You're literally just I work. At 6:30 I call this regular meeting to order. Please rise for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Good evening. Hello school board members, district staff and community community members. As a reminder to us
all, the mission of St. Francis Area Schools is to equip all students with the knowledge and skills to empower them to achieve their dreams and full potential while becoming responsible citizens in a dynamic world.
We have two board members not present tonight. They are member Bakan Cleven and Chair Burke. Our first item tonight is agenda item two, adoption of the agenda. Are there any questions prior to
a motion being made on the agenda before you? Is there a call motion for the June 22nd, 2026 meeting agenda? >> Second. Second. Discussion on the motion.
No discussion. All right. All in favor signify by saying I. >> I. >> I. >> All opposed signify by saying nay. Motion passes unanimously. What do we have here? One, two, three to
zero. >> All right. Moving on to agenda item three, consideration of visitors. Did we have any consideration of visitors? I'm sorry. Did somebody say something? >> We did not. >> Okay. Sorry. >> All right.
Agendum items number four, consent agenda per district policy 203.6. We will now approve items within the consent agenda. There are currently five items in this meeting's consent agenda. The consent agenda will be a roll call
vote. Are there any questions or requests to remove an item from the consent agenda prior to a motion being made? No. Okay. If is there a called a motion to approve the consent agenda? Some
All right. Is there a second? Second check. All right. Discussion on discussion on the motion. Any discussion? All right. Roll call vote. First, if you are in favor of the motion, signify by saying I. If you are opposed to the
motion, signify by saying nay. Mr. Humphrey, >> I. >> Mrs. Anderson, >> I. >> Mr. Shron, >> I >> Mr. Working. >> I, >> Mrs. West. I motion passes with a vote
of 50. As we move into information items and reports, I would like to provide a reminder to the board members to please hold questions, comments to the end of the report update as much as possible. We have fiveformational reports this
evening. Agenda item 5.1, St. Francis Area High School's Media Center. Claudia Burville will present the board with an updated report from St. Francis Area Schools Media Center. Miss Burville will answer
questions after her report. All right. Well, hello. I'm Claudia Burbell, the media specialist at Cedar Creek Elementary. I also help uh service the other libraries in the district. Uh this year I was able to create a schedule that allowed me to teach
classes at Cedar Creek and then one day I could dedicate going out to the other media centers. So we did work on some things. I've given you guys a report today. I'm going to try to just highlight some of those and try to do it as quickly as I can. It's a pretty big report because we did get a lot of
things done over the year. Uh first I'll touch on the staffing. We had one change at East Bethl Elementary. the person who was had served in that library for many years stepped down and we were able to post that position and fill it before they left. So we got some cross
trainining in there and the person has media experience. So it went really smooth for that. And then at SF we learned probably the longest running person in a media center um retired and so it was decided that we would change
that position from an assistant to the um library media specialist as well. You guys approved that. I want to thank you for that because now they can have a built special at St. Francis Elementary which is something they've really needed because of the class sizes. And so
moving forward, I'm going to work with the library media specialist over the summer. We're going to develop some media literacy and digital citizenship lessons that we can be giving to the students. She will have a 45minute block with students every week. I have a
30-minute block with students. So I'll modify those lessons at Cedar Creek. And then eventually we'd like to get those lessons going at East Bethl. If I were to do it, then it would be like an every other week. Uh, so students wouldn't be getting those lessons every week. We'd
have to hire a media assistant at Cedar Creek so that we have full coverage. And so I'd like to throw out the idea of possibly um making that position at East Bethl become a library media specialist. That way we would be giving all elementaryaries a library media
specialist and students would be getting lessons every week. I mean, we live in an age of information and teaching them digital citizenship and media literacy is really important and it would be challenging to go back and forth between those schools. Um, and then I'd like to
also throw out there the idea of having a library media specialist serve the secondary level. Uh I attended the Minnesota Library Association conference and that had librarians from across the state and many of the college librarians were reporting students are coming in
without the skill set to do the research that they need. They come in there not having a clue. And so if we could have a library media specialist at the secondary level, we could start to implement some of those lessons throughout those secondary levels
because I think it's important to carry that on. Um, so that's staffing and operations. Now, let's take a look at the collections. So, last year I reported that we had really old books in the collection and uh that was something that I wanted to try to work on over
this past year through inventory and then some weeding. And we were able to get inventory completed at all the libraries except for the high school. They had intended to do it with their intern in the spring, but some situations arose and we didn't get to
it. and their plans to do that next year um or in this coming school year. But with our intentional meeting and the realignment from our inventories, we went from 78,000 items in the collection down to 75,000.
Uh after I was finished with inventory at SFE in middle school in Cedar Creek, I focused on the non-fiction section to uh look at books from 1999 and older, deciding whether they were relevant or not for the collections and removed
those. And then at East Bethl, they finished their inventory in the fall and we tapped into Falllet's collection refresh program. Uh, Flet is the software that we use for managing our libraries. And so for a small fee, they
will uh it's based off of how big your collection is. Uh they will partner you with a collections expert and then they will guide you in developing a five-year plan for removing items. And what was nice with this is it focused on the fiction section, which is a harder part
to navigate because you don't want to get rid of everything because it's old because some stories are still relevant for teachers using them in curriculum and such. Um, and then they also give you five years plan bringing specific items in. So by the end of the five
years, you will have a collection that's been boosted up and uh more relevant for the students. The cost of that was $2,250, which we selected East Bethle because theirs was one of the smaller collections. Some of the other
collections were larger and they cost more. Uh, and then at the high school, the curriculum department, I believe you guys were able to go in and refresh the um textbooks within the collection and work on those. And so, um, I did notice
that those were taken out. So textbooks were put into destiny over all the years but there wasn't any like navigating those and keeping those updated. Um so after doing all of this stuff I'm happy to report we have raised the age of our collection. Now we are at 1999 and I
think that as we go into next year we're going to get ourselves into this century. Um, we have to finish uh an inventory at the high school and start weeding in their non-fiction, finish the non-fiction section at uh the elementarymentaries and then uh we'll
have to start working on weeding the fiction sections and possibly if funding becomes available we'll pick another school to go through that replenishment plan. Uh, another thing that I've been learning in my courses and at the conference is that schools are looking
at the demographics of your population to think about what you're bringing into your collection. And we have a high uh e population that was not represented in collections. And so I started to add bilingual materials at Cedar Creek. But
speaking with the e teachers, they love having this there. works really well for helping those students become more successful as they learn English to have these bilingual materials. So, I'd like to incorporate some bilingual materials in some of our other collections.
Now, that we've started to work on the collections, let's take a look at our circulation. I'm happy to report that our circulation has increased by 5,000 across all of the schools uh except for the high school which did have a decrease. They went down to 928
checkouts this year. Leading the way, of course, is going to be the elementary because you have library visits from K through five on a regular basis. Cedar Creek led the way with 33,000 checkouts over the year, which worked out to be
about 50 books per student. And then SF was 30 books per student. East Bethle was 31 books per student. And then when we get to the secondary, you do expect there to be a little bit of a decrease, but we only have the sixth grade coming
for regular visits. And so it worked out to 5.7 books per student at the middle school. And then the high school was less than a book per student. Uh the reason Cedar Creek is so high is because of a couple of things that I added. Uh
at the conference I learned that getting rid of checkout limits is a very important thing to do. Typically our students are allowed to check out two books. They can have them for two weeks. If they don't bring them back, they can't get books. We want them to be reading. And so you end up hitting a
wall with that. And so St. St. Paul public schools tried this the previous year and they reported that they students increased their checkouts and they lost less materials. And I experienced the same thing at Cedar Creek. I had a high increase. Students
would come in and they'd be like, I forgot my books. It's okay. Go ahead and get some books. Maybe teachers a little nervous when kids had six or 10 books checked out at a time. But most of them came back and I didn't lose any more than I would in a typical year. So I
think removing those limits is something that we need to address. Um and then I run incentive programs. So I had a bookmark contest this year. I created a bookmark generator thanks to AI and it would put five categories from the
library on bookmark. Students would get one of those bookmarks and like a scavenger hunt go into the library and find those books because I had no limits. they could check out 5 10 books at a time and that increased my circulation by 1,490 books just for that
contest alone. Um I had some students that were just eating that up. Uh one student in third grade checked out 127 books over the year and that was mainly because she wanted to be in that contest and she happened to be an EL student
too. So um it was neat to see the effects of that. So, moving forward, I want to incorporate contests like this at the other elementaryaries. I'll share this with the other library media specialist and we'll come up with some ideas. And then at the middle school, we
tried blind date with a book. We wrapped up books in February. They didn't know what they were getting. Kids could check them out and they kept coming back for more. So, we'll try to find some other kind of incentives for that level as well. Um, and then for the high school,
I know there's been talk of, you know, what do we do with our high school because they're they have old books, people aren't using it as much. And I think from what I've been learning in my courses, we need to create a library advisory committee that incorporates
students, staff, uh, maybe even community members, administrators, directors, people from the media department. We could go in there and brainstorm and reimagine ideas that we could do at the library. I can think of things, but I not have that school on a
regular basis. It's it's not my place to go in there and they might not have ideas because they're haven't been exposed to the same things. So, if we can work together, then you're going to have buy in and you have all of the stakeholders in it. So, I think that's
something we should do moving forward with the high school. And then for the middle school, right now we just have sixth grade going down there on a regular basis. And most of those checkouts for this year were sixth grade. And I would like to get our seventh and eighth graders in there. And
I think one way we could do that is through saints time. It wouldn't take away from class time. They're all having saints time every day. So, if we pick one day a week that that group comes into the media center and we could have those Senate programs going on and
contests and kinds of things to get kids excited about going back there. Um, and then the other thing I'd like to talk about today is the funding fairness. So, every library in our district is funded differently. At the elementary level, we
have funding that we can get from our building budgets. Then we get funding from the book fairs if we have them and the PTO and the support that they get like SF they were super generous. They gave them $25,000 towards books for over
a couple of years. So there's great support for the elementary, but then when you get to the uh secondary level at the middle school, they just have the building budget. There is a book fair that happens, but that those funds go to something else. It's not run by the
library. And if we were to try to run a book fair, we would be in competition with their book fair because the only time we really run those is during conferences. And their budget is $1,000. And a book average book costs 18. So
you're looking at about 55 books they can add to their collection every year. That's going to take a long time to build that collection back up to something more relevant. So, I have read in some of my studies that you can have um a dollar amount that you earmark for
students for library books. So, say we earmark $5 for every student in the district for library books. You give that to the 880 students at the middle school, that would give them a budget of $4,400. That would go a long way. Cut that in
half and that's like an eighth of a book. at 250 you're going to be doubling their their uh budget. So something to consider. I don't know how budget stuff all that works if that's something that's feasible to do. But they do need some help especially at the secondary
level. I did discover that at the high school I asked the person in charge of what is your budget and at the high school it's zero dollars. So you can't really add anything when you don't have a budget for that. And I'm not sure if that is that's what they told me their
budget was. So, um, other things we could do is explore grants. I've learned a little bit about that. I've never written them, but I want to pursue them. There's a Laura Bush grant that we could apply for funding to replenish books in the collection. So, I'm going to check
into that some more in the next year. So, looking ahead to next year, I'm going to work on collection development. We're going to continue with a targeted weeding focusing on replenishment so that we can provide students with a current relevant highquality resources for their achievement and curriculum
goals. We'll work on curriculum for the elementary with digital citizenship and media literacy and start teaching that to the students. I'd like to put together a handbook next year for our libraries so that we have common practices when we open the library in
the year, when we close it, how often we do our inventories, uh, checkout limits and those kinds of things. Just kind of the dayto-day details in that. And then staffing considerations for you guys to think about in the future is having a library media specialist at all of the
elementaryaries so that we can be teaching the students especially at that beginning stages of learning how to navigate the media literacy skills that they need to have in this information age. and then to add a library media specialist at the secondary that can fill in when the part-time person at the
middle school isn't there and then to go over to the high school and work on curriculum and instruction and support the students and staff at that level. And then of course the funding um trying to figure out a way to balance that out so that we'll have the funds at that
secondary level to bring in those newer materials. But I'm very optimistic that we're moving in the right direction with our libraries. uh and you can read even more details about the year and the report that you guys have. So, anyone have any questions?
