Microphone check. School board special meeting June 22nd, 2026. Good afternoon. The Visata Public Schools Board of Education special regular meeting for Monday, June 22nd, 2026 will please come to order. Will the
clerk please call the role? Good evening colleagues. Uh Paris Spendy >> here. >> Sheila Prior >> here. >> Idi Kar >> here. >> Valentina Ays >> here. >> Dan Janestra Dan Janestra is present. Uh
Alicia Little >> here. >> Milan Sahony >> present. >> Thank you. We have a quorum. Please rise if you are able to recite the pledge of allegiance. I aliance 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. [clears throat] >> Thank you and welcome everyone. We are
glad you could join us this afternoon. Under normal circumstances, today would be the work session of the board. However, on June 8th, the board had a work session in lie of the regular board meeting for a workshop on board self- evaluation. That's why today's meeting will be the
regular board meeting. If you wish to speak during the audience opportunity to address the board, please fill out a form placed at the back of the room and hand it over to our district admin admin assistant Amy sitting to my right. The first item on our agenda is the approval
of the agenda and the consent agenda items. Consent agenda items are considered routine in nature and will be enacted by one motion. There will be no separate discussion of these items unless a board member so requests in which event the item will be removed as
a consent agenda item and addressed. This is true of meeting agenda as well. The consent agenda and the meeting agenda items are listed in the materials. The recommended action is to approve the agenda and the consent
agenda items. Do I have a motion? >> I so move. >> Second. >> Moved and seconded. Will the clerk please call the rule? >> Colleagues, Paris Bendy, >> yes.
>> Shayla Prior, >> yes. >> Heidi Kedar, >> yes. >> Valentina Ays, >> yes. Danestra Dan Janestra votes yes. Alicia Little, >> yes. >> Milan Sahony, >> yes. Thank you. We have an agenda. It's
a big big pack agenda, so please be patient. Next item on the agenda is recognitions. And I will join Dr. Anderson at the podium. >> I don't think we have any. >> No retire either. Okay. All right. Nobody to recognize today though. Thank
you. >> Sorry. >> Thank you. Um, next we have the audience opportunity to address the board. Amy, do we have any one to speak? No. That moving along. Good. Um, the next item is the administrative
reports and recommendations. First, we have the teaching and learning report. Um, executive director Dana Miller will introduce the presenters. Dana. >> Um, yeah. Director Mahoney, did you want to do the superintendent reports first on there or did you want to start with
us? >> Want to go? Okay. >> Yeah. Yeah. >> Yep. Okay. Thank you. All right. So, at this time, I would invite our peer coaches up to the front and they will be
giving our annual QC comp report. Hello. Thank you for having us today and spending some time with us. My name is Christine Mishka. I am a first year peer coach and transitioning into the belonging and achievement partner teacher role next year. I was at Sunset and Burchu this year.
>> My name is Tara Parsons and it's also my first year as a peer coach. I was previously a seventh and eighth grade language arts teacher at Central Middle School. Uh here's our agenda for our time together. We're going to be talking about how we were moving into living through our peer coaching mission. We're
going to talk about some peer coaching data within that mission and how that impacted our work this year and some program shifts as a result of feedback from staff. We would like you guys to keep in mind the Center for Educational Leadership visioning pyramid that you see in front of you and how our work was
rooted in really grounding through the district's vision for student achievement and experience and how we were able to um be with teachers as they moved through each one of these components. We are going to ground our presentation
in our peer coaching mission statement. Would someone from the board please read our mission statement? >> I'll go ahead. to cultivate a culture of continuous self-directed learning and growth among our staff through a coaching partnership that focuses on
reflective conversations rooted in collective data with the ultimate goal of positively impacting student achievement and experience. We'd like to draw your attention to the three pillars of our mission statement. Those being self-directed learning and
growth, coaching partnerships that focus on reflective conversations rooted in data and our ultimate goal of positively impacting student achievement and experience. Our first pillar that we'd like to give you some information about is
self-directed learning and growth. staff direct self direct directed learning and growth um which is based on feedback from staff of Weisetta schools uh very important they appreciate the ability to
direct their own learning and growth um in the peer coaching cycle there are two peer review cycles those include a premeating where we meet with the teach the peer coach meets with the teacher or
staff member and We talk about the focus of their observation cycle and their goals. Then we observe the teacher and collect data. And finally, we meet back with the teacher to reflect on the data
that was gathered. This year, some exciting self-directed learning that um took place during these peerreview cycles were a focus on professional learning. Um, this year teachers received a lot of professional
learning on success criteria and also student engagement and so those showed up a lot in our peerreview cycles. Additionally, many staff members strengthened their use of culturally responsive protocols, the portrait of
the Wisetta graduate and basic needs and interdependent learning. Several schools in Weisetta School District have been participating in learning walks with their staff. Uh those involve staff members observing their peers and then those staff members
