website. The meeting is now called to order. It is February 18th, 2026 and the time is 6:33 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. Heather, can you please lead us in the pledge of allegiance? I pledge allegiance to the flag. Thank you. And then when you're ready,
can you please call roll? >> The following board members are present at the district administration office. Gina Asvito >> here. >> Scott Andre >> here. >> Natalie Copeland >> here. >> Zack Dorhalt here. >> Diana Fenton >> here. >> Shannon Haw >> here. >> Heather Williams here.
>> The following cabinet members and staff are present at the district administration office. Superintendent Dr. Dr. Lorie Putnham, Assistant Superintendent of E5 Learning, Nikki Hansen, Executive Director of Community Education and Community Partnerships, Shannon Ason, Executive Director of
Finance and Business Services, Amy Scallarude, Executive Director of Innovation and Technology Services, Katie Herbolt, Executive Director of Special Education, Danny Mayor, Media Technicians, Paul Novak and Gordy Scott, and the custodian on site is Emerson Beamer.
>> Thank you. Uh, then I need a motion to approve tonight's board of education meeting agenda. >> So move. >> I have a motion by Scott, a second by Natalie. Heather, can you call vote on that? >> Zack door halt. >> Yes. >> Diana Fenton,
>> yes. >> Shannon Hos, >> yes. >> Heather Williams, yes. Gina, >> yes. >> Scott Andre, >> yes. >> Natalie Copeland, >> yes. >> Okay. 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 board minutes from January 5th, 2026, January 7th, 2026, and January 21st, 2026. Item
B, approval of bills and other financial transactions in the grand total amount of $2,595,934.77 cents. Item C, approval of personnel staff changes. Item D, acceptance of grant awards and donations. Item E, bid
award, Tahi parking lot improvements. Item F, bid award, multi-purpose athletic facility bid package two. and item G, joint p purchasing contract awards multi-purpose athletic facility
turf. I have one request from Natalie to remove item D. Does anybody else would like to remove an item from the consent agenda? Okay. So, I'm looking for um a motion to approve items A through G
except for removing item D. >> So, move. >> Okay. Okay, I have a motion by Scott and a second by Diana Heather. Can you call vote on that? >> Scott Andre, >> yes. >> Zack Dorhalt. Shannon Hos, >> yes.
>> Gina Esto, >> Natalie Copeland, >> yes. >> Dana Fenton, >> yes. >> Heather Williams, yes. >> Okay. And then we just have item D. Natalie is recusing herself from the vote. Um, so I'm looking for a motion to approve item D. >> So moved.
>> Second. I have a motion by Diana, a second by Scott. Heather, can you call vote for everybody except for Natalie? >> Shannon Hos, >> yes. >> Zack Doorhalt, >> yes. >> Scott Andre, >> yes. >> Natalie Copeland, oh, sorry, Dina.
>> Heather Williams, yes. Diana Penton, >> yes. >> Okay. Uh, moving on to information items tonight. First up, we have the early childhood update. Uh, welcoming Kate Flynn, director of early childhood, and
Bara Davis, early childhood administrative dean. Um, joining Nikki Hansen, assistant superintendent of E5 Learning. >> Welcome, Kate and Bara. >> Good evening, Superintendent Do I turn
it off again? >> Try that one. Nikki. Okay. >> Good evening, Superintendent Putnham, Chair Haw, and the members of the board. Um, I'm Caitlyn Flynn. I am the director of early childhood interim and my
colleague next to me is assistant dean Bika Davis. We're really excited to be here for an early childhood update. It's been a a year so I hope we have some good things to share. I think we do. Uh if you'll navigate me, we'll go to the first slide.
Um our main goal for early childhood is to really have that prepare every child. Uh I would say from birth to four. Uh we'll talk about ECF and some of our early childhood programs, but that is our goal that when our children enter that kindergarten that they're
successful, but we really do that through high quality and inclusive and play-based learning. Next slide, please. Under early childhood, we have ECF, preschool, and our early childhood
screening. ECF is kind of that front door, that first experience where students are coming in with their caregiver um and they go to our early childhood center at Cory View. And then for preschool, we have threes preschool, four is preschool, and then our young
three program, which is for our students who have been on individualized family service plans. and then their birthday is after September 1st and we start to get them integrated into our system because we know they might need additional support and get them used to those classrooms so that way when the
September comes rolls back around they're ready for our three-year-old program. And then for our early childhood screening, it is mandatory through the state of Minnesota that um we try to screen all of our kiddos and get those developmental markers and we do a little quick um health screener as
well to see if they need any additional supports because we know early intervention is key for our young learners. Another part of early childhood program that you may not be aware aware of but we have an evaluation team. We have six evaluators on site at Quarry View, but
really nine including our psychologist. But we have a unique group of people called BERT to three who are special education who do home visit um for all of our children from birth to 3 2.9. And if those um families um visits cannot
happen in the home, then we uh service these families at Cory View. So that's part of our comprehensive early childhood program. I want to talk a little bit about our preschool just so you get a sense of that and we'll talk a little bit more
about our um weight list and our and how many we have at this current time. But our preschool has a real high standard of excellence. Um we have to be a parent aware. It can be anywhere from 1 to four. Four being the highest. So all of our preschool is a fourstar parent
aware. I'm a proud of that. Um we should be proud of that. Um we have licensed ed educators. So, all of our staff is licensed, our par educators are highly qualified, and we really have a holistic curriculum. I invite you out to come see us. Um, because we really work all of
our curriculum, our instruction through that play-based holistic model. And we have some very unique inclusion classrooms. So, you my preschools run from um from just classrooms of general education, but our inclusion are having both special education children and
general education. And also at Cory View, we just have some self-contained classrooms. So, we have really a rainbow of beautiful classrooms. So, I hope you'll join me sometime and come out and see what we're doing. Those preschool classrooms are held at
all of our elementary sites. So, in our north locations, we have Madison, Kennedy, and Lincoln. Um, and our south locations, we have Oakill, Clear View, and Tilah. And then our west location will be that Westwood Discovery. And then our threes program and our self-contained non-inclusive classrooms
are at Quir View Education Center and that typically houses our three-year-old program. And just to kind of talk about early detection and support, right at Quarry View, we do our early childhood screening. Um so we have families that are coming in both on Tuesdays and
Friday mornings and we screen starting at that screening age of 3.5. um 100% of our kindergarten need to be um screened as part of our Minnesota Department of Ed and that's free for our families. So, we just wanted to remind you and kind of clarify our early
screening at Cory View. So, that first experience um that we typically have in early childhood is with ECF. Um and I think it's really that gateway because when you have a baby, unfortunately, it does your baby does not come with a manual. Um, and
what our ECF do so beautifully is they hold that relationship with the parent and the child and they walk with you on that journey and it's strengthening those parent skills, giving you some of that confidence. Um today we had our early childhood advisory committee and one of the parents was she shared so
beautifimes I felt like I was alone like is my baby the only one crying all day and then just to get into that space with other families and have a youth educator who's licensed and a parent educator that helps guide you on that journey to say
hey we all have those struggles and here's some tools and strategies. They do such a beautiful job. So I if you haven't if you have any littles and you um want to have the opportunity to just really dive deep into how someone can hold that relationship so beautifully
and help you guide you on that journey. Our ECF program is top tier. Um connects families to community resources, promotes promotes early literacy and social skills and really creates that supportive community network. Some of our families, they start in one class and then you see them as they transition
and their kids get older, they've built relationships with one another. They have those conversations. Um, again, because you don't know what you don't know, right? >> And I think that's what's so empowering about ECF is we offer both day and evening classes, but we're also offering
