recognition. Oh, there you go. I heard it. Did you? Yeah. Okay. We're going to start tonight with a recognition. There we go. Okay. So, why don't we have our representatives from the boys track team and coaches come on up and we'll have you come stand up in
front of the screen here. So, as a former track coach from over 25 years ago now, um I had the opportunity to teach and coach our student athletes in something called the Minnesota True Team
Championships. And the difference, and coaches, you can correct me if I'm wrong here. Uh the difference with true team rather than a regular state meet is they really check the team side of your your
uh your team out and that by that I mean is it two people per event? Class AAA is three people per event score. We were 2A so it was two and a half I think. So, so three people for per event compete against all the other teams in this
section and they go on to state and based upon the scores of those three people and we do relays as well uh a state champion is crowned and so what it really does it not only tests the uh some of the individual skills of the
team but it also so uh tests the uh depth and really the team nature of it and so We have and I don't know coach is this our first two team championship or how many we had here? We have this is our fourth one alto together and the
last time we won was 2000 and or sorry 1997. Okay. Well, I was still coaching. Holy cow. So that's been a while. So um quite a feat here and uh I'll just turn over to you. Anything you want to say or introduce or No, this is um this
is a a group of representatives. We have all of our seniors here, all of our captains here. Oh, and then uh an EMTT Valley who uh who's one of our younger throwers here, but was also competing at the state true team meet. So, um as Dr.
Funk said, it measures a true measurement of of how deep you are on as a team and and how good your team is. Whereas the meet that we were just in, um you might only have six guys who scored, we had over 40 guys that were
participating in the state true team um meet and representing our city and and our school and they did a fantastic job winning our first state meet since 1997 in which I was an athlete on the team and Edie here was just starting to come
into the high school at that time. So, we've come full circle over the course of uh um well, when I was a kid and got to come over and take over as a head coach of this program. So, um these guys have a great honor that they get
bestowed upon them being a true team champion. It's our main goal when we come into the season is to win this meet and we've come close in the last four years. We've been fourth place over the last four years and it came together on a windy,
rainy night as most of our track meets were this year. Um, and they performed beyond what uh what expectations could be met. So, um, if any of the the guys want to speak, we just introduce
Yeah. Maybe also events that you guys do as well. Yeah, events and names. Great. Sure. My name is Liam Nice. I was I'm the uh verticals captain. I do pvault uh high jump and long jump. And I was a senior this year. I got third at uh the
individual state meet. Um and I'll be doing taking my talent to a player in Wisconsin next year as a captain. Awesome. Uh my name is Dylan Rker. I'm the distance captain and my events are 800,600 and 3200 and occasionally the
4x4 but not too much. And then I was able to sneak on tonight for the mile this year in the individual state. And then I'll be taking my talents two to Marquette University in Milwaukee next year for cross country and track. I'm Anna Valley. I'm an incoming junior and
I throw discus in. My name is Tyler Colonel. I'm the throw captain. I was just a junior last year and I'm throwing. How'd you do at the state meet this year? Uh I won. Just skip that part. Stop breaking. Stop
breaking. Uh I'm Taylor Young. I do long and triple jump and I ran in the 4x2 at Individual State. I'm Quinton H. Uh I'm the sprints captain and I run the 400 and I'm in the 4x2 and 4x4. I'm Chase
Johnson. I'm I was a senior last year and I do high jump and long jump. Davis Roll said and I ran the 4x8 and we got sixth at state. Great. Very cool. Guys, any questions or comments for the team here? The state champs.
Yes. How are we looking for next year? Live. We're going to have the same goals next year is that we have a good team coming back and um these guys are great, but uh we've always tried to run a team where the next guys come up and they've
learned from these guys. So, I I give these guys props for for teaching the the guys behind them how to to be what we've been looking for. Cool. Great. Thank you guys.
Summer. It is finally summer. Thank you. Yeah, exactly. Congratulations. Thank you. Me too. I'm good at it. But so Quinton was a neighbor of mine. I'll take credit for his
Our kids used to play together. I should have seen it in him then. All right. Now, we're going to move on to public comment. Uh we have two speakers tonight. Our
speakers can come sit at the table. Um, we just need to probably move that mic if someone could do that. I'll read the um the expectations and then we'll call up our speakers. The school board encourages community input while comments and questions are welcome. Law
prohibits the board from discussing concerns about individual employees or students in a public meeting. The board will not deliberate, discuss, or engage in conversation with speakers. However, the board may ask administration to review the concerns presented. Speakers
must present their testimony in a respectful manner. Vulgarity, character attacks, malice, or specific complaints identifying staff or students by name or implication will not be permitted. We will stop the proceedings immediately if employee or student privacy issues are
raised and direct the speaker to forward those comments regarding individual employees or students to the superintendent. With that, our first speaker is Mike McCarthy. Policy and statute require our schools broadbased accountability to our
community and just not to employees and political parties. Accountability policy 616 says curriculum advisory committee shall provide an active community participate participation in reviewing the district and curriculum plan and
that it shall ensure an active community participation in all phases of planning and improving instruction and curriculum. School employees are not standins for the rest of us. Tonight, our public accountability policy is being brought up for revision a year
earlier than scheduled, just as controversial new state curriculum standards go into effect this summer. Unfortunately, for years, this board has simply refused real public engagement to instead use undemocratic practices of idea suppression, deception, and
dehumanizing disparagement of those not embracing progressive ideologies. What democracy needs from you tonight is this. Ensure use of this public engagement process when revisiting policy 616.
Direct that at least twothirds of the curriculum advisory committee not be employees or family members substituting for the broader community. Specify committee reports include minority opinions and suggestions so you can make fully informed decisions in full public
view. When earlier revising policy 606 to hide curriculum in classroom material selection, approval, and purchase from the public, over 270 of us petitioned this board to apply this public process, and we were refused.
Worse than refused. During the school board meetings, the public was repeatedly and falsely told by the board that it was relying on input from parents and community. In truth, the committee referenced by the board was 100% school employees
expressing their wanting to exclude parents and community from the process. The lie was so frequently and knowingly repeated that it was clearly an intentional deception. Further, the challenge process is so limited and burdensome that few right-minded persons would waste their
time with it. Exactly the result intended to tell the public that this is none of your business. Revising media and books policy 606.5 to hide acquisition and use of sex picture books to instill perverse sexual beliefs in preschool and grade school children
while without telling their parents. We again asked the board to use this public engagement process and you again refused. Video record will show that there are no parental or community input. None at all. only staff input to again exclude parents in the community
involvement by offering an ineffected convoluted bureaucracy with no effective recourse. This is how democracy dies. Hidden behind an iron curtain of deception and defensive bureaucratic processes. Instead, engage in the public
participation. Don't fear it. Please defend democracy. Our next speaker this evening is Nance Purcell. Hi. Hi. Good evening. Nance Purscell. I live at on Abbott Street in Stillwater.
Um I I actually want you to engage in staff participation. Um uh I'm I'm going to comment on three things tonight. Reading and libraries. Um uh block scheduling and board communications. Um
reading is a hot topic in the district. We've got a new program and at the same time we've relieved media specialists of their jobs. And uh as a AP proctor in May, I went to the library. I'm in the high school occasionally to sub. And the
library looked like a library. Two years before the last time I'd been in there, it looked like a very expensive storage area. No color. Books weren't on the tops of the shelves. It sit kids sitting around with their cell phones. It looks like a library and I think it's acting
like a library and I think it's a very important resource to have at the high school and at our elementary schools. Um furthermore, uh just want to comment one more time. I was here in January. I might you may see me again. Black scheduling is a misstep. a 70s program
to that's expensive that doesn't bring our district forward by encouraging AI training. I mean there's there's a lot of stuff that our kids are going to be to have dumped on them in the next few years after they graduate and even now. And I would like to see us be a bit more
progressive in that regard from the standpoint of staff development and preparing our students for the world they live in. Um, with regard to board communication, I've talked to um, a friend who said disscent had been brought to the
board, not unlike Mike's comments with regard to democratic process and then they got their hand slapped by HR. I don't know. You know, I didn't send you guys an email and I probably won't do it anymore because what's the deal? You know, somebody communicates with the
board and then gets a call from HR, at least one. I don't know if there were others. I can't give you much backstory on that. So, I want to urge you to take into account public opinion, take into account teachers opinion. Get out in the schools. It's a pretty demoralized staff
right now. I know you can't fix everybody, make it good for everybody to be happy, but I think we can do better for our students. Thanks very much. Thank you. That concludes our public comment. And with that, we'll call this meeting to
order. Joan, roll call, please. Here stand for pledge of allegiance. I pledge allegiance 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. Okay, I am going to go ahead and make a motion to approve tonight's agenda. Can I get a second? Second. Great. Director Theelander with the second. All those in favor of approving tonight's agenda,
raise your hand and say I. I. I. opposed. Agenda passes. We'll move on to our superintendent report for this evening. Tonight, I'm going to be talking about uh the recent activity at the legislature. Before I do that, I would
like to take a moment to acknowledge the tragic deaths of Representative Melissa Hortman and her husband Mark and pray for the speedy recovery of Senator John Hoffman and his wife Ivette. You know, I have been in a public a public official
for a number of years and I have seen the rhetoric in our world uh become more and more divisive and and you were all at graduation and I think you heard me talk to the students and and the uh the families there about how, you know, we
need to start um bringing people together. And I just it it's just uh it's just so tragic that uh we have um people who give their lives
just as you do as as elected officials to try and make a positive difference and then um things like this occur. So um just want to publicly acknowledge um all of our elected officials and thank them for what they do and nobody signed
up uh for what happened this weekend. So, thank you. All right, for that. Now, moving on to the legislation legislative update. So, there's some good news. Um, so there's some mixed news and there's some not so good news in the in the update I'm going to provide you tonight.