>> Are there any questions or comments for first off just thank you for the care and comp or the passion that you have. It's just it shows. Um just a random question. So, the age of the books, does that mean that's going to be purchased them or that's just the
copyright? it. That's the copyright age of the books. I was going to bring some of them to show you like we had a robotics books from the 1980s that was in our middle school and obviously that information is going to be very outdated. So I when I'm cleaning some
things out, I've kept it like there's a book from the 1970s that has all of the pictures from the lunar exams. I mean it's just it's an amazing book. Um so some of the stuff even if it's old, you keep it. you know, we looked at how frequently things were checked out, but
yeah, that's the average age we're offering the kids is right now we're at 1999 is the average age across the district. But we're moving in the direction by bringing in new stuff and um getting rid of the old stuff. >> And then another one. So,
who runs the book fair at the middle school? It just seems like for me it should be the media especially, >> you know, I'm not I believe it's a fundraiser to raise money for field trips for when kids don't have the fun, but that's that's something I do not
know exactly who it is, but we started it with a different company, Literati, at Cedar Creek, and um I thought about doing it for the middle school, but then it's finding that time um when you can do it because if you don't have foot traffic, you're not going to have sales.
So, thank >> anybody else. >> This is the greatest report I've ever read. Holy cow, nice work. Thank you very much. Um, I really love the magic you're doing at Cedar Creek and I think Ben needs to follow what you're saying.
I'm excited for it to be at St. Francis Middle School. Um, I I have been uh read wrong, which is probably more my fault than anyone. been told that when I said that we shouldn't even have a library at the at the high school, I meant why do
we even have a library at the high school? And I like your reinvention. I think that committee sounds good. There needs to be something done with that space. It's not being utilized right now. And if we're all being honest with ourselves, that can be much better. And after that conversation with about 5,900 uh people that called me and said I was
crazy, um I I came up with a whole bunch of good ideas from taking notes from the teachers and the parents and the concern groups. And I I I think you'd have a whole bunch of people showing up to that community. Uh I also think like I think if a person reads to their community,
they'll do much better obviously. What are we doing at the elementary ages? Not only I mean obviously you guys are stepping in where the families are not or more than the families are. Are we doing anything that helps like kind of draw the family in and read along like I just think that can't be stressed enough.
>> Well, we started with the EL reading night um to try to bring those families in and and make those connections. I'd like to expand bring back reading nights. We used to have those at the schools. Um, you know, there's a there's
some apps like Beanstack that you can use, you know, the county library that keep track. We could pro possibly set up I have to check into this a little bit more, but set up the Bean Stack app and that would have the kids reading stuff at home and keeping track of that and
then we would be able to see how much they're reading and make those kind of connections. But yeah, I'm definitely trying to bring parents in. And when I had the book fairs, I had conversations with parents every single time they come in there, you build those connections that way. But
>> I find it one of the simplest things and it's the most enjoyable thing. And now that my second kid has graduated, I'm like, "Oh, no." Like all those minutes spent were not wasted and it goes so fast. So, and I and honestly, I think nothing has served either of my kids better than to be reading like we are.
It's kind of a rule that you're always reading a book. So, um I think that if we can just get the parents on board with that, it'll help everything that you're doing greatly as well. So, keep up the good work. I really appreciate this report and all that you're doing for our students.
>> Anybody else have questions or comments? All right. Thank you, Claudia. Great report. >> Thank you. >> All right. Um agenda item 5.2. to curriculum and instruction report. Stacy Piper will share results and highlights
from the curriculum and instruction department over the past year and upcoming year. Good to see you. All right. I'm here to share just some strategies that we've been doing in literacy and
math and other curriculum happenings as well as uh update you on the fast data. So, I'm not going to read all these bullets. Hopefully, you had a chance to look at the thing the busy things we have all been doing this year in literacy, but I'm going to give you some of the highlights. So, um that big core
group of teachers finished units five and six in letters and this August they will finish up seven and eight. So, we're almost done. Um and along with that, we've learned that our reading curriculum really is not aligned state approved. So, we have been starting to
slowly transition the phonics portion. So for example um in K3 we have implemented this year you fly for K2 and bridge three for grade three and next year um four five will implement the morphology curriculum. So we are slowly
getting the right curriculum in place and um this should also increase scores. Um on top of letters training, we had a new test this year required by the state called CAPI and we implemented that for the first time and we went through
training to learn how to use the data with the company and um we had a really fabulous training just this June um where the the company built us a district spreadsheet of all the kids scores and what they're recommending
each student should have an intervention on. So we now have really granular data to help us get more specific on what kids need in reading. And so I think this CFTY test is going to really be uh life-changing.
Um also um we are using different resources to help us with the MCAs. Um of course that literacy MCA um doesn't come out till later this year because it was the first time as a new test. Um and
um in the upper grades 6 through 12, we've been really working on that system of um when are they doing interventions? How can they use their saints time better um to help reach those kids beyond just that core lesson? Um and that's really a push from the state as well. They are saying we need to be
doing interventions in secondary. And so that's what happened in math really it's about the shift coming from the state on the new standards. And so we've done a lot of training on what does that look like? What does the change look like that you need to be doing as a teacher? Um, and
Math Talks is one of those changes that we continue. And we're seeing really great growth, I think, because of Math Talks. We're getting kids talking about math, um, and discussing it and being flexible with numbers. And that's where we were not maybe four years ago when I
started. So, I think that's been a really great progression. Um, we're working on 68 has been working starting to work on pacing their units and their standards. So, K5's had that all four years that I've been here, but 612 there
hasn't really been a pacing. And so, at 68, we're starting that in math to get that built. This is going to not only help the core teachers, but special ed teachers so that they know what's being taught when. And I've been hearing that is a need like they they can't they aren't always sure what to teach because
they aren't sure what is taught each day. Um and then 912 went through their math curriculum review and purchased Imagine I am which they just had training on will start this next school year. Um and uh Bright Works which is a
partner that we are part of that co-op free resource worked with us to help start to rethink our secondary systems. So Jen Bob and I and the access reading teacher Matt Johnson went to several of these meetings with the state and Bright Works person would get online with us
and meet with us and we would talk about what to change. So we're getting some great work through bre. All right, we So now we look at results and where you see arrows up shows a f increase from fall to spring.