free to the community some ECF on those Saturdays. So coming up Saturday is our run and read where we invite all families from the community to come out for free and they'll experience birth to five and we'll do some movement, we'll do some story time, we'll do some
literacy and we'll do some snack and then we'll let them take a free book home. So it's um we average about having anywhere from 200 to 300 people at those events. So it's popular. Um, and looking ahead, that's kind of our focus for this year is we just kind
of um are really looking at just maintaining that ac access and uh quality of our programming. We're going to talk a little bit about how do we reduce the weight lists that are happening um for our 742 families. And we have some deep partnerships with
United Way and Thrive. I know I'm missing somebody. >> Milestones. >> Milestones. Um so we continue kind of that work um to for this community and this early childhood work that we do. So currently in our preschool we have
460 students in our 4 day a week um force program. In our threes program we have 275 students and those students come two days a week Monday, Wednesday, Tuesday, Thursday. Um, and then again, like I said before, we have a young threes program and those are for our
students who were on that individualized family service plans and they maybe had a birth to three teacher and then their birthday came after September and then it gets them in that introduction into the classroom and those students will transition into our threes programming
and total three serve is 307 students because um most of our students come to Cory View but we do have some students who go to Clear View and then go to Kennedy. Um, and so they start their journey off in their elementary building and they continue that journey. So totally for
total we have 767 students that we've served in early childhood just in our preschool program, not our ACF, including our ACF. And then we'll talk a little bit about our preschool. This is my third year and
we've um always have been looking at a weight list and this year we tried to get very creative because we have families right now we have um 50 students families that did not get into our 4-year-old program. Um we have 34 um three-year-old families that did not get
into our preschool. And so one of the solutions that we wanted to pilot this year is called a Friday preschool experience. So on our children come Monday through Thursday. We do have some teachers that work Friday. Um and this year we use them really purposefully to
try to reduce that weight list. our solution for 26 27 um we found we have one Friday um PK4 classroom and because our children come
Monday through Thursday in our 4-year-old program we weren't we were calling and calling on our wait list for these 50 families and they weren't um they wanted to stay on the wait list for that 4-day experience I couldn't get them to move to a one day but our threes
only come two days a week. So when we were calling those families, that seems pretty reasonable, doesn't it? I mean, my child could come two days, but I if I could get one day, that would be awesome. So next year, we're pivoting to doing all threes to reduce that weight
list completely because of the high interest. So next year um these teachers who are currently teaching now in our Friday pilot PK4 and PK3 will move to all PK3s and we'll keep them on site so they can be in their community. So we'll
have a PK3s on a Friday experience at Clear View, at Kennedy, at Madison, Quar View, and then Westwood. Um, and we're hoping then we can have 44 students, which means that we should be able to eliminate any threes family having to be
on the wait list and with some additional spots as well, questions. Thank you. Does anybody have any questions? Heather, >> thank you. Uh, thank you for your work and your presentation. Um I have a
couple of questions. Um the first is how do parents get connected to ECF? Um how do they know about it and are there referrals through the community or or that sort of thing? >> Our ECF program. So we do have besides
social media and all the good things that we do in school messenger, we do have um an ECF teacher Carrie Uso who's connected to our birth to three teachers who do a lot of home visiting. Um, so that we get a lot of outreach there. We also do a lot of outreach with our ECF
team. So they're attending registration nights, kindergarten enrollments, they're at the cop house, they're going out into there baby expos, caribous, wherever they can go. But really, that's kind of that how they're Heather, they're advertising is through that. So
besides our catalog that goes to over 7,000 families and social media sending home things with flyers with our preschoolers right in the backpacks. Um but that's really how they got connected. But we just met with advisory because it is such a program that is
word of mouth that we had our committee of 15 people sitting around today and saying how can we do it better because we're all here and as much as we tell people we're here. So, we're right now working on a marketing plan of how do we um get our ECF program, which I think is
premier. I think it's I I I really am proud of it and I'm proud of those teachers. But it's an amazing program and I would love you to stop out and see it one time too. I appreciate that and um I will make note of that and and just like do you do anything with centric care or with um
medical folks um and I don't know whether there's um nurse pract or nurse midwives or doulas or you know things like that that that can help um or if you're already taking advantage of that. >> You want to talk about the CAN network? >> That's a great one. So through United
Way, we have the childc care action network which who we collaborate with and they work with our local childcare providers, right? Because we know that though we have our threes and fours in our building, they have to go if your parents are working zero to three, they're probably in a childcare setting.
And so we have intentional conversations about around what does that look like, feel like, sound like, how do we get those families in? And then we give some of those flyers out to those families as well. what gets to be a little bit tricky, right? We had we had a partnership at Centric Care prior to
COVID. Um, but then COVID happened, right? And things were changing and shifting and moving and prior to that, our ECF teachers went into those buildings right after the parents would give their birth to their babies and kind of talk um support them along that journey, right? And then say, "Hey,
let's pivot into an ECF class." um since coare is amazing and they decided to completely do that in-house right um and so what we do now intentionally is working with um centric has a what is
that called the first baby thank you >> the baby cafe and so we do that partnership with them and then we talk about um when some of those parents have some of those struggles we say if you are in our ECF class we kind of guide you through that work but we are always looking to strategize and we've talked
about um maybe parent workshops, right? Because I don't think it just infancy is one of those foundational skills. I mean foundation um where it starts, right? 0 to 5, but we know parents have struggles beyond that, right? Um and so we talked about what if we did some parent
workshops and things like that. It's something that we're actively thinking about. >> I appreciate it. And again, I think you captured it perfectly when you said that um they don't come with instructions when you have when you have babies. they there's no instruction book that goes along with it. So, thank you for that.
Um my my second question is um I love that you talk about um just play and and learning through play because I I I really think I I mean that and and hearing books. I think those are two primary ways of learning and tactile and and those sorts of things. Um can you
well maybe this turns into a couple of questions. One, do they get outside time when they're in threes and fours? And then my second question is do you are they exposed and if so how much to digital screens or do you really try and avoid any sort of digital screens at
that age knowing that we keep learning more and more about neural networks and everything like that? We avoid digital screens but I did go to a conference last year where we have to embrace it in the sense we have to teach parents how
to use it. So we are a digital free zone but we also know in our in those homes that's happening. So I had a really good speaker um when I raised my hand and said absolutely not the brain birth the five and developmentally and she said I'm going to challenge you. It's not
about what you're doing in your workplace. It's about what are we doing with parents who it is a tool and they are digital natives these young people raising children today. Um so we're being very responsible. I was going to look at Katie Herbalt. You'd be really proud. We're being really responsible,
our tech gal. Um, so no, we don't. We're digital free. Even when you go to an EC ECF classroom, we ask that you put your phone outside um to try just kind of to train these new parents to say, let's be present. Presence and is very important.