Um, so one of the things we're talking is unemployment insurance and one of our concerns as a district has been whether or not u and we're talking summer unemployment for our hourly uh employees who don't uh um work in the summer. So,
the state has agreed to continue to fund um with another hund00 million uh summer unemployment insurance. So, that's a positive for the district. We didn't know where that was going to land. Teacher pensions, which is a positive for our our uh teaching staff and some
of our administrators. It's lowering the uh uh early retirement age from 62 to to 60 with teachers who have 30 more or more years of service. It's reducing the early retirement panel penalty to 5% but
then they have some other pieces they're adjusting within there. So it's probably about a two and a half uh percent reduction per year for teachers who retire early. Um so that's another positive for them. Um it's how we're paying for this. We're receiving another
$20 million in state aid. The district is because the TRA portion is going to go up and the state will pay for that. So that's a positive for us. Um and then the remaining will be drawn from to the TRA uh fund which is paid for um through
their pension performance. Um data request. This is an interesting one. It allows a government I'm not sure how this one's going to work. Allows a government entity to suspend a public data request if after five business days the requesttor fails to inspect or
retrieve the data that's been prepared. So my thought is, okay, they don't come in and view it. All right, then what do they do on day six? Make another data request. Um, so I'm not sure how that helps us. I'll have to get a little more clarification on that. Uh, parent
directory information clarifies that parent directory information is private. Next slide. Um, this is a good good news for schoolboard members. I think people have been trying to get this done for a number of years. allows members of a public body to participate remotely in a
meeting governed by the open meeting law. So basically uh we have to have somebody here, but you don't have to give your address and where you're going to have to be in the future or where you're going to be. It doesn't have to be posted on the agenda 3 days in advance. um newspaper publications. When a local
newspaper ceases publication, allows a political subdivision to post notices on its website and on the Minnesota newspaper association statewide website until another qualified newspaper can be identified. Um so in some places in
outstate Minnesota, newspapers are folding and the local communities don't have newspapers to post their information in. So this is the workaround for that. Um earn safe and sick time. Um it provides a bit more uh parameters for
the employer. So they can request that documentation if people are utilizing earn safe and sick time after two consecutive days of uh uh work. Um paid leave which is going to go into effect here I think it's after the start of the
year after Jan in January. um it decreases the contribution amount from 1.2 to 1.1%. Um we were trying to get that 5050 into law between employer and in employee
group that didn't happen. Um and then we have a teacher apprenticeship comp competitive grant program that uh they allocated 3.5 million. So those are key points. There's some other pieces that don't necessarily apply to the district. The other one that does, and we don't
have a calculation on it, is they're going to reduce the food service reimbursement um that we receive. And we'll get a calculation on that uh when we get a a better figure on what that's going to look like. So, questions on this before I get into the the financial
side of things. I had a quick question on the um summer unemployment, the hundred million. Do we how long is that expected to last? And I would say couple years. Okay. I think it'll last through the bienium. Okay. Cuz I think the
previous was 87 million and that lasted through this bianium. So I believe we'll be okay. Okay. Thank you. Any other questions? Okay. We'll roll on to the u the
financial implications of the uh um legislative session. And I just want to acknowledge uh we've got Representative Wayne Johnson here tonight. He's he can wave to to the audience. Thanks for showing up tonight and being here. Um so here's the
financial impact of the session. So on uh 22825 February 28th the state came out and said okay we're looking at the consumer price index. the inflation formula moving forward is going to be 2.74%
increase to the general fund which is a real positive for us as a school district because okay we're going to get more than 2% and any year we can get more than 2% we see that as a really good thing. Well then the then the session came in and they realized that they've got a significant budget
shortfall coming their way in a couple years and we've been negatively impacted by it. So when we built our budget, we built it based upon numbers we knew that we currently had in current law. The
numbers you're seeing in red here are impacts on the budget that shifted or changed. So there was a lot of talk at the budget in the legislature about around compensatory revenue and how we're going to hold districts harmless. They did a better job than what we
thought was going to come our way, but we're still impacted to to the tune of $167,000 we're losing um in compensatory revenue for next year. If you look at 25 26 year versus 24 um special education transportation
revenue, you can see the we're starting to see a reduction in that. It's going to go from 100 to 95. Is it going to 90? I think it is uh in a in a couple years. Um so you see the the revenue there and we just had a discussion on
transportation at one of our more recent board meetings. So that's a a real negative drag on the district. Student support personnel aid. We didn't see this coming at all. Um, we currently receive $48 per pupil in student support
personnel aid and the state adjusted that down to I think it's 30 or what is it? 30 and 25 cents I think is what it is. So that was an unforeseen reduction of $168,000.
school library aid. We um that's an additional reduction or a reduction of $52,000. So total reductions are looking at $739,000
from the session. We had a increase of 1.8 million and it has a net impact budget increase. So, we're going to be saving about a million more dollars next year than um than what uh we had thought uh when we
got the budget number back in February. So, I had Marie this afternoon calculate what that looks like. You can see the number up there. So, instead of a 2.74 increase to our budget, we're actually looking at about a 1.62 with all these reductions.
So, um, she's going to come up here in a few minutes and she's going to ask she's going to ask for approval of the preliminary budget for this year and we we'll I think this will get sent to you. We just put it together this afternoon. Um, but
so we're going to give you we're going to do the preliminary budget based upon what we know from the numbers we calculated before they settled. We'll be coming back in July with more of this information. the the administrative team at this point is still trying to figure out, okay, is that 739? Is that an
actual number that we're going to have to cut some more? How much of that do we really have to cut? Um, and we will be back here in a few weeks to uh um provide that to you. But it's it's not a goodlooking situation and the future
doesn't look um very good either from what they're they're telling us. Um, so subject to any questions, we may have a few questions here. So, so and I'm sure Marie is going to cover it later, but the budget that we had prior
to this legislative actions, was that 1.8 calculated in or um the budget you're going to approve tonight has that 1.8 or the 2 the 1.8 million calculated in? Yes. Okay. But now it's only going to be the 1.06.
Okay. Thanks. Yes. But not tonight. Tonight all of these updates will be made in like the next we have. Yeah. The team has to get together and take a look at okay how just to be clear. So like what you're approving is going to be you're it's going to be the
1.8 number. Yeah. Yeah. And that's where we had kind of said at the last meeting that with the special session it was going to be kind of a revision right away in July most likely. So um and then you can see for 27 and 28 the impact going forward.
Okay, any other questions? So the 1.0 number, sorry. Yes, the 1.0 number at the bottom is that net impact year-over-year. So not pre current budget or correct budget we're looking at. Okay,
good question. Other questions? It's it's not great news. I mean, I I appreciate the effort that is made at the capital. I mean, it's not a good um picture for the entire state and they're balancing a lot of priorities.
Um but when we are we've cut five million and then looking at more, it's the continued mandates and and training. The READ Act, I know, has more requirements, correct, for training and yeah, we didn't talk we didn't touch
base on that. The the READ Act has um basically what they're saying is I think starting in 27, any teacher who comes into the district um will have to have if they don't get it in their colleges or if they come from out of state, the
district will have to provide it. We're going to have to to continue with the program, an ongoing program to um train staff in the in the science of reading moving forward. And there's no I don't think there's any funding coming
that are going to be tied to that or no new funding that's going to be tied to that, right? It's just a mandate that we're going to have to continue with. Um yeah, it's unfortunate the student support. I think we've all seen um
gotten emails from counselors and we had to make some unfortunate cuts to those services and so that the support aid does not help in those efforts. Um and so I know that I've been a big advocate with um AMSD. they have position papers on really trying to get legislators and
community members to understand the importance of um behavioral support and mental health in schools and that we've kind of schools have become a de facto sort of source for those services that remain relatively unfunded. Um so it's
not good news in that area as well. But thank you. Yep. Any other last questions or we'll move on? We will move on. Um, I do not have a report this evening. So, we'll move to consent. We have several items on
consent tonight. Items A through L. Is there a motion to approve tonight's consent? I'll move to approve. Great. Director Hawker with the motion. Is there a second? Second. Great. I'll go with Director Kelzenberg. One second. All those in
favor of approving tonight's consent agenda, raise your hand and say I. I. Opposed. Consent passes. We will move on to strategic direction A, which is ensuring the learning process is adaptable to meet individual student needs. And our first item A is a report
from Stillwater Area High School. And we have the principal Rob Bach here. And um just to remind the community, these updates are it's a continuation of a series of school every a lot of the principles have come in kind of given us
a quick um update on how things are going in the school. What are some of the opportunities, challenges, um give us a flavor for what's going on. So welcome. Thank you for coming. Thank you. Yes, thank you for having me. Um appreciate being here. So board chair Sherman, uh Dr. Funk, members of the
board, uh appreciate the opportunity to to come talk. It's always um I always look forward to any opportunity to to brag up Still Water Area High School. So, I'm happy to talk with you a little bit about um the work that we've been doing in particular over the the course of this past year. Um Tony, you can go
ahead and what's that? Gosh, they actually trusted me. I don't even get this at home, so I'm not used to having one. Um just a couple of demographic pieces about our school. Um, for free and reduced lunch, we're currently just a shade under 20% of our students
qualifying for that. Um, we have 3.7% of our students qualifying as multilingual learners, 12.6% of our students uh on IEPs, and 25.9% of our our students are students of color. Um, in terms of just some context around some of those
numbers, those numbers have um gradually increased over the course of the the past several years. And just again to put a little bit of context on that for multilingual learners, 3.7% of our population translates to a little bit just a shade over a 100 students um that qualify for that extra level of support.
Again, as recently as just a couple of years ago, we were probably between 20 to 30 students. And so that is an area that has um increased dramatically just within the last couple years that we've had to to try to adapt to. Um special education, 12.6% 6% of our students.
That translates to roughly 350 um of our students, give or take. Again, as recently as a couple of years ago, we were probably down around the 200s, the low 200s. And so, again, those are numbers that um we've seen a a steady increase and have demanded more of our attention and and more of our service.
