So they're uh just three months. So they did three host families. So three. All right. We're going to start tonight off with our recognition. Um we are fortunate enough to have both of our school board representatives here today.
Um and so this is this might be like the one of the last times you're both here. Um so we have two part here. We want to recognize our two um outstanding board representatives, student board representatives, and they have two new people that they're going to introduce. But before you make that introduction,
we just all wanted to take a minute to thank you for your contributions over the year. We know we still have a month left with you, but um you guys have both been so phenomenal in some really difficult conversations and some change that we are doing to kind of improve the student and family experiences. And so
we really value all your contributions that you've had to the discussions. They've been invaluable and um I know that Katie and I attended that conference with you and it was just so nice to get you know to know you both. You I wish you guys the most success when you go off into college. I hope you
keep in touch and come back and let us all know what you're doing. Um, and with that, I just kind of wanted to open it up for any comments from the board um or questions about what you're doing next and then let you introduce our next year's representatives. So, with that, yeah, Director Kellenberg, what do you
think about the cell phone pop? No, never mind. We know what they think about that. Oh, yeah. We know what anyone. Yeah, I'll jump in. Um, I just wanted speaking of cell phone policy,
um, you two were fantastic this year in jumping into our conversations and you were always very respectful and so thoughtful, um, in bringing a student, uh, represent or perspective to our discussion and I really value that as a board member. I know we all value that
as board members. So, um, I feel very privileged that we had such great representatives this year and the new ones, welcome. We're excited for you guys to fill some big shoes. So, thank you for all your work. Yes. Yeah. I would just want to say thank you both for your engagement. You know, I think
you both have done such a great job of showing up. That's just a big part of it, just being here and being part of the discussions. That's something I really have appreciated. It's just um that's a big deal and I think that's a good life skill to have in life is to show up and um and do those things. So, some big shoes to fill for the new board
members are which are excited to have you. But again, thank you. really appreciate um again those very thoughtful comments and u the fact that you're just willing to spend you know multiple Tuesday nights you know here with us. So so thank you.
Yes. And I was going to say the exact same thing about showing up because that that is I mean decisions are made by those who show up right and so keep showing up you know not here not necessarily here you can show up in other parts of your life as you grow.
Um, and it's it's great. It gives us hope, right? We're older. The and you guys are exemplifying what we're trying to what we hope we're building as as we do this is students who
learners, leaders, right? So, thank you. Yes. And just to build on that, um, not only did you show up, but you used your voice and that's not always easy to, uh, put your thoughts out into the public domain and to share those. So, really appreciated that. Keep that up. And you
got a whole bunch of different industries represented here in different uh, different backgrounds. So, if there's something that we can do to help in the future, please leverage your network and leverage us. Appreciate you all. Yes, Dr. Funk. So, you know, I've
seen superintendent as a superintendent for a while. I've seen student school board members and what sets you guys apart and what sets the schoolboard members I've seen here apart is your cander and it's not easy and totally recognize.
We can sit around and we can have a conversation about cell phones or or other things that may be impactful in your world and you can talk about it and you can talk about it in the public good at this table, but at the same time we
fully recognize you got to go back and sit at a lunch table um the next day and you have to talk to your classmates. And what I've been very appreciative of is your ability to u to give us an independent perspective on what's going
on and have the character to go back and say here's what we talked about. Here's why. And so I think that has been invaluable. So thank you very much to both of you for your service. Okay. Mhm. Um I know you're here because
your president's uh vice presidents of your student council and I took your student council to the capitol a couple weeks ago and I saw your leadership there and that's what you're also bringing here. I saw that you had them under control and um you you were a leader and I appreciate seeing that then
and here. So, thank you very much. We'll turn it over to you guys. I mean, you will be missed but you were not like I said you're here for a little while longer. So, we're not really saying goodbye, but it was just a good time to recognize your efforts and your um contribution to our work and also meet
our new representatives, which is also really exciting. So, I'll turn it over to you guys. Say anything you want to say or share any memorable experiences you've had and then introduce us to your successors. Thank you so much for the recognition. That's really really appreciate um really appreciate that. Um
um this has just been a wonderful opportunity and we're so thankful that um this kind of came apart with the job of student council co-presidents and um it's just been been wonderful. Yeah, we've had difficult conversations and times where we were a little nervous to speak up, but u we really appreciate um you including us and um having us here
every other Tuesday. So, I'm just honestly so grateful to have a seat at the table and be a part of the discussions, especially last week and just being able to be a part of those hard conversations and build the community up and see what it's like here
and having both perspectives. It's super insightful and an experience that only we got to experience as seniors at the high school. And so, I'm very very grateful and I um I recognize that privilege. Um, so thank you for having
us here and for letting us into these conversations. Thank you guys again. So, thank you. Just a round of applause for [Applause] all and welcome. Two new faces. You guys like to introduce yourselves? Um, my name's
Aurora Spencson and my name is Zach Cody. You want to talk more about Yeah. Do you want to tell us a little bit about yourselves? Yeah. So, I'm a member of the girls basketball team. PETA has driven us around a lot. Um, I've been on student council
for three years and yeah, I've always been part of the STO community. I just love it here. And then my name is Zach once again. I'm This is also my third year on student council and I'm heavily involved in the swim team and the swim community in our community and I'll be a
captain this upcoming year. Wow. Great. Do you guys want to say like maybe some of your goals or like what you're working on for next year? Yeah, if you want to go first. One of our goals is we want to be really inclusive with the different clubs and work with different classes through our school. We already have talked with um a few classes and we want to work with different clubs to
promote them not only online but also more we want to you know combine more when work with them to create events with the classes and for these certain clubs and really spread the message more out. And we also want to do create a calendar with these events so more people especially if the phones with the
phone policy coming soon. It'll be harder to get information online during the school day. So we want to try to build um calendars where we can see and you can walk through and see all the current events going on and upcoming and it'll be physical so people can add new ones with different clubs and we want to
work to build our community better at our school with different clubs. That's awesome. Yeah. Just building off of Zach, like we think this year our pony pride is in lacking a little bit in the high school and we really think that working with these clubs to really get message out, really have a lot more of
these opportunities for community building and people to come together is be something that can be really good for us. I mean, we already do a lot, but we just want to keep on doing more and more and strengthening the events we already have. Um, yeah, good. We welcome your um
participation for in the next school year and um let us know individually how we can support your efforts as you come on board. Thank you for having us. Great. Thank you guys very much for coming and you're welcome to stay um if you want to watch or if you have plans
that's okay, too. All right. Um the next item on um our agenda is just a little bit of a continuation of recognition because we don't get a chance to publicly um recognize some people that do a lot for
us. In April, I think it's like the one of at the end of April is administrative assistant recognition. And so we just want to recognize Joan publicly. Um Joan is kind of the right hand for the school board and for the superintendent. And um
just to say thank you Joan for all the hard work you do and all the effort you put into um making everything go so seamless every day. So thank you very much for your efforts. The entire [Applause] board and then Parker mentioned to me
that today is bus driver appreciation or one of them. It feels like this comes up a couple times a year. So I keep introducing it. I know. So Pete, thank you for driving our our learners everywhere and all over the metro area
and beyond. So thank you for all you do and all the hard work that you do in that in those efforts. So thank you. And I'll say that is representative of the other bus drivers. There's a lot of there's a lot of good drivers that really care about the kids and phenomenal. Yeah, we we have we're very fortunate to have such amazing bus
drivers. So and one right here every every week. So thank you. Thank you. Um, okay. So, we're going to move on to public comment. We have three speakers tonight. I know the names. Oh, that's okay. Michael McCarthy. Mike McCarthy is our
first speaker. While he comes up, I'm going to read the public comment expectations. 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 comments regarding individual employees or students to the superintendent. Uh, Director Hawker will have your time cards for the three minutes. So, keep an
eye on her and when you start, we'll start the timer. So, how do we rewrite Stillwater's media policy to ensure that radical sexual zealots have unlimited access to indoctrinate other people's children without their parents being informed or giving permission? How do you teach
students to deny the realities of biology and human nature before they reach the age of reason and start thinking for themselves? This is what the new media policy 606.5 is about. This must not become just another parental exclusion policy.
Provide radical sexual materials to children having parents who want them to have it and leave the rest of our kids alone. Copies of 30 more books promoting progressive LGBTQIA beliefs have been purchased and placed in the hands of our grade school children. 28 of them
without parental knowledge or permission. Our school board is proud of this. Union, the DFL, professional LGBTQIA advocates are proud of this. They want every child to believe in progressive dogma. They are filled with religious zeal to convert those with
other worldviews and values to embrace radical sexual beliefs, especially young vulnerable children before the age of reason. This school board should have the courage to hold public listening sessions, meetings, and discussions on the record for such important policy
decisions. We have a process. It'd be wonderful if we were included in it. Everyone living here, not just the progressive movement, should be included in our cur in our engagement process.
We're told wisfully by the sexual zealots, love is love, when they clearly mean sex is sex. Sexual radicals confuse love and sex. They want our children to be confused as well. They're not promoting the affection of one's
neighbor, cousin, brother, sister, love between a parent and child, or between good friends. Pictures of adult men nearly naked in sexual S&M gear are not promoting being fishing buddies. No, the sex zealots are preaching about sexual
behaviors to six-year-olds so they become to believe what the sexual zealots believe. Sexual zealots in this school board do this in turn to turn children against parents who do not embrace progressive sexual dogma. And I understand why you don't want this
scene. Parents might stop bringing their children here for religious conversion to radical progressivism and its perversions, but we can do better. Stand up to the radical ideology bullies. Do what you can be proud to be seen doing.
hold community listening sessions and discussions on the record and adopt a media policy that accommodates all parents by distributing LGBTQIA sexual materials to children who have parents who want them to have it and leave the rest of the kids alone. Thank you.