And your other question, Heather, was what? >> Outside. We all do outside. It's we have to we're we're lucky to have playgrounds attached to all of our early childhood. I mean our elementaryaries as well. So outdoor play is really important. So
that's part of their world. Um and then we just have uh got a grant last year from our Avon folks um for nature timber nook nature outside that we're trying to grow. I still haven't met visited with assistant super Hansen about how that
might grow for other elementaryaries but it's certainly happening at Corey View and Westward where we're bringing outside nature experience and been trained by Timbernooks. So that's another piece and now the ECF will offer one in April and May as part of there because we want those families to
experience that. But um yeah, play and outdoor is really important and we're even talking about now how to bring instruction of uh out into the playground. How do we do that to bring instruction and learning and still be out there?
Thank you. Good questions. Um, a while ago we bought some property near Westwood and um I'm glad to see it's finally getting used. >> Yeah. >> Yay. We owned that for a while.
Um, tell me about screening. What are you screening for? >> Yeah. So um the screening typically is any developmental indicators that you may fall behind on. So concept development skills, gross motor skills,
articulation, speech, um when you go to the doctor, they have these things called developmental milestones, right? Um for example, when you have an infant, there's mirror neurons in the body and when you look this way, that infant will look with
you, right? The screening process kind of sees at when a kid is three years old, it says, "Okay, your kiddo should be having around 300 words. They should be able to take a bean bag and throw it towards an object. They should be able to have some
of these sounds." Now, if that student doesn't have that, right, the screening says, "Okay, um, out of 100% your kiddo is around 70%." It really provides the school with an opportunity to provide early intervention services because we know if
we start early then we can close that gap before they get to kindergarten or into K12. >> Are you screening for special education also then? >> So you're screening you're screening for any developmental delays,
right? So it may not necessarily be that those kiddos need special education services, but when they come in and get screened, we can say, "Hey, have you heard about our ECF program, right? And then they come into our building and have an opportunity to build up some of those skills that they may not that they
be may be missing in their home environment, right? Play, intentional play, having some of those opportunities to engage with social interaction with peers. um some of those opportunities to enhance their concept development skills, maybe doing some of those puzzles, building with towers, reading
some of those books that um she talked about earlier, right? Increasing that vocabulary and those language. So, it doesn't necessarily mean for special education. It really means to see is your kiddo on track developmentally and if they are not, how can we support them
early so that way that gap doesn't increase. >> Okay. >> Thank you. No. Okay. Go ahead. >> No, I'm done. Thank you. >> We've been talking a long time about this weight list and I think those
numbers are exciting, right? Like they used to be a lot more over the eight years I've been on this board. So, can you kind of give us a like a recent history of like here's maybe what it was three years ago and here's how we've gotten it down. I know we've worked with some community partners on that, but um hearing that we're going to be able to
get all threes in the one day is really exciting. So, thanks for pivoting on that. >> I think our weight lists have always been high. You're going to make me think, Natalie. Um I am getting a little bit older now. >> You can do it. >> Um it's 50 right about now. So, I would
say three years ago, we were probably I I would say we're probably close to >> That's what I thought. Yeah. Is that for the entire preschool though, you think? >> Okay. >> Um, and we did add additional teachers over the years. Um, so that has been
helpful. We opened a couple spaces so that helped the weight list. Um, but I really think using these um, uh, teachers that have been doing other assignments over the years and now to target them in this preschool work, what
a wonderful way to have families um, to be able to have that experience. And I'm really noticing um also colleagues of mine, principles who are saying um gosh, Kate, we see 5-year-olds that haven't had the 742 preschool
experience. And it's so different and we're so grateful. Um that's not for me. It's just we're so grateful for this opportunity because the our children, 776 of these children, I think was the number are coming in with a great school
experience and ready. So, I'm very proud of 742 because if you look at other districts, um I meet with regional people and they'll say, "Kate, how many um early ECF teachers do you have?" And I say, "Nine." And they go, "Oh, we only have one and a half." "How
many preschool, you know, classrooms do you have?" I have 19. Oh, we have four. So, I mean, how proud you should be um to have this for this community. And we're seeing the benefits. Um, and we're tracking those benefits with Nikki
Hansen just over the last two years to see if our children have a preschool experience and now they're hitting second grade and third grade. What is that meaning for us? So, it's been some great data. We can share that next time if we're invited back >> for sure. I won't be here, but yes, that's great.
>> Hopefully, >> thank you for your intentional work on that, all of you. It's really been neat to see that we can help more families. So, thank you. >> Yeah, thank you so much. I just wanted to step in and say thank you um not only for being here tonight and the the beautiful presentation you
did um but this team has done incredible work um when they led off with inclusion um and we have seen an incredible growth uh not only um in regard to special education inclusion um from birth to four um but also in terms of language
and culture um you know I know that um you've recently added Somali and Spanish bilingual um programming um and that had not been done before and um so really grateful for the ways that as our community has evolved um you are making
sure that our early learning uh does also and that we are making sure that all of our students are are supported to be ready for um that kindergarten experience and then also to Kate who uh returned to us from retirement in our moment of desperation of what three
years ago now she said I'll do it for I'll do it for you for a year and here we are three years later and uh she has assured us that she has to be done now. >> Um and I can't ring any more years out of her, but I just wanted to say thank you for for coming back and for leading
this program and um as a team uh Kate and Burka leading this this program um to new heights and we just could not I could not be more grateful. And I just want to say Lori Putnham, I'd be remiss to say that this early childhood program, the I came in three years ago,
but the these teachers who have been here from the beginning to a 40-year span. Um I hope I hope if you ever want to do a thank you card, you do those to this this amazing early childhood team, birth to three teachers, evaluators,
preschool teachers, ECF teachers. Um, and if I missed anybody, but they they are an incredible group of hundred people that each and every day are serving birth to four year olds to make this and we talk about this with the
school board to make this community 742 one of the best, the brightest, and the healthiest. And I am privileged to have known them and have to say their work has been the work and I've been privileged to watch it and be part of it. So, thank you.