In terms of some of the strengths and and challenges and opportunities that I can outline for you tonight, um strengths, um I listed off about five different bullet points there. I'll talk a little bit about the the culture that we have at Stillwater Area High School, which I believe to be a very student- centered culture. I'll talk with you a
little bit about um some of the data that we track with regard to our bar program and some of the social emotional learning pieces that we run at Stillwater High School. Talk with you a little bit about college and career readiness as that is obviously an area of focus for us. Uh we'll talk a little bit about our tier one MTSS structure
and also our graduation rate as I believe that all of those things are are tremendous positives about our school in terms of challenges and opportunities. Um we've talked before and so I'll elaborate again just a little bit on the idea of the limiting schedule that we have the the current sixth period day
schedule and how that limits opportunities for students. Um we've seen some challenges recently with regard to our PSO enrollment. Um, and as the board knows, I've presented uh last winter on on some changes in terms of how we plan to respond to that. Um, we
have had some very very recent challenges with regard to the number of online registrations that we're seeing with students. And so that is also representing something that we are currently in the middle of kind of pivoting on and and um developing a strategy around. Um we have some challenges with regard to how we
structure interventions at what we refer to as tier two and tier three. And um we're also seeing some challenges with regard to attendance. But we'll we'll take those kind of one bullet point at a time and and we'll start through the the strengths. The first one being um our
student centered culture. Um we have a rule at Stillwater Area High School um amongst our staff and uh we talk about it all the time in staff meetings and I just ask you know what's rule number one and rule number one for us is we go for every student and this was kind of born
out of um the early days um way back in my career when I was a uh recovering volleyball coach um when I was a really really young coach and you're looking for all the help you can get in terms of how do I run a program and you know what do I need to reinforce with student
athletes to to get good results. Um, you know, you you beg, borrow, and steal. And I had a laundry list of bullet points, all of which were very important. And I put that into a document that I shared with our our players um at the start of every season. You know, you don't touch the net, you can't step over the center line, blah
blah. Just a number of kind of bullet points. And one of the the pieces that was on there was go for every ball. You're familiar with the concept in volleyball. If the ball touches the floor on your side, that's a point for the other team. And so we were trying to develop a mentality that says that anytime a ball was going to go to the
floor, we will it'll be ingrained in us that we're we're going to go to the floor to to to get that. And after a couple years of coaching, as I was continuing to refine my list and and get that all put together, I settled on that as being the most important piece that
we had on the sheet. So, out of the 12 or 20 bullet points that I had that I was imparting on to my players, we settled on on go for every ball being the most important thing. That's why we referred to it as rule number one. I took that rule and I put that up at the the top and that became rule number one.
And all of our players repeated that every single day in practice. What's rule number one? Go for every ball. They they knew that. And that became more than just a mantra for us as a team. It really became our identity. And fast forward to um several years into my my
principal job um at Stillwater Area High School, we started up one particular um school year as we were talking about some of the the changes in programming and philosophy that we were making as a building and I outlined that idea for our staff and talked about the idea
that, you know, when it came to to playing volleyball, the message to our players was that no matter where the ball is, you as a player don't get to decide that that ball is too far away for me to get. Your job is to go for
every single one. And you may not get every single one, but you will get to balls that you didn't think were possible to get to. And I threw that out onto our staff and I said, "What if we had a school where every single kid that came into school knew that every staff member was going for them every step of
the way?" We talked about that and we said, "Our job at school is not to focus on all of the challenges that we have coming in our door. We can't control, you know, what a student's home life is like or maybe what prerequisite skills they come to us with or what they don't. But it is not our job. We will not make
a judgment call that says a kid is too far gone for us to be of help. Our job is we will go for every single one. If we don't get there, fine. But when they are ready and they come back to us, we will be there with open arms. We will be ready to go. And while we may not get to
every single one, I guarantee you we're going to get to more than than we thought were possible because that's not uh that's not up to us to decide. And that's something that our staff bought into right away. And while that was many many years ago, that's become something where, like I say, we talk about that in
staff meetings today. any new teacher that comes into Stillwater Area High School, when when I have a chance to sit down with them at new teacher workshop and we talk about kind of who we are and and what do you need to know about Stillwater Area High School, that's the first concept that I introduce them to. And I say, if you're going to be here at
Stillwater Area High School, you've got to you've got to believe in that. And our staff does. And I'll come full circle at the the end of the presentation about with an illustration as to why I think that's actually holding true and and how I think that's holding up. But if you're going to understand one thing about us, um I
think that sums up kind of who we are. In terms of our our bar data, um one of the pieces that we track is is BAR is designed it's a program that's designed to ensure that students are successful. Um it's a social emotional program at its heart. As you know, you've you've
had numerous um presentations. This is not a presentation on bar and what it is, but it's a social emotional program that's designed to leverage academic results. And so one of the data points that we track regularly is our failure rate. Um what are we doing? This should have a positive impact on student
performance in school. If we know who our students are and are able to capitalize on the strengths that they bring to the table, that should translate to to academic success and achievement. And so um this graph again represents how we've been tracking this since we implemented the program in 201617. And you can see there was a
precipitous drop in the good direction. That's exactly what we want to see. CO obviously derailed that about four years ago and um you know caused a huge hiccup for us in in terms of going back but you can see there's been a steady um
progression towards the the tipping point that that we had achieved back in uh the high water mark or the low water mark I should probably say back in 2019 2020 when we had um less than 3% of our students were receiving a failing grade
as I mentioned bar is at its core for a social emotional program. One of the core tenants of bar is the idea that our our teachers work together in teams where they have common students and the teachers share information about students. We we use relationships to
understand what it is that's going to help a student be successful and we share that information out. Um I have two graphs up there for you or two kind of tables I should say not graphs but tables um for you. The first one, the top one that's colorcoded there represents um data that our teachers
have tracked from our bar conversations where as they talk about students um you know they they run some classifications in terms of the the amount of risk or concern that teachers may have. Um we had 91% of our students coming in at level zero, about
7% coming in at level two and and only about 2% coming in at at a very very high level of concern at at level three. The bottom data table there um shows you data from this past year where we ran a more researchbased um program. We ran sabers which is part
of our fastbridge testing. So, um it's similar to a diagnostic that that you would administer um but it's more researchbased and again our teachers applied that to our students and one of the things that was very gratifying was the idea that the data that came back from our sabers our researchbased
program mirrored almost exactly the data that we had been tracking for many years through our our bar process. And so in terms of um social emotionally where our students are um for the most part that's that's great data. When you talk about your your triangles and your tiers,
usually want about 80% in your bottom, about 15% in your middle, and only about 5% in your high. And we are actually, so we refer to that as our snowman, right? You want a nice picture of a fat snowman on the on the bottom. Our data for social emotional is actually better than that.
College and career readiness. Um, this really, um, is the core of what we do with students. and Stillwater High School exists to make sure that students have pathways and connections to to do whatever it is that they that they want to do with their their lives. Um, as you know, again because I presented to the
the board before, we have gone through processes over the last couple years where we have organized all of our coursework. Every course offering at Still Water Area High School has been reconfigured, redesigned a little bit to match up with experiences um so that our
our students feel as though we're living up to the the mantra in our or the motto in our in our rotunda. We're learning not for school, but we're learning for life. And on top of that, um, all of that programming piece that we have done, there are a number of other things that take place throughout the course of
the year that reinforce that. Our grade nine students, our incoming freshmen, um, get an introduction to personalized learning plans. We've talked about that a little bit before. You know, every public school is responsible for um, implementing that and having some kind of a way of of delivering that for
students, but you and I both know that some schools do that with much more fidelity than others. That's something that we've been very very purposeful with um in terms of the time that we allocate to our incoming ninth graders and we use that then as a platform so that they can continue to refine that for over the next three years. In 10th
grade um we offer the preac. We don't just offer it but we administer that to all of our 10th grade students. Uh we offer the PAT um early on in the fall but the the preac is kind of a culminating piece that takes place in the spring. in 11th grade. Um, our
students again can take the PAT in the fall, but we also administer the ACT schoolwide to all of our 11th grade students. Um, that's something that whether they're going to college or not, we feel like is going to have some benefit for them because it's really going to break down um and disagregate data for them in terms of different
areas and give them some sense of how ready they really are. We also implemented a new program over the past two years called Test Drive, which is a financial literacy piece. Um it's a great precursor to the personal finance course that is now going to be a required um for graduation component of
the high school experience. Our kids have been getting kind of a a test drive, if you will, on that for the the past couple years. And then in 12th grade, we offer a career fair where we bring in literally hundreds of people from our communities and all of our 12th grade students have gone through that um
and found just a an incredible learning experience. In addition to that, um just anecdotally, I will tell you that over 40 of our teachers have participated in an externship program where they in turn um have given up time over their summer to get matched up with someone in
industry in an industry area that um correlates to what they teach so that they have insights into how their content translates to employability um what's taking place in the real world if I can use air quotes around that. Um, we
talk about how Pathways really is designed to ensure that our students know how to use the education that they're receiving and put that to practical use. That's one way is making sure that your teachers know how to to do that in the classroom. For the last couple years, we've run um an ACT prep course for our students also um where we
have provided that to all of our students where they have had access to to ACT prep resource uh material. We administered over 570 college tour visits in the fall this year. Um that's not college tours that kids went on on
their own. These are college tours that we organized here at school. So for the students who don't have transportation or don't have resource or don't have means um we were able to provide that. And in our senior survey um that we give as as students exit our building, we had
over 70% uh on this last goround report that they were either confident or very confident in terms of their next steps as they're walking out the doors to Stillwater Area High School. In terms of tier one, I am in MTSS. Um this is a strength that I wanted an
opportunity to talk with all of you about because this really served as the focus of our professional development this past year. Um, again, I talked about kind of the the triangle and the idea that 80% of your students should be finding um the curriculum that you were delivering every single day uh in your
classroom accessible. Um, and that leaves um between 15 to 20% of your students on the top of the pyramid who might require some additional or a little bit outside the box um either intervention or or extra scoop, whatever the the case may be on that. Again, we
ran FastBridge. We administered the FastBridge um test as a diagnostic this past year. Um our data came back a little bit lower than what we would want, but the important thing is is that we have this data and it's giving teachers the ability to monitor in real time and have a a researchedbased
um way of diagnosing students and being able to say, okay, who is it that I'm going to have to to potentially design something a little bit unique for in in this particular lesson plan? And so we um this past year have started piloting what we refer to as just in time
supports. And so again, it's ways for teachers to recognize in the moment how they might need to do something a little bit different instructionally um with students to to be in a better position to respond. Um I mentioned our our data and our data um is a little bit lower potentially than what the standard
triangle might be. One of the pieces that we've had some conversation around similar to MCA and similar to some of the other standardized tests that students run into in in high school is it's just that age-old question around validity and if students don't get the sense right away of what's in this for me, are they really putting forward
their their best foot on that um on that assessment? And that's something that again I think as we continue to talk as a staff this year and have some better um answers at our at our fingertips for how we're going to use this data and how this data impacts you um I expect that those numbers will go up. So what did
you have before this for data prior to to this in terms of data we did not administer fastbridge as a data so we rely um pretty heavily on internal assessments. So as our our teams Yeah. there nothing baseline.