Please, it's on the books. You guys passed it. Please use it. I'd like to be part of it. Thank you very much. Our next speaker is Kate Harry. Good afternoon. I never thought I would see the day I would have to tell a school
board not to put pornography in a school library. Never. I never thought I would have to tell a school board, "These are not your children." And to help everyone see their proper role. The parents role is to raise their children. Your role is to
educate, not to indoctrinate. I never thought I would see the day parents were excluded from knowing what is going on in school with their child, such as transitioning children, hiding curricula, hiding agendas. Hiding it presumes there's something wrong,
something to feel bad about, doesn't it? I never thought I would see the day a special provision would be enacted in a state statute so schools could expose children to pornography without getting into trouble. And that's Minnesota statute 617.271. Here's a summary of the first
part of it. It is the best it is in the best interest of the health, welfare, and safety of the citizens of this state and especially of minors that dissemination in a place of public accommodation of sexually explicit materials that are deemed harmful to minors be restricted to persons over I
didn't say under I said over the age of 17 years. Here's the caveat that allows porn in schools under the guise of it being educational, I guess. Or if available to minors under the age of 18 years is that the availability of the materials be restricted to sources
within established and recognized schools, churches, museums, medical clinics, and physicians, hospitals, public libraries, or government sponsored organizations. As an adult in this community, if I was to share a sexually explicit book with a child, not to mention the higher grade
level books that are in question, I could be arrested. But if I was a teacher or a librarian, I guess it's okay now. I never thought I would see the day the government, aka the school, would want to expose children to sexually explicit material on
purpose. I never thought I'd see the day sexually explicit material would be included as a way to teach children to read, to learn math, or science. I'm still failing to find out how that happens or how that's even possible. While there is no limit to the rationalizations you could use to
justify this, it is just plain wrong. I never thought I would see the day that common sense would fly out the window and be replaced with such evil. I
never thought I'd see the day. Never. Our next speaker is Katherine Hobbs. Good evening. Um, you'll have to forgive me. I don't have a very good speech prepared because I'm running on fumes and caffeine. But um I'm a parent
in Still Water and I just want to build on what the prior two speakers said and say one of the reasons parents have little confidence in professionals in the schools these days is
that they are purposely selecting materials that have things like bondage gear. This isn't our schools. This is not okay. It's adult bondage gear. And I see parents and other community members come
here and cry to the board about inclusion and children being seen in their school materials. Well, what six-year-old is going to be seen in a picture of old men in bondage gear? Who's going to feel more included in
school because of a picture of bondage gear? And I'd really love to hear an answer to that cuz I don't think anybody has one. Good thing. That concludes public comment. Uh I
would like to officially call this meeting to order. Joan, roll call. Dr. Gerovich here. Dr. Hoert here. Dr. Kellenberg here. Dr. Lawer here. Dr. Parker here. Dr. Felander here. Chair Sherman here. You have a quorum. Thank you. Let's stand for the pledge of
allegiance. Pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
All right. Our first item tonight is to approve the agenda. Can I get a motion to approve? Dr. Funk has a motion. Dr. Funk. Yes. Uh, we have a last minute change to the consent agenda. And before you approve
the agenda, I'd like to have Mark come up real quick and just explain what it is. Perfect. Good evening, Chair Sherman, members of the board. Um so late this afternoon about 2:30 um we've been working for the last year and a half with the city of Lake Elmo around both the new Lake Elmo
Elementary School as well as Oakland Middle School in terms of the bond projects. So a couple meetings ago we approved the developers agreement for both the new um Lake Elmo and the new um Bayport uh elementary schools. Tonight um we've been working with them the site
agreement. So as developers agreement for new school, this is site agreement has come through that is part of the things that need to be approved by the board before we can start construction. Ideally our timeline is we want to mobilize on site at Oakland May 1st and so we can start digging and do work on Monday, May 5th. And so in order to
bring that to keep that timeline and keep that going is to bring the site agreement to the board. And so basically what the site agreement is is kind of lives all the conditions that we have under construction um that we agree the city agrees so they can offer our construction permits to be able to get to begin on site. The reason it comes to
the board is there's a um security deposit that we have to have that's um $2.74 million which is over the 175,000. These are dollars that we get back from the city once the work's completed, but it's security kind of deposit down that will get the work done, ranging from
grading to water to sewer to landscaping, all the different aspects of what construction is going on. So, um, in the essence to try to keep that construction timeline on pace, um, we added this to the agenda here at the last minute. We obviously don't like to do that, um, but just in order to kind
of keep where we're going, um, we thought that was necessary. So, I will open it up to any questions or comments that you have for for me at this time. Um, have we had any history or are we aware of any history of situations where
we would not get that money back um with Lake Elmo? Nmo is a good partner in that project for the bus garage and other things that we've had. We have gotten our securities back in the past. Thank you. Great. All the other agreements, the
site agreements that you've passed have been part of consent agendas. So, we just we put this on the consent. It's it's just a non-controversial. We just got to get this step done. Um, so Mark came to me at 2:30 and said, "Can we do it?" And this helps us with the timeline. So, that's why we're coming at
the 11th hour on this and we know that these getting these projects started is critical. So, thank you for doing that and um for the brief explanation. Um, with with that, I think I don't see any more questions, so we'll move back to approving the agenda and going through consent, but thank you for taking a
minute to explain why it's on. Thank you. Um, so is there a motion to approve tonight's agenda? Okay, Director Lowour and Director Kelzenberg with a second. Okay, all those in favor of approving tonight's agenda, raise your hand and say, "I." I opposed. Agenda is approved.
Um, we're gonna move on to our student report. Yeah. So, last one. I know. Last one where you're both here, I should. Yeah. Um, so we'll start with the high school theater department is they just had the production Alice by Heart the past two weekends. So, if you had an
opportunity to go see it, it was really, really great. They had six shows. Um, and Mason was actually [Music] starr of our friends. So, they did really, really well. Um, and then the Stillwater Choir at the high school is headed to Seattle,
Washington tomorrow. Um, they are going to spend five days immersed in musical experiences as well as sightseeing around the beautiful city of Seattle. Seniors are also getting ready for graduation. Mr. Bach had a meeting with them just last week about preparation before walking the stage on June 7th.
And the boys uh Pony Classic track and field meet took place last Saturday, April 19th. Um, this meet is in honor of veterans of the Vietnam War and it has been an annual meet since 1969 and consists of special relays such as the 4x600 and the 8 by 200 which usually
don't happen at regular high school track meets. Um, student council is also hosting a color run for students and staff at the high school as well as their family members on Sunday, May 4th at 3:30 p.m. around the high school grounds. We are trying to get the larger community of Stillwater involved and
student council is currently working with administration to get the information and sign up link out to as many community members as possible. We'd love to see people from our district all there. And then student council is also hosting um a spikeball tournament um on
Saturday, May 3rd at 6 p.m. for high school students. So, similar to our cornhole tournament in the fall, we're going to take a classic yard game and we're going to encourage students from our high school to participate in some friendly competition. Um but that is all that we have for you tonight. Great. Thank you. Any questions for our
students? Okay. Um next up is our superintendent report. Dr. Funk, just one thing for you tonight. Uh number of months ago, I attended a conference and I was talking to some individuals um from the east coast who had were had
proposed a concept that they had done and so they pitched it as a good idea and I thought about it and looked at my calendar and figured okay now is the time we can do it. And basically the concept is this. as a superintendent,
you're often very busy and you're pulled in, you know, 20 different directions. And so the the the concept or the the proposal is and what we're going to do is this. We're going to start next Monday with what's
called a superintendent in residence program. And so what I will start doing on Monday and we probably do it for the next year plus is I'm gonna take next week and Joan is coming with me and Joan
and I are going to go and be part become part of and immersed in the building at Afton Lakeland. And so I'm going to be having all my meetings at Afton Lakeland next week. So we've got a chair superintendent meeting coming up. Uh so
we'll have that there. I'm meeting with various community members on some other things. Joan is rescheduling. So I they will we found a conference room for me at uh Aftton Lakeland and so I will take my meetings there. I will do um
interactive meetings from there and then um when I'm not in those meetings I will be going out and helping on the playground in the lunchroom and uh subbing for classrooms and um but it you
know I do site visits to buildings. Um I teach in buildings. I taught first grade last week. Um, but uh this will be the first time I've actually immersed myself in a in a building for a week at a time. So, we're piloting it this spring here
at Afton Lakeland and then uh we will start continue it I should say in the fall and Joan is going to schedule one building a month where I will go out and uh spend time in the building. And so this should be it'll be an interesting
experience just let's let's put it that way. Uh but uh the guy who I talked to previously, he did it like 12 weeks in a row um in his school district and I figured now we'll just space this out throughout the uh throughout the school year. So um looking forward to that.
Great. Well, we can't wait to hear about it. So hopefully we can hear about it here. Um thank you very much. Um I don't have anything for my chair report this evening. So we'll go start with our consent agenda. Is there a motion on consent? So
moved. Great. A motion to approve. Is there a second? Second. Okay. Director Kelzenberg with the second. All those in favor of approving consent, raise your hand and say I. I. Opposed. Consent agenda
passes. All right. And our first item tonight is uh Mark, are you Oh, no. Is that that was the added? Sorry. We are doing our human sorry it's a long consent agenda.