And I wanted to go a little step further. That's not on this slide, but I went back four years ago. I wanted to see where were we four years ago compared to where we are now. And I did this in literacy and math. I'm going to be totally honest right now. We're a
little stagnant in literacy. And so this alerts me now that I have to put some emphasis in here a little bit more. While there is growth and it's up to 12% growth in several of these areas, there are also some areas that didn't have
growth over those four years. And so I want to do some different strategies. So some things that we're going to be doing, like I said, letters training will be completing this year. There's a new oral language test that's required by the state this year that um K1 will be taking and oral language they're
learning through research is more critical than ever. And that's why they're saying we need to be t having kids talk um because if they don't have that oral um development, they really can't write or read well because they can't say it, they can't put the words
together. So that's coming out in the newest research. Our 612 teachers will be taking our ELA teachers, English language arts teachers will take start taking the strive training. So they will have the science of reading training now as well and that should help impact
their teaching. Um we're having some focus around comprehension and writing strategies um and discussion protocols. So you know we have a new social studies curriculum and that's not literacy but yet it is. They really are saying in the state we need to have kids talking about the
content. And so we believe h teaching discussion protocols won't only benefit social studies, it's going to benefit literacy and math and science because they can use those protocols in all the content. So that is also one of my uh the coaches will be focusing on literacy
and then again CAPD testing will happen again and then we will be implementing literacy or um interventions for the kids in capy. All right math some better news in math though. Um so here's our results in math. You're going to see a lot of up
arrows. Where you see some blue is where there was aggressive growth over 10% growth. I went back four years. Here we have up to 28% growth and I'm not saying in just one or two grades. It is
doubledigit growth in nine different test areas over the four years. So we are growing in math. We are starting to see some significant in fact this was more in the 50s low 50s back four years ago. So we are starting to edge up to
that 80% we want to have in tier one. So um we're doing some right work in math and feel good about the direction we're headed. Um so again this year we'll be focusing on that new standard still. There's just so much that needs to be
known to do this switch. Um and we'll be choosing a new math curriculum for K5. So they're in their second year of curriculum review this year. Um, and then let's see, 68 is going to get some more intensive work. So, the coach is
going to be having more days in sixth through eighth grade math. Um, and there's going to be more data meetings with me, the principal, Heidi, and the coach, as well as the coach going to PLC's on a rotation basis. Um, and then
also offering individual coaching as needed. So we are just going to dose them with all kinds of data meetings and coaching opportunities in hopes that we start to see some significant growth in 68. Um we also are starting to develop an honor sixth grade class. We feel that
is missing as a link because we do have kids that come in high from fifth grade and then we get some stagnancy. There isn't an opportunity for them to keep going. So that is our first thing we're going to build before we do any other kind of extra class. So Heidi was on
board with this. Um my coach and our math specialist Katie Winsburgger are starting to work on that honors course now. Um and so we hope to roll out that this year. Um interventionists in math, she's fine-tuning
her what she teaches. Um it has been learned from the state that we really the kids in intervention are missing foundational math skills. That's the adding, subtracting, multiplying, dividing. They have to get those solid or everything else they cannot get solid
on. And so she's going to do um a little bit more focus on that. Um and hopefully we're going to see some growth through that. Um and then 912 again will have three math courses and magic. other highlights kind of what um Claudia
had said like she's doing um my office professional Christine is helping me weed out old curriculum. I don't know that this has happened much over the years but we are finally starting to get rid of some uh curriculum that's 20 plus years old just laying there. It's really
not use. Um and as we refresh new curriculum that's a great time to do that work. Um but on top of that other uh things as math 912 and K5 social studies finished their curriculum review. They have new curriculum starting this year with training. I
already talked about letters. Um MTSS we're continuing to develop those interventions through CAPY. And then summer enrichment camp continued this year with robotics literacy camp, math camp, and we had 60 students participate and the teachers love it. We got some
great feedback from students in it. Um, so we really enjoy having that enrichment opportunity. Upcoming K5 Steam and K12 FIED are going to begin their curriculum review. Um, and then 612 CTE and K5 math would be in their
year two of review. Um, tomorrow I'm working with a group of teachers to curriculum write for the American Indian Social Studies Standards K5. um and so that we can create some uh
more robust lessons that meet the the standards. Um and then once we develop those, I will have um the APAC group take a look at those. Haley will be involved um and give us some feedback. But we're going to start that work
tomorrow. Um I already talked about the interventions and math standards training coaching. I think I talked well the K5 science. We are also going to do a little bit more training on some staff
days around science for K5. I think I'm at the end of my presentation. Any questions? >> All right. Um are there any questions or comments? Yes. >> Um, I like that you're going to do a
sixth grade honors math. I think there should be honors like all the way through. I remember way back in the day, uh, taking classes as early as kindergarten, first grade, and that kind of takes care of the people that are, uh, you know, maybe even order, sit
around in class. I really appreciate that. Kids on that spectrum. Um, this enrichment over the summers, is that volunteer? Was it suggested or did anyone do it or what? >> Certain grades for certain things. So K2 was literacy. Um I think one two was
math and then 24 was robotic. So I have certain grade bands. Um but it's free and yeah sign up and then the teachers I paid them a little bit to come and teach. >> So would you say the 16 people that came in were they like hey you should totally come in the teacher said that it parents
or >> it was advertised. Yeah they advertised it with little flyers and in the classes. Okay. >> Yeah, good. >> Totally. Okay. And then on the AIE standards, um I I think that's a great idea. I know that the group has been calling for that. And you had said that
you guys are going to get together and then have Haley review it. Is Haley or anyone like any of the elders or any of the people are they going to be part of the process? >> I'd like them to be. Yes. >> ACT as well. So >> yeah, great. Because they I I that's something I hear a lot is the
collaboration, the collaboration. So that's cool if um someone can reach out to them for that because I'm sure they'd love to be involved. So >> and we are using the state resources developed by the tribal nations. I think those will be the links that we're going to be digging into to find what to teach.
>> Great. Nice work. Nice work. A close second. It's probably the second biggest report I've ever received. Thank you. >> I like to win. >> Yeah. You can understand the report. >> She's fabulous.
Thank you. >> So for again, thank you. Like I just it's awesome watching you and putting the passion that you do in this. Um I'm curious like we all know that state standard for Minnesota has declined a
little bit nationally. It doesn't have any reflect on ours. I love seeing the fact that we got growth in both. But you did mention that you dug back a little bit between reading and math, right? So we got big growth in math over the last four years. Did you identify any like key takeaways
>> of the why >> of the why that we can apply to reading >> math talk? Oh well we believe math talks is impacting math which is what we're going to put into 68 next year which they're not doing currently. Um so discussion is coming out as a big piece
of research when you talk to all the different content areas. So that is why those discussion protocols are going to be part of our training to put into all content. >> Correct. >> Yeah. Because we really think that will help >> and I'm curious about the old content like some of the stuff you know it's like 20 years old, 30 years old,
whatever. That's when I learned math. I'm pretty good at it. So, I'm just I'm just curious on why some of the stuff seems to be going the opposite way with the newer stuff. >> Tell me more. >> Well, I just mean like as far as
>> different strategies. >> Yeah. Like where where do these new strategies come from? Is that they're still part of education >> research? Not just MDE. No, it's coming from all over national math. Yeah. um where kids really need more ways to
be able to do math or to be able to solve it, not just a one way. Um the memorization doesn't work for lots of kids. So being able to see it before they internalize those algorithms that we were exposed to first. >> Awesome.
>> So it it it comes in, it's just not right away. >> Sure. >> Yeah. >> And then it's just figuring out a way to apply it to our process. >> Yes. >> Gotcha. Thank you. Sorry about the I think like reading to your kid, the math to your kid is I
remember I mean know every night or every car ride you know this plus this this times that and you said at the core I mean you know it's I just wish parents would realize that like we need to do our job too you know and and and help
your kids and enjoy this and make it enjoyable and everything can be over I mean sure kids get sick of it at a certain point But I mean it's it's simple. You know what I'm saying? It's I remember 8* 7 that always do a test and finally it's that that was always been on you forever. I mean everything else
zero out of 10 and whatever blah blah blah and it just after working on it, working on it, working on it and you just don't give up. You just get you just keep doing it. Make flashcards, talk to your kids, enjoy your time with your kids. I just I I think if we're finding like the difference is we we're seeing people that didn't learn the
core. Well, you know, that's holy cow, man. And that's something that was simple at the time and probably a lot more difficult now. So, I just I don't know. Again, we need that third leg of the stool because we have um the the curriculum and all this planned. We have
the talented teachers and we just need the family structure with the student to really show up and and help the cause, you know, not take up not just assume it's going to happen. It amazes me sometimes when I'm talking with some kids that they can't like read or write
money or time or and I I just I don't know how that's gotten that far, you know, and so I I don't know. I just I don't know if parents are having a conversation with their kid at all because eventually you think it would come up the fact that it's $4, not four.