Correct. Can I ask a quick question on that last slide too? Um could could you explain what the 6720 13% is? Those are the numbers in terms of the percentages like on the on the triangle there. So again on the pyramid basically if 80% is the bottom of your pyramid what that
means is is that 80% of your students should be very responsive to what we refer to as tier one instruction. basic regular in-classroom instruction 80% of your students should be finding success with that delivery however that is. So
in our case what we found is that 67% are there and what that means is that we've got a higher percentage of students that need something more than maybe just the traditional instructional delivery. And that's why again our professional development this year centered around tier one instruction.
However, because part of our job is is not just to say, "Okay, if you have a higher percentage of students that are outside of tier one, we don't just say, "Okay, well, we have to we're going to assign all those kids into an intervention class." That's not the response. Our response needs to be how
do we need to change our instruction to make sure that we are reaching 80% of our students. And that's a paradigm shift, but that is the crux of the professional development that we did on this this past year and kind of the crux of what the MNMTSS system is really all
about. And really quick, just for my own understanding, the tier 2 and three is that that would be above and beyond like what you would what you would change in the class do though are those kids that are on a plan or some sort of or do you not necessarily if you're in a tier two
or tier three potentially? This is linked to bars. It mirrors what we do in bar. So in bar we have very similar data that we track. So actually that's an answer to your question earlier Dr. Funk is we have our own internal data from bar that we track pretty pretty regularly and heavily. But what I would
say um chair Sherman is that tier 2 is also done in the classroom. So that's not something that we would automatically design a a new course for. Tier three might require some additional level of of intervention and maybe there is a specialty reading course or something different is is probably going
to have to be done there. Okay. Yeah. um the just in time supports, is there a particular program or model that's that's used? And then um I'm guessing that there will be like a new fast
bridge report in a year or something to see if Great question. One of the pieces I was looking for it on my slide but of course it's way at the end um when I'm talking through some of the the opportunities that we have um is um the question that
you had asked is you know is there something different instructionally then that that we do or like a a bag of tricks that we have to to pull from a strategy that we're using. Um we took a team of or not took a team but we had a team of people this summer that sat down and really started um learning about the
concept of acceleration versus remediation. That's going to be a common theme that's going to have to somehow get extrapolated out to our our whole entire staff. But the best example that I can give is um math tends to be a very concrete sequential piece, right? It's foundational. And for a number of our
learners, the the very common perception, rightfully so, is probably, well, I have to have this skill before I can have this skill. And oftentimes as teachers, what we find is that if students are not as strong as what we would like in those foundational skills, we get nervous about that and we say,
"All right, well, you know what? We're really going to build up this foundation so that they've got everything that they need before we go on to this new content." And what research is bearing out is that that's actually while it sounds like a great plan, that's actually not the best strategy. What happens is educators wind up spending a
very disproportionate amount of time doing remediation trying to get those skills back up. And meanwhile, the more time that they spend there, the more time they're falling behind on what the current grade level content actually is. And so the the current research is suggesting that what we need to be doing
instead is we need to continue moving forward, but as we see those gaps in the foundation, we need to apply this is the just in time supports. That's where we need to go back give an additional scoop to get them to be able to do what the task or the the objective of that
particular day or unit is to keep them moving forward. And that in and of itself also helps build up the foundation without having to go back and immerse yourself in the foundation while everything else continues carrying on. So that's the that will be I think a
primary area of focus for us this year. Thank you. You're welcome. In terms of challenges and opportunities, um, one of the challenges that we have, um, as this board knows very well, um, is the idea that we do have a limiting schedule right now on our 6x2 schedule. Um, I will tell you
just that just anecdotally, um, there's no I have no hardcore numbers to to bear this out, but I can tell you that anecdotally, I had more conversations with students this year than any year before who told me just proactively kind of out of the blue, "Yeah, gee, Mr. Bach, I didn't have room to take this
class. Gee, I wanted to take this class, but I I wasn't able to to do that." Again, those conversations just kind of took place organically. And every time I'd sit down with them and I'd say, "Oh, well, gee, let me tell you about, you know, something that we've been talking about where we would like to change the
schedule and open it up so that you actually have the ability to to be able to do that." And again, the the board knows and and is well aware of of um some of the the pieces that we have talked through. We are currently looking at trying to do that not for this fall, but in the fall of 2026. um we'd like to
to open up with a block schedule and that's what uh also a large amount of our professional development has uh has centered around. Um it's ironic because when you talk with students about that, students don't particularly like the idea of change and um you have to you
have to sometimes clue them in as to how this is potentially standing to to benefit you. But the the benefits I believe absolutely are there for for students and students will see that. Um, and as we've talked about before, the students that have that schedule love that schedule and and do not want to
move away from it. Some challenges that we have seen that are a little bit more recent. Um, as the board knows, I presented last winter, I think it was probably around November around some of the the pieces that we were seeing regarding PSO. And so, um, as the numbers, the registration numbers
for post-secondary enrollment have been increasing and increasing and increasing, that represents larger and larger and larger numbers of students walking out of our building and walking out our doors. Again, that's not an issue that's specific to Stillwater High School. That's across the the state. And
as we are required as a public entity to offer uh post-secondary enrollment opportunities, more and more students have just glombmed onto that as kind of the the thing to do. And so one of the the pieces that we did in response to that, you know, the idea or the theory
was kind of the idea that um for many students maybe this represents in theory an easier way to obtain college credit without having to go through some of the the other rigorous experiences that we were offering here at school. And so what we've done is is we shifted some of
our curricular offerings to try to um have um rigorous opportunities at school, but where the college credit, they weren't putting all of their eggs into one basket, which was a high stakes exam at the at the end of a course. The idea is if you
successfully complete the course, the college credit is still there for you. So, we're still providing the same level of rigor with the course, but students don't have to again have this high stakes exam that causes some anxiety and test performance issues and and things of that nature. Um, I presented again in
November with the idea that that was coming out of curriculum advisory council. So, as we were discussing some of the the new courses, we were offering what we refer to as concurrent enrollment where again students can stay at Stillwater Area High School but still get the college credit that they are receiving. Um the numbers that are up
there in front of you represent registration numbers. And so as you can see in 2425, so this past school year, just as one example, in AP US history, we had 124 students that were signed up. When we switched um to offer concurrent enrollment US history, and that's what's
on our books going into this year, we have 262 students that have signed up. So, our hope, you know, as we kind of went into the registration season, we had our fingers crossed that this would be a good response to hopefully being able to to recapture some of our students and continue to give them
access to our highquality staff. Um, that hope came true in spades. this I I'm going to preface this by saying that these numbers are not potentially final because they don't represent the the total number of students yet who have continued to to opt out because some of
those students will opt out and go to to PSO but um the numbers the initial numbers that I've looked at for PSO have dropped and I feel like that represents a a good thing because we're still offering the opportunity for all. However, more kids are recognizing, hey,
I want to stay with teachers that I have a relationship with, teachers who look out for me. And part of what I told parents is quite honestly, when your child goes to PSO, I said there's a different level of expectation for our staff at Stillwater Area High School than for some college prof who if your
child is struggling and and muddling along at a at a D or or struggling to pass, you don't have a right to expect that that college professor is going to reach out to you. But that's again that's go for every student, right? That's part of what we talk about. That will be an expectation at Stillwater
Area High School. And so um my my hope is that um those numbers we've we've seen some dramatic improvement in that. So it's a challenge for us, but I think we we've risen to that at least initially the the signs are very very good. Great. Dr. Funk, what's your registration deadline or what does the
state tell us that okay, what's the drop dead date for PSO? For PSO is May 30. So students are supposed to notify their home districts by May 30 that they intend to to go PSO. So we should have a pretty good handle on We should um all of our our secretaries are the ones that
help me crunch a lot of those numbers. And so I'm working right now in the absence of that to kind of get a handle on that. We've got one or two loose ends yet to tie down before I'll know numbers completely. But like I said, we've got probably I'm probably 75% of the way there and right now it looks good. Okay.
And that was when we you were thinking it would be a year to to have some success to really have some success. So once you get kids in theory taking it, talking to other kids, hopefully you get some positive word of mouth and it gets even better. That's the hope. Great. That's awesome.
Um, even more recently, so again, the the PSO trend has been a shift that we've been observing for a little while and it's kind of it hit a tipping point for us over the past year or so. Another one that crept up on us really quickly is some challenges with regard to online and online registration in fall
semester. Online similar to PSO, it's something that um we're required to offer. All public schools um in the state of Minnesota are obligated to help students who want to enroll in online coursework. Um we help them do so. Typically what that has meant is that has meant students get assistance
finding an outside provider and they sit down and they take the course they take their online course through an outside provider. In fall semester to start this past school year we had a total of 80 students in grades 9 through 12 um that were um that were looking to to take a
course online and most of that represented a a one-off. was not necessarily students who were looking to go halftime um or full-time online. That ballooned from fall semester to spring semester. From spring um in spring
semester, we went from 80 students to all of a sudden we had 217 students who were requesting online and we had over 340 course registrations. Um so again, as you can see, very very quickly we hit a tipping point with regard to online.