Um under strategic direction C utilize systems and align resources in an efficient manner to support learning. Um we are talking with Chris about terms and conditions of employment for community education leads and assistants. Hi Chris. Hello. Good evening board
members, Chair Sherman, Dr. Funk. Um, so one second. Yeah. So, um, we have been meeting off and on, uh, most of well since this
summer about the community, um, ED leads and assistance terms and conditions. So um we have uh brought that home and we've shared it with um the community ed leads and assistants. We did solicit their feedback even though this is a terms and conditions and not um not a
union represented contract. So um uh we hit a few of the marks that that they had requested um but not all. So um if we goes left and right. Yep. Okay. So these are the items that we um that we
addressed in this terms and conditions. So, the placement on the wage schedule, um, what that's about is, um, initially that that agreement had a had a cap, so we could only go to step three. Um, so we've removed the the limit. So, that allows us to recognize um, new hires
with additional experience. Um, we adjusted the holidays um to add Junth for those who work year round. Um, we added bereavement leave language that we've been adding um to other agreements as we go. That's more inclusive. Um, and it gives folks a little bit more uh
flexibility on how they define a family. Um, and then wage increases and then I'll get to that one, but then longevity pay. So, we made a change to that so that folks could um earn longevity after 10 years, which um in the previous
agreement it was after 15 years. Um so this is the um the wage increases. So for our leads um we did um um a wage increase two and a half% on the schedule. Um and they um got a onetime
market adjustment of two steps um on their schedule. Um previously uh community at assistants in a previous year had gotten a similar market adjustment. So now it was their turn. Um so they'll get two steps in year one and then uh one step in year two and then
the um community at assistance will get one step in each year with a 2 and a half% increase. So overall this um this settlement uh does bring us in just slightly under uh the board parameter.
Um so if you have any questions so you're recommending approval. I am recommending approval. Yes. Um, before we start discussion, I'll go ahead and make a motion to approve. Can I get a second? I'll second. Great. Director Hawker with a second and open for questions and discussion. Yeah. Director
Kelenberg, how many people are we talking about in the leads and assistants? Um, there are about a dozen leads. Um, and then there are probably 40 or more of the um, community at assistance.
Okay. Any other questions or discussion? Yep. And I know I know you do a lot of uh market analysis and you have to work within this constraints that was set by the board, but how do you feel this compares to some of our peer districts in the
area? Yeah, we collected information. So, um we looked at um White Bear Lake, Monomidi, North St. Paul, South Wash, Roseville. Um based on their first steps um the leads the average is about 2274
an hour and ours is starting at uh in 2425 at 2303 and then for assistance the average is $1869 and for 2425 we are starting at
$1859 and then for 2526 we are at 1906 and I don't have rates not everybody is settled um on their 2526. So I don't have comparable information for those um but we are right there um and just above the average there with um
with our CE leads and right in the middle there with our assistants. Thank you for that. Thank you. Yes. Uh was budget impact part of this analysis and if so how how was it
included? Budget impact. Can you tell me more? How does this change these changes change the budget outlook? Um overall I mean the board had given us a a parameter um on what we could spend and we came in just under that. Okay.
Thank you. Seeing no other questions, we have a motion and a second. All those in favor of approving terms and Oh, I thought you was raising. Oh, sorry. I was a little early there. I was Okay. All those in favor of approving terms and conditions for the
wage increase, raise your hand and say I. I. I. Opposed. Passes. Thank you, Chris, for explaining all that. Okay. Um, next action item this evening, we're welcoming Eric here who's going to give us a Chromebook purchase
update. Normally something we might see on consent, but I'm sure you have a reason. So, we're excited to hear from you, Eric. Yes. So, good evening, Chair Sherman, board members, Superintendent Funk. I h come to you tonight to request approval to purchase uh Chromebooks as a
part of our 1:1 device program. This is normally a purchase that we would bring forward a lot closer to July. Uh but what we've run into about three weeks ago, um we started to see a lot of our vendors as we gear up for, you know,
purchases coming up in July one, we start getting quotes together. And right now we are um hearing from a lot of our vendors, from a lot of manufacturers, a lot of uncertainty um in future tariffs um future costs and future availability. And um so I worked with
Dr. Funk, worked with Marie and our finance team, also our technology team to uh build a scenario where we would uh use some restricted funds. So this year's operating capital um to make that Chromebook purchase this year and then we would use uh what we had allocated
within our technology levy to backfill that in July. So we'd be able to get our hands on devices that we know are in stock in the US right now. Um we would get those this fiscal year. So we'd actually get a little bit of a jump start on setting those up in early June as soon as school is out as well. So that's a little bit more of the
background on why I'm bringing this here uh not in consent agenda closer to July. Great. Thank you for that background. Dr. Funk, you know, a lot of times I'm talking to people and they they say, "How is the or
they ask, how's the federal government impacting what's going on in school systems?" And I often tell them before I answer the question, my responsibility as superintendent is to minimize the impact
of what's going on in the federal government as much as I can on our school system. And this is a case in point. So as you're aware, I think our tariff with China is
145%. Now that was the initial tariff. Actually, that was a two or three down tariff. And then, you know, I think the president came out a few days after that and said, "Well, for some chips or computer products, it's 10%." And
so, we have a moving target at the federal level. We don't know what's coming. Really, anybody does any day of the week. So, Eric came to me sometime in the last week or so and said, you know, how do you want to handle this? And we had the conversation, well, is
there anybody out there who's got these things available now? And so he was able to find a vendor who has the computers we need right now and working with Marie. Um, they came up with a plan which we would be able to expand
resources right now and purchase those computers at a reasonable price at at our normal price. and um in turn through the tech levy we would be able to pay ourselves back in in early July which is
a different fiscal year. So I think this is an example of Eric's initiatives and Marie's ability to to work through this financially um to again protect the district from some of the turmoil that's
occurring um at the federal level. So, I want to just commend both Eric and Marie on this and uh their proactive approach to getting this done. Thank you. Great background. Um is there a motion to approve this purchase? So moved. Great. Director Theander, is there a second?
I'll second. Great. Um Sarah with the second. So any additional questions or conversation? I would just say well done. That could save the district a lot of money, but even more so just making sure that we have what we need for students. So, I
mean, if we waited longer, who knows what that might look like. So, so well done to all involved. Thank you. And also I just always a plug to um thanks because this is our f this was our first ever tax capital projects t um capital
projects levy for technology and this is an example of um something that our students benefit from having that onetoone device um program. So, just kind of put that out there. Thank you taxpayers. And we have a motion and a second. All those in favor of approving the Chromebook purchase, raise your hand
and say, "I." I. Opposed. Okay. Motion passes. Thank you so much again, Eric. All right. Our next action item for this evening is a budget revision for 2425. Kind of going back and forth. 24
25 26. Good evening board members and uh Superintendent Funk and the community. So this evening I'm going to take you back about a year in time um when we were first discussing um the
fiscal year 202425 budget. And back then we had a lot of um revenue and expenditures that were we were setting up our preliminary budget. And so what what this um
revision is is now we're coming um back to you with some more items refining that um threearters of the way um through our fiscal year. We're coming back to you with some revisions to our budget. Um there are items that have
come in since uh you approved that budget back um on June 25th of 24. And uh there are things like gifts, donations, uh little adjustments to state aid, um our redact funds, things
like that. Uh we're looking for those uh that approval um to get those items added to our bottom line in our budget along with the expenditure side. So, I'm going to walk you through those items today, not only in our general fund, um
community ed or community service budget and um also food service uh had some changes to it. So, that that's the overall intent of a budget revision. Our auditors also look for that. Um they do look when they're doing our audit uh for
those bottom line changes and how those compare to actual. And then um I will the second part of the presentation is once that budget revision is in um what then what does that projection look like uh for
our actuals and fund balance going forward through June 30th of this year. So with that that that's the overall intent is to give you that budget revision um to to kind of come whole with what our our current year budget is
both in revenue and expense. and then that update for you. So, um first and foremost looking at the overall uh revenue for all of our funds, you can see that middle column there, the revision. Uh we are looking
for revenue about 2.7 million in the general fund and then food service about 726,000 and then community service about 546,000. So that overall change in
revenue just shy of um $4 million and you can see that right hand column uh that overall change there about $187.3 million. So um again those last three um
funds building construction uh debt service and the custodial fund um did not change. And so I'm just going to walk you through the next couple slides what those changes were and revisions um in some detail just so you have an
overall idea of what did come in uh as far as revenue. So, first and foremost, our general fund, the largest uh change there, state aid, just to give you a little bit more detail, um the basic
formula, uh we did have school readiness uh revenue come through. Um that's uh some additional seats. their their school readiness this year, but they'll be VPK seats for next year, and that's
through um a NETS program. Um they're treated through or they run through the general fund. And so that was just a little bit over $200,000 um additional revenue there. Um
and then also endowment. Um that is a state aid program. Um the state has land um that's dedicated they they received land years ago and there's an endowment fund uh with investments that's set up
and school districts receive proceeds from that and it's um allocated through uh state aid and you don't know the amount when you're setting up your budget. So you do an estimate um best estimate is your prior year. So we did
receive an additional $150,000. So that um amount uh you see in that total there and then other categorical aids too. Um as enrollment fluctuates um we had some minor
adjustments in those that um are tied to enrollment. And then hourly worker unemployment um revenue there. You can see that that's tied exactly to what we report to the state. Uh we do get revenue for that. That was part of
legislation last year. Uh along with the readact funds, you can see there's two different categories to that. They're split about the same around 300,000 a piece. The literacy aid and then the read act read act teachers comp aid. So
you can see there's there's two pieces there. property tax levy, the county aortionment, um that 483,000 there. Again, that's another amount you don't know right away when you're coming to the board with the
budget. Um but your gened side to your uh budgets reduced. Um so again, it's not necessarily an increase um at the time. Um but here for us it is because we only
um increased it in the amount um that we knew at the time. So in this case uh we are increasing um by uh that 483,000. Um again the county aortionment is uh the miscellaneous fines and fees
that are collected by counties and then they're in aortioned back out to school districts. So um it's supposed to offset your state aid and then also grant revenue. Um so we come to the board um
each and every u meeting with um our activity um in the operating authority and the payments. But you'll also see that we have donations, gifts. Um, and you'll see that here we're uh putting
that act those actual dollars in our budget. Um, one of the larger uh areas for grant revenue is our partnership plan um grants. And so that's one of the larger pieces in that uh
556,000 or so. Also, an adjustment we're making here is for federal grant uh carryover. We didn't um get as much as what we were anticipating from the prior year carryover. So, from our fiscal year
24 numbers and then gifts, donations, and other we're adjusting again to reflect our current projections and activity. And I'll just bring you back to um we had a larger donation for our athletics about $200,000. So that's just
an example here of uh that uh large amount there, that $469,000. I believe it was for baseball, some field um a large donation, baseball, softball. Yeah. So just examples there of things that uh
contribute to those uh revisions before you. So uh the other two funds are food service fund um state aid the the largest piece being the universal free school meals program and you can see
there about 475,000 in additional revenue. Um and then federal uh we have the school breakfast lunch and then the commodity and special assistant assistance program. So that those federal dollars
about 177,000 and then uh the interest and alle cart sales we still do have some alle cart sales um that students do um purchase additional items that's about 75,000. So that overall change
there is about $727,000. And then um for the community service fund um some of the larger areas there fees and tuition um mainly in the school age care and facilities use. So about
459,000. And then state aid uh in that school age care adult basic ed. And then our non-public state aid had a slight increase also. And then uh federal dollars um about 31,000 and then some
miscellaneous adjustments in property tax levy gifts and some other revenue categories. So overall uh community service fund had about a $546,000 um overall increase.