bringing their learning back to their classroom or their spaces and peer coaches really enjoyed working alongside teachers with what they were noticing in other in their peers classrooms. And finally, the CEL 5D rubric um has guided
a lot of reflection in these peerreview cycles. teachers are able to dig into those components of the 5D plus rubric and use it as a tool to learn and grow their practice. Here are some quotes from our peer
coaching feedback survey that was given at the end of this school year that highlight self-directed staff um learning and growth. Please take a few minutes to review those quotes from staff and we would love to hear from a
couple of you just thinking about how staff self-directed learning and growth impacts students based on what you're reading. Would anyone like to share the impact that um staff self-directed learning and growth
might might have on students? Sure. Thank you. Um I particularly, you know, I align with that second um quote about being vulnerable and reflect in ways that help them identify strengths, opportunities and for growth and
actionable steps. And I always believed even in my career, my life that if I'm not ready for criticism, constructive criticism, then I will never improve. And I think that is one of the ways to identify my strengths, my
weaknesses and then how I can improve. So I think that is very important. >> Thank you. >> I really like the reflecting on my practice. I think sometimes it's easy to get stuck in a loop of what's kind of working and I I want to hear more about the learning walks. That sounds just
like a really cool open way of engaging with one another. But this just feels like an opportunity to maybe organically see what other people are doing and sort of have a conversation and it's not a like hey this isn't working fix it but more hey what could I take from what you're doing or what could you take from
what I'm doing type of thing. So and I think that helps build confidence when you feel like you're helping someone else but you're also trying new things. So I really like that one. >> Thank you. I would like to reflect as well with a second statement um which feels closer to me. Um it feels like the
person who left this uh review is um trusting trusting that um uh that person can be vulnerable, discuss problem um what uh she he experiencing in order to have growth uh so that you you are not
afraid to disclose some difficulties maybe you're experiencing but at the same time it allows you to know what else can be done at the end of the day. then it helps the student and actually it helps uh the teacher to be uh
successful in profession. >> Thank you. >> On our year and feedback survey staff um 93% of staff positively responded to the statement I value the choices I have in the peer coaching program to direct my
own professional growth. So that was some data we were really excited about and we plan to build on those successes continuing to use staff feedback and reflection. >> Moving into our second pillar, the reflection reflective conversations that are rooted in data. Up here on the
screen, you have a couple of images. Uh for as peer coaches, we utilize our time with our colleagues in a couple of different structures. We have cognitive coaching as a coaching structure that we use. It's really our foundational work
that we use and then also um pulling in the CEL frameworks with the steps that you see there and being able to really assist teachers in understanding what their current state is and just the next actionable step. We have a we had a lot of feedback from staff saying that image
itself was really helpful and being able to know that I don't have to do all of the steps even this year but each little step makes a a massive difference for students. Um some examples of data that we collected were uh one of them a lot
of teachers really like student interview responses. So we have opportunities to interview kiddos and get their real time feedback and information of what it is that they think about their learning and their experience and it we move it right to
the teachers and they make some significant steps right away. So that's one of the ones that teachers really enjoy. Uh students utilizing that success criteria. A lot of that came forward this year with the professional learning that was embedded from the district and seeing how they were able
to use success criteria in their own personal self-reflective practices and then how teachers were able to use the students reflection in their next moves in their next steps. And then a third one we'd like to share is the teacher moves in regards to formative assessment
and um how they were able to provide feedback within the learning process and not just at the end of the learning process. and what that looks like for teachers and what that looks like for students. Again, we have a few different direct quotes from staff that we would like you
to take a look at and determine what was that student impact that happened based on teachers being able to have reflective conversations from their data. I'll kick us off. Um, I think when there's an opportunity because I think
teaching is a a profession that is very busy and even though you may want to take time to think, you sometimes don't get that opportunity to take time away. And so having this these conversations allows you to kind of work it out and
talk to somebody and talk out loud. Um, and so I can only imagine that on our students that has a massive impact, right? Like even if it's something small that you're adjusting within a classroom or or how you are relaying information to a student because sometimes and you
know parents know this too is it you your kid or your student may internalize something differently than how you intend it and so being able to have that conversation with somebody else is just so useful and helpful. Thank you.