Um, this on the one hand presents a challenge, but on the other hand presents an opportunity for us. And what I can tell you is that we have put a team of teachers together and we have had two all day workshops already yet this summer. Um, we've barely been out of school a week and yet we have a group
of a dozen or so teachers that have given up two of their their days off already and we have three more working days on the calendar to talk with them about standards associated with online instruction. And our intent is to be able to offer online coursework in the
courses that we see high numbers of registration. Typically these are um required courses. These are core area courses much more so than elective courses. So things like um things that are junior and senior heavy classes like
US government um you know maybe like a um an AP lit or comp class. Those are the classes that students um more often than not are signing up for for online. And so our task has become number one to learn about what good quality online
instruction is. This is not just as simple as taking our existing course, throwing it onto Schooly, and calling it an online course. There's other checks and balances that need to be part of that. And that's the training that we are putting our teachers through right now. And then we're going to take this next school year to actually start
developing content so that by the time the next registration window rolls around in winter, we will have our own in-house library of courses, we should we hope to have, let's call it between 6 to 12
courses built up where our students want to take an online option. They can do so through Stillwater Public Schools, through Stillwater Area High School, and they don't have to go to Northern Star or Blue Sky or Minnesota Virtual Academy or something like that. And oh, I was
gonna say lots of questions. We'll go with um Director Parker first. I was gonna say you brought Thank you. You brought a set of teachers together to as I understood just want to make sure I understood you brought teachers together to create courses potentially to problem
solve for some of this. Right. Correct. How did you determine what classes like it seems to me the first place would be like what are why are the students doing this and like sort of the why? So can you talk about how you determine the why first? Yeah, we administered a survey
both to students and parents. Great question. Um so we worked very closely with Cararissa um and the marketing team to try to drill down to to your point. What's the what's the reason why? As you can imagine, reasons vary. um you're trusting that the the feedback that you
get is good. Students um but the the biggest thing that comes back is a higher degree of flexibility. They kind of want the the 247 access um to being able to to do that. It's interesting because there are some discrepancies a little bit between what the students
report they want and what the the parents report they want. Um and so we're kind of trying to strike a balance between that because we recognize that on the one hand we're serving students but on the other hand we know that parents are sitting down with their kids and helping them through that registration process. Students um report
a desire for a very very high degree of independence. Um research would bear out that's maybe not always the the best plan and so and parents have actually kind of chimed in and said no you know what we'd like a little bit of structure to this. So, we're kind of talking right now. That's one of the things that our
group is working through is what's the what's the right balance? You know, is there a is there a check-in once a week, once once every two weeks or something like that where um maybe there is a slight synchronous component to this where the rest of this is is asynchronous. Um and so, yeah, we spent
that was a a huge part of what we spent our first day doing was digging into that survey to extract all of the the reasons why. Thank you, Dr. Theer. Yeah. No, that was actually my question as well. It was kind of the what was driving that. But um a second question would be uh what are we seeing in terms
of the landscape uh with other districts. I would imagine this should be a value added addition to bolster up the online. Uh this will be a huge value ad. There's there's no question about it. Um other districts it will vary. Um
some districts have an in-house program, others do not. Others farm it out. As you can imagine, um, larger districts have a little bit more infrastructure and a little bit more capacity to be able to to take that on. Um, we don't have probably quite the the same level of resource. We're a little bit more
bare bones, but we've got a high quality staff and we have an awesome coordinator right now who um has put a lot of resource material in front of our our team so that we can sit down and and be well verssed. The content piece is not going to be um is not going to be hard.
the the issue is equating all of us um acquainting all of us with what good quality online instruction looks like. There are actually standards associated with online instruction just like there are standards in US history or standards in calculus. We need to familiarize
ourselves with that as a staff. And so the the team that we've picked are people who um are tech-savvy, have an interest in doing this, um are self-starters and and ready to to tackle a project and recognize that to your point, this is going to be a value ad for our district and ready to help our
district evolve a little bit because quite honestly for a a district our size, we need to start looking at this. Again, we didn't reach a tipping point until the spring semester of this year. And again, if you looked at it on a chart, it would literally be like a blip where all of a sudden it went way up. Um, so I'm proud of how quickly we've
responded to that. Um, tough to say that we would have seen a a jump like that coming um to to plan ahead for, but we're in the the stages of planning right now. Dr. Oh, I'm sorry. And to that point, we're not limited from a geography standpoint for
enrollment for students, are we? Haven't even crossed that bridge. I mean, the the short answer is no. we can we can farm that out to to other students um and students in other districts. I'm not an expert on what the negotiations would be um behind that and how how that would
be accessible or how that would be be compensated or paid. But the the fact of the matter is um our students for example could partner potentially with say like South Washington County right next door that that does offer one. But part of how we've tried to build this is the with the idea that if you build it
they will come. That's part of what Southwash saw. They went into this not quite knowing what they didn't know. They put some people on special assignment to to kind of tackle it and figure it out. And as they build it, holy cow, the the kids came. And that's one of the things that's encouraging,
too, because one of the one of the reasons, you know, as you drill down into the the survey, one of the theories is is that sometimes the reason that students are opting for this is because the word on the street is that this might be easier than than taking a a class here at school. or if there's a a teacher, if I, you know, I don't think
I'm get going to get along well with that teacher, fine, I'll just opt out and I'll I'll go take this online and it becomes a a least um common denominator. This is a a way around that where we think um again, we've got this pretty dialed in where we know the the product
that we're going to be able to to offer um because it's with our teachers and has our name on it, kids will stay with us. And again, that's kind of what the Southwash experiment kind of bore out is that kids didn't keep going to Northern Star. They didn't keep going. They'll still go there to some extent, but if
you offer it and parents would rather have their kids stay at home and have that home experience with the Stillwater High School stamp on it than just this fly by night outfit that's just looking to make a buck. Thank you. Thank you, Dr. Funk. Two things. So, the intent tonight, okay, is to talk
about this is a potential if we're going to be doing this you're going to be coming back to the board in a few months in more in depths going through okay what this is going to look like. The other question I have and I don't know if you know what it is off the top of your head but this would be part of what we talk about in a few
months when you come back is what's the fiscal impact per student? So we're losing 217 students per class or or 340 courses. All right. Any idea ballpark-wise on a student basis what the Yeah, you put me on the spot. I we
broke all of that down when we did the costbenefit analysis. And I'm sorry I don't remember what all the numbers are off the top of my head, but the the bottom line is this will represent a significant savings if we're able to recapture these students. Absolutely. And to your point, Dr. Funk, as as this gets going, I'm happy to come back
before the board to kind of give a a presentation that's specific to this that will break down all of those numbers because again, we we did start doing all of that. I just I didn't get down into that level of detail. I I think two things, you know, and you talked about your your schedule
challenges earlier. I think what's important to the board as we're moving forward here is absolutely the needs of our students are primary in our minds. So, okay, what opportunities can we create here? And the other thing is and that's why I asked this question. Okay,
you know based upon our our very um tough fiscal environment we live in um how are we going to go about doing some of these things? And so you know I I think it's great to have these conversations as far as okay here's we
want to meet these students needs. Okay in a tight fiscal landscape how are we going to go about doing it? But you and Matt and your team are smart guys. So you're going to come back and you're gonna wall the board. I'm sure. I'll just I'll tell you this represents a significant investment for our district. There will be obviously some startup
costs that are associated with that. We will more than recoup the not even close. If any of our projections hold true, my expectation is that we will far exceed this will be this will represent a significant investment for the district. And I think really the intent
initially because we talked about you know other schools. The intent initially is okay we need to do what we can to meet the needs of our students who are going elsewhere. Once we get that up and running then I think the next phase is okay are there
other people who want to do it? But I I think from what the conversations you and I have had about this is we we have to do something different to meet our our current students needs. Correct. It's a response. that's being responsive to to what we see. Dr. Kelzberg, so a
student takes an online class. Uh, is it replacing one of those six hours of the day or might it be taking a seventh class that they might not have been able to otherwise? Could be either or, but in most instances, it would be replacing a a course. Right now we offer online
health and online fied and typically those classes are taken as a seventh class but usually the the ones where we are losing students to go off to a different entity it's a it's a replacement piece so they are dropping an hour out of their schedule to go take it online. Okay. And then thinking of
the 44 down the road is this a solution in the meantime to get that extra class that they might want hey you got your six classes I can go online and take the other one as well. Um, yes and no. Again, the crux of the courses that we
anticipate having on the books for the next registration season represent more core area classes. So, those are courses that students are going to have to find regardless. They represent required credits. So, I I don't know that I would bill it quite that way. I I hesitate to go that far. Okay. I see. Um, thanks.
And I myself have so many questions, but I also want to keep this present presentation moving along. Um, we definitely I sense a huge interest for the board and knowing like what you're doing and kind of the you know even bringing back fall 2025 numbers so we can see if that you know if the trend is
consistent and what that financial investment would be and I'm sure we all have a lot of questions. I know I do but um but I know you didn't come here just to talk about that. So glad to come back because I said something interesting. Good. Um the last slide that I have um or
actually sorry two more um just in terms of challenges and opportunities um we've constantly had challenges with regard to our higher levels of intervention and how we run that at um school. One of the challenges that we've had is that we don't receive additional staffing for that. Um, and obviously, so if we're
going to do something different, if we need to create, say, a highly intensive reading class or something like that, that's something that probably comes at the expense of how we'd run class sizes and other standard um, English classes or things like that. We have been in
terms of the the opportunities that this presents for us, we are piloting a new model in English language arts. Um we are going to be moving away from the intermediary reading class which is the primary class that we have used um to administer higher levels of intervention. Um and as we talked about
um kind of shifting that paradigm to to getting more of our students through the traditional classroom piece, we have some teachers who are doing some pretty unique and intense teameing um to deliver interventions in their traditional classroom. And so that's a model that
we're starting up right away in semester 1 um for English language arts and we are engaging our math folks in similar conversations for how we might do that starting up um semester 2. They've got the the first semester to kind of figure that out. We also have a very small team
that's been meeting with the Minnesota Department of Ed um some specialists from MDE um to learn and design um a new model based on some of these just in time supports. How do we make create this as a fluid piece? Again, the the old model has kind of been if you've got
somebody that's in super high need of intervention, you pull them out and you stick them into this super intensive class, but then they're missing one of their other classes to make that happen. So, again, we've been talking with specialists about how do we given the the allocation and the formulas that we
have, how do we come up with ways to do to do that so that it's a more fluid situation. So again, maybe kids get um a little bit of extra scoop, but then they're back in there with their their peers and this is not does not evolve into a tracking piece that's not good for anyone. And I talked about the the
acceleration versus remediation model that um will be key to that last challenge or opportunity. Um I'll just talk briefly a little bit about attendance. we have seen higher numbers um of truency and as that has taken place we've also gotten less
intervention and involvement from the county. The county kind of becomes our right arm um in terms of trying to help us leverage and compel student attendance. Student attendance is compulsory. That is that is state law. And um because it's state law, we rely on the the county to assist with that.