So then uh walking you through that kind of same um scenario here but on our expenditure side um the revision uh from our our preliminary budget was about $1.8
million in our general fund and then food service you can see is about 8 uh9,000 in expenditures. uh we're increasing there and then community service is about 451,000
um increase in expenditures. So that total uh expenditure increase about 3.1 million for a total revised budget of 223 million7 if you really want to be um
exact there. And then one thing just to kind of note um because it just gonna flip back um building construction because we had already issued the bonds just so that
you're we'll kind of and I'll highlight this later on in the presentation. You'll see that the the revenue there is not um the bond revenue has already been issued. Um we are using fund balance for that. So you'll see that our projected
expenditures are just shy of 37 million for this current year. So we'll kind of walk through the highlights at the end um as you see that fund balance activity. Um but those last three funds again we're not projecting any revisions
um at this time. So, just to highlight some of the uh general fund additional um expenditure activity uh resulting in a budget revision. Um again, the grants um that weren't
included in our original budget last year. Um just highlighting some of those uh the partnership plan um those awards that not only go to school sites uh but they also go to different programs. Uh we alo also had uh pathways uh that
school readiness plus um activity uh NED grant just to name a few uh that make up that 893,000. We also had gifts and donations um those are not only at the school level but that uh larger athletics one
and then the read act um again that 635,000 we have a placeholder there. um depending on the timing of um both of those activities, the curriculum purchase and the teacher compensation,
that can carry over in a fund balance. So, we do have placeholders in our budget, but if those are not um spent by the end of the fiscal year, we can carry that over in fund balance, just um so you're aware. And then federal grant um
expenditure adjustments. So our carryover was less than anticipated in our federal grants um mainly in our um special education programs. So we are adjusting those expenditures
downward and then program and site adjustments. We had some miscellaneous um different adjustments at our sites um and programs for about 215,000. And then summer programming um
that's going to begin in June. Um that's for our targeted services and our extended two school year. That's about 117,000. So that totals the 1 uh 8 million you see there for general fund revisions.
Could I ask a quick question before I flip off this? um under the federal grant expenditure adjustment that carryover less than anticipated is that just for this year or is that going forward? Have there been some significant changes in that formula for
is it just for special ed then? Could you just speak a little bit more about that? Yeah, for this current year our uh special ed allocation was was a little bit less than we had anticipated. So we had to adjust the budget for current
year and going forward we did adjust it to it was about 3400,000 Paul from what I remember. So it is a permanent change that we'll have to adjust. Correct. Moving forward there are a number of other federal programs title. Yeah. That
we don't know yet how that's going to be impacted. We're still we're still waiting to hear. So those aren't reflected in this correct for this. No. Okay. Thank you. And so on the food service um fund you'll see that uh those expenditure
side um the salary and benefits is the largest area where the um budget is being allocated about 494,000. Uh food and milk about 161,000 and then supplies materials uh
equipment about $164,000. So about $819,000 um for those expenditure adjustments. And then on the community service fund side, again that change mainly in school age care salary and
benefits about 351,000. And then supplies and materials uh school age care and adult enrichment it's about 55,000. and then chargeback fees for service and other uh about
45,000 or so. And so that's about 451,000 um on those adjustments. Really quick, just on the food service side, because I know we've talked about this in past years, the materials, equipment, and other are we still kind of using some of those funds to
intentionally make some larger purchases still? Is that still kind of I believe so. Okay. at the schools upgrading some things. Okay, I know they were. So, that that concludes um the overall
revisions. Uh what I'd like to do is then just highlight um just the budget update for this year, including um the revisions you just saw. Um so looking just at our general
fund um and projecting uh the new revised budget comparing to just some projections uh overall. So you see the revised there in the first column for our revenue and our expenditures. Um just if you took that
revised budget and looked at the difference, it's about 35,000 overall. Um, but just taking into consideration some of those um some of the items that are um I would just say they're they're
wild cards in the revenue side of the the finance world. Um, not all your federal funds sometimes get fully spent um in a year and for example the the non-public schools flow through the
school district. So um while you allocate title funds um to the non-public not fully all of them get spent so we don't get reimbursed getting the revenue in. Um so again you have to account for certain things like that. Um
again enrollment is another one that in a perfect world um every student um has an average daily membership and you generate 100%. So there's just um with projections like that um and other adjustments at the
state um I'm projecting in the blue column that we would land more in the 151,600 uh category for or 151 million I'm sorry not 151,000 we wouldn't be here 151 um.6
6 million. So that's that's where I'm looking um more at a a realistic projected actual. And then um expenditure side, there's some areas. So um for a budget, that's your target and
that's what I've uh laid out for you earlier. Um but again, there's some things that um can sway different ways. Um so one area that we did include in our expenditures and in the projected
actuals here is that uh new technology purchase. Um the other area is um not all of your donations and your grants get fully spent. So you have to account for um those are are student activities.
um we do account for carryover and so we honor those donations and student activities for planned carryover and that's where you'll see that difference there. Um again that full budget we put
in there but again you'll see that we're shy there um that again 151.5 million. So that's where you're seeing some differences. We account for that. Um, so again, we're close to the budget, but I I want to be a little bit
more realistic when we're we're targeting um some of our actuals and things that have changed. So, um, if you look at the bottom half of the screen there, your fund balance um, as of July 1 of 24, that was the audited number uh,
for our general fund. It included all five categories. So that was 8 uh,838,000. Um, again, we're adjusting certain things here. We're we're using um our restricted fund balance for planned capital projects. So I I'm happy
to report that um our operating capital use um is projected to be um only the 447,000. um some of those projects again um came in more favorable. Uh so that's what our
planned um operating capital uses at this time. Um I'm also uh adding uh to our fund balance here that uh increase um in our assigned fund balance because you're assuming that not all your
donations or grants are going to be spent in the current year. So, I'm going to add 322,000 to our bottom line there. Um, and that will be set aside and it's kind of a restricted category. Um, but in the governmental accounting standards
board rules, it's assigned for. And then, um, again, we're the last item there. um after everything is calculated uh we are increasing our unassigned fund balance um by about $171,000
um after all is calculated. So, not a lot, but it's something. And uh you can see there, it's just our fund balance there overall is 8 point just shy of 8.9 million. And I added the little box down
there from one of our many million spreadsheets that we have in finance. And you can just see the unassigned kelk there. And if I expanded the digits, um it's still sitting at 1.2, 2, which is
more than the 1.1 we had, but it's um at least going in the right direction. Um so I'm just happy to report it's going at least the way we we want it to be. And again, this is a projection. Um last
year I think we came really close uh within a couple hundred thousand in our um audited financial statements on both sides. So, I'm I'm feeling comfortable about these numbers and hope we don't get any surprises with invoices. But,
um, this kind of wraps it all up together in a bow. And that top line just kind of shows you everything you saw on that blue column on the previous slide. And then the other funds are just
wrapping together what you saw on the revision. Um they're all restricted funds. Um each one of the directors have um already projected when they did their budget revisions. And you can kind of
see the the building construction one is the one I wanted to highlight um when I talked earlier. We had already issued um like partially half of our bonds. And so you see that large fund balance in the first column and how we would be
drawing on that um over the next uh year or so before we'd issued the second half. So we still have as of June 30th a projection of about 76 million on that first bond yet for those uh projects for
the schools. So with that I'm going to conclude our our presentation. Um, and I'll open it for questions and then just kind of leave it up for our auditors here who require an approval on
the budget revision. So, great. Um, before we ask questions and is there a motion um to approve? I'll move to approve. Great. I'll second. Um, and then comments and questions for
Marie. Thank you very much for this um presentation very helpful. I just like to say thank you very much. This is uh one of the better presentations we've seen on finance so far. So really appreciate this. This is um incredibly helpful for me. So I
appreciate it. Thank you. Great. Okay. So we have a motion and a second. All those in favor of approving the 2425 budget revision, raise your hand and say I. I. I. opposed. Budget revision passes. Thank you, Marie. Very
much appreciate it. Looks easy, but it's a lot of work. So, thank you. All right. Now, we have a couple policies we're going to get into. Our first policy, so welcome, Paul. Thank you. Our first policy is policy 516,
which is student medication and teleaalth. Yes. Uh, good evening, Chair Sherman, members of the board, Superintendent Funk, student members of the board. Thank you for being here. Um yes, so we do have two two policies and both of these are for first reading. So
following tonight's uh reading and discussion um if there is there's opportunity for input from uh any members of the community or or who might um want to provide uh comment um and then we'll proceed with the second reading and then follow our process that
way. So uh the first policy that we're going to look at is policy 516. 516 is a policy we have had on the board. So, this is a re kind of a replacement. The original uh well, the current one that we have um on the on
the board policies is actually titled different. It's school health related um program and student medications. It was adopted in 2001, so it's quite out of date. It's a small paragraph if you'll see. So, uh this is a a much needed um update um to this uh policy. It is
renamed medication student medication and teleaalth 516. It is a mandatory um policy and contains uh a fair amount of um legal requirements um built into the policy. One thing I'll state as we get started is um this was reviewed by our
health services supervisor uh who's a licensed RN and uh very has built our health pol our health standard practice manual for the district. And this is consistent with what we do in practice within the district even though our past
policy was quite short. Um we have kept up with the the law and legal requirements in our in our practices. Um so this will now codify that as well. So just wanted to uh to share that with that any concerns regarding that. The
purpose of this policy is to set forth the provisions that must be followed when administering non-emergency prescription medication to students at school. The school district acknowledges that some students may require prescribed drugs or medication or
teleaalth during the school day. The school district's licensed school nurse, trained health care professional, principal, or teacher will administer prescribed medication accept any form of medical cannabis in accordance with law and school district policies. The
medical cannabis one is interesting. Um, I'll just state that from my own perspective um, in working with uh, students with disabilities. Um, that has come up and and the issue there even though Minnesota has allow a law allowing that as a prescribed medication, the federal government does not recognize that. Um and so we would
be at risk of losing federal funding and that sort of thing if we for something else, right, to abide by that. So yeah, that came up with the whole law. So um so we we do I won't get into the detail, but if a parent wants to prescribe that, we do make accommodations for that. So a
student could be taken off school grounds, prescribed by the parent, and then brought back. So, um, some of our more significantly disabled students, this is can be a very, uh, helpful, uh, medication for them. Um, but certainly a parent choice. Um, so, and in just kind
of walking through, um, the the policy, um, the administration of medication of u on the school, it it requires a signed request um, and signed permission from the parent to do so.