Have one more question. Okay, next up we have um the American Indian Education Update and we have Ayan Omar, executive services director, Kip Perkins, American Indian Education Coordinator, Misty Peterson, American
Indian Education Cultural Liaon, and then I'm wondering is it Next after that we have some other people joining us correct I know we're sort of flow into two presentations here so we'll start with
them Uh, good evening, Chair Ha, Superintendent Putnham, and members of the school board. uh as required by MDE statute, districts or schools that report to have a minimum of 20 American Indian students based on the October 1st
MARS data are eligible to receive funding for the American Indian Education Program, both state and federal. Um, additionally, such districts must either have an American Indian parent advisory committee, our NAPAC, uh or or be working
collaboratively with the Office of American Indian Education to form one. Uh this evening you will receive an update on our American Indian education programming and activities affirming the unique cultural identities and history of our American Indian students and
their families. Ensuring that our staff is equipped with the resources and skills needed to support our students in re in reaching their full potential. Um, per MDE, our American Indian Education Program
with the suggested input from the Native American Parent Advisory Committee or NAPEC for short designs programming and instructional activities that affirm the culture cultural identity of American Indian students and their families. In
our shining stars uh c celebration in May of uh 2025, we were gifted with a performance from the Samson feathers. Uh they are a Native American hoop dancers and they also gave an educational
presentation to our community and uh there's a photo from that celebration. All right. Uh, as you know, my name is Kip Perkins. Um, and I served as the American Indian Education Coordinator for the past three years. Uh, I have a
daughter in the district and a son who recently graduated from Apollo last year. Uh, a little bit about me. I'm from Pana, Minnesota, which is located on the Red Lake Nation Indian Reservation. Uh, and um, a little bit about this
work. um grateful for the opportunity to work with our NAPEC and support our students. Our program strives to meet the educational and cultural needs of American Indian students. And every opport I look forward to every opportunity
um to help our students feel empowered, supported, and proud of who they are. And this is my new coworker, uh Misty Peterson. Hi Hello. Okay. Okay. I'm Misty Peterson. I'm the new
American Indian education and culture leaison. I am from the FondeLac band of Lake Superior Triple Reservation near Clo. I began this role in November of last year and bring five years of experience specializing
in Ajubi language and culture. My background includes developing culturally focused educational materials and collaborating with tribal elders to preserve oral traditions and I've mainly did this work throughout schools in Minnesota and Wisconsin. Uh throughout my career, I have remained
committed to community service and tribal education, working with students from early head start to K to 12. Um all right. Um our data is sourced from the Minnesota Automated Reporting Student System or MARS for short. Uh and
uses federal race codes for identification. Currently we have uh 234 students who identify as American Indian, Native American, other indigenous or Native Hawaiian. These students of these students um 109 are
enrolled in our elementary schools and 125 are enrolled in our secondary schools. But these numbers do not include preK enrollment. Uh we also track the enrollment using a 506 federal American Indian form to ensure
appropriate funding and support. Uh the 506 form identifies a student's tribal affiliation and determines eligibility for uh certain federal and educ educational programs. Uh this information helps us understand and
document tribal repres representation within our district. Uh the 506 forms are required for participation in the title 6 Indian education formula grant program which is funded based on the numbers of completed
506 forms on file. All submitted forms are confidential >> and elementary programming. In our elementary schools we prioritize early engagement and culturally responsive support. Tahi, Lincoln, and Madison serve the highest number of American
Indian students. As a result, I facilitate weekly lunch groups at those sites. These groups include activities such as OJ language games and craft circles to strengthen cultural connection and build community. In addition, I conduct one-on-one check-ins with students at other
elementary schools to ensure their academic, cultural, and social emotional needs are being met. To further support staff and students, we have developed an internal website for teachers that features recordings of books in the Ojib Navajo languages,
making it easier to integrate native languages and culture into daily classroom instruction. I also assist schools with language related needs, including reading books, providing translations, and sharing culturally relevant resources. >> All right. uh secondary programming uh
for our secondary students. We place a strong emphasis on postsecary pathways. This includes uh upcoming college visits to St. Cloud State University uh and manufacturing tours that allow students to explore a v variety of career
options. Uh to support academic success, we are in the process of establishing contracted tutors through SCSU St. Ben St. John's. uh and we create cultural spaces for students through weekly smudging and beating groups providing
opportunities for connection and community. Uh last Thursday we hosted a financial aid assistance session at Apollo High School with Laura Gerardson uh an outreach liaison for the Minnesota
Indian scholarship program through the Minnesota Office of Higher Education. Laura delivers financial aid presentations to high school students across the state. She provides guidance on applying for grants and scholarships
specifically available to American Indian students. And she will be be returning to uh St. Cloud on April 14th to present again at uh St. Cloud Tech. All right. Uh next up is the community
uh graduation honoring. Uh we are proud to share that 75% of our American Indian seniors graduate in 2025. Uh and for the class of 2026, we are currently seeing strong uh progress
including a projected 100% graduation rate at Apollo. our graduation honoring ceremony this year will take place on uh May 7th uh 2026. We are collaborating collaborating with
St. Cloud State um St. Cloud Tech and Community College, the College of St. Ben's uh and St. John's University to bring the native community together and share a celebration honoring with our local graduates.
Uh current graduation tracking for 2026 is uh like I said 100% at Apollo, 75% at Tech with one student uh getting their GED and 50% at McKinley.
All right. Ind indigenous people's day. Uh Minnesota law requires public schools to observe Indigenous People's Day the second Monday in October by providing at least one hour of instruction or programming on the topic in
collaboration with building leaderships. We developed oh we we delivered classroom lessons and experiences focused on indigenous history culture contributions to ensure both compliance with the law and
meaningful implementation at South Junior High. We were proud to host Joe Big Bear and his grandson for an all school assembly. Across other schools, students engaged in lessons, activities designed to recognize and celebrate
indigenous communities. >> Oh, that's me again. Oh, yeah. So, it's me again. The power uh in 2025 and that's the code word. I don't know how to pronounce Dakota words. Uh so
yeah, I'll just call it the POWA. Um St. Cloud was a community center uh centered cultural event celebrating indigenous traditions, identity, and resilience through song, dance, and drumming and storytelling. The POW
created a welcoming space for native students, families, and the broader community to come together in celebration and learning. The power reflected a collaborative partnership among St. Cloud Area School District 742
Sartell St. Steven School District uh St. Cloud State University uh St. Cloud Technical College and Community College and the College of St. Ben's and St. John's University. Um together these partners support a
student participation, cultural learning, and community connection, demonstrating a shared commitment to honoring indigenous culture across educational systems. All right. The uh Minnesota Indian Education Association Conference
um provides a unique opportunity for educators, community members, and tribal leaders to come together to strengthen education for native students. The conference focuses on culturally responsive teaching, indigenous perspectives, and strategies to close
achievement gaps. Participants gain access to workshops, keynote speakers, and uh networking opportunities that highlight best practices, celebrate native culture, and foster collabor collaboration across schools and communities.
Uh it also helps educators stay informed about policy developments, innovative programs, and resources that support student success while honoring tribal heritage and identity. This year the conference will be held in
Shakipi and the with the goal of offering district staff the opportunity to participate. Uh additional details were will be shared soon. All right. Uh professional staff uh staff professional development. Uh on
January 20th, Misty and I offered a choices day option for K12 teachers to participate in a professional development session on Ojiway language and culture and education exploring strategies for uh integrating
Ojiway language and culture in a classroom instruction. In add in addition, we offer a self-paced professional development with Anton Troyer incorporating Ojiway into the classroom which provides practical strategies for bringing Ojiway language
and culture into teaching. We are also developing an internal American Indian uh site that will um provide year-round resources for staff learning and professional growth.