And so whether that's through attendance contracts or u probationary types of um arrangements um we are getting less and less support because there's less and less resource available there at the county and so that that presents a challenge for us. Um some other pieces
is that our learning management system um schooly has actually made it kind of easier to to not have to attend in person. You know, one of the things that we learned through COVID when we had to do distance learning was how to put all of this content out there. And right after we came back in person, you know,
we tried to take what we had learned through COVID and continue to evolve and branch that out. And we thought, well, obviously we're going to continue to do that, right? This is this is helpful for students when they're absent. Um, you know, this helps them stay on top of things. Well, that's true. And it's also
made it easier for students to feel like they don't have to attend because I can just access this content here. And so we have higher, you know, calls in for from parents and families excusing their their students um and less urgency for students to feel like they need to be
there and be part of either a discussion or an activity. Um test avoidance factors into the the same way. we're seeing higher and higher numbers of students who a lot of times when they are in the lower scores um grade-wise. It's not that they've done poorly on a test, it's that they haven't taken the
test, they've refused to take it because I'm not ready for it and I, you know, I'm going to do this and going to do that and going to do the other thing. And we have teachers that are trying to be accommodating with students and that has created issues in terms of just getting kids to to take the assessment so that we know what they know. Um, and
so those are again just some of the the pieces that that um we are working our way through. We will continue like any other challenge to to find the opportunities in that and to to try to address that. And as I mentioned, I said I'd kind of come full circle with this. I I um asked for a couple of slides u
from our recent graduation ceremony to to end the presentation today because if you remember, I started the presentation talking about rule number one, which was go for every student. Um, on the last day of school, um, our teachers have until 3:00, they have one extra hour to
submit a sheet of paper directly to me, our office, with a list of names of any seniors who did not pass their class. And so I get a stack of about 120 sheets of paper and I meet with all the counselors and all the assistant principles and we lock ourselves in the room. It's like conclave, you know, you're waiting for the white smoke to
come out while we're all doing our our business. and we look over every single sheet of paper and every name that's on there. And for any name of any senior that didn't pass a course, the job then becomes quickly to see whether that was a required course for graduation. And so at the end of that, as we go through our
our meeting, I ask all the counselors for a breakdown. I want uh I want to know how many students are we talking about that that we're saying are not going to make it to graduation, and who are the who are those students? This
past year we had um we had close to 650 students 12th grade students in our entity and at the end of our meeting we had five students who did not make it to graduation. Five out of 650 names and
that does not happen by accident. And so that's I just I want to leave you with that in terms of how we we go about our business and what students can expect when they come to Stillwater Area High School. they can expect a support network. This is not about changing standards and lowering standards to to
bring that down so that kids can get a a sheet of paper that that's very fancy and and says that they have rights and responsibilities. Now, this is about what do we do to intentionally lift students up to make sure that they're all getting there. And um I think again it it bore itself out and I'm I'm
tremendously proud of our our staff's efforts and tremendously proud of our students. We got awesome kids that come in and that we get to work with every day. Great. Thank you for that. There are two comments. Did you have your hand up or no? The five new before the day before
graduation. 100%. Okay. Okay. 100%. Just wanted to make sure Sarah um just going back to the increased truency.
Are there other do you have a sense of other drivers or factors? I mean, I know you talked about some things, but I'm assuming that can't account for all of it. And I'm just wondering if there's, you know, I don't I have theories, but I don't have anything real scientific to
base that on. We haven't done a lot of survey work around attendance and what some of those drivers are. Um, they're varied, as you can imagine, and that's part of the reason why there's not a lot of data statewide even. Um they had a committee that w that addressed but it
didn't really come out with a ton but it is a statewide issue. Yeah nationwide I mean it's obviously a newer issue so we're probably still collect I mean as a country collecting data. Yeah, since postcoid um that's been one of the most tangible things
that we've seen and as I you know as I talked about you know we try to evolve and and progress ourselves educationally by by taking what we learned and posting material online. Um and yet that sometimes makes it harder for yeah for
us to to see that. So, okay. With truency, does bar, if they're at a certain level of truency, does bar get them to like an advanced tier of support? Potentially. Okay. Yes, potentially. Sorry, two quick questions. One is, uh,
did I understand this right that we had, if we only had five kids that didn't graduate, had a 99% graduation rate for the high school this year? That's what I would expect to see on our when our report comes out. It's pretty impressive. Wow. And then second, um, I may have missed this, but the last
bullet on the same slide on opportunities, resource allocation creates equity issues. I didn't I don't know if we I heard with specific regard to attendance. So, we implemented a couple of procedures a couple years ago to really try to crack down on on the attendance piece that we were seeing
some more specific issues with regard to um not just truency, but even like tardiness and things like that where you know the bell rings and there's still like 200 kids walking around. Again, this was kind of a postcoid thing where kids were just not in the in school habits and that was presenting all kinds
of concerns for us. Obviously, academically, they're not where they need to be, but also safety-wise, security-wise, that was something that we needed to get a handle on. And so, we did and we don't have a ton of things to to strongarm kits, you know. So, we talk about things like, you know, a detention
program or you're, you know, going to be pulled in from lunch, this that or the other thing. and and a lot of kind of not so savory, you know, consequences, if you will, for for how this was was um going to get extracted. But we were rounding kids up and literally sitting
them down and saying and trying to really drill down as to what's the reason why, and this is where you need to be, but you can't just walk in 15 minutes late. You're going to do X, Y, and Z before um we wind up getting you back. And on the one hand, it it solved the initial problem of some of the
safety security stuff and it did get a handle on it. But one of the things that we find is, you know, people find ways around it. And as you the more you start to employ that, um what we found because we actually had to employ more resource to do it. That's when we um increased
our hallway presence. Um we actually shifted from an outside source to going internal um and double the number of of security staff which we needed by the way um for a building our size. So we have six um staff members right now that service security kind of like hall
monitors. Um there are our pair of professionals do a fantastic job. They were helping expedite that. But as we were looking at how are we going to apply consequence and who's the who's the pool of students that we're ultimately going to end up applying that consequence to there's some
disproportionate numbers in terms of students of color that you know their parents don't wind up calling them in and things like that whereas other ones do and then you kind of go okay well you know I'm not sure that I totally believe this and yet this is the system that we have in place and so kind of figuring out how to to play that game and
ultimately we had to ask questions and and kind of wrestle with what's the what's the cost benefit benefit analysis. Did we get what we needed initially? Yep. So therefore, are we going to continue to employ all of this stuff? I don't know that that was the the best measure for us, but it it was something that we needed at the time.
Thank you. Y and again, if you if you have follow-up questions on any of these topics, um start with Dr. Funk and he can work to get those answers from um from Rob. So, thank you for this update. You're welcome. Really appreciate it. Lots of good stuff going on. So, thank you to
all your all your efforts and your team and your staff. We appreciate it. Thank you. Appreciate you being here. Great. Okay. Our next item um is action item B, comprehensive achievement and civic
readiness. Good evening. I'm back two weeks later to request action on the comprehensive achievement and civic readiness goals. I did learn over those two weeks that I misspoke on when I have to submit these goals by to the good. So, you know, I'm
always working to not procrastinate so much and I have definitely done that as these don't have to be put in until the fall. Um, since many of these goals are impacted by data that's still being gathered, they give you the opportunity to continue to gather and reflect on
data over the summer. With that said, we're changing the goals fairly significantly in certain areas and using data sources that we track internally. So, I feel very confident and comfortable in proceeding. Um, just a reminder, these are the areas that we
have to set goals in. This is set by the state formerly called world's best workforce. um now comprehensive achievement and civic readiness. And I figured the best way to summarize these goals for you all this evening just to take one final look at is to use that
final goal area which is all students are prepared to be lifelong learners. We are um our goal for that area is essentially setting targets within all the other four previous school areas to align saying that if we do these four
things well we are preparing students to be lifelong learners academically capable socially engaged and future ready. So unless you have additional questions about any of this work I'm just here to ask for action this evening. Great. So we'll have a motion
to approve. I'll go ahead and make that a motion. Can I get a second? Second. Great. Director Theelinder with a second. And any remaining comments or questions. Um, one I guess comment I have would be just for the community. This is related
to a community community centered committee that meets three times a year, four times a year. You can apply for that online. Correct. Are you looking for new members starting next year? I'm happy to have any anybody
that wants to participate. It's called the District Curriculum Advisory Committee, formerly the World's Best Workforce Committee. So, you may see some different language in on our website depending on what we've updated and what we haven't. So, I can work on that with Cararissa to get that updated. But, yes, anyone that is interested in
in participating, currently, uh we have about 50% um of that committee is made up of parents. about another nine% is made up of um community members and then I have the numbers for you since we heard about that tonight. Yes. I was
hoping that someone would have that. Thank you. So on the committee this past year we had three high school students, one school board member, nine members of the staff, 16 parents, and three community members. That was the makeup.
Great. Attendance is variable. Yep. Um, but we started strong and I think we ended pretty strong as well. So I I got some good data for when to schedule and not schedule meetings for next year based on attendance data. So, but I do
appreciate that because I think that what although attendance can vary the the makeup is very much of community and parents. Um, and so I know there is a delicate balance in these committees. you don't want just, you know, one line of thinking or one group of people. Um,
but there is an online form to apply and if you have an interest, I guess reach out to your principal or Caitlyn Willis could send an email to you. And I basically get the the I have the list from the previous year. Anybody new that comes in and applies to be a part of that committee, I just add immediately
onto that list. So, it's not like a a there's no like process to get on. If you're interested to be on the committee, you're on the committee. The only thing I would say is if we got to a point where it was too staff heavy or it was too heavy in certain representations, we would have a conversation. We've never gotten to that
pressure point to my knowledge. So that'd be a great problem to have. It would be a nice problem to have. Great. Thank you. I didn't have any questions, but I do want to I wanted to make that clear after the guest this guest speaker tonight. So, thank you. Okay, we have a motion and a second. Now, seeing no additional
comments or questions, everyone in favor of approving, raise your hand and say, "I." I. Opposed. Motion passes. Thank you. Thank you. And I'm glad we're already teed up to meet our graduation goal. Thank you, Rob. Okay.
Um, under uh strategic direction C, we have a couple items this evening. And direction C is utilize systems and align resources in an efficient manner to support learning. And we have Marie here to talk about our fiscal year pre
preliminary budget. Welcome. Good evening. And I should be clear this is an action item. So correct. It's okay. So, while Jonah is pulling that up, um
so this evening, um this is the final presentation for the budget, um that'll be before you for final approval for FISC. school year 202526. Um again like the superintendent um had
mentioned in his update um will be coming before you uh shortly to then uh do a budget revision uh for the uh legislative items. um there'll be about a $740,000
uh reduction um in our budget uh for those items and we'll be working on that to identify where um in the budget for those reductions. So again before you this evening is the uh preliminary that
final um budget for adoption and it does include um that preliminary uh revenue dollar amount um that 2.74% uh increase in that overall GenEd
formula which uh you see before you um in the projected revenue uh for the general fund. Um and the the expenditures again I'm putting before you um with the same dollar amount when
we do spend the fund balance um for operating capital um for the planned use for the uh curriculum and the music equipment. those dollars are spent um out of the
restricted fund balance that is um a separate uh source that we don't build necessarily into the budget. That's uh fund balance use. So before you you see that uh balanced budget for the general
fund um of about of 153 million 373977 and then um all of the other non-general funds before you. So the uh total projected revenue for the district uh
for fiscal 26 is 269 million 960,367 and then the total projected expenditures are 313173,564. So that is the uh budget uh before you this evening for approval. Great.