Um we uh there's a one just I'm just going to highlight a few things. One of the inclusions exclusions for the administration of medication is that it's really uh the the policy applies to the school day um and does not apply to
athletic events and things outside of the school day. Um so the under the area of under B with the prescribed medication um couple things is the the again there has to be a signed
permission from the parent for the medication. The medication has to be provided in its na in its uh original packaging with the um from the pharmacy with the the usage prescribed on it. Um students are not allowed to carry prescribed medication with them. There
are two exceptions to that. Um, one is for asthma medication and inhalers. A student uh may be allowed to carry those that and then the other one is epinephrine um auto injectors um for students that may have allergy
reactions. Um those can also be carried with again parental permission um could be carried by the student um during the school day. There's other treatments that might be um um prescribed or defined within an IEP
or a section 504 plan or a individual health plan. Um that would be an exception that there could be some things that a student may carry. So with that um there is a indication about the um controlled substances um and how that's
managed and how we uh maintain um and store controlled substances within the school. So it it defines what that looks like and how that's done. It's it's uh it's very highly regulated in how we do that. Um and one thing with that there is a component in here which talks about
the disposal of medications that we might have at like the end of the school year or student moves on. Um the one caveat on that is with the controlled substance that it does require the parent to come and pick that up. We don't we don't um dispose of of any controlled substances.
um non-description medications. Um secondary students may possess or or hold and have in their possession pain relief medication. Again, it does require a parent kind of permission on a form to allow that. Um but that is certainly allowable. Um with that
um with that then as as the policy goes through, there is a section on um epinephrine auto injectors which we call EpiPens in the district. But there's some statute regarding that usage and there are um times in which we have
EpiPens in our health offices and under certain circumstances staff andor our health staff can use EpiPens on a student that is uh needing that type of treatment in an emergency situation. Um
and so that's in here as well. Um kind of making the biggest highlights here. The one other section, it's at the very end, it's section four, and this came out of the last legislative session, um, regarding access to space
for mental health care through teleaalth. Um, and that was a, uh, written into statute, uh, at the last session. And what that states is that uh, as a school district, we need to provide a space and access uh, for students to receive teleaalth mental
health services in the schools. um as you know upon their request um and make that available to them during the school day. So that's written into this policy um and so that's covered there. And so I think that concludes the
first reading of policy 516. Um, if you have any immediate questions, you can ask them now or just as you think through it, send an email to Paul and um make sure that uh Dr. Funk is
involved and can go from there. Yep. Uh, thanks for the offline comment uh address. I appreciate that. Um, for I'm still a little confused on the non-prescription medication. It looks like that most of that section C is
addressing pain relief. Um just to be mec or mutually ex yeah anyways to cover all the bases doesn't look like it addresses non-prescription non-p pain medicine. Is that am I reading that incorrectly or is
that an area that needs to be addressed or doesn't need to be addressed? Yeah, I'm it does state uh pain relievers. So um the one the component of this is um in that middle of the section. there is
an exception um to that and I I'm not sure that's directly referenced in your question but um where it does say that um that the provision does not apply to products containing ephedrin or pseudoephedan um which are not um
allowed um to be carried by students um at any time. Um, so I think there would be there could be a little more. We could look into that a little more about what defines a uh pain uh relief medication. Um, and what would be include, what wouldn't be? Um, I guess
if it's not like uh for example, if it's an allergy medicine that doesn't include effin or any of those others, should this policy explicitly say that that is excluded from the exclusion? I don't know the right words to say there
or is is specifically okayed similar to the pain medicine. Yep. So if it's not something that's on the excluded list that would be okay. I just it seems like there's just sort of a gap for the nonprescription non-p pain. Yeah. Yeah. We'll we'll certainly look at that and have our to see if maybe there's some
defining words that might be helpful in that. Yeah. Thank you. Any other comments? All right. again, not the last time that we'll do that. And um just always because we bring in staff to kind of help um share
information with the board. Just want to shout out to the to the medical professionals in the district who took the time to look at this. So, thank you very much for that. Then um moving on to our first read for policy 606.5, library materials. I'll turn it back over to you.
Yep. Uh so 606.5 is a new policy. Um it is a mandatory policy um and has legal legal requirements uh built within it. Um this policy and the the policy committee um you know has spent a lot of
time looking at this developing this. Um it's certainly it's drawn from um the MSBA model policy. It's drawn on a legal review from our legal council. um the policy committee um when they were reviewing and discussing this policy
included um two or three um of our media specialists as part of the the review team um amongst others um for this. So just wanted to share that. So um as it is a new policy I'm just going to kind
of read the purpose um and then we'll um kind of highlight some of the other components. So the school board recognizes that library materials are a vital component of a student's education. The library should serve as a marketplace of ideas that go beyond the
prescribed curriculum. Students are generally generally required to utilize curriculum materials. In contrast, students are gener generally free to access specific library materials that match their interests. Accordingly, library materials should provide
opportunities for learning and enrichment that aligns with the needs and broad interests of students in the school. The school board endorses the inclusion of library materials that present different points of view for students to consider, including
differing views on controversial issues. The school board also endorses the inclusion of library materials that reflect our diverse society and the contributions that countless groups and individuals have made to our country and to the world. The school board believes
that the inclusion of these types of materials promotes critical thinking and encourages lifelong learning. The purpose of this policy is to pro provide direction regarding the initial selection of library materials and the review of library materials when removal
has been requested. The superintendent is responsible for implementing this policy. To that end, the superintendent or a designate may establish additional procedures for responding to requests to remove library materials.
So the policy then moves into a set of definitions. Library which means a media center that's located in a district school and contains library materials. Library materials which are books, periodicals, newspapers. It defines the different areas that are there that are made available to students in the
library and library media specialist which is a person who holds a library media specialist teaching license from a professional educator licensing and standards board. So section three moves into uh the initial selection of library
materials. Part A primary responsible responsibility for the initial selection in consultation with district leadership and other professional staff and within budget amounts. The library media specialist is primarily responsible for
the initial selection of library materials. The library media specialist will apply the selection criteria stated in this policy. The selection criteria in part B. When considered as a whole, library
materials should one enrich, support or supplement the curriculum. Two, promote reading for pleasure by responding to a broad array of personal needs and interests of a diverse student body. Three, reflect the ages and maturity
levels of students in the building in which the library is located. Four, reflect artistic value, literary value, educational significance. Five, promote critical thinking in daily living or in areas of general importance to members of
society, including but not limited to politics, science, history, religion, medicine, law, economics, or safety. or promote equity or an understanding of the views, triumphs or struggles of
others. It said uh C states that library materials must not be excluded from initial selection because of the race, nationality, religion, sex, gender, gender identity, or political views of the author.