The site will feature teaching chunks, videos, and additional educational materials. Um, currently staff have access to over 135 titles cover covering a wide range of topics to support
American Indian students allowing for self directed exploration and learning throughout the year. So, we wanted to um share and practice some Ojiu words with you guys. So, we're going to learn the seasons in Oju.
Um in Oji culture, the seasons are deeply connected to the land, community responsibilities, and ways of living. These seasons are more than weather changes. They reflect a relationship with the land and community responsibilities that continue to guide Inishab life today. So, I'll say the
word first and then you guys repeat after me. So spring is zed. >> Zidwan. Perfect. This is the season of renewal and new life. Summer is nibben. >> Neben. Yeah. This is the season of
growth. Gardens flourish, berries ripen, and communities gather. Fall is the guagen. >> The guagon. This is a season of harvest. People prepare for winter by gathering food, specifically wild rice, and
preserving what the land has provided. Winter is baboon. Yep. This is a season of rest and storytelling. Traditional winter was time for teaching, sharing stories, and strengthening family and community bonds. So, our stories can only be told
when there's snow on the ground. >> All right. Upcoming events. We have several upcoming events for American Indian students and families. On Saturday, February 21st, uh we will host our winter step telling event where students and
families can experience traditional stories shared by uh Deerey Fairbanks and Derey is from the White Earth uh reservation. is an educator, administrator, faculty, father, grandfather, and has been listening to
stories since the 1960s. Uh follow the following week on Saturday uh February 28th at Apollo High School where we will welcome uh native families from across the state to participate in a round dance, an
important cultural tradition. Uh on Saturday, March 7th, we will offer Native American drum making workshop providing a hands-on opportunity to create traditional drums and learning about their culture cultural significance. In addition, our
additional events are also in the works, including Dakota and Ojiway Skywatcher sky watchers, uh, nature walks in school beating and sewing circles and Ojiway language sessions for elementary students. Uh, stay tuned for
registration details and upcoming on these up details and updates on these exciting cultural activities. We have a a video um that captures much of the work in action. >> Welcome to the St. Cloud Area School
District where everyone's journey including culture, identity, and academic success is valued. The American Indian Education Program is one important piece of that vision, helping students feel empowered, supported, and proud of who they are. Today we're
highlighting the American Indian Education Program which celebrates culture, supports learning and strengthens community. I am Kip Perkins, the Indian education coordinator. >> And I am Misty Peterson, American Indian Education and Cultural Lazison. The
American Indian Education Program is designed to support the educational and cultural needs of American Indian students. Our ultimate goal is to help students thrive academically, complete high school, and prepare for future opportunities beyond graduation.
A key focus of the program is enhancing cultural awareness and celebrating the heritage of American Indian and Native students. Through community events, cultural field trips, and engagement opportunities, students learn more about the contributions of their ancestors and
contemporary native communities. Our program offers a variety of free supportive services for students and families, including cultural enrichment classes, seasonal cultural events for families, tutoring, college visits, and educational field trips, post-secondary
planning and guidance, and support during parent teacher and IEP meetings upon request. Our Native American parents and caregivers are key partners in this work. Through our partnership with the Native American parent advisory committee, our NAPAC caregiver voices
are centered in the development of educational services and cultural events for both students and their families. One of the key activities offered at the high school is smudging, a traditional practice rooted in many Native American
cultures. Smudging involves the burning of medicines such as sage, sweetg grass, cedar or tobacco to create smoke that is used for spiritual cleansing, pear and reflection. The practice is often used to promote balance, healing, mindfulness
and a sense of connection to oneself, the community, and the natural world. In school settings, smudging is offered respectfully, voluntarily, and culturally informed. often guided by indigenous knowledge keepers are trained staff to support student well-being and
cultural awareness. At the elementary level, students are given dedicated time each week to build relationships and connect with me through a Dubai cultural and language games. These games introduce students to a Dubai values, traditions, and ways of
learning through hands-on movement. Games may include traditional games such as hoop and stick games, snow snakes, lacrosse, and cooperative team challenges that emphasize respect, perseverance, listening, and community. Through play, students learn cultural
teachings, practice teamwork, and strengthen their connection to a Jew identity in a fun and meaningful way. >> What I'd like to do is do classes with the students. um get them to learn how to make the instruments that we do, drumsticks, drums, hand drums, and also
do more classes that uh like drum and dance where you learn how to sing, learn how to use instruments, and then hopefully get someone in here to do like dance classes for people that do want to dance in an effort to ensure American Indian students reach their full potential
within their school communities through meaningful, equitable, and targeted educational experiences that affirm and value their unique cultural identities. We established a collaborative partnership sponsored by St. Cloud Area School District 742, St. Cloud State
University, St. Cloud Technical and Community College, the College of St. Benedict and St. John's University, and Sartell St. Steven School District. By working together across K through 12 and higher education systems, we are intentionally building community for
American Indian students and their families, especially those new to the area, fostering a sense of belonging, continuity, and shared responsibility for student success. Anything that we can do to have every
student feel like they have a place and a voice in our community impacts their attendance, their emotional state. It impacts their academics 100%. I think it's a really great program. It helps me feel a little less alone. Even though I know there's not many Navajoors
up here in Minnesota, I feel like, you know, I get to meet a lot more other natives. Um, people who have maybe had the same struggles as me being native or the same experiences. It's important that they have the access because we want them to value their
culture and where they come from and know that we also value their time here and what they can bring to our community. >> We are 742. All right. Thank you everyone. Uh we will take questions.
>> Okay. Does anybody have any questions or comments? Scott, >> uh you've mentioned u some events that are coming up. Uh the Indian graduation you said was May 7th. Where is that at? Uh we haven't nailed down the um the
site yet, but uh we will be meeting uh early next week for um uh discuss further where it will be. >> Uh when and where is the next power model? >> Um >> we haven't planned that either. It's
usually in the fall and it takes uh the partnership discussion to determine time and location. Uh you mentioned a round dance at Apollo uh on the 28th. I think that's a Friday. >> Oh, that um >> Saturday.
>> That's a Saturday. >> So, one of the feedbacks we received from our um families is some more weekend events because the evening doesn't always work. Um and those events are specific to our American Indian students and their families.