Um, and thank you for your work in answering questions from the board when you sent out this information in the earlier or later last week. So, I appreciate that. Um, so we've seen this a couple times here. Obviously, we'll be it's a requirement that we pass this.
Um, we'll be seeing a revision in the very near future um, based on the presentation that we had today. So, with that, I will go ahead and make a motion to approve the preliminary budget. Can I get a second? I'll second. Director The Linder with the second. Um, any remaining comments
or questions for Marie? Okay. Oh, director Parker. Um in this is the fir this meeting is the first time we're seeing the detailed presentation of this in I assume that this was truncated because of legislature timeline or do we would we
normally see a detailed meeting presentation one meeting and then vote on it another meeting or is it normal that we would see the detailed meeting and then vote on at that same meeting? uh as far as a another detailed
presentation or Yeah, I was understood we got the detailed packet on June 10th. We're the here tonight is the first night we're discussing the the detailed version. Um, I guess I would have thought that in a normal I was wondering if normal time we
would have it presented at one meeting and then vote on the next or is it normal that we would have it and then vote on the same evening? I think we you have seen the numbers
at this level for a few meetings in a row. I think she provided you the detail of it within the last couple weeks and I I think I wouldn't say it's necessarily u because of the what's happening with
the legislature. I think it's mostly a manpower issue with what we have within our finance department. Um I I think that's the ground truth realistic. It's Marie and a couple people on her team who are putting that book together line by line. Um, you know, I think it's
that's fair. It's a fair statement. Um, and that's something we can take a look at moving forward in the future. Um, I think it's also the detail of providing what you want and I think we've been pulsing that in over the last few months
of the priority based budgeting items. Um, as far as detail by line item, um, that's all encompassing of getting all of the different budgets back by the departments too as well. So, um, but as
far as revenue or expenditures, if you want different line items, um, that's part of that whole um, budget summary presentation. And we've normally given that out about a week in advance.
I was gonna say I don't think this is abnormal, but I I think a couple things here. So to your point, I think the we have this I will call it an arbitrary deadline by law that we have to have this done by
June 30th. All right. However, I think one of the things that we can do and and Maria and I have had had these conversations is um and I think she's done a great job particularly these last few months on a great job always does a great job but
I mean but particularly these last few months on you know providing you this level of detail I think in the future and I have seen this in in some organizations you you've seen the fidelity of okay you So, let's just talk we'll talk
transportation since we we talked about it last month. Um, we could give you, you know, a monthly or quarterly update, okay? And it doesn't have to be at a public meeting, but it could be in a a document that uh, you know, in a in a
weekly update that, okay, here's what our here's where our numbers are to start the year. Here's what we're looking at, you know, month by month. And the other thing that could could go along with that I think um is enrollment because our enrollment really drives and
we do get enrollment and I Mark Mark does a good job of updating you that uh but enrollment really drives our revenue. So I think that's something an opportunity for us u to do that now you've seen she got this at the granular level um so certainly we can take a look
at that and she's got the number whatever detail you want can articulate thank you yes I'll just make a comment on that note um just going through the the big packet that we got I just really appreciated the narrative um and how
much detail you guys went into and explaining kind of the the background behind the numbers I mean, we do get these numbers, um, but we don't always hear the kind of narrative as and explanation as to why. So, there was a lot of work that went into explaining that to us. So, I appreciate that very
much. Me, too. Okay, we have a motion and a second. Seeing no other comments, all those in favor of approving the 2526 preliminary budget, raise your hand and say, "I." I. I. Opposed. Preliminary budget passes.
Thank you, Marie. Okay, our next item is um our this is one of the resolutions for long-term facility maintenance 10-year plan. Welcome, Mark. Good evening, Chair Sherman, members of the board. Um tonight, I'm here for approval of the
long-term facility tenure uh 10ear m 10-year plan for long-term facility maintenance. Um at the last meeting, you saw two documents. One was kind of the 10 uh year plans color-coded by building and different areas that we're working on and then a more specific list of kind of building by building for next year's
plan of the FY27 what we're doing building by building in your packet. Um this time is there's four different documents. These documents are MDE documents. They're part of our application. The first one is the um long-term facility and maintenance expenditure application. Those dollars
are the sames on the forms that we have except MDE wants us to report those in finance codes, not by building. So we had it broken down between Afton, Anderson, Brookview, Lily Lake, etc. They have it in terms of finance codes, but the dollar amount at the end of the day is the same um for that document. The second one is the LTFM revenue
projection um sheet and then a statement of asurances that the superintendent signs and then finally a schoolboard resolution um to approve the 10-year plan. So with that, I'll kind of open up to any questions or comments that you have um from last meeting or things up
before this one. Great. This is a resolution, so it's going to be a roll call vote. Um, we can ask questions for um for Mark, but I'm going to go ahead and make a motion to approve. And can I get a second? I'll second. Great. Director Hawker with a second. And then any remaining comments or questions
based on Mark's last presentation? Yes. So, this is a 10-year 10 years out deal. So, next year we'll have a similar resolution and then we just kind of always update that 10 years. things might get adjusted or tweaked and Yep. So, if you take it year by year, really
it's a 10-year plan, but really approving the FY27 specifically those projects. Okay. And then the kind of here's our projection what's going to happen in 28 2930 and it's the fiscal year um 27 is when when the projects that we're doing. So, it's kind of you're you're approving the 10-year plan, but ultimately you're just
approving the FY27 projects. And then if something, you know, if by chance we had a a boiler breakdown or a roof issue or something, that plan could be tweaked for the following year to adjust for things that happen over the course of a year. Okay. Thanks. Great. Any other
questions? Uh Joan, roll call, please. Dr. Gers, yes. Dr. Yes. Dr. Yes. Yes. Dr. Yes. Yes. Resolution pass. Great. Resolution
passes 60. And let's see. Now we have another resolution for membership in the Minnesota State High School League. Basically, it's an annual annual just an annual approval for our membership, right? Want to be in the high school
league. We need a formal resolution from the board to be part of the league. Yep. I'm going to go ahead and make a motion to um approve our membership. Is there a second? Great. Sarah with the second and then this is another roll call vote. So Joan, when you're ready. Yes. Oh, did
you have a question? I'm sorry. Oh, do we have discussion first or Yes. I'm sorry. I didn't see anyone raising their hand. Sorry. Sorry. I didn't really have a question. I was more I was surprised, but I will take the opportunity to ask a question quickly. Uh is there any alternative to this? Is this sort of the the game? This is the game. But I will
tell you I will tell you there are some districts that over over time have been upset with the state high school league for various different reasons. Um but this is the game and so you know they they've talked
about can we do something different but this is it. Thank you. Yep. Sorry I missed that. Okay. Um any other comments or questions? Okay. Joan roll call. Dr. Yes. Director
Hawker. Yes. Yes. Dr. Parker. Yes. Yes. Yes. Great. Thank you, Joan. Okay. And now we're going to move into
our policy section. Um Paul was nice enough to leave some notes on all these policies. So, I will try to do his job here and rely on Sarah and Katie to help me
out. Um, okay. Item D is policy 612.1 and this is a development of parent and family engagement policies for title one programs. This is a first read that you're going to see. Um this is a new
policy for the district and it's based on recommended MSBA model policy. It's a mandatory policy and assures our compliance with legal requirements. This policy reflects federal statutory requirements associated with uh every
student succeeds act or ESSA. Um again this is a first read. So we the policy committee will take any comments now or you can email those comments to the policy committee and Paul u and Joan
you said it was required right by the state and federal if we're going to receive federal title one dollars we need this policy should be a pretty basic one okay so no we should be able to move on it pretty quick should be an easy one but if you have comments um to submit those to us
and we can discuss them um prior to our next meeting. Any comments? Okay. So that is item D. Item E is a first reading for policy 616 school district system accountability.
And I'll read Paul's notes that he wanted me to share. Um, this is an update to our current district policy last reviewed in 2023 and is also based on MSBA model policy revised in 2024. This is a mandatory policy. Changes to
highlight that we that we made include replacing the term world's best workforce with comprehensive achievement and civic readiness. Uh, you would find that in sections 3A and sections 4F. The title change is based on change in statutory language. Minnesota statute
12B.11 to be specific. Uh in section 4D5, we changed the name district advisory committee to district curriculum advisory committee and specified a yearly meeting schedule and timeline for fall, winter, and spring. And um that change to the committee name
was made in I think in a couple different spots throughout the policy. So that should be reflected in this in more than that spot even. So this is also a first reading. So there is time to still provide feedback either
here or in email or a phone call to um the committee to Paul starting with Paul and Joan. An email is probably a best place to start. Any immediate questions or I know it's like a one quick. Yeah. Uh regarding uh C3.
Um, so the educational assessment system, I'm assuming that's a more broad approach like MCA's, fast bridge, you know, just any ways we can help measure growth. Is that accurate? Okay. And we update you the so the curriculum
advisory committee or whatever we're calling it, they receive that information, the board receives the information. Um and uh and that's why one of the questions I asked Rob tonight is, you know, at the at the secondary level or at the high school level in particular, we've had no universal data
um from the academic side of things. We've had the saber screener we used from the social emotional side, but so yeah, so that's but we're not pigeon holed just in the MCAs. There's correct. Okay. Yep. Good. Okay. And again, we um I should always remind
people too, when we have these policies, we are discussing this one was discussed in committee. Um it was looked at by Caitlyn Willis, who leads this committee. It was um vetted through staff to make sure that we're compliant. So,
okay. So, again, just keep emailing or um giving a phone call to Paul with that feedback. Um, our next policy is a first reading for policy 8007. And let me read um Paul's notes here.