Um, part D states that no donations the district will not accept donated materials which would include books and materials for inclusion in its libraries. This this there was a lot of discussion on this and I think there
might be an opportunity here at the board table for further discussion. This was the advice of our legal council uh to not accept material donations. Part E, financial donations to benefit the district's libraries will be accepted with the understanding that
funds will be used to purchase materials that are needed for libraries based on the needs of the individual schools. So part five uh or part four, I think there's a little don't want to fix that. Um which would be part list as part five. Um but request removal of
specific library materials. Uh so this outlines kind of a process in which um that those requests will be uh honored and and uh the process. So um I'll highlight a few components. Um
it starts with eligible individuals that are the the following individuals are are eligible to initiate a review process and they include an 18-year-old student who attends the school in which the library material is located. The parent or guardian of a
student who is less than 18 years of age and attends the school in which the library material is located. The principal of the building in which the library is located. The district's superintendent or a quorum of the school
board. Part B indicates that there's a limited number of requests that the district will um review per year and that's nine. Um correlates with one per month. Um it it indicates that a meeting is required as part of the review
process and that's a meeting with uh the media specialist um and a principal just to discuss the concerns um regarding um the concerns with the material. Um there's a requirement for anyone that
an eligible an eligible um individual may request the removal of material by submitting a written request to the superintendent's office. And there's a form that will be developed and available for anyone who uh would like to make that sort of that request. The
superintendent will then appoint a review committee and you'll see a list of the members um that will um make up that committee. Um it's not um yeah, there was some discussion about adding students which was which was
great. So we have that in there as well um as far as having student voice as part of the committee um at the discretion of the superintendent um for that. So you can review that um there is a F indicates that the material that's being challenged or questioned um will
still be available um in the libraries until the review process is completed. G is the legal standard. Um not going to read through that, but that is really the basis from the Supreme Court on um on issues related to the First Amendment
um both on both sides of um the rights under the First Amendment plus some limitations of the First Amendment for certain materials that um are deemed um that lack educational suitability. Um and there's a list in there. You can kind of view
those. Um then that there's the review criteria in part H. Um and the review committee may decide to remove uh specific library materials if the mi if the material is and these are the three standards that they would look at. One educationally unsuitable for students in
the school given their ages and levels of maturity. to educationally unsuitable because it does not meet the initial selection criteria or is objectionable based upon the legal standard as specified in paragraph G. So that's that component in
which we have the Supreme Court uh ruling and weighing in on kind of where that line is as far as the first amendment to uh support the district and making those decisions. Then three um is um objectively inaccurate as a whole. That could be
seen too as a component. Uh following that as I uh the committee will make uh their kind of decision on the their recommendation for the book that uh report will be submitted to the superintendent to review.
Um and then the superintendent will uh follow that um notice of the decision. consumer superintendent or design will provide notice the review committee's decision to the person who requested removal of the specific library materials. There is in part K an opportunity for appeal. Uh the appeal is
a written uh submission directly to the superintendent. Um and then upon completion of that content challenge or reconsideration process in accordance with the district's adopted policy, the district will submit a report uh to the commissioner of education which is a required by
statute. And then the final component uh is just the administrative removal. Um, the poly does not prohibit a library media specialist or other administrator from removing library materials because it has not been utilized by any students for an extended period of time or has
been utilized rarely, is damaged or is in poor physical condition or there are other similar reasons unrelated to the content of the material. Um, so that concludes the first reading of the policy. Okay. Yes. Did
you have a question? No. Sorry. Did you Can I just make a quick correction? Um, so this is not based off of MSBA. Um, we did look at the MSBA, but we also had a another um version of this policy given to us by our legal firm and it is a version that is used in other districts
as well. So, if all y'all are looking up on MSBA, this is going to look real different. So, okay. So, so then can I just piggy back off that? How different or is there is there anything like glaring? um grab my policy content. It will look a lot different just in the way things
are phrased. Um I felt like this one, we looked at both as a policy committee and I felt like this version was much um kind of tighter in describing kind of the parameters of of review and um the processes that we use and a little bit
more inclusive in who is involved um with uh in in collaboration with our media specialists. Does that kind of summarize for those of you who read both of them? So, so then one one other just small thing on the review part of it. I didn't see it. That doesn't mean it
wasn't there. Is there a time frame associated with it? Should there be for the like committee itself like to do the review? Like I mean should it should it be it has to be done in 30 days or you know something like that? It just seems like you could really drag your feet and
still follow the process. That's a good question. I don't know off the top of my head. It's not in here, but we could certainly I think there would be some assumption that if you're doing one a month that it seems like it may be a reasonable time frame that a month, you know, a
four-week period, but it could be more specifically shared. And just to because we did talk about that too. Um the once a month is I mean there's a lot of conversation that goes on with um we had our media specialists in the room which was really helpful to understand that
they have all these conversations um but this would be like a formal challenge um would qualify as that one a month. So, if a parent wants to request a removal of an item, how do they know what items
exist in there? Do they have access to a online card catalog or is their kid brings it home now? They object to it. Yes, they Yes. And it is on our website. It's kind of buried, but we can we can we talked about Yeah, there there is an
online catalog on our website. Okay. Yes. Um on part fivee talking about the people that are allowed to um initiate I think um I
or a that was e a was eligible committee request to remove yeah thank you request to remove is was community a part of that or not and can you talk with that discussion.
I I can tell you that we had this conversation when we did 606. Um and it was probably one of the more contentious parts, wouldn't you say, that from certain from some people and some stakeholders in the community. Um and we decided to align with that policy that
we wanted to be consistent between the two. So what we have for 606 for the curriculum review um would be the same as this. And I will add there there is a statute and I'm not going to remember exactly what it is um that uses this language um
of adult students and parents um of children in schools. So we were trying to match that language up with both 606 and 606.5. Thank you. Sure. Yes. Yeah. I would just acknowledge the significant time and effort by the
policy committee and all those involved. I mean, I'm a heavy lift. That's a lot of information. So, uh, obviously a lot to continue to review and reflect upon, but um, thank you for the time and effort to all those involved. So,
do you want to bring it up or do you want Okay, you can go for it. I already said something. Well, um I just wanted to call attention to under section 3D. This is an area where I think our media specialists probably would have preferred some more flexibility under
the material donations. Um they brought up a couple of different examples. Um again, I think that because of the attorney advice, um we we left it like this for the board to react to just because we felt like it was the safest approach.
Um, but I think that the examples provided were, you know, around perhaps there's like uh there's already a book on the shelf. I I think that in the policy we talked about like Juni B. Jones, maybe it's already on the shelf and then someone has in the community
wants to donate a brand new copy of it. Would we accept that? Yes. Um it and so we would it's already on the shelves. Okay. So the right now this does not ex so that D needs some refinement. I don't
think so. Okay. And this is this is the difference. Okay. When we're talking book donations, we're talking books that do not exist within the current system. And the reason we're talking book donations is and you saw it tonight. All
right. We have a hot political environment that we are living in. All right. And suddenly if we are now saying okay you bring in this book and okay because it you think it's appropriate
we'll accept it we'll kind of bet it through. Well then somebody else brings in a brook and it might be from the other side. Well that might not be how we see it. It it really exposes the district to a
uh situation where um we have um competing political interests and it puts us right in the middle of a spotlight. Why are you accepting books from this group of people but not from this group of people? And you know, we
may say, well, we're utilizing X criteria, but they're still going to say, "No, you're denying these political beliefs and you're accepting these." And so that that's the difference as far as if if we have a book on the shelves, okay, it's on the shelves. All right.
And there's a damaged copy of it. Okay. Uh I mean, yeah, we could say, "Okay, we're not going to accept an undamaged copy. will accept a donation to pay for an undamaged copy. Uh but I think where where Mick
Waldsberger is coming from is you don't want to get yourself in the middle of a situation where you can be perceived that you are accepting books from one group of people and not another. And so that's why he's saying no book donations. Well, and knowing that if
it's already on the shelf because I think that was something we struggled with that that's I think that would please our media specialists to know that they could take those donations because that was one example. I think another example that was brought up was um Scholastic and Scholastic does not
donate books, they donate credits. All right? So parents sell, you know, they come in, you sell so many things, you know, and then you earn it. You earn a credit. It's not necessarily a um you get a book for it. It's these are credits, okay? The credits come to the
district, district purchases the books. It's the same thing as the, you know, financial donation. So, do we need to specifically lay out? Yeah. That that there's an exception then for books on the shelf currently that's and I think we can discuss that in our next policy meeting. But do we
say for a like like a better quality copy? I don't I would say opportunity cost. Don't exclude. I would say just exclude everything then if you're going to say okay again because you're going to start well we have an exception for this. We're going to have an exception for this. Um I would say let's not let's not accept anything. though it makes
common sense to say if we have a book on the shelf that is already on the shelf um that you don't feel like it needs to be in policy for us to be able to allow for that. No. Okay. So, just an area that we could um to think about. Yeah. I
guess you know, Senator Director Lowers, I'd be interested in seeing some of that language. I I totally understand where you're coming from with that. My concern is fast forward five years. You know, it's easy to forget some of the specifics around this conversation today and have it clearly written in policy. Um, which seems like there's always been
a lot of specific kind of um, verbiage used. Um, I would be interested in at least seeing what that would look like on paper to make a more informed decision. Okay. Um, really quick, um, one of our students
had a comment. I just want to go to Zack. I was just wondering how um federal government book bans taken effect to this policy. Yeah, I I think well, for one, there was legislation, you know, through the Minnesota state legislation that
um identifies how Minnesota will support the kind of book banning and the limitations of that, especially within the schools. Um I think the the key is looking at the Supreme Court um information that is in that section G
that really defines how the Supreme Court has laid out um that whole question regarding um the first amendment and the rights of of kind of free speech and the speech of authors and and of print. Um so I think that
that really defines that that that's where that's at. Um and so I think that the whole policy in and of itself is there to support um the inclusion of the appropriate materials but also to guard the request of people asking
things to be not so much burned but to be taken off the shelves because they disagree with it by content. Now there might be legitimate reasons for that and there's a process now in the policy that that can be reviewed by committee and people to really look at is that an appropriate book. that this really
protects us from from that within within the schools. You know, we can't really step out, you know, into the community, but within the schools, this supports that. So, great question. To your to your point, that's Paul is talking about
the Supreme Court. The executive branch is not looking at the Supreme Court. The executive branch is saying these shall not be here. All right? So what what is going on in like many other things in the federal government right now is the
executive branch has taken an extremist view of um all things diversity, equity, and inclusion. And to the to the extent that they are threatening to take dollars, federal dollars from
school districts if we don't sign an agreement saying these things don't exist here. that's in con that's in conflict with current Supreme Court rulings and current law in other places. And so the Minnesota Department of Education has weighed in and said
superintendents don't sign that statement. Um we're going to contest it. So we have a executive branch in in government right now that is taking their authority to a extreme level and trying to impose
that on school districts. And yet these um impositions um will be challenged legally by Minnesota, by other states, and it'll have to go to the Supreme
Court on it. So when I stated earlier, uh part of our role here is to maintain status quo and keep, you know, the federal government, what's happening there, out of here as much as possible. that's what's going on because they're going to come in and they're going to
make these these edicts that this sh this will happen and we have other entities out there um saying nope, we're going to we're going to fight this in court. So that's a great question. Thank you. Yep. Yes, Sarah. Yeah, I think um
to that point and um to the point Director Theelander made earlier, I I think it's just it's unfortunate that we're, you know, in a situation where we feel like we have to sort of uh preemptively uh prepare or kind of
respond uh to those potential uh scenarios. Um I think it's, you know, unfair to our to our kids in many ways. Um and to that point where I understand um the the thinking behind the
restriction on donations, I I mean I guess my question is have we ever had a problem with someone donating a book to our libraries like you know community member or a parent and do we want to try
to solve for a problem that may never have come up and may never come up in policy. The way I heard it at policy though was I think that our our media specialists wanted this in. They wanted to carve out
some exceptions, but they don't want to be receiving, if I'm understanding what you're saying, they don't want to be receiving like here's my big stack of books and then they have to go through and, you know, look through them. So, I think that my understanding was that
they wanted to carve out some exceptions that they want something in there to say, "Nope, we don't take donations." And correct me if I'm wrong because you were there, too, but they wanted to be able to if someone has a brand new copy of a book that's already on the shelf. That was one example of like they would like to be able to accept that because it's already on the shelf. So, like
you're you saying that's okay. Um or that that would not probably be problematic from legal. That's encouraging. I think um I'd have to go Yeah, I'd have to go back and and look at the original draft we had. Um so I mean if that's if that's really if
that's what they've said their their intent is then that's you know that's fine. Um I think if it's uh for putting in place a restriction that wasn't there um that's where I'd want to give it more thought.