>> Okay. So, some of these are not open to the public. >> Correct. >> Which ones are open and which ones aren't? The round dance. No. >> Um, all of them. We were hoping to use this opportunity to share it with our families uh who could be watching online. Uh, but all the events are
specific to our American Indian students. The pow-ow is one that is open to the public. >> Okay. And the graduation. >> And the graduation honoring. Yep. Staff and the board members are definitely invited. And one of the feedbacks we got from last year is not to put it on a
Wednesday on a board night. So this this year it's a Thursday. >> Thank you. >> Okay. Any other questions? Heather, >> and this might be and I know Jason's not here, but Lori, maybe can can you talk a
little bit about and I'm just thinking um I was actually thinking of lacrosse because I know lacrosse has a native history, but even like with the drumming activities and those sorts of things, how are those embedded into curriculum um for all students? Are there
conversations embedded or could there be related to some of the extracurriculars? But as um as kids take music classes and those sorts of things, is there an attempt within the curriculum to try and uh expand just general knowledge of of
some of the Native American um foundational sorts of activities. I know our uh Minnesota state standards um is very inclusive of American Indian education uh through literature uh through social studies. Um and I've
worked with some of our music teachers and choir teachers who are also looking to expand opportunities to include drumming and and and cultural activities that are specific to our Native American students. Um, but the standard is definitely inclusive of of our American
Indian education program. And just one more comment, I really liked um the seasons and I like that winter is storytelling and we should not be active. We should be storytelling and resting. We would be smart to take advantage of
some of their recommendations. >> Yes. Okay. Um, Kip, then do you want to roll us into the second part of the presentation and I will actually >> Okay. And um introduce our guests. >> Yes, I will I will do that and then I
will invite our guests to come on up and Misty and Kip and I uh will will be sitting uh very near. Uh a vital component of our program uh is the Native American parent advisory committee. Uh in in accordance to Minnesota state statute, any district
with 10 or more students is required uh to establish a parent advisory committee. Our local board specifically chose the term Native American rather than MDE's assigned American Indian. Um phrasing to ensure all indigenous
families feel included and represented. NAPAC is led by chair Kora Shenander, Vice Chair Lindseay Ter, Secretary Melissa H. Hager and Treasurer Ian Shannander. Uh it meets at least twice per trimester with a consistent
attendance of about 8 to 10 um 10 families and students. The committee serves a dual role making recommendations to ensure district goals align with real needs of families and and and completing the annual resolution
of concurrence non-concurrence formally indicating whether the district is meeting the needs of American Indian students. Their partnership allows us engagement and to continue evolving and doing better. And we're deeply grateful for their volunteer leadership and
helping us uh with the presentation. I will invite uh Kora, Ian, and Lindsay. Thank you. Sorry. All right. Uh, thank you all. It's nice to be up here speaking. It's a little bizarre.
I'm usually here as a parent watching people from a distance. So, um, my name is Cora Shenander. Uh, I am Hopy and we also have Cherokee in my household as well. So, just a little background info about that. Um, first
and foremost, I'd like to acknowledge past work that the district has done to become more inclusive. Um it's been very interesting to be in the district the last few years and just kind of see how you guys have made a lot of different changes, a lot of positive things that have been happening. So it's uh it's
been interesting watching you guys grow. Um stepping into this role for me has been a very big eye opener kind of all the way around uh truthfully. Um, that being said, I believe that we are all here for similar goals and intentions to
help empower our students and help them succeed. And we appreciate the district's uh core principle has always been clarity and we as NAPAC are committed to carrying that forward uh in what we do together. So,
>> hi. Um I'm Lindsay Teller. Um and I am with the Grand Portage tribe in Minnesota and I also have Monomin um blood in me also from Wisconsin. Um I have two kids in the district and a nephew in the district also.
Um I just wanted to talk Oh, I just wanted to talk about um the current situation. We have two people who work um between 13 schools, 14 different places total um
to assist students and families and that's about 234 students. Um so um with these two positions um they're expected to manage um about
100 each, you know, more than 100 each. And um the balance even though we added a second person, the balance has not shifted enough for these individuals to meet with students consistently enough
um to contribute to the expected level. >> Uh my name is Ian. I am Hopi. I am the uh treasurer as introduced earlier. Uh I have a statement to make before we go into uh the recommendations. Uh during my time in this role, I have
been faced with numerous difficulties showing me that I need to be here to create positive change. With the sheer level of difficulties that I have faced, this does not feel like simple representation serving my peers and future students. This feels like
fighting a war for them. I have not I have not given up despite this adversity and I will not give up on our students. I will see to it that this district fights alongside me for our native students.
We as NAPEC have been deprived of necessary information. When our uh when deprived of uh of this information, our ability to serve our students uh dwindles and we prove to our native
students and families that the days of bereieving us of our culture and resources is not ancient history. Uh we voted as NAPAC a vote of nonconcurrence. That being said, here are our
recommendations. We have three types of recommendations for St. Cloud Public School District. Recommendations are categorized as the following: compliance recommendations, staff recommendations, and academic recommendations.
With the compliance recommendations, we recommend that District 742 comply with state statutes and afford an APAC/APC the necessary information it needs to best serve its students and the families they represent. The American Indian Parent Advisory
Committee must develop its recommendations in consultation with the curriculum advisory committee required by 120B.11 subdivision 3. This committee must afford the parents the necessary information, an opportunity to effectively express their
views concerning all aspects of American Indian education and the educational needs of American Indian children enrolled in the school or program that is pulled from Minnesota State Statute 124D.78 subdivision 1.
NAPEC has not been afforded the necessary information by the district. Some examples of necessary information can be pulled from page three of the American Indian Education Aid Program Guidance. This information includes, but is not
limited to, testing data, attendance data, graduation rates, funding balances, expended amounts of aid, and accurate student count information. Apac should be aware of all funding streams
that support American Indian students. Moving into our staff recommendations, NAPAC recommends an increase in American Indian education staff, a change of in the chain of command with it, and an adjustment in the roles of responsibilities of that chain.
NAPAC recommends that the number of American Indian education staff serving all Native American students and families in district 742 be increased to three at minimum to ensure all Indian ed correlated work gets complete.
We must have new positions a leadership position for Indian education. We must have a leader for the Indian education group and two liaison positions underneath. The leader of the Indian education group would receive information from the
liaison and handle other Indian ed administrative tasks. Liaison positions would be titled cultural liaison and educational liaison. The liaison duties are to assist and support students whether culturally or academically interacting with them on a
consistent basis and provide mentorship to the students. Educational liaison's primary focus should be on student success and academics while the cultural liaison is to supplement their education enriching enriching the minds of the
students. What does this look like in action? Instead of having both the educational and cultural liaison overlapping in their roles and focusing on the same student groups, we should have the cultural liaison work specifically with students on cultural matters from
elementary through 12th grade. And likewise have the el uh the education liaison support students and families from elementary through 12th grade as well to eliminate any overlap. Implementing this ensures that we will have a
consistent person for families to reach out to and connect with our students and allows for our Indian ed coordinator to coordinate meetings with NAPAC. Our academic recommendations. NAPAC recommends that our Native American students receive tutoring and get
academic incentives for their success. Our Native American students average scores have been considerably low. To combat this, we would like to use funds given by the state and federal government for NAPEC to use to address
this academic inequity. We would like all of our Native American students who are not already receiving tutoring or other academic assistance to be receiving this assistance. Secondly, uh secondly,
NAPEC has voted for academic incentives to come into effect for all Native American students who are passing their classes or on the honor roll. Students are to receive beadwork or a smudging kit as their academic incentive. All items listed in the academic
recommendations are listed as approved expenditures. This information is detailed in the American Indian Education Aid Program Guidance. We appreciate your patience and listening to some of that. I realize that it is probably more involved than
previous um meetings where NAPAC has addressed the board. That being said, um given recent circumstances, we felt the need to go into detail um just so that we are all on the same page in regards to that.