0, you know, I mean it's like come on, say the word, you know? So I don't I don't know, man. I I I I do believe again here we go with uh calling upon the parents to do their part. >> Anybody else questions, comments? Thank
you. Thank you. >> All right. Agenda five. Agenda item 5.3, student discipline discussion report. Superintendent Anderson will review key metrics related to providing a safe learning environment in our facilities
and the potential for schoolboard member participation um working group you are looking uh west for the opportunity to uh present this information. uh what I just handed
out uh is includes the actual metrics that we're currently following for safe learning environment as well as the strategies that we've implemented or that we're planning to implement for the upcoming school year. So the board packet included the first part the
metrics but did not include the second part. Uh the reason for that is that we had our district leadership team meeting uh recently and uh we started the process of identifying that work and then we've been refining it through individual
meetings since that time. I still have the high school to connect with and then there's more iterations before everything becomes final. And the final process includes significant work with teacher leadership teams. And so some of
these things will change with time, but at least this is a snapshot of where we are now. I'll just give a real quick summary of the metrics. Uh you can see with majors, we had a significant decline uh in the number of majors throughout the district beginning with a 23 24
school year. Uh however uh it has stabilized since then you know up or down a little bit um in subsequent years. You can see minors have stayed relatively constant except we had a really good year in the 2425 school
year. Uh if you look at the u the fourth metric if you take all the out of school suspensions in school suspensions and referrals to genesis we're about where we were uh since the 22 23 school year. we've gone down a little bit uh but it's
somewhere between 5 and 10%. Uh then the next few show the uh number of out of school suspensions is a separate category the same with in school and referrals to Genesis. You can see there's a huge there was a huge decrease in the number of out of school
suspensions uh after the 22 23 school year. You can see we had 342 back that that year and this past year we had 77. So that's a nice decrease. Uh part of that has to do
with the implementation of the Genesis program. Uh and we're also suspending kids more in school instead of out of school. And that's intentional uh because um you know being out of school is is essentially a day off you for a lot of
kids. not not all kids but for a lot of kids and so we want them in our buildings with our teachers and education assistants as much as possible. Uh you can also see information about the number of or the percentage of students trained to say
something that's our anonymous reporting system and then the number of service calls for service um from to the uh St. Francis Police Department. So a lot of these are just metrics that we're tracking. uh we don't necessarily have goals attached to them uh but we want to
see where we're going on a year-to-year basis. If you go to the next section and go to the second to last page, so page 18, I'm just going to focus on the work that right now we're planning to do for next
year. You can read through the rest of it um at your leisure, but I thought it was prudent to really focus on next year. uh education Minnesota did uh request uh a committee uh to be formed that would
consist of teachers and administrators to discuss student discipline throughout the district. Uh both sides are interested in having at least one school board member uh to be part of that team. Um and I figured that you know chair Burr would be the one who would make
those assignments uh depending on uh interest. Uh but we'd love to see at least one school board member on that committee and then we can really go into great depth um to talk about what's working well and what needs to improve
the student discipline. Uh another really significant area that I'd like to focus on is coming up with uh a review of roles and responsibilities of administrative um support for special education
services. Uh that was a significant issue this year in terms of knowing who is expected to do what and when there's when there are differing opinions then that leads to some some issues and so
we'd like to address those issues on uh this year. I know Miss Parson has already given me a rough draft of a revised version and so I owe her a review and then we want principal feedback before we really uh take it to
the next step. The fourth bullet on page 18 at the very bottom you can see a hands uh refined response to behavior flowchart. Uh that is really important because uh the goal is to try to get all three elementary
schools kind of using similar responses for student discipline issues. It'll never be exactly the same, but we want, you know, more consistent review uh so that we understand when we can uh remove kids from classes according to district
policy and state law and some other things. Next page, page number 19. Uh using data and sharing information is a really important uh category of work that we want to implement. Uh I'll just mention
a few of them. Uh one thing we want all three elementary schools to be using educ. uh and then uh that will automatically be transferred to the infant campus and then the principal will enter the relevant information into uh the dur
report which is information that we need to supply the city. So it's diff different than it has been in the past. One school would do it one way, another school will do it another. We want all three to use the same same uh process and uh that's what we're headed for
right now. Uh you can see the other three bullets that are listed there including the the goal to share student discipline data to all employees in school. Uh and to further disagregate that data so we
better understand which teachers are referring students to the office for particular infractions. Uh because perhaps uh that that particular teacher is just doing a better job of reporting. um or perhaps
that teacher needs more support uh to better um discipline or to better manage student behavior in the classroom. And you can see some other minor things that I think are really smart strategies there. They look small. For example, at
SFES, uh we want to include a school psychologist on the school um improvement team support behavior management. Uh that's a simple addition but the school psychology psychologic psychologist is an expert in that area
and give valuable input to the um student support team other programming um and actions. Uh you can see there I'll focus on the the the black font there. U the third bullet talks about increased access to Genesis
for general education kids. And uh that was a I don't want to say downfall uh but that was kind of a barrier this past year because we didn't have adequate staffing in Genesis. And so what would often happen is there
might be a a student who has high behavioral needs perhaps a special ed child you know with a particular disability. And uh if that person was referred to Genesis, often times, you know, the whole staff would be needed to to work
with that particular child. And uh what we'd like to do is hire another behavior interventionist who will just work with our kids with special education needs uh so that we can, you know, serve the kids with special education, but then at the
same time service our regular education kids throughout the year. So, I think our principles will be really happy with that strategy. Uh, that's to me that's one of the most important things that we're doing. Uh, we also want to hire an additional
behavior consultant uh for the district. Right now, we've had one that works primarily with elementary kids. Uh, but we have similar needs at the middle school and high school levels. Uh, behav the behavior consultant that we have, and by the way, we call them behavior
consultants, but they're our employees. That's just the name. And um you know the person will work with teams of teachers who are working with especially challenging kids with needs in terms of discipline. Uh you Justine writes up
these behavior plans that are quite intensive and then trains teachers, explains to kids and their uh parents, you know, what's in the behavior plan. Uh and we've seen really good success with it. Uh so we'd like to duplicate her efforts by having a second person uh
so we can uh increase those behavior plans throughout the district. Uh once again uh for grades K through 8, we really want to uh review and update our PBS matrices and practices. Too
often I think we talk about uh PBIS or positive behavioral interventions and supports as you know the incentive program like if you get so many behavior tickets you get a a reward. That's only one small aspect of a solid PBS program.
Our elementary principles and Miss Critley are done for it. Jamie uh Stika I think specializes in this and really started the program at the elementary level many years ago. So I think we're going to see some really positive work
there. Um also the high school staff is is on the page for PB PBIS as well. Uh and so I'm expecting some great things to happen. uh towards the bottom if you see the middle school uh work that's planned. Uh
we currently have a check-in checkout program uh implemented and that's really a simple program where identified kids will go in at the beginning of the day for example to check in with a behavior interventionist or a trusted adult who's
been trained in the check-in checkout program. uh talk about how they're feeling that day, what their goals um are for the day, how they progress the day before, those kinds of things. And then as they check out at the end of the day, you know, they they share what
happened uh during the day. Uh it's a I believe it's a program developed by the University of Minnesota that's proven to be very successful. Uh, so we want to up our game in terms of fid fidelity to make sure that we're following what's prescribed in in a in a good
check-in checkout program. Also, we're finally, I think, going to implement a digital hall pass system for middle school and high school. And uh the goal of this is to keep kids in the
classroom and to reduce behavior issues in uh the hallways and bathrooms. And u you know we're aware of kids who will always go to the bathroom at the same time and miraculously it's the same
time as their best friends. And so they'll meet in the bathroom, they'll talk, they'll exchange vapes, they'll do all sorts of other things. Um and uh you know if we have a digital hall pass system we'll be able to find those trends and then address it uh with the
students and their parents uh so that we can better track what's happening. The um another change uh that will be implemented at the middle school or two more changes. One is that we're really
going to um expect teachers and administrators to contact parents by phone instead of just sending a behavioral ticket or an email to parents. We want that personal conversation as much as possible. Kind of gets to what Mr. Humphrey, you know,
has talked about. Um you know, it's it's just been proven um time and time again that those personal conversations have a bigger difference than a quick email that's sent. Uh so we want to push that as much as we can. Uh and then also we're we're hoping to have
administrators determine if an incident is a major or minor. The goal of that is to have more consistent um categories for the same infractions. Uh the only um two issues that I'll talk for the only issue that I'll talk about with future considerations has to do
with again another aspect that Mr. Humphrey's brought in uh and that is, you know, if there was ever a community-based parent support program uh that was ever implemented, we're more than willing to work with that group uh
to try to impact students and their parents, you know, in terms of behavior management. Uh I know um Mr. Humphrey's brought that up in terms of maybe having the school really take that lead. Uh but if we're going to do it, I think it's better as a community program. Um
otherwise everything is closely um monitored by the school according to our school rules and there are a lot of bureaucratic steps that would be part of it. So I don't know what the likelihood of a community based program is but even if we had two or three volunteers better
yet six or eight uh we would perhaps make a difference through that. That's a quick rundown. I I'm sure there are lots of questions and uh we're open to answering the best we can. >> All right. Before we take questions,
Chair Bur left a note in here. He says, "We're looking for consensus to add a school board committee to our list and have school board member participation if there's consensus. We will add to um the future meeting as an action item.
So, as we're asking questions and um commenting, keep in mind and we can just go down the roll and see if we have a consensus to add a school board um committee to our list and then um formal work session or something along that
line. Any questions or comments? Jill, very happy to see uh the second bullet for 2627 liberating roles and responsibilities as administrators in for implementing special education
services with that being a significant concern during meet and convertible with special ed. Um very happy to see that and hopefully they are watching tonight or at least hear that that's one of the goals for 2627. >> And it's I'll tell you St. Francis is
not the only school that struggles with this. Many schools uh contract with cooperatives, special education cooperatives, where some people are hired by the cooperative to provide services and the school district has employees, you know, who
provide services. And so it's often a discussion or misunderstandings as far as who's truly in charge, you know, those employees or the special ed programming. So it happens everywhere. Um and St. Francis is is no different.
Um in general it goes really well, but we just want more clarification. So, for example, like what Miss Anderson suggested, so the education assistant knows who their direct supervisor is and who gets work direction, what to do if
there's a question or what issue. >> Can you just go into a little detail about service calls for a service today, what that means or what that entails? Yeah, it's really just a general um
number of phone calls that the school makes uh regarding a fire alarm or a discipline incident or anything like that. And uh I just capture it every year, say Francis Police Department, which is great to work with by the way.
They provide that information in a yearly report. And so I thought it might be interesting just to keep track of it. uh they outline uh in their comprehensive yearly report what kinds of calls are made. I didn't choose to put that there because it's already on
their website, but you know, it's interesting to see how many times we do make those calls to the police department and uh the time that they spend responding to our calls, I think, is important, too. So this isn't just discipline, it's
fire, it's >> it's um reports administered through the say something program. Like if there's someone who has mentioned something about suicide or hurting somebody, you know, the police department um will send
an officer to the house essentially do a welfare check and do some investigations based on that. So it's it's yeah, it's not just discipline. I don't know the percentages, but I would say, you know, there are a lot of,
you know, a lot of non-disciplinary calls that are included. >> Do the babies as well? >> No, because those are reported to Nova County. So, these would primarily represent St. Francis Elementary, the Learning Center,
and then the other two secondary schools in the district, which is where most of the calls are coming from. I just wasn't sure about city. >> Yeah, those calls would go to an open county. So, we don't have I guess I've
never asked if they keep track of that. >> Um, great hire in Jamie. Um, he's so honorable and um we'll save money. had to change one letter on our monogram towels, but I really think
that's a great hire there. He was uh in school on both my kids on just one of the greatest most upstanding people I know. So pass is that Google based? Well, that's one of the issues that we've been struggling with because one of the
schools tested a program that's tied with their PBS incentive program and our preference is to at least consider a program that's affiliated with Infinite Campus or student management system >> and there are pluses and minuses. So, I
think what we'll end up doing is piloting at meeting the middle school and then we'll choose the best option. and I sit on that PDI screw at the high school and I think one reason they had as an advantage was that uh Google is free.