Do you recall I am I thought that they wanted to say no no no books that's what I had in my mind and this this was a discussion that we had over a couple meetings um so I mean it's getting a little muddied in my own brain as well because my initial takeaway from our first meeting was that we don't want to
take book donations only financial donations um so then when I saw this language I was like perfect like there we're good and then when we brought them again then there was more discussion on Okay, it needs to be a little more nuanced than this. Uh, so then we we had
a discussion. We tried to get to a a place of wording um during the meeting and we were unable to land on kind of something that we could all come to consensus on. Um, and then we brought in legal counsel to kind of explain the the rationale. Um, and then they explained
more of what Dr. Funk was explaining. Um, the exposure of the district in having exceptions written into the policy. So, I guess in terms of the rest of you, I'm curious where you you guys all land um in giving us direction on where to go with this with this section
on donations. Yes. Wasn't our hot topic a meeting or two ago? Wasn't that because a bunch of books were donated? Am I um But those were they were ordered. Yeah, those were or that was a monetary donation. Okay. I'm sorry. Yeah.
Yeah. Director and and I mean for me personally I mean there I don't have an issue let's say if we just make a a line and saying we don't accept any inkind donations. It just keeps it clean and clear. No, you know there's no lack of interpretation. Now there's still financial donations which then can be
used to purchase it which is still accomplishes the same thing and that just requires additional conversations with the donor of this is what our policy is and this is what we can accept and can't accept. So, as I read this, this was just my, you know, my concern is as I read that it's it's that's clear
and I'm comfortable with that. But if there's unwritten exceptions, that's where it creates confusion for me that I just then if if there are that we just it's just let's just say what we mean then. Um, I guess would be my point. Dr.
I mean, you could say to be clean as possible, but again, my concern on this is the slippery slope of starting to make exceptions, right? All right. And we're the ones who have to to enforce the policy. So, to avoid the slippery
slope, you could say something to the effect of the district will not accept donated materials for inclusion in its libraries of books that are not already on its shelves. Period. That's that's clear to me. Oh, sorry. I just had another thought of
something that came up in that discussion. um was looking at the Scholastic piece um and having well at least where I remember landing is that one wanting the um the same process to happen with Scholastic um in and not
having that kind of outside area um for just basically getting donations from Scholastic. So, wanting to have the process of the vetting that our library media specialists are so well trained in um to make sure that that process
continue to be in place for donations as well. And I do believe um it certainly will and it with the financial donations, it has to be um in order to bring in new stuff. So, that was one other piece that I just was adding to the conversation. Sorry, Director Parker. Oh, it's all good. Uh I had a
couple questions on G one somewhat light-hearted and one a little bit more serious. Um, I was curious why obscene was defined but not lewd and vulgar or plainly offensive to be quite
frank. That's my more lightheaded question. Any idea why obscene was specifically chosen to be defined? I don't I don't know if other committee members if we if we discuss I had the same question. Um but I did see it it
does exist in other districts policies. Um the Supreme Court didn't have a definition of any of those. Um they use them as you know when you see it or something like that or just so I think um we I think the obscene definition is
just something that has been included in other in other policies. Um so it wasn't it wasn't made up of thin air. So it is stated in the um in the end of that section G um it's on the right at
the page break but it says the US Supreme Court has also held that the first amendment does not prohibit school officials from regulating speech in the educational environment that is obscene, vulgar, lewd and plainful offensive. I was just curious why those were listed and obscene was defined but those
weren't right. Yeah. I that was more a light-hearted uh question. Um on a more serious note, how do we think about um the rules around not restricting points of view and and diversity of thought and age appropriate u material
and maybe maybe want to take that offline and think about it and come back with it or if you have have already had a long discussion about this. I'll just be curious. That's something that I I've been struggling with understanding. Um how do we think about age appropriate versus a point of view diversity? Yeah.
Yeah. I think that's a very good question. I I think as far as process goes, that would be left up to the committee that's formed to to really wrestle with that decision about what's developmentally or appropriate uh for a student when it comes to some content.
Um, so I think that's as far as process goes. That would be where that kind of gets grappled with. Um, I don't know that there's a, you know, like a formal standard, but um, it might be something that the district kind of develops over time. Kind of a a formal kind of not
formal, but a kind of a standard of what age certain things can be introduced or not. That' be my thought. Did you have a question? Well, I mean, that's where we're relying on the the me especially. Right. Right. I mean that's they're the ones that know that. I mean obviously
there's a process if if there somebody thinks they're wrong fine then then there's a process for that but you know I think that I I'm comfortable with them being the ones that make that that age appropriate determination.
The media specialist um will make decisions but if they make a decision that is uncomfortable for somebody um who do they answer to? Um, what what levels above a media specialist? Scroll back up, Joe.
Keep on going. Okay. A there. The following individuals are eligible to Nope. Keep on going. I'm keep on going, gentlemen. All the way up. There you go. Right there. Section 3A. Primary responsibility for initial selection. And this is key. Great question. Mhm. Um in
consultation with district leadership and other professional staff, the library media specialist is primarily responsible. All right. So consultation, we're not making decisions in isolation. We're collaborating with others in the
district. And so before the book is adopted, we're having these conversations on the front end so that we're not in a situation where okay, you know, this there's more likelihood this might be challenged over this. So I think that's a real key um piece in
there. Okay. Questions or the section I was going to bring up. So y I just have one last I just want to make Okay. Um I had a question on H. Um and and you don't again this is one maybe to take back to committee um to discuss but as far as H3
which is objectively inaccurate as a whole. Does it make sense to have a carveout for historically relevant something that was you know produced 2,000 years ago the science is wrong. However, its
historically important document is the progress although it is wholly inaccurate. Yeah, that's an interesting point. I think that that would be worth considering because it from a historical con you know perspective um
it it has value um even though it's not I don't know if that opens up too many uh offshoots but it is something where it while while it seems obvious that that would be what you'd want that uh I don't know if we need to have the policy
explicitly say that anyways something for discussion yeah we can discuss that and also um maybe consult Like Paul, you're really good at that. Kind of bringing in that media specialist perspective on that too would be probably a part that we would want their expertise on. Yeah, I think that's a
good question. That's everything I had. Okay. I had something and it I've lost it. So, we're going to see this two more times. So, we have enough to discuss. Any other comments? Um, if you have some as you're like looking at
this, reading it, reflecting back on it, just um, email Paul and uh, CC Mike and um, actually probably Cararissa and Joan too would be helpful. Um, so great. Thank you for Thank you.
All right. Um, our next item is a report from Superintendent Funk, a legislative update. So, the first thing I'm going to show you is a video tonight that uh the actually the Minnesota Association of School Administrators has uh partnered
with somebody on and created. Um so, this will provide a kind of a overview. You hear me come up and talk quite a bit about different things, unfunded mandates, etc., etc., at the legislature. And so this video really
kind of encapsulates the challenges that we're facing as school districts and you are as a school board moving forward here. I think we're going to play it. You can just go to a Chrome browser and
paste it in there if you need to. Oh, sound off up there. Oops. It's muted. It's muted. [Laughter] You can't hear something back there. have insurance.
Pause it. Yeah, we can go with the other one and then we'll come back. Try that again. School funding in 2023. You may be asking yourself, why are so many school districts making budget cuts and going to voters for more funing?