Are there any questions? >> Okay. Comment. Yeah. Yep. >> Uh, Coral, Lindsay, and Ian, thank you for your presentation. Um, I'm the chair of the achievement, integration, and equity committee, and I appreciate your presentation tonight, and we know our
work as a district continues. Um, so our next work is to win compliance with the law is to fulfill our role and to write a letter acknowledging our non-concurrence that will be due within 60 days, but know
that our work as a district continues. So, thank you for your presentation tonight. >> Go ahead. >> Thank you so much for being here tonight. I know it's um I I used to before I had this role, I'd have to come and present to the board and if you're anything like me, I was always
terrified. So that you are willing to be here and on behalf of our students, our families, our native community um just know that that is deeply appreciated and your recommendations um will be considered in full. Um and I appreciate the work of Ayan, Kip, and Misty um and
helping us lead this work forward in partnership with our NAPAC. So thank you very much for the um the details. um that's actually super helpful and um please know that we will take them to heart and we'll respond. Thank you. >> We look forward to seeing you again. >> Thank you.
>> Thank you very much. >> Okay, we have another discussion item tonight. We have the 2026 through 2029 achievement integration plan goals presented by Ayan Omar, executive or equity services director.
Awesome. Thank you. It looks like it's the ion show today, so this is this is good. Good evening, Chair Ha, Superintendent Putnham, and members of the school board. Uh this evening, I will share with you our 20 26 through 2029
achievement and integration goals. uh we are in our final year of the last three years goal and I think in December we presented where we ended uh end of 2025 on those goals. Um just remind everyone that the key purpose and objectives of
our ANI plan is really to pursue integration, increase achievement, uh create equitable opportunities, uh continuously transform staff development and target and provide targeted student supports. And we do this through three-year plans that target specific,
measurable, and student student centered goals with strategies that are developed as a district and in partnership with our leaders. Um, I'd like to first point out that our multidist collaboration council, MDCC, continues to be a huge component of our
ANI plan. Um our adjoining district includes Annadel, Foley, Becker, Holding forward, Raori, Sak Rapids, Rice, Monaceel, Big Lake, and Kimble. Um, one of the activities that we are looking forward to, our discovery friends are
going uh that are attending a kindness retreat with our Raori um as a way of improving and continuing this effort around the MDCC to identify shared goals and strategies to increase racial and economic integration across districts.
Uh MDCC serves as a as a requirement. Uh it's community- based, it's collaborative, and it helps shape local ANI strategies. Um, kindness retreat, career and technical exploration is another area we're hoping to uh collaborate with our uh stock rabbits um
uh neighbors as well as Monaceel uh and continuously uh looking at ways to partner and collaborate. Uh now I'll move into the three goals. Uh we have four goals. Uh the first one focuses on the achievement goal which is
around our graduation. uh we will continue with our graduation rates for students who identify as black, Hispanic, American, Indian or two or more races uh to reach 85% by uh May 2029. And we have identified key
strategies uh that help helps us support uh one being our district-wide language access plan ensuring that we have uh language support for our families and make sure that both instruction as well as communication is accessible in home language. Um we have credit recovery
during the day really removing the transportation barrier for a lot of our families who um face those barriers in the evening. We have our Delt uh educational equity outreach coordinators over at the secondary level. I've been super supportive in in collaborating
with United Way and other initiatives to help improve uh the academic success of our students so that they're able to reach uh their full potential in graduating family access and community leaison. Um Tiffany Daniels does an amazing job planning field trips that
promote pathways to career and college readiness. Uh which includes the manufacturing tour bar is another one building assets reducing risk that we hope that we continue to use in helping us improve our overall uh graduation
goals for these identified students. Um our goal two also focuses on achievement uh proficiency and early literacy. really continuing to hone in on the um third grade MCA reading proficiency rate for the same group of students for black non-ELL students uh
American Indian Hispanic and two or more races with the hope with the goal of reaching 50% by 2029. Uh and we've also identified key strategies that will help us um reach this goal uh in including uh partnership with our early childhood
friends really looking at early intervention uh school readiness and academic focus looking at those transitional years um uh into kindergarten and from fifth grade into sixth grade. uh really working with our educational uh outreach coordinators at the elementary level to help support
this with our uh family advocates and continuing our caregiver and family groups as a way of promoting literacy in the home. Our goal three focuses on integration. Uh really looking at the representations of
students of color in dual enrollment. And dual enrollment is is defined as courses that include AP college and schools PSO for students in grades 9 through 12. Um really looking at going from 11% to 25% by the end of uh May
2029. Um we have identified a position our middle level TADAS family advocate uh Monty does an amazing work um at the middle level of just catching our students who are high achieving but tend to drop off at that middle school age um
really sharing with our families uh the benefits of dual enrollment as they look into what's what lies ahead for them at the high school level. Uh we provide student leadership and and mentoring opportunities at the middle and the high school levels. Uh school readiness again
and uh continuing bar uh at that middle middle level as well to help increase uh our students involvement in in their school communities. Um our final goal uh looks at diverse teacher workforce. really uh this is a
goal that we've met from the last three years uh and looking ways to build on that uh go from 8.5% to 9.5% uh by May 2029 and focusing on uh that recruitment and the retention in in in
our uh district uh affinity spaces for BIPAC and LGBTQI plus um and allies uh and just finding creative ways to uh connect with our teachers of color uh so that they uh stay stay in our community.
Um for our students um again this is not an isolated plan. It it works uh cohesively and in collaboration with all the other uh comprehensive achievement and civic readiness. Um our strategic plan uh and
our ANI plan work together. Um, and there are people behind these plans that help support these efforts and and really focusing on how do we uh uh attain safety, belonging, collaboration and excellence in pursuit of these goals
uh for the next three years. Thank you. Okay. Any other questions for Ion? Thanks for hanging out with us tonight. Okay, then we have um one action item
tonight. We have the approval of tentative agreements. Um we have the parah educators contract and joining us for this um is Amy Scallude. um will be
presenting this um contract for the 2025 through 2027 year. So Amy, thanks for stepping up and doing this one. >> No problem. Good evening, Chair Has Superintendent Putnham. Um so we again have the one contract on the uh agenda
tonight, the PAR educators uh contract. This unit represents uh just under 285 FTE um which is approximately 341 employees. Um since a lot of these positions are not um full-time 8 hour per day positions. Um year one there uh
is uh new starting rates established um for each classification uh in the unit. Um we have three different classifications in this unit. Uh support para educators new starting rate is 1675. Uh instructional para educators $1875. And then advanced parah educators
which are at our level four um facilities, our special education leads and our behavior instruction paras uh new starting rate 2075. All other employees um who are eligible for uh an increase above the new starting rates
would receive a 3% increase. To be eligible for that uh you have to have started by January 1st of 2025 based on the contract language. Uh there are also uh increases in longevity that you can see at um all except for the three-year increment. Those are on the summary in
front of you. Um and then as with previous contracts, we had health insurance changes. Those are consistent across all um of our groups. Um in the first year, uh there was an increase in the single insurance contribution as well as those EME caps um that we put in place. And then again, consistent with
other groups, the addition of the paid family leave um44% um contribution effective January 1st. In year two, again, we have increases um to those starting rates u by 25 cents in each of those categories. All employees
who um will have been here by one one um of this current year, 2026, will be eligible for a 2% increase. Um, again, if you weren't here by that starting date, uh, and you're at those entry rates rates, you would go to the new starting rates. Um, and then the only
other change in the pair educator contract for next year, uh, is changes to insurance. Again, consistent across uh, groups, 660 for the single insurance contribution and 1,193 for family. That then aligns that family contribution
across all units um, that we've been aiming for for the last how many years? Uh total two-year cost of this package is 6.09%. Okay. Um any questions at all? This a action item. So I'm looking for a motion to
approve the PAR educators contract for 2025 through 2027. >> So moved. Second. >> Have a motion by Diana. A second by Natalie. Go ahead and Heather call vote. >> Heather Williams. Yes. Shannon Hos. >> Yes. >> Diana Fenton. Yes.