>> That's what they were under the impression of and that only had to pay for. So >> yeah, I I'm guessing there's a cost to both. Okay. >> Uh but I don't know the cost comparisons and I don't know all the advantages and
disadvantages. So probably the best answer is I don't know. Sure. You know about the cost. >> That's a great answer. Yeah, for sure. Sure. I love that we're contacting the parents by phone. That's just everything in life. Getting volunteers, even it's an email, click gone, you know, it's
just so simple. You got to Hello, talk to them, right? Like in person if possible, you know, you can really get in to the conversation and uh things are more held accountable. I think um this working group, I think that's a great idea. Would that be something that's
like a facilities group that we did? >> Yeah, I'm not sure the extent um and you know certainly uh chair Burr and I have come up with some options or come up with a possibility. We want to make sure that we have good representation of
teachers on that committee and of course administrators and um you know one or more board members. I I don't know about community members or not. you know, how much they're aware or what they could do to support that might be an option as well.
>> Yeah. I don't think it would be as large, you know, like 20 or 30. >> Sure. >> Um I think it might or maybe that is the right path, you know. I guess I don't know. >> Yeah. I don't know either. That's a good maybe way to go about that perhaps. I don't
>> Yeah, we have a a meeting every Tuesday with Miss Carter of Education Minnesota. And so I think that'll be a good question to ask her what she's kind of question. >> Any other questions or comments?
I'm just looking for consensus on whether um everybody feels like adding another committee regarding the discipline would be a good idea. Um Jake, >> yes, I would I would I think it's a good idea and I would gladly volunteer for
one of those positions. Rob said >> Jim Y. >> Yeah, I think we have a consensus that that's something that we should consider and and put forward on an agenda to have a discussion about. So, um what I'll
pass that on to to Cher B and we'll move forward with that. >> Perfect. Thank you. Um that agenda item 5.4 first reading of policy 533
policy 533 relates to wellness administration and the policy committee have reviewed and recommend Brandon is available to answer any questions. Final action will be taken at a subsequent meeting. So this is just the first
reading. Are there any questions or comments for Brandon? First reading about policy 533. All right. All right. We'll move on to agenda item
5.5. This is the administrative report. Superintendent Miss Anderson will update us on multiple items across the district. All right. First one, really important one, school board election coming up. Um, and uh, we have three
seats uh, that are open to the public. I did attach information about the filing period and some other information. Um, you know, we need active participation in this election and we need at least three fantastic candidates and uh, we
have seven already. Um but let's um let's try to make this a really active election. And so um anyway, you have that information for review. Closer of the high school stadium. Uh KSDP did a
story on this issue just recently and uh we were disheartened to find out that um our storm water management system is deteriorating uh at the high school.
Uh currently the the biggest sinkhole is under the main varsity bleachers and um so what uh Mr. Linquist and did you know and his team um after looking
at all sorts of different options did hire a contractor for I think5 or $6,000 actually pour soft concrete into the dry well so that at least more water wouldn't go into the dry well and further deteriorate the situation. The
concern um is that the um you know the the well with all the rain that we've had in bursts recently would further deteriorate the the area underneath the foundation of the bleachers and cause continued problems. Um I'm I'm learning
information about dry wells. I am no expert at all. In fact, I bet you have five board members know more about drywalls than I do. Uh but apparently decades ago uh there was a choice between using retention pond and using
dry wells. And so you know these wells are are built into the ground. Sometimes concrete or bricks. In our case many of them uh rely on PVC pipe you know like a
foot and a half or two feet in diameter. Um and uh so over decades those have deteriorated and instead of just leaking out gradually, you know, it's it's it's an issue. So we did that for the the one
drive well. Uh the problem is that we have three others in that area that are similarly deteriorating and we have multiple drive wells that are causing problems
under the varsity, soccer, football, track and field area. So, this is a huge problem and cost and um I'm I'm really impressed actually with the solution they came up. They put
the soft concrete, you know, in the one dry well knowing that at some point they will likely have to dig it out again. Um and so at least we we stemmed, you know, some of the water issues immediately. the contractor got out there I think the
day the contract was signed the very next day because they wanted to do it before the next rainfall again. Uh so I was really impressed with that. Um we're going to have to possibly do something very similar with the other three that are currently having issues and then we'll still have to deal with the ones
um in the the main field, the main varsity field. Um but solutions, you know, might be $100,000 might be million plus you know it's really going to depend on the extent and
then what option we choose so more to come on that I'm sure the facilities committee will be involved with reviewing some of these options and I just want to thank the the buildings and grounds team and you know others for
you know taking quick action uh to start to to solve Uh Mr. Linquist was going to be here at the meeting to give a verbal update. He'd be much more eloquent, more detailed. Uh but he had another commit, a family commitment, and so it was not
able to. The next item on my list, field trip requests. So every year the superintendent is expected to give this list uh to the board members. It's for transparency uh because then you know what our kids are doing, why they're going to certain places and how much
it's costing uh to do that kind of work. Uh please uh please let me know if there's a field trip that you know has happened but it's just not on the list. Sometimes during the process, you know, we don't catch everything. We'd like to know. um next year it'll be easier for
everyone because we can give the current list and then they can you know indicate if they are plan to do it again. Uh the next one don't worry I won't read all the bullet points but um we do have an updated district standard operating procedures manual that I'd like to
issue. So what I listed there are all the the areas that have sign that are new or have significant changes. So, if you look through the actual attachment, you know, you'll need to read through the the whole section to to kind of see what the plan is moving forward. Uh
there will be another update shortly before the school year starts because we're working on different things, especially in the finance world uh this summer and uh to better clarify who does what uh in the district with regard to finances.
And that's all I have unless you have questions. All right. Any other or there any questions or comments or anything? >> So this unended expenditure of anywhere
from 100,000 to 1 whatever or$1 million. This is a prime reason why we want to have that um reserve fund. And so when we keep getting asked why do you have all this money in a savings account? Why? Why can't you just spend
it on the employees? Why don't you do this with it? These are expenditures that we can't budget for that just because it's raining out, we all of a sudden have an issue. So, I think that's important for the public to know
that if we didn't have this rainy day fund, we wouldn't be able to fix the stadium. We would be sitting at the stadium in disrepair. This is I'm glad you brought that up because it's certainly true. Um having a a decent fund balance helps with emergencies like
this, like a sudden drop in employment, like you know, some other things that come up um almost every year. So, it's really important to do that. Thank you for that. >> Do we have a kind of ballpark timeline?
I mean, I've heard as much as like not being able to play home games this fall, how would that would we be playing all games like if we were to play let's say over here, would we then just play Andover or would Brenn Stadium for all of our intended home games or what do
you think or is that too far off? >> I know that um there have been some real preliminary discussions, but our goal is to play all home games at home. >> Okay. >> So, you know, we'll see how that transpires. Uh it's going to depend a lot on the timing of the sinkhole under
the bleachers, you know, as well as the sink holes obviously under the field. Um and so, you know, our goal is to have all the home games at home and um we'll see what we need to do to make that happen. >> Any inclination is that I mean that's
our goal, but is there is that possible? >> You know, I'm not sure. uh you know uh Mr. linguist has been so involved with this. He's I think probably gone out there every day with contractors. You know, right now the engineers are debating about what the
best possible short-term solutions are and long-term solutions and potential costs. I know that um there's also some uh discussion about financial options for it. uh you know what we can do in
that regard but yeah I'm not ready to to share information because I'm not the one who's dealing with it dayto day. Yeah hopefully we'll know more a lot more in the next two three weeks >> and then you know we'll report out to the board as soon as we can.
>> Thank you. >> Good luck. >> Thank you. >> As you know I love the field trip so thank you for putting that together. wondering about it. I know when I fill it up to go for the reading stuff, there's how many people
are participating, why you're doing it. If in the future we get a little bit more info on that. >> Oh, sure. >> How many are participating? And the next is like it says girls hockey osteo ice
arena. Is that just a sporting event or why do we have that field and that's not the there's a bunch of sporting events on there? Yeah, we um we were discussing that internally about whether we include the sports activities or not because they're part of an athletic schedule and
we opted to share more than we probably need to or that what other school districts do. Uh but that's essentially reflecting that. >> But some of them are >> Yeah. Oh yeah. Yeah. Thank you, Vanessa. It's for only for those events when kids
miss part of the instructional day. >> Yeah. So that's the difference. >> Yeah. So it wouldn't be the basketball game in Monaceel that starts at 7 o'clock. >> Yeah. Others would argue, well that's really not an instructional field trip.
So but we decided to include it just to be transparent. >> Any other questions or comments, Jill? >> Yeah, I remember what my comment was going to be. So, do um will we need to have a special board meeting at all with
the stadium if there's any sort of financing or is anything being discussed because our next meeting is until the end of July? >> Yeah, there's been some talk of perhaps um adding a a special meeting but not for this purpose. >> Okay.
>> Um but really that's up to the chair ber you know to kind of figure out. I believe everyone received um an email asking for their availability and after the meeting Mr. Nelson and or I will contact any board members that haven't
had haven't been able to share that information so we can possibly set up a special meeting. We weren't planning to have the stadium issue as one of the topics, but if there is something that we need to address right away, that'd be a great time to do it. uh we just have
to post that information at least 3 days before the special meeting takes place for that topic before before the meeting takes place. >> Did you have something? No. Okay. All right. Thank you, Superintendent
Anderson. All right. As we move forward on our action items, I will ensure each member has an opportunity to provide comments. I ask that you respect our fellow board members and not interrupt them while they are speaking. Once every board member has an opportunity to
speak, you may provide additional comments and or summarize your opinions. We have four action items this evening. Um, first action item, agenda item 6.1, approval of 2026 2027 budget. And Dubel
will present an overview of the recommended budget. Good evening, Chair West, Superintendent Anderson, school board members, staff, and community. Um tonight I'm here to present uh the 2026 27 adopted
or original budget. Um, as as a district, as we collaborated and collectively gathered information to implement the process of creating the 2026 27 adopted budget, economic indicator assumptions were used such as perspective increases or decreases in
utility costs, the increase and or decrease in general liability, property, auto, and workers compensation insuranceances. We also investigated what summer unemployment costs look like for the 26 27th fiscal year.
the 2026. Do we have that? >> It's not moving. >> You guys do have reviewed it, >> but I will try. >> Not a problem. >> There you go, Jake. The 2026 27
enrollment was um established by using the June 8th, 2026 March 15 ADM report that collects membership for for the year-end enrollment. The assumption was that our enrollment will decrease from
4,01 ADMs to 3 3,968 ADMs with the adjusted pupil units totaling 4,353.6 adjusted adjust those are adjusted pupil units and the reduction was the assumption that kindergarten enrollment
will decrease in 2026 27. There were many moving parts to this budget process this year um as we incurred some closures at the end of the year. We navigated negotiations also during the budget cycle. We also had
formula changes at the state level that impacted the 2026 27 budget. As the budget is reviews reviewed, it does show a decline in the unassigned fund balance which I will get into in a much better detail um as I go forward here. However,
we were able to increase our state specialed funding by 14% for 2026 27 and on the other hand, we lost 25% funding in compensatory due to a formula change.
