, doesn't cost the family money, and it
allows a a a good grieving process for our students. And so I thought that might be appropriate to add here because it provides another example of a a memorial activity that um meets those those needs that we we discussed.
And then finally, as I mentioned before, um pulling existing memorials, um and having that be its own section. Um and then finally, the use of district facilities. Um it stands alone, but that was not changed either. It still gives
the superintendent um the in consultation with you uh the approval or the ability to approve the use of district facilities for a memorial event when the death has a significant impact on the broader school community. Questions? I know there was some
significant some changes. So questions >> um under memory banners and books uh you refer to the students family Doesn't this apply to staff also? >> Yes. Did I specify students? For
students >> for students and staff to contribute shared memories, encouraging messages or photographs. Oh yeah, I can add stu staff or students family. Thank you. >> Okay. Any other discussion?
So, we're good to move that one again to consent consent agenda third reading for next meeting. Thank you, Shannon. >> Can I make one comment? >> What's that? >> Can I make one comment? >> You sure can. >> I think it reads really clear. I think it's a really good policy and I was
serious when I said I would forward it to the school boards association so that they would have something to start with. A lot of times they don't have their policies because no one's proposed them. All right, thank you guys. Uh almost done here. So we have the board of
education standing committee reports. I believe we have two achievement integration and equity committee chair Diana Fenton met today. Correct. >> That is correct. Chair H. So the achievement integration and equity committee met this morning. Assistant
superintendent Jason Harris presented on graduate future ready by design. learning about all the programs that we are now offering um for our students. Um we also reviewed the 2026 course proposals that were received or we re we
reviewed tonight um and presented at the board meeting and um up next month we will have an additional meeting to discuss climate and culture survey as well as the um college and career readiness report and an INE report.
Thank you. And then we have the finance audit board committee chair Heather Williams. >> I actually have two. Um we had not yet reported on the board finance committee October 6th meeting. Um we had a
facility rental update uh where Amy reviewed the updated proposed facility rental rates with a few changes. Uh the committee discussed and agreed with Amy's proposed rates with one suggested change to increase the parking lot rental fee and it was presented for approval on October 15th and the rates
will go into effect uh January 1st. Um and then board policy 902 Shannon handed out and reviewed a copy of the policy with propode with proposed revisions. It also will go to the board or went to the board on for first reading on October 15th. Um, we talked about adding
language to the policy to allow the district to not deny or revoke the option to rent district facilities to a renter based on past rental issues. Um, and there was also discussion about the requirement for renters to provide liability insurance for rentals and
that's standard across um, districts. Our last board meeting was November 10th, 2025. Um, we had an audit presentation where Nancy and Jackie from Bergen KDV reviewed the FY25 uh financial audit which we heard earlier
today and approved. Um, and then the multi-purpose athletic facility uh equipment budget Amy discussed the equipment budget for the new multi-purpose athletic facility. The total equipment budget is approximately 700,000. of this of this about $200,000 is for portable equipment which includes
athletic equipment like soccer and lacrosse goals as well as buildings and grounds equipment needed for building maintenance. There is also $500,000 of permanently affixed items including mounted scoreboards, batting cages, netting, and golf simulators. Uh given the facility will be used for both district and community education use,
administration is recommending that we use a portion of the community education fund balance to cover 50% of the equipment cost. Uh the rental of this facility is expected to increase community education revenue once the facility opens. The committee agreed with the recommendation which will go to
the board on December 3rd for approval. >> Thank you. Next up, we have future agenda items. The December 3rd, 2025 board meeting work session. Topics will include summary reports for the 2024 2025
comprehensive achievement and civic readiness and achievement and integration plans. Approval of date, time, location for the 2026 board of education reorganization meeting. Approval of the date, time, location for
the first 2026 board of education meeting. Approval of tenative agreements, if any, approval of funding for multi-purpose athletic facility equipment, the 2026 2027 elementary school boundary boundary redesign, and
possibly any other uh policy readings at this time. Does any board member wish to suggest a future agenda item? Okay. Um, that was everything on our agenda for tonight. I'm looking for a motion to adjourn our board of meeting.
>> So move. >> And I have a motion by Scott, a second by Natalie. All in favor say I. >> I. >> Opposed. Meeting is adjourned. 8:10 p.m. Have a good night. Thanks for watching.