>> Zack Dorhalt. >> Yes. >> Natalie Copeland. >> Yes. >> Scott Andre. >> Yes. >> Gina Esuo. >> Yes. >> All right. Thank you, Amy. Uh, moving along then, we have next up is the superintendence report by our superintendent, Dr. Lori Putnham.
>> Thank you so much, Chair H. Members. Oh, >> I would like to ask um Amy how things are working out on the paid family leave applications. um that started January 1st. >> Can we um get back to you on that?
Because she does um that's probably more of a Tracy question >> and really they don't go through us. They go through the state. So we're very minimally involved with the application process at all. >> Okay. >> Yeah. But if numbers of people who apply that would all be tra but we can get
back to you. We can let her know. >> Thank you. >> Yep. >> Okay. Go ahead. Thank you so much, Chair Haz, members of the board. Uh, tonight there is so much to celebrate as it is postseason time for many of our sports and activities and many of our teams are headed to state and even national
tournaments. We have 19 robotics teams competing at nationals, even at the elementary level, even at the elementary level. As we speak, and I have not gotten an update, uh, Crush Girls hockey is playing at the state tournament in St. Paul versus Breck. Do you have an
update? Oh, >> but they made it and it's the first time the girls hockey has ever gone to a state tournament. So, we are very, very proud of them. Um, in addition, we have state music competitions, both vocal and instrumental, two competing at state and
gymnastics and so much more. There's a music listening competition going on as well. I can't even honestly like we just can't even name it's so much success and I'm really just proud of our students and our adviserss. Um, and I'm also happy to share with you that Donna Roer, who is our director of research,
assessment, and generative AI integration, has been named the Minnesota Outstanding Central Office leader by MASA, the Minnesota Association of School Administrators. This award recognizes a leader who is willing to take risks and be a progressive change agent, setting high expectations for herself and others,
which certainly defines Donna. I know I probably don't have to tell you that she how deserving she is, but I do have to say how grateful I am for the work that she does here and across our state. Congratulations to Donna. And I also want to shout out uh with great pride, we have two semi-finalists for the Minnesota Teacher of the Year, Devon
Baler, an extraordinary science teacher at Apollo High School, and Paige Dorski, an amazing fourth grade teacher at Lincoln. And we both we hope that they are able to progress on to the finals. Um but regardless of the outcome, our heartfelt thanks and appreciation go to them. And finally, I want to congratulate Paul Bates, who is made
named to the Minnesota Tennis Coaches Hall of Fame. Uh Paul is a long-standing teacher and coach for our district. Um and again so deserving of these accolades and we are very proud of to see him join that famous wall of exceptional coaches. Okay. Thank you. And then we have a
board of education standing committee reports. I think we have a few tonight. Achievement integration equity uh board committee chair Diana Fettton. >> Thank you chair H superintendent Putnham and members of the board. The achievement integration and equity committee meeting met this morning. Um,
two things that were covered this morning. Ayon Omar and Misty Peterson presented the yearly review on the American Indian Education Program and we learned tonight at the board meeting about the NAPAX review. The board will now prepare a letter required to address the NAPAX non-concurrence vote. The
second thing that was covered at this morning's meeting was a special education update produced and provided by Danny Mayor. Um, this information will actually be presented at the board meeting in March. >> Thank you. And then we have finance audit board committee chair Heather
Williams. >> Yes, the board finance committee met on February 9th. Uh, we discussed the multi-purpose athletic facility joint purchasing uh, contracts which were actually on the consent agenda. Uh, there are two work scopes for the project that will be purchased through joint purchasing contracts. These work
scopes are for the turf field and the permanently affixed athletic equipment which includes batting cages, divider curtain and perimeter netting. Amy discussed the turf options that were reviewed and why sprint turf was selected. This is the same product that was was installed on the Apollo outdoor stadium a few years ago. These contracts
are on as I said were on the the consent agenda earlier. Uh the Apollo project budget update and timeline. Amy reviewed a handout listing the referendum projects and upcoming dates. She also reviewed the budget for the Apollo project, which includes portions that are funded out of remaining funds from
the Apollo LTFM bonds issued a few years ago, which can only be used at Apollo, as well as food service fund balance. Um, the multi-purpose athletic uh facility exterior signage. Uh Amy shared pictures of proposed exter exterior signage for the new multi-purpose
athletic facility to include both the Apex logo and the district logo on the north side by the main entrance as well as the south side on Veterans Drive. There was also discussion about possibly adding signage on the west and east sides, although the committee generally thought it not necessary. A final recommendation along with a discussion
on interior signage will be brought back at a future meeting. And then finally, um our April finance committee meeting, we agreed to change the April 6th meeting uh from 2:00 to 1:00. >> Okay. And then uh personnel negotiations board
committee chair Natalie Copeland. >> Thank you, Chair Hos. We met on February 17th um and talked about a couple things. One was the 2627 staffing timelines. The administration reviewed the annual staffing timelines for the 2627 school year. We also talked about
administrative structure. Superintendent Putnham provided an overview of expected staffing for administrative positions looking into 26 and 27. We also talked about a business services consultation that's coming up. The administration
presents a plan to engage a consultant to conduct a review and audit of the structure and workflow in the business services department to facilitate improvements in efficiency and collaboration in the wake of many retirements and position changes in the
course of the past several years. And then finally, we discussed executive contracts. The committee reviewed the superintendent's recommendation for changes in the pay and benefit structure for the 2627 executive contracts. The committee discussed the contract changes
presented and recommends them to the full board for approval and that'll come on March 11th. And that is all. Thank you. All right. And then we have future agenda items. The March 11th board meeting and work session topics will
include boys volleyball co-op, approval of the 2026 through 2029 achievement integration plan goals, approval of tenative contracts, uh tenative agreements, uh special education update, and some policy readings. Uh at this time, does any board member wish to
suggest a future agenda item? Okay, that was everything on tonight's agenda. So, looking for a motion to adjourn tonight's board meeting. I have a motion by Natalie, a second by Heather. All in favor say I.
>> I. >> Opposed? Meeting is adjourned. 8:01 p.m. Thanks for watching. >> Didn't last till 9:00. Isn't that good? Oh, we went through this one. >> We got through this one.
time.