The 2026 revenue did increase from 2526 due to the formula allowance increase and um the overall increase in the special. Now I'm going to get into some detail about why we came up with the tentative um fund balance that we did to come up
with the adopted budget. So the 26 27 unassigned expenses increased as salaries and benefits increased. The bigger difference in the unassigned fund balance from the 5-year budget projections that are on the website was the tenative decrease in adjusted pupil
units. The 5-year budget projection model that was completed in 2425 shows 4,442 adjusted pupil units. I budgeted $4,353.6, which is a difference in revenue of a
negative 1.355 million from that budget projection model. I also budgeted for 2,00 two sorry 205,000 um in title. Uh this is a $230,000 reduction from the grant from previous
years um due to some census a census decline perspective decline um for the US census census in um five to uh 17 year old um the poverty level. Finally,
I budgeted two extra FTEEs plus additional dollars for placing the tenure teachers versus the probationary teachers that were nonrenewed due to the closure of um Barnon and Crossroads East. Those were 10ear teachers that we had to that we had to place.
I also budgeted placeholders for five to six special ed open positions that have been posted and haven't been filled. So I I did have expenses budgeted in case those positions are filled. All these moving parts are are very preliminary.
They're very and very well will affect the revised budget if the open positions are filled or left open at the two extra FTEEs and when and when I'm sorry and when said facility that decided to close reopens. So, um, that will impact.
That's why I know we ended the 5-year projections that 13.3%. I'm forecasting 9.3, but there is like that $1.3 million in revenue reduction due to ADMs that I forecasted. Plus, we're looking at seven
eight $900,000 in salaries and added expenses in the two of FTEEs that we um included the additional FTEES plus the 10-year positions obviously cost more than the not the prob probationary positions. So, as with all budgeting,
beginning budgets, many items are very fluid, such as unexpected expenses, repairs, fuel costs, and our utilities that also have have not having the current year and also not having the current year and audit data is the
reason I do not list the perspective targeted unassigned balance on an adopted budget. We haven't ended the year. How we end 2526 definitely impacts the beginning fund balance of the new year. So I can go in
saying it's going to be 9.3. We could have a higher ending fund balance in 2526 and that's going to increase fund the p the projected fund balance of 2627 year end. Also, if you count the 1.3 million that I'm saying,
we have reduction in revenue due to ADM decrease. I don't know when I'm not sure what year your five-year projection happened, but that's older data. We have less enrollment now. Um, so I'm not sure how that was gathered, but that I mean, if you count that plus the open
positions we're holding, I mean, that's that's a 3% fund balance swing right there. I also want to let the board know the district will also be um using the transportation assigned fund balance to pay for the four buses that will arrive in 20 the 26 27th fiscal year. Uh and
this was approved in May when the operating capital and LTF projects were approved when we had that board meeting. So that's that's the synopsis of fund one. Fund two is in a very good financial condition. Wendy Kloby, I'm not sure if this has been said to the
board or not, and she's I g her permission to tell you, um, she reported at the district leadership meeting that they broke a record of serving over 500,000 lunches in 2526. So, as you review the nutrition services revenue and expenses and fund balance,
you will see that Wendy is making an aggressive effort to spend down fund balance that had previously been advised that they that they had and still have a very healthy fund balance. So she is trying to use down that fund balance that was um advised to her by um the
previous director of business services um as it's a very healthy fund balance. So she is had some projects that she has taken care of last fiscal year and she's got another project that she's going to wrap up here um in the end of July I believe. Uh fund for which is our
community services fund is operating very similar to the nutrition service fund. The general community service fund which is fund balance 431 and school readiness which is fund balance 444 both continue to prosper. Also as with the
nutrition services fund projects have been expensed to continue to bring down the fund balance that had previously been advised to to bring down. So the community services fund is also continues to maintain a very healthy fund balance. And then I'll just speak a
little bit to fund 16. That is our construction fund. Um all revenue and expenses have been recorded um in this fund and it will be used exclusively exclusively for the indoor air quality and abatement projects that will be
completed in fiscal year 2728. And that fund balance will net zero at the end of the project. That is what I'm recording. Does anybody have any questions? All right. Um
any will we we will need a motion to approve the 2026 um budget. >> Are there any questions prior to motion being made? Sorry. Are there any questions prior to a
motion being made? >> Um, yes. >> Yes. >> I appreciate you buying four buses and budgeting for that because when we lad in, you know, we can stagger it versus when we bought all the buses at one time, which is a really good idea for
the first four years. Um, so I appreciate you doing that and listening to that's important. Um, what do we have? This was not as important. Um, I'm sorry.
>> Oh, how do we handle the possible >> decline? >> No. Well, that but how do we handle the stadium issue? >> The what? stadium issue like >> right now we have >> in May we did approve at the LTFM uh
deferred maintenance piece we did approved or the board approved that we we had $140 140 I wish it was that or that little $140,000 of dollars that we set aside that were approved to address some of
these dry wells well the issues been that's a lot more complicated than just fing them up and and trying to put new PC PCB whatever the white plastic stuff is. Um PVC. Yes. Um we don't really have
a concrete plan yet. We're really waiting for the engineers to come up with a solution. I don't I think they were addressing the wavy part on the in the football and soccer field. So there we really have to do due diligence on
that and make sure we're doing it right so we're not wrecking the foundation of football soccer stadium >> and track the track is also sinking a little bit. >> Sure. >> You know I think in a perfect world they'd love to have the retention
underground to a drainage pond but >> we like like Mr. Anderson said it it's a blessing we have some assigned fund balance because that's going to run a lot of money. That's going to be very expensive. It's probably the best scenario for the structure on the field,
but it is it does come at a pretty steep cost. >> Okay. And so I mean what I was what I was asking was are we just going to pay for that? Are we going to bond for that? Or are we going to loan for that? >> We cannot bond for it. >> Okay. It doesn't qualify
the abatement bond. It's not it has to be closed or attached to a asphalt or a that kind of surface for it to qualify for the abatement bond. So there is not no of course there's bonding you can do for um general
facilities but that's goes out to a vote that's a voter approved bond. Um, I don't see us getting a loan for it because anytime we can't, we school districts only qualify for short-term loans. Um, and we're not we're not going to go into any aid anticipation
borrowing. Um, I believe we're going to have to rely on on our signed fund balance to correct the problem because I don't see I don't see a voter approved bond and it doesn't qualify for the only other bond that we could we could levy for, which is abatement.
>> Okay. Yeah, that makes sense. Thank you. >> Yeah. Any other questions, comments? >> All right. Um, >> you have one. >> So, by approving this, we'll be falling
below our 12% unassigned fund balance >> tentatively. Yes. >> Um, so is there going to be a corrective action plan? corrective action is is part of the assigned fund balance and I think that was established for 2526. Um like I said there there are a lot of
variables right now. I don't know unfortunately 6 months into this I'm forecasting us being below what we actually end the year at 41 students ADMs. Um and yeah the year
fivey year forecast has a lot higher for adjusted ads or adjusted people units. So we will be relegated to use assigned fund balance to bring us up to the 12% if that should happen. Um our biggest thing the biggest wild card is where
we're going to end up with ADMs. And I we were at a little while ago we were talking 30 to 40 kindergarteners that we were we were going to be down at the beginning 26 27. That might surprise us. We might get an influx in August like we did last year and it's not going
to be what it it's going to be. That's why it's so we're mandated by law by statute to do an adopted budget by the end of June and have it approved. But it's so preliminary because like I said, we could gain those 40 kindergarters back and now we're having a whole different conversation for the revised
budget. We actually do um we obviously have a lot more information as we go into the year and start the year. That's why that revised budget really impacts and looks at that fund balance. The adopted fund balance is a is a placeholder. It's it's a it's a
beginning. Um, like I said, I'm hoping we gain all 40 50 kindergarters that we're thinking we're going to be down because like I said, that's a whole different conversation. I mean, that's a million dollars, >> right? >> If I could add a little bit as well and
Mr. Deville and I have talked about this and we're all kind of thinking the same thing. I think is um soon as we receive the budget or the audit for the fiscal year 26 which ends in just a week that will give us a really important snapshot
because that will go into all of our calculations for five-year projections and will enable us to update you know the budget projections as well for next year. And uh I'm I'm very confident that there will
need to be a corrective action plan after we get the audit. So just a matter of the scope and exactly what areas we need to address and then we'll be we'll be that'll be our top priority for the rest of this year. I mean and right now
we have the assignment but like like superintendent Anderson said we we will be at corrective action mode whether that's a reduction whether that's you know I mean that's what we're going to analyze as soon as we have some year end data that's really our biggest
placeholder right now and hopefully getting those 40 50 pupils back right >> any other questions or comments Oh, I have one more comment. I I'm just not comfortable. I'm going to vote to approve this. I'm not comfortable
approving it knowing that right now this budget is below the 12% that we've set as a board. Um, so I'm really not comfortable approving it. I will vote for it, but I just want to make it very clear that I'm going to be looking for corrective
action the minute we get that audit because we can't continue to spend more than what we have. Um, we need that fund balance. We only sign four things like the stadium. Um, and if we have two or three things like that happen in a year, we're really in trouble.