Um I like the third port. Um it basically to me it feels like there is that trusted partnership within the team and everybody is obviously expert in that area but when you start talking about it once you get
the constructive feedback there are probably few I'll call it lowhanging fruits which are more impactful. So you don't have to overhaul the process. You don't have to engage you know admin but you can work it out within the given
constraints if you will but at the same time make those minor tweaks and have those better outcomes. So again it it shows the trust and working together nature within the group. So it's it's really great to see that. >> Thank you.
>> I can see from that first quote too. I'm I'm going to go even further. That allows uh let's say that you learned something new and then you started practicing and then you have more questions. Uh but with that discovery, you can come to that uh colleague and
say, well, by the way, I tried it, but this is how it goes. So that it will allow to have continual conversation. Yes, connected coaching conversations has been a big part of our conversation as a team of um not living in silos but
really connecting uh all types of coaching that are available in Weisetta and our own cycles with each one of the our colleagues. >> Yeah, thank you. >> I'll go next. Um thank you. Um this has been an excellent presentation. Um, I found myself really reflecting on a
combination of three and four, how it can produce fewer surprises when you're talking to um, you know, uh, as it lists administrators, um, and really allow you to, um, improve as well and just make those engagements
less stressful. Mhm. >> Um what I'm seeing here is like real time feedback that's individualized for the teachers which is you know helpful for the teachers because they get then they get to practice it and again
there's somebody there um that's kind of their helping them with their specific you know situation >> and that you know it's not just one class that they take that you know is supposed to be applicable to everyone. This is like very individualized and um
seems like really good program. >> Thank you. >> And here is some of our data as a result. So again in our end of the year peer coach survey our uh the question was my peer coach provides me data and feedback that helps me reflect on my
professional practices with a strong 93.9% of staff reporting that they agree or strongly agree. So, um, feels like what we're doing is is helping support their needs and that's with Raponia.
>> Our final pillar of our mission statement is making sure that we have a positive impact on student achievement and experience. Um, something that we work on with staff through peer coaching is development of a smart goal or a
collaborative inquiry cycle question. Um we have been noticing that many teams and PLC's have been choosing to collaborate on their smart goal and their collaborative inquiry cycle which creates really rich conversations in
those professional learning communities um data data focused conversations and is having an impact on student achievement experience through that. One example that we are excited to share is from a seventh grade language arts
classroom or uh PLC at West Middle School. The teachers in that PLC in the past had students individually um do a web quest to gain background information on the novel The Outsiders.
The PLC developed the following collaborative inquiry question. How does using a culturally responsive protocol during the chunk or chew part of the lesson help students engage in deep learning and engagement?
Um during their first review cycle, during their first review cycle, the PLC had their peer coach interview students to gain a better perspective on their learning needs and which protocols
um impacted their learning and really engaged them. And then the teachers made a shift away from that individual web quest um to gain background information for the outsiders and instead used a culturally responsive protocol in which
students collaborated to do some research into the cars and the music and the culture of the 1960s and then share that information with their peers. >> [laughter] >> Um those these are some of that um the
reflections from those PLC members. Um I'd like to highlight a few of them. They said students were more actively engaged and reflective when we used the protocols. Um using the protocol created in the- moment or the opportunity for in the-
moment formative feedback to students versus when they were working completely individually. And then um they reflected that allowing themselves to be uncomfortable and changing how they've always um you know introduced that unit
uh improved outcomes for students. Okay, we're going to get into an activity. So to process what we just went through with our three pillars pillars of our mission, we're going to do a just the headline activity. This is cooperative in nature. So you will be working with a
shoulder partner and it is subjective. We would like to hear from you what you summarize our mission has. Okay. How you would summarize our mission and the impact it had on teachers and in turn had impact on student achievement and
experience. So how this goes is you on your own are going to jot down just some of the key points that you remember from our presentation so far. When you're ready, you're going to turn to your shoulder partner, share your thinking, come up with a couple two to three similarities, and then from there,
create a news headline summarizing the impact our mission had on teachers and then intern students. We have a lot of two minutes for this, but if we need more time, we can definitely do that, but we'll put the timer up there for you. When you are ready, go ahead.
Questions before we start. All right, enjoy. We are at the 1 minute mark. Just information. Keep processing as needed. And when you are ready, feel free to turn to your shoulder partner to share your ideas.
Okay team, if you are ready or let's go. Uh, how many more minutes or do we need we one more minute? You've got it. Okay, we're going to bring it back. And remember, there's no wrong answer because it's your thinking.