Here are the top reasons Minnesota schools are struggling to balance budgets. You know what? Number one. After headlines across Minnesota declared record school funding in 2023, you may be asking yourself, why are so
many school districts making budget cuts and going to Hold on. Top reasons Minnesota schools are struggling to balance budgets. Number one, inflation. Families aren't the only ones feeling the impact
of rising costs. For school districts, the costs of labor, health insurance, property insurance, and school bus transportation continue to rise. The 2023 inflationary increase to the general education formula is a step forward, but it doesn't make up for
decades of underfunding and failing to keep up with rising inflationary costs. Number two, unfunded and underfunded mandates from the state. When it comes to some of the most costly things schools have to pay for, it's the
state legislature, not the local school board, who makes these decisions. From implementing new instructional strategies to increasing curricular requirements to providing unemployment benefits, there are decisions made at the state level that local districts
must follow. While the state may offer one-time funds to help pay for some new requirements, the ongoing costs are often the school district's responsibility. And number three, the changing role of schools in our communities. The needs of students are
different than they were 10, 20, or 30 plus years ago. From mental health support for students, specialized learning assistance, family resources, and career programs to help meet workforce needs, schools have taken on additional responsibilities to meet the
needs of their students and community. When you add rising safety needs, aging buildings and technology, and declining birth rates, it's clear why Minnesota districts struggle to balance their budgets. School funding is complex with
the majority of funding coming through the state in the form of general education aid. Schools also receive funds for specific categories that can only be spent on certain items. Additional needs are then covered by property taxes.
In other words, just because the state is providing us with more dollars doesn't mean we can use those dollars wherever we like. Each year, we tackle the challenge of balancing these funding sources with our increasing expenses to build an effective budget that meets
student needs. When our student needs exceeds state and local funding, we may seek additional support through a referendum. As you can see, there's more to the story beyond headlines of schools receiving record funding, inflation,
unfunded mandates, and a changing role for schools. Funding schools is an investment in our students, community, and future. Please reach out to your elected officials and share your story so they can help do their part to make
sure our students and our schools are receiving the resources they need for success. visit our website to learn more. So that's a quick video voters for more funding. We will
um be making this video available probably send out newsletters probably available on social media so people can get a better perspective on the situation that we're dealing with as as school systems. like uh like I said a few weeks ago, uh I think there's 285
million is what uh school districts in the Twin Cities metropolitan are cutting for next school year. So what I have for you next here are a couple things with the Senate bill. Uh the government has come out or the governor's come out with some
proposals. The House really does not have a defined omnous omn bus bill yet. So I'm going to talk about the Senate tonight. Um, so the first one which we've been working on for years and years and years as a superintendent or superintendents of Minnesota is we just
linked it to inflation the formula and it's going up 2.7% this year which is great. Well, in the Senate's bill they now want to dellink it so it's no longer going to be tied to inflation. So it'll go back to we have to go and ask for money every single every two years. Um,
which is just backwards than where we've had it. We thought we finally have had some success and now it's going the other way. Um, compensatory revenue, we we the the good news, bad news of free lunches for everybody and free breakfast is our compensatory numbers are out of
alignment because people aren't signing up for free or reduced lunch anymore. And so they're trying to their bill has something to hold districts harmless in it. I think in the governor's bill, if I'm correct, we're looking at about a $300,000 shortfall in compensatory
revenue. Um, Marie talked tonight during her budget revision about we received aid for hourly employees. It was in three, I think around $300,000. The Senate has a one-time aid for that. So, basically, we will get it for next year. I think there's a million
dollars set aside or hundred million set aside for it. There's I'll get to the numbers here in a minute. um and then it'll go away and then districts will not have any additional compensation from the state. Um funding to reduce the cross subsidies and e and special
education literacy aid um flexibility in the use of food service funds and I'll get into that in a minute here. And then something that really is important to us here um particularly what what happened last fall on the football field uh districts uh there's a bill to mandate
districts that have a cardiac emergency response plan. Next slide. So unemployment insurance um there it is. It will um appropriate $und00 million for school districts for the 2627 school year only. After that there is no aid.
This is just a unfunded uh mandate on the districts. Um special education cross subsidy aid. This is good news. It would increase it from 50% to 53 and a quarter for 28 and later. But again, you see that it's not for the next two years. It's down the road. Um and the
same thing with English language cross subsidy. So basically they're saying, "Yep, we're going to give you more money money, but it's not going to be the next Senate bianium." And that may change So there's really no no new money tied
to to uh um either of those two, but they're going to take money from you in 2728 uh with the unemployment insurance aid. Um next slide. Literacy incentive beginning in the 27th school year. Um there'll be a new formula um which will take into
account your student body who have English language learners. Um, and then free and reduced meal prices or free and meal free and reduced meal students. Um, and it's the aid's got to be used to meet the goals adopted in the local
literacy plan, food service funds. One of the side effects, and you saw it tonight, of universal free meals is we are having more students receive free meals and we're receiving more money from the state. Um, so what they're saying is, okay, now that you have more
money within food service, there's a proposal to expand what we can cover. So, not only are we paying for the cooks and the food preparation, but we will now you can charge lunchroom supervision
um salaries to that. um waste management um fees that related to that uh cost of serving food um including related technology and systems costs. So this is an attempt to help us. They realize
schools are receiving more funding um for uh food service. Here are some ways you can expand some of the uh the ways that you're you're spending this money which helps out the general budget in some other areas. Um and then they would also help pay for facility expansion um if you had to
expand your kitchen or something. And this would be in effective for the 26th school year and later. And then uh the cardiac emergency response plan, it requires them school districts to have a plan in place beginning next year. And then you have to identify where your
AEDs are and then provide some money um for school districts that do not have AEDs in place already. So, um, that's the legislative update subject to your questions tonight. Any questions for Dr. Funk?
Yeah, a lot going on. Thanks for the helpful update. um from the unemployment aid, any ballpark idea of how expo how much exposure we're going to have in the following year once there's no funding at least what we had this this p I mean
I would say you know $300,000 at least so a healthy amount and and again I don't want to take anything away from people who are getting these summer summer unemployment um it's just a an example of
um a a mandate coming in and now okay, we're not going to pay for it anymore. I do have another slide on here. Um pension reform. All right. And uh this is good news for uh a lot of people who are, you know, we've talked about this before, but you know, there's two tiers
of teachers if you're hired before 1989 and hired after. And it's a considerable difference um in what those tiers are. So, they're looking at uh um really three different approaches here to
pension reform. Um this one allows for full pensions at age 60 with 30 years of service um which um would be beneficial to a lot of people. Um right now they have to wait till 65 to get their full
pension. Um and then uh um so what it basically what this does is there's a there is a um penalty in place for those who retire before 65. It removes it um as part of
that. Um we also have um an increase to the district's contribution to TRA. And again, I'm always cautious on this and I'm gonna relate back to what I just said about an unemployment insurance. Okay? They say,
"Yep, this the state will pay for your contribution increase for this year for next year, but okay, what happens two years down the road when they need money somewhere else, but we're not going to pay for that contribution and increase anymore?" And then it comes out of the
uh the district's uh um bottom line on the upper right there. Um it provides for full retirement at age 62 with 30 years of service um with no reduction in in uh um um benefits. Right now you can retire at
62 and and 30 years of service with some reduction because you're not at 65 yet. Uh this increases the contribution from 9 and a half to 10 and a half funded by state aid. And then um in the House file uh in the Senate file there on the
bottom, it lowers the age from 62 to 60 for the enhanced early retirement reduction. So you're still going to have a reduction because you're not at 65, but you could now retire early with with less of a reduction than you would if you that language was not in place. And
I haven't seen any dollar amounts or percentages tied to that one. Um, so I think there's some, this is, since I've been doing this, this is the most I've seen on pension reform um, at the capital. So there I would say there's as
good as a chance that one of these things happen um, as I've seen what that percentage- wise, I can't tell you what that is. Uh but again, it's uh these these costs real dollars and when we're talking about potential shortfall in the
future, that's what they're competing against. So that's what I've got. Yep. Director Hawker, thank you for this. This is um really important information for the whole community and understand the big picture of what we're working with um in terms of school district funding. And it
the the video was a nice little recap of how we got here. Um, and it just brings back lots of memories of 2022 going to the capital. A whole bunch of us went. Um, and you led the charge in explaining the potential financial impact that would have on this district. Um, and I
so appreciate that was I think your first year in here and you just hit the ground running legislatively and you really pushed hard and advocated for this district. Um, unfortunately um, a lot of stuff passed good things. Um, and with those good things we were hoping for more funding. Um, and now that we
are have come full circle to the reality playing out of $5 billion of budget cuts, it really hurts. Um, especially because we really did try to advocate for this district. Um, and now we are faced with having to make the real tough decisions in order to um, deal with the
financial fallout of unfunded mandates. So, it's discouraging as a board member. Um, and yet it's the reality that we're facing and we'll continue to make the best decisions we can to support the financial stability of the district and the people in it because we we know we
need to do both. So, thank you for your leadership on that. Any other comments? I I guess I would always just say to the to community members just it to help to a way that you can help is to write your
legislators to advocate locally for our students if you're engaged. Um specifically, I know we talk a lot about and it was mentioned in your present in what you shared tonight, but schools have been expected to do more. um the
student needs are greater and you know we've been in a position where we've had to cut um cut some um mental health support services this year. I know we've upped some contract time with some uh community partners um which is great but it's not necessarily the same. And um I
know AMSD uh is really big on that right now in advocating for the funding to really meet the needs of our students um both academically and social emotionally. So just a plug if you have a passion for this as a community member
to reach out to the district and to write your legislators and for students as well. So great. Okay. Um, thank you for that update. And that concludes our meeting. We're
going to move into a close session. I have a statement to read. The next item on the agenda is a close session. Pursuant to Minnesota statute 13D.03, 03. 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, I will go ahead and make a motion to enter into close session. Can I get a second? Second. Great. Director Theelinder with a second. All those in favor of moving to close session raise your hand and say I. I. Nays. We'll move
into close session. Thank you.