>> So, I will just state this. We are mandated by the state to have an approved budget by the end of June. If by chance it doesn't get approved tonight, we will lose all our funding for July and August. A lot of things will cease. And Carson has been a lot.
We both have a very good indication we won't get any ideas statements. We will have a legal compliance on on our I mean that's >> that's why I'm all over it. >> I'm just going to be very clear. I'm not supportive of >> No, I mean I wish I had better news, but I am forecasting
I don't want to say it's doom and gloom. I'm forecasting 40 some kids less than what we ended this year at. And I mean I'm hoping I mean from all the projections we've heard with the with the elementarymentaries this is that's the target unless they have a surge. Last
year they had a surge in August that we didn't expect. I'm hoping the same thing. So and you know what that'd be a welcoming surprise. >> Following what said so what's 12% is what we set it at. What are we at your prediction? And then what is the dollar? We're at 9.3
>> 9.3 >> like and like I continue to say if we gain those 40 students I mean and we don't and we don't fill those special those six special ed positions we're back up to close to 12%. I mean, so there those are the varying factors.
Plus, you know, we did have two extra FTEEs with the two I want to say two crossroads closing. We had to their tenure staff. We had to find a home for them. And then the tenure staff that we did place were at a
much higher cost than the probate probationary staff that were non-renewed. So there are some costs to the the to the establishments or the crossroads closing which will be a one-year corre I mean that's a one-year thing it will correct
itself next year also but yes I do agree with you there has to be some corrective action >> if I could add we're already making adjustments as we go so we've made some uh some transfers
uh to open positions instead of hiring you know for those positions and you know doing things like that kind of behind the scenes and that'll make a dent in some of this but the real work will be next year after we get the audit
because then we know exactly where we get to go. >> Did you say a two weeks? >> No. >> No year ends in two weeks. we start the audit process. >> Yeah. Or the end of the fiscal year is June 30th. Just over a week. And then
when is the timing of the like when you and I will see some of the preliminary results, do you think? >> By the end of July. >> Okay. >> MD is still doing a lot of closing their books for everybody and um and getting reports and doing adjustments. So, you
really don't see any really very good data. It's the end of July, beginning of August. But we'll we'll have a tape run by then and have something to show. Any other questions or comments?
Okay. Now we will need a motion to approve by chair. So second >> second. Um discussion on the motions.
I have something. I would like to um amend the motion to approve the budget to um include um that the administration be directed to return to the board with proposed options to restore the unassigned
general fund balance per policy 714 to the recommended 12% um by a regular meeting scheduled for August 10th. I'd like to add that to it. And the reason um I would like to have that is because if all this doesn't come
to fruition, I want to be ahead of the game, not behind. I want to be up in front of it, proactive. So, I would like to see per the amendment to the um approval. I would like to amend it that there be some work done to show how we
can get closer in line to that 12% by the August 10th meeting. just ideas, different options, different things, you know, that. So, that's my my amendment to that um budget approval.
>> So, what we'll need is a second to that amendment and then we'll vote on just the amendment and then we can vote on the full motion. >> Okay. That's a friendly. >> Sure. >> And you made the motion to motion. >> Okay. Who who seconded it?
>> Okay. Are you agreeable to that? I guess the question is supposed to be we have a discussion. >> Sure. So like what are you just options or because I feel like we're going to put a lot of work on them
for July and August when they still don't know if those 40 kids are coming or not and we're still going to have another budget come what this fall sometime >> once the audit is you know closer with your
numbers I'll have concrete fun balance and And I always do a working budget because like I said, an adopted budget is a placeholder. There's a lot of unknowns and I mentioned a lot of the unknowns here. So I do a working budget and I submit that to the board saying
these are the changes that I that I see in enrollment. Um we are not sure where we're at with compensatory. Right now there's still a task force. We know we're going to lose 27 which is almost $800,000.
you lose $800,000 in compensatory. You you know we had increase in salaries and benefits which is every every year which is part of it. Um but our biggest thing is making sure our enrollment um that we get those kiddos back and if
that we do then that's going to be a whole another a whole another conversation. So I won't we won't know that till in the middle of August. Was it last year? Well, um, like other school districts, we have a big burst right at the end of
August and then the first week of school. >> Yeah. And I think I understand the position and I whenever the board decides, I just don't know the first meeting in August will be it's going to be probably too soon to say, hey, this is what our fund balance
is. This is where we're moving. And we won't I we won't know. Our our general count is October for enrollment. first our first concrete enrollment count is is October 1st. >> And I guess for me, we're just making a
lot of busy work with going to be hypothetical. So I don't know that I want to put them through that at this point because we're not going to be able to lay off people because that time has passed. So I would rather wait until students we
actually have Jake, >> I see what Jill and Annette are saying. I have a little bit of a different take on Rob. I think you're already going to be doing that. So, it's kind of like and the board already because it's policy, it directs everyone underneath it that
we have a a 12% uh fund balance. So, I think they're already going to be working towards that. Like, the superintendent said they're already doing things with that. So, I don't know if it's necessarily adding, but I think we report early might be another uh I completely get where you're coming
from, Miss Wes, but is if it's too early or is it just another guess at that point if it's worthwhile, but I think I'm trusting our staff to uh be working in that direction anyway, even when we
are above the 12%. Um um I'm under the impression that voting for this budget is this is where we're at right now. We all know that we need 12%. So from that we will make the necessary cuts.
So that's kind of how I take it. >> Jill. Okay. So last year we didn't have our audit presentation till December. Um, I completely understand where you're coming from, but I think I would agree the summer months, the next 45 daysish
until that August 10th meeting, you're already going to be developing ideas of what would trump forward. Um, I think you're hearing very clear direction from the board that we want to hear what's going on. And I'd be more comfortable. I I don't need a a full plan by August
10th, but I need an update at the July meeting, at the August meeting, what progress we're making on what we're going to do if we have a significant shortfall knowing that we have significant expenditure with the stadium and all the other things because I think, you know, you're you have maybe
the same board coming back next year, but you know, there's going to be people running for school board in July applying and having either a no clue the financial issues of this district um and getting on board and thinking they're going to you know hire all these teachers and do all these things and
we're not in that predicament or that situation right now. We're at a point where we don't have funding. We're going to be looking at cuts. It's going to be a harder time in this district and and people that are thinking about considering applying for the school board need to realize that it's not
going to be sunshine and roses. You know, it's going to be a lot of hard decisions in the next couple years. Is it going to be a lot of extra work or is this work that you already have under that? >> Yeah, we already have a working list of
changes that can be made to add staff to have back on staff and so just be accelerating those efforts, you know, in July or August. Um, I think it comes down to expectations. Like if you're looking for the plan, you know, we won't
have that. If you're looking at a way that we could reach the 12% expectation, you know, we can do that, but it will be revised repeatedly during the year. >> And from my perspective, I am used to
reporting to a board on with ongoing financials more than twice a year. And that would be and what I'm generally used to doing and what I would be prepared to do every other month saying where we're at every month. I mean, I'm prepared to do that. I'm used to having
I'm used to doing that with other boards. Um I don't I'm not used to just reporting twice a year at an adopted budget, which is an adopted budget. There's a lot of assumptions being made and our first assumption is enrollment
and and chair west is correct and and and we do have to have a plan all these expenses come to fruition like when we fill these special ed positions we have a it's not a contingency but in place we
marked you know an extra 350,000 for some transportation discussions we've been having. So those are things that if they don't come to fruition and not freeze up obviously those budget dollars, but I wanted to I wanted to capture every expense that we were
talking about that was on the table right now that we've had placeholders for. So yeah, it does look scary, but not all those are going to come to fruition. some of the the placeholders we've had for some of these open positions could possibly not get filled
because we just can't find the candidates that are qualified for these positions. So, there are things that are in the budget that are placeholders. They're not contingencies. They're not like putting money in there just to have a buffer. They they had a real they have a real purpose, but they may not come to
fruition. So, I mean, then, you know, that's a million dollar swing right there. and the enrollment I keep coming back to. So, all right. Um, I have a lot of concerns. I don't want to approve this budget, but I know we have to to continue to get
paid. Um, and I would like to see the amendment for the options as a proactive. Um, so my amendment stands as a motion. I'm looking for a second. Anybody would like to second it has any interest in
seconding the motion and taking a >> second by Jake. Um and so the motion has been made and second this is the amendment. Um, >> so we doing the friendly or we're just doing a separate >> I think based on that discussion I think we should vote separate or we should
just vote on the amendment and then we'll go back to the motion with or without the amendment depending on the needed first and second >> I Okay so I I threw out the motion so >> Oh >> and then he seconded it. So, and the
motion is that was first and seconded was to include that the administration be directed to return to the board with proposed options. This isn't going to be hard. This isn't going to be this is what we're going to do. These are options. should the numbers not work out
that that we are prepared to, you know, address those options. Um to restore the unassigned general fund balance for policy 714 to the recommended 12% um by our regular meeting
um on August 10th, 2026. Doesn't hard numbers or anything. These are just options that'll make it more comfortable for me to vote for in this most. All right, motion's been made and second. Um, any further questions on
that one? All right. >> I don't know. Do we have to do roll call or >> I don't think it's necessary to do a roll call. >> Okay. All those in far favor of the amendment to the amend in favor of the amendment to the
farm. >> Motion. >> All those in favor say I. >> I. >> Opposed. Okay. All right. So then we'll go back and vote um for the let me find my space here. Approval of
the 207 budget, >> right? Approval of >> here. Okay. Approval of the 2627 budget as presented with the amendment. All in favor of approving the budget with the
amendment signify by saying I. >> Opposed. All right. All oppose. No. Say goodbye by saying nay. All right. Um motion passes with the amendment.