Any group can start. Feel free. I'll start with our headline late breaking news. [laughter] >> Teachers and students gain benefit from collaborative learning environment. They can feel free to explore and be vulnerable.
>> Thank you. >> We can try. I haven't said it out loud yet, so it might be bad. Um, Weisetta educators affirm the impact of honest feedback, personal growth, and student achievement with peer coaching.
Thank you. [laughter] >> So we had uh >> see >> cooperative feeling good. >> Yeah, we had collaborative constructive feedback mechanism and datadriven approach that allows
everyone's growth. >> Thank you. >> Okay, I feel like we're gonna end we're gonna end on a bad one. I'm sorry. Um The survey results show peer coaching is effective at providing a safe space for teachers to improve the student
experience. >> Thank you. >> That's good. >> Yes. [laughter] Each individual approach was felt like it wrapped in um what we've had in our mission. So collaborative learning environment, explore vulnerability,
impact, honest feedback, cooperative, constructive feedback, safe space things some of the things I jotted down. Thank you for doing that activity. I hope that met some of your engagement needs. All right. Just like all of our colleagues, the peer coach PLC uh
created a collaborative inquiry question um to guide our our thinking and our our practice this year. The question that we developed together was how does a peer coach's focused use of probing questions
during post observation debriefs influence a teacher's identification of a high lever next actionable step for student learning. So, we're really looking at the questions that we are asking during our reflective conversations as peer coaches and then
if the teach how the teacher um identifies a high leverage next actionable step. On our feedback survey, we asked staff, as a result of the work with my peer coach, I have implemented a next actionable step and we are happy to
report that 93% 93.7% of staff uh responded positively. Another highlight from our collected data is around this uh question of as a result of peer coach process I have tried new teaching practices and we've
seen an 8% growth or 9% excuse me 9% growth in the past two years on this one question it's been the same question for two years um and we felt as a team that our focus of our collaborative inquiry process and how we were able to really
dive into the types of questions we were asking and the responses we were getting to be able to move to some new teaching practices. And that showed up in the survey results. And based on our staff feedback and our survey and the verbatim quotes that you
guys had seen um some of, we have some program shifts that we determined would be beneficial for the peer coach team next year. Um and we'll highlight a few of them for you here. The first one is refining our CEL practices. So, uh, continuing to dive into the visioning
pyramid and use utilizing that in our pre-con conversations, our reflective conversations with our colleagues as well as the 5D rubric and making sure that when teachers are naming various components in our conversations that we're showing them, this is where you're
at or where do you determine that you might be at and it can help inform them of the next actionable step. Also, >> we also identified that we would like to continue to deepen systemwide um connections between smart goals and
collaborative inquiry questions, especially helping teachers see some alignment between their goals and the collaborative inquiry cycles and the building goals for student achievement and experience.
Thirdly, um, as teachers are picking their focus and choosing where it is that they'd like to make their next moves, um, supporting the staff with the interdependent learning process that we've been focusing on here in Weisetta, utilizing culturally responsive protocols in a more fluid manner in
teaching, utilizing basic needs language as a way of being in classrooms with students, and also circling around that portrait of a Wisetta grad. We are going to continue fostering shifts in thinking and practice through
intentional questioning with teachers and noticing the impact that has on them determining a next actionable step. >> And lastly, uh something I'd mentioned earlier is those connected coaching cycles and connecting the various types of resources that we have here in
Weisetta. We have literacy coaches, instructional coaches, peer coaches, partner teachers are going to be um new next year and ensuring that all teachers feel that they have a wealth of resources at their fingertips and not forgetting that we are or not putting us
each in silos but utilizing each other with each other um to make the growth that they're hoping to make for themselves. This is all in service of each and every one of our students as they are with us in Wisetta Schools. transition or sorry
early learning through transition >> team coach team. >> All right. Thank thank you very much for that presentation. Any questions or comments colleagues? Yes B. So this is great. Um on that one chart where I think about 6% of um participant
surveys they disagree with the approach. So, were there any other thoughts or ideas that were bounced around or why? And again, it's a smaller percentage. I totally get it, but just curious, were there any other ideas that
>> others had thrown on the table or um anything on top of your head? >> As far as feedback from from the survey, there wasn't anything like that was obvious that showed up through the verbatims. Um, so there wasn't a the
reflection was was difficult when it doesn't show up. >> So no recommendations as such. >> No, >> folks just responded. >> Okay. All right. Thank you. >> Not that not that we could find. >> Yeah, >> sounds good. Thanks. >> Heidi, you go.