This is an update to our current district policy last approved in 1998 and based on the MSBA model policy last revised in 2022. This is a recommended MSBA policy and reflects statutory requirements.
may want to note to receive health and safety revenue for any fiscal year, school districts must submit an application to the Minnesota Commissioner of Education along with a health and safety budget adopted and confirmed by the school board as being consistent with the school district's
health and safety policy. And this policy has been approved by the Minnesota Department of Education. So again, one of those policies where we're not really looking to make a lot of changes. we just want to have them to be compliant and um get the funding. So, this is also a first read. So, if
you read through that and have any questions or just curious about any of the details, Paul can answer that. Feel free to chime in anytime. Great. Okay. Paul's doing all the work even though he's not here. He's his notes are wonderful. Okay. Um we have a second
reading. This is one that we would um we have reviewed as a group um and have had time to discuss in policy. Um this is our student technology and internet access and acceptable use. Um I know you want to come on up. Yeah, I know you're here to answer any remaining questions,
but I um this is something we're going to review and um I have not heard of any feedback received. Let me read what Paul says here. This is the second reading of a of policy 524. We have not received any comments or feedback following the
first reading. As a reminder, this is an update to our current policy. It is a mandatory policy and its adoption will assure our compliance with state requirements. Um, this will also eventually as we if when if it gets approved, it will
require a revocation of an existing policy. So, that will come next. it. Um, are there any other questions or comments? So, this would be one that we would go into taking action on.
Does anyone want to make a motion to approve this policy? So, move. Great. Director Theelinger, is there a second? I'll second. Okay. Director Hawker, any final comments or questions on policy 524 while Eric is here?
Okay. Okay. Um, all those in favor of approving policy 524, raise your hand and say I. I. Opposed. Motion passes. Thank you so much for coming to a couple different committee meetings and vetting this out with us. We appreciate that. Thanks for your input tonight, too,
Eric. Exactly. And if we hadn't called him up, then someone would have had a quite, you know, it's kind of Murphy's law, I guess. Okay. And then now um we have action to revoke the old policy um policy 428 employee technology and
internet access and acceptable use. Um it's just a redundant policy with what we just passed. So I will go ahead and make a motion to revoke policy 428. Can I get a second? Great. Director Theelander with a second for revocation. Any comments or questions before we
revoke policy 428? Okay. All those in favor of revoking, raise your hand and say I. I. I. Opposed. We have revoked 428. Paul will be so happy.
Um, we have another uh revocation. And um I'll kind of let Katie help me out on this one because this was discussed in policy. Um but really this is not a mandated policy. Has not been reviewed or looked at. We have for
school attendance areas, we have boundary committees within um that do the work and it's just always so specific to the actual situation that the district has going on that it's really hard to have a policy as you can see the policy does it it really doesn't
do anything. Yes. Yeah. And what we had talked about is that there's a um guiding change document that the board approves every time we do um our boundary changes that kind of specifies the parameters for that boundary change according to the situation. So um that's
what the board is giving approval for and this document doesn't really help us a whole lot um since the board will be approving that every time anyways and it'll be specific to the situation. So, we felt like getting rid of this policy, it's not required, um doesn't it's not really doing much. It's not doing a
whole lot and the board will still have um authority over the process. And that guiding change document does it there's some stuff that is consistent in it, but just having been through the process, it it does change um just because we're changing boundaries sometimes for
different reasons. It'll be coming up. Could be. Yes. Um can you just give the three bullets on how that works again? How school how it like you said there's a committee and then it comes to the board
and votes on it. So it's the process starts with a guiding change document and that that kicks off the process. The board will approve a document saying here's our parameters here's we want you to look at this is the guidance we're providing you committee will get
together look at the district boundaries got mapping software etc etc and then they'll make a recommendation and then the recommendation will come to the board and the board will approve the change is that a standing committee or is that it's a community gee members on the
committee and usually on the committee like every school is represented pr you every a bunch of staff, a bunch of community members. Um so it's I I sat in and observed on the last one. Usually we'll put one board member just to observe the process. So um it's pretty
technical. You see some of the same faces because there's some experts in our community on boundaries and are willing to kind of come in back and help Mark and his team over and over again. So that's really nice to lean on. But yeah, so that process does start with the board action though, approving the
document before they start meeting. Thanks for walk me through it. Okay, so um I'm going to make a motion to revoke this policy. And is there a second for revocation? I will second. Director Hawker with the second and then any additional
questions. Okay. And again, if if we you know, if we find that we need a policy, there is nothing prohibiting the board from coming back and creating a policy later. It just the old policy just really isn't relevant when we discussed it with Mark.
So, and hasn't been updated since 1985. Yeah. Can tell it's a it's an old policy. Um, all right. With a motion and a second, all those in favor of revoking policy 810, raise your hand and say, "I." I. Opposed. revocation passes.
And then this was another one that we discussed um revocation of policy 811 which is facilities naming. Um and we talked about this is this is another outdated policy. Um and it is very
specific depending on the building and the situation. Um for I think we talked a little bit in the policy committee about how Brookview had a very um elaborate process. Brand new building in the district in a brand new area. It it had a lot of community engagement, a lot of even students kind of putting in
their input. It was very unique to that building. Um something that was a collaborative effort. We have other schools now that are being built replacing old schools which are just simply getting renamed or going back to old names. Um, so it just really varies
depending on the situation and so it's hard to kind of have a policy that's driving it. We talked about maybe do we want to could we have a policy um something you know more general we could but I think at the committee at the time just didn't feel like it was a real value ad at this point. Um if it's
something you want to put on the committee's agenda to revisit and have a policy we would probably just start over. um and still revoking this would not would be something we would recommend as a committee and then if you decide as a board that you want the committee to look at creating a new
policy we can add that to our schedule. So I guess what we're looking for today is just re revocation um and then if you feel like you have a desire to um have a new policy to reach out to Paul um and maybe have a conversation with him and
he can put that back on our calendar. But again, it much like the attendance boundaries, it was really just discussed that this is a process that we sit down when we're building a building. We sit down with the community um and we really kind of evaluate what are the needs for that building.
So, Bayport Elementary, I mean, it's already been announced that that will be Bayport Elementary instead of Anderson. And I would totally support that and I would have fought for it. You'll have to approve it, by the way. Yeah. Okay. But I say, is that jumping the gun because now we're also changing a policy even though that's already been done. We're
changing a policy on naming. No, there's not. Because we didn't and that's a perfect example of we don't even really reference these policies when we're doing it because Mark really sits down and is in it in with the community understanding like okay what's the need? What's that? Like for example kind of
came out that Anderson wouldn't even want that. So, so in the Anderson family or or one of their um uh one of their nonprofit or foundations, they were gave the money.
Some people didn't want the name on the building and the name was on the building before they knew it. Um, and so having conversations with some folks within the community, they're completely fine with and actually, as a matter of fact, we're we
were working with the Anderson Corporation to provide windows for the school. And so when we met with the corporation, they're like, "Call it Bayport." Um, and I know I've met with some a member of the family um of from one of the foundations, and they'd
absolutely be fine with it not having Anderson on the name. And so within the community itself of Bayport, they'd love to have a Bayport school again. Um, and so that's kind of where it's at. Um, as far as that one goes, I think if the if
the board wanted to have a policy, and correct me if I'm wrong, we discussed in the committee that perhaps it might be good to have um a policy around if we wanted to name it after someone like certain criteria. Didn't we kind of talk about like maybe that would be something
if if we decided as a as a board we wanted to have criteria around I I've seen in other places um they had in where I was a teacher they had a media center named after a former
superintendent. It was the Daryl Graham media center. Um they've had gymnasiums named after uh coaches, athletic fields named after coaches or stadiums. Um and so I think some policy
at some point would might be a good idea um as we you know as as we evolve down the road. But I I think this is just antiquated. Yes, it's a very outdated policy. That's why again we irregardless if we pick it up to try to as a
committee look at different um different nuances of naming um we would still be recommending this for revocation today and just looking for the board to say hey we want the committee to um you know in a run of schedule I mean obviously
it's not as important a policy as some of the other ones we need to get through but I know Paul and Joan have a list that they kind of keep that once there's time we we pop it in there and and take a look at it. So, um I guess um if you I want to keep it to the revocation of
this policy just because that's what's on the agenda, but if you have a strong feeling like, hey, I'd like to have the committee look at that. Um why don't you send that to Paul, Mike, and Joan and then we can incorporate that into future agendas. Um so that would be there.
So we have a first and a second on revocate, right? We don't we don't too many policies. Um so that was the background. Can um we'll make a a motion in a second and then you can ask a question. Uh is there a motion to revoke
this policy motion? Okay. Director Kelzenberg, is there a second? I'll second. Great. Sarah with the second and then Parker. Um thank you. The three questions. Uh sorry, two of them are quick. Do we have any pending naming
of buildings or uh facilities that would be impacted if we revoke this? No. In the meantime. Oh, thank you. Um second, uh I I do have some concern about not having a policy on this. I think that
that does open us up for some risk. I mean, I think you highlighted a perfect risk example. If we go to name something, it should maybe we should have a policy. So, we should probably talk to the people first before we making that up, but and not saying we didn't talk to them first, but yeah. No, I I think there's some procedures you
want to place and typically it's, you know, and they talk some of it here, but what have they done or or why why this particular name and you know, is there what's the long term? Yeah. Yeah. And generally, I would say third just real quick, and it's more of a comment than a
question. I think I can comment. I'm not sure the rules, but um you know, I think anything with national news around it, and there's been a bunch of schools in the national news about renaming and problems seems like something we should have a policy around just to help everybody have some guidance and and
some butt covering. Is that not professional? It's probably not French. I I actually agree and we did talk about kind of adding this into a run of schedule that revoking and we that's why I said we did talk that we would be revoking this regardless. But I do see
value in just even though I mean we even talked about that we don't have I think that was one at the middle school that I didn't even know was named after someone. Do you remember that? It's like after Mark what was the middle school? Is it Stillwater Middle that is named after there's a gym or something or a
gym? the field. Yeah, that's like the only one and I never even knew it. So, um yeah. So, anyway, so I think that we can put that on a run of schedule. I think that the committee when we met, we thought there'd be some value in looking at that. Um so, agreed. Thank you.
Okay, we have a motion and a second. Any other questions on revocation? Okay. All those in favor of revoking policy 811, raise your hand and say, "I." I. I. Great. Revocation passes.
Okay. We have a close session tonight. And I have the wording somewhere. There it is. Okay. Our next item is a close session. Pursuant to Minnesota statute 13D.03b, 03B. The governing body of a public
employer may by a majority vote in a public meeting decide to hold a closed meeting to consider strategy for labor negotiations, including negotiation strategies or developments or discussion and review of labor negotiation proposals conducted pursuant to sections
179A.01 to 179A.25. Um, is there a motion to enter into close session? Great. Director Hawker, is there a second? Second. Great. Director with the second.
All those in favor of moving to close session, raise your hand and say I. I. Opposed. We will move to close session. Thank you.