Go to 5 to zero to approve the budget 2020 627. Um with the amendment to it. Thank you. All right. So now we're on the agenda item 6.2 approval of long-term
facilities maintenance plan. Dan Duval will present an overview of the recommended plan. There will be a roll call vote. All right, this is the easier of the two, much easier discussion. So, tonight I'll present the um long-term facilities
maintenance revenue and expense tenure plan. This is an annual process that is required by MDE at this time of year. is a 10-year plan that's adjusted annually and submitted to MDE for approval of the plan documents. The approval is imperative as this
information will feed into the levy information system for the 2627 pay 2728 levy certification. All of the LTFM expenses that I will be presenting have already been approved in in May when the board approved the 2026
27 operating capital LTFM projects. and you guys uh board had a chance to review both the revenue and expense spreads. Thank you for doing that. So, I'm going to go with the revenue side first. Uh the 10-year revenue spreadsheet has announced that MD uh has
already prepopulated specific to our district such as pupil units um that are highlighted in yellow. Excuse me. The pupil units, they can be adjusted if need be. Um and I did adjust them. Um then all districts all
districts do receive the same formula allowance of $380 per adjusted pupil unit. Along with the $380 um that is the legislative approved amount. We also engaged in two different projects that
we sold bonds for in the fall of 2025. The total bond amount for the indoor air quality project and the abatement project it totals $36,225. I just want to mention that the entire tax impact has been recognized up front.
So it was recognized in December um for January in the truth of taxation. So there will be no additional tax impact for the projects to the residents of St. Francis. It's already been recognized. Um this year's LTFM plan includes the
second bond issue which will happen in September of 2026 um and uh for expenses for 2627 and there'll be another um bond sale in November for the project cost for 2728. So we'll have two separate bond sales um
in September and November. But again, all the tax impact has already been recognized. So there's no future impact to to the residents of St. Francis. And I just want to mention that all the plan documents for both the indoor air quality and the abatement bond project
including any and all resolutions were submitted last with last fiscal year's plan. So we don't have to repeat that to the 10ear plan. They've already been approved um at the state level. So now we're going to move on to the expense piece of it. Um, as with the
revenue spread, the expenses are adjusted annually and estimates are entered to complete the 10-year cycle. Um, in in the expense spreadsheet has multiple categories. So, if you review the spreadsheet, there's a category one, category 2, and so on. So, I just want
to say that category one expenses are tied to that $380 per pupil that I mentioned on the revenue spreadsheet. This category includes like the health and safety pieces of the LTFM plan. Um and that's like our our management health and the building or the
maintenance uh supervisors some salary falls under that category. FC works on on health and safety um projects. Uh category 2 expenses are the health and safety capital projects that are over $100,000 per site per year. So the
indoor air quality and the abatement bond they that were entered that we entered into the in the fall fall under category 2. As you can see I've broken the project out into three fiscal years that it will take to complete these projects.
The next category that affects uh St. Francis school district is category 5 expenses. Um these are also tied to that $380 per pupil that I spoke to on the revenue side. and they make up the deferred maintenance piece of the LT
LTFM plan such as the elevator repairs and the dry well repairs we've been talking about tonight. So that falls under that deferred maintenance category. Um so that that is the detail of the 10-year plan on the revenue and expense side and I have it all detailed
and I guess this is a shorter report because we've approved all this in May already. We just have to do the formalities with MDE so uh they can move it forward and with our levy. Does anybody have questions? This must this will be a much easier conversation.
>> This process is important for the bond purchasing process in November as well, right? >> Pardon? >> This approval is part of the bond purchasing process for November. >> It's all been approved already. Um it was approved last year. >> Yeah. um with all the resolutions. So we
don't have to repeat that process. We just have to show the state that they're going to be expenses in the fiscal years that are affected. That's what MDE wants to see and that we shouldn't have any expenses after 2728
questions. >> Okay, we will I'm sorry. I was just going to make a motion. >> Oh, okay. We will need a motion to approve the fiscal year FY2028 LTFM resolution. Are there any questions prior to a motion being made?
Is there a call to a motion for approval of the FY2028 LTFM resolution as presented? Um, a second. >> Discussion on the motion. >> All right. Roll call vote. First, if you
are in favor of the motion, signify by saying I. If you are opposed to the motion, signify by saying nay. Mr. Humphrey. >> Hi. >> Mrs. Anderson. >> Hi. >> Mr. Shrock. >> Hi. >> Mr. Working. >> Hi. Mrs. West. Hi. All right. Motion
passes. 5 Z. Thank you, Don. Thanks for your time. Thanks for the conversation. >> Thanks, Don. You're the best. >> I know the numbers. >> Agenda item 6.3, approval of
instructional instructional program supervisors work agreement 2527. Bradley Nelson and negotiations team is available to answer any questions. We will need a motion to approve the um
the instructional program supervisors work agreement. Did you have anything you want to say present? >> Brand your turn. >> Just kidding. Are there any questions prior to a motion being made to approve the
instructional program supervisor's work agreement? Any questions prior to a motion being made? All right. Is there a call to motion for approval of the 2527 instructional instructional program supervisors work agreement as
presented? >> Second. >> Second, Chad. Any discussion on the motion? >> I just Yeah, I just like to say one thing. Thank you, Brandon, for um all your work on all of the work agreements.
Um and also want to thank the program supervisors for working with us on this agreement. Second >> like to say the same that was not the longest negotiations but holy cow with parts and all different and blah blah blah. So really appreciate your
expertise and everyone on both sides of the table kind of understanding situations we're in. Nice work again. >> Oh yes. >> I just want to say have a good team. So thanks everyone. All right. Um, all in favor of the
motion signify by saying I. >> I. >> All opposed to the motion signify by saying nay. >> Motion passes with a vote of 5 to zero. Um, for the approval of the 2527
instructional instructional program supervisors work agreement. Say that three times. >> Three times. >> Jeez. Um agenda agenda item 6.4 approval of director's work agreement 2527.
Brandon Nelson and negotiations team is available to answer any questions. We will need a motion to approve the director's work agreements. Jill >> second.
Were there any questions prior to a motion being made? Sorry about that. Okay, now we're looking for the motion, Jill. All right, second was by Chad. Discussion on the
motion. Um, on this one I'd like to thank uh on the employee side we had Deb and and Chris at the table representing the directors and on the district side we had Carsten. Um, this again was a very
quick negotiation. Um, there was a lot of discussion, good discussion and I'm very happy with our results on this one that we came forward with a good agreement. um it didn't fulfill all the employees requests, but we have a path
forward to try to address some of those concerns and I want to thank everybody for participating. Any other discussion on the motion? Thank you. >> All right. All in favor of the motion um
signify by saying I >> opposed. All right. 5 Z in favor of approving the motion for the pure cures work agreement 2527.
All right. Agenda seven, upcoming meetings and preliminary topics. Are there any questions or comments about upcoming meetings or topics? No. Okay. Agenda item eight, school
board member reports. Member Anderson um participated in two um negotiations that were just approved this evening in the last two weeks. And I think that's everything I participated in. Okay. Um
member Sch. >> Uh I put a board report online Peggy at the transportation is the director of the Legion Girls State program that was held at Bethl last week that my daughter was
a part of and I knew a little bit about it before she went, but seeing her go through it and just every little detail that goes into it and they form a city government or county government, they form a state government and girls just
learning non-stop. that she literally woke up at 6:30 in the morning and would go to bed about 10:30 at night and there was three meals in between, but there was stuff always going on. So, thanks to Peggy for all she does with that. It's been going on for years. I just
appreciate the work she's put into. That's all I got. >> Great. Thank you. Um, member Humphrey. >> So, I have a report from the National Bay Tournament. Neither Jack or Skyler won, but Jack being in the Senate um
made it to the like he just lost. He just lost getting into the finals. So that's as far as anyone there were he was the only one from Minnesota that had made it that far and he was that's the furthest I guess anyone in St. Francis
history has ever gone. And I'm going to trust Jack with that because he looks that stuff up. And then Skyler uh he wasn't in the Senate. He went there's kind of a I don't know what you call it like a sidebar like not a consolation thing. Well some people who when they
don't make it further so they have something to do the rest of the week they can compete at this other competition which is just kind of a I don't know speaking type of thing and he out of 15 rounds he made it to 10 rounds which is really neat. So that was really exciting for both of them and thank you
to coach Tulle Mr. tool for uh uh facilitating that process. So that was >> um out of Skyler out of Skyler there were I think it ends up being a thousand. >> He made it to like close like something
like I can't remember 14 or something or 15. Yeah. So, it keeps whittling down like that. And I think Jack's the final round would have been 72 or something. Or maybe that was the one he was in. I can't remember. And I told Jack to send me the synopsis, but
he's up to a game. So, somewhere not buying hot dogs because of the strike. But I think that's why I don't have that record. So, this all comes out from my mom. Anyway, that's all I got. Have a great summer. Be your kids. All right, member working.
>> Um, I just want to reiterate and say thank you to everybody um, participating in negotiations. It's a challenging process, tough conversation. So, thank you for that. Jake, I want to say thank you for getting that video and props to Jake for that idea. I mean, what an
awesome keepsake it is for our graduates. I was there live obviously, but watching the video was so much more fun. So, shout out to him. That's all I got. >> Okay. And then member West. Um, first off, I just want to thank my fellow
board members and administration for your support and prayers and patience during my um period of absence. And then I want to thank Nate for these detailed meeting notes. I managed to mess up a couple, but wow, he's he's got this
nailed down. And then I just wanted to mention because in my conversation with Nate today, I was up in Duth and the Browns marathon was going on this weekend. Um, and he mentioned that a San St. Francis alumni placed first in one of the women's categories. Anybody have
the name? He told me, but >> Dakota, thank you. >> Yes. Yes. So, I wanted to give um kudos to her for her performance in the Grand Marathon. Um, that's fantastic. So, but
that's all I had. All right. Um, any questions prior or adjournment? Then item one. Are there any questions prior to a motion being made to adjourn? Is there a call motion to adjourn this meeting? >> So move.
>> Second. >> Second. >> Discussion on the motion. All in favor of the motion say I. >> I. opposed. All right. >> Thank you everybody.
>> Good job. That's not easy. We are.