>> Um, I thought it was interesting how you phrased it. The next high leverage actionable step. Can you speak a little bit about because like Paris was saying sometimes there's lowhanging fruit and they're simple things to do but then you can also elevate it and say okay I'm
going to take a bigger chunk this time around now that I've kind of hit every all the things that are right there and obvious. Can you speak to that high impact leverage? I think that showing teachers the staircase image and helping them really
think about the ideal state um as it pertains to their goal or the the work that they're doing in their classroom or any staff in our district. I think that really helps build the high lever actionable steps because you're seeing how that gets you to your ideal state.
>> And sometimes low hanging fruit can be high leverage. you know, I'm thinking that just because it's there and it might be obvious doesn't mean it won't have high impact for kids. So, um, wherever it's hanging could have the leverage. It just depends on that teacher and those students and that
classroom environment. I think also director Katie um over the last five or six years as we've been working to align the peer coaching work with the professional learning work of the district um what you're seeing is it's it's just really exciting to see
the work tied for example two of the images are CEL so that next actionable step is really the training that we've had through CEL and coaches academy and with our teachers to to be able to break down like what is the what where do we want to get you know all students no no gap Right? So what are some of those
actionable steps that we can get there? Because sometimes when something seems too large, then we we don't take a step at all. Right? So really deciding what is a high leverage step. So if a building has a goal, if a district has a goal, what what can I as an individual teacher impact that? And so that's
really I think the one stat I did a shift in my teaching practice to see that go up 9% is huge because that says that we're trying some of this work. So through those professional learning days, flex learning days when we are providing teachers opportunity to learn
those things, they're carrying that over into action. Um, and that's just really exciting work. >> Question. >> Yeah, I was just going to comment too and I'll give a little bit of a historical perspective since I don't have much time to do that at this
[laughter] point. I remember back it was 19 or 20 years ago when I was in another district and when Q comp initially started and I can recall in the district I was in hearing about the way Wisettto was starting and it was all focused on professional learning and it uh
deemphasized or didn't necessarily focus primarily on the additional compensation that was uh associated with QMP at the time and it just really became a model right at the start of this Q comp program and it's had several iterations as it's worked its way through. But I'm
reminded of a thought that comes uh that I think about periodically about how you start matters. And I think Wisetta really started as a leader in this and it's continued and it's because it was all grounded in professional learning and I think that's been a big part of
why it's been so successful. So kudos to you for continuing that tradition and keeping it moving forward in such a good way. I think it's really been a great program for us. >> Thank you. >> Okay, another question. I have a
question on I believe it's slide 11 maybe on the student outcomes and can you go back to that slide please? Keep going. Keep going. Keep going. One more. That one. Hold on. So, student
achievement and experience. So [clears throat] have have these been created into smart goals yet or is that something that's going to be done in the future? And if if you have done them or if you are going to be doing them, [sighs] how
would you connect how would you relate the result as being the results or the achievement being a result of the peer coaching. >> Mhm. you know so I I always try to see connect the two two entities you know
instead of relying on causal ambiguity you know so we don't know if I'm not saying that it it's not true but peer coaching how do we connect peer coaching to the results we achieve for student outcomes how do we make that connection >> it's one piece of the puzzle
>> seems like just another opportunity for teachers to engage in a reflective practice independently and with their um community their teaching community and their data as they're in a PLC and having their data driven dialogue drives
their moves and often times will drive the cycles that they'll do with us. So they'll be in their PLC, they'll be doing whatever their PLC might be doing um to move achievement and student experience forward. And then as they're
engaging in coaching cycles and again it's just one small piece of a thousand piece puzzle um but uh they'll say okay this is what we're doing as a PLC now this is what I want to do to help support that work. So um another supportive factor.
>> Okay. All right. Thank you. >> Yeah Alicia >> I was just going to follow up with that. I mean, I think as I hear you talking about this, and again, I'm new and still learning all of the ins and outs of how this works, but being as somebody who's been in education, it's a kind of like parenting at times where you never
really have a quiet moment. It feels like you're always around people, but you can also feel really isolated at times. And so, this just I think you can't lose the fact that all these connection points of being able to connect with your peers and other educators that is going to benefit I mean, that's benefiting the students just right there. I think if it's
helping our teachers feel supported and not that they're just like on this island alone trying to figure out some things that are coming up. So that's one thing that just kept coming to mind through this whole process is just, you know, I remember the days where you were just like, I don't know what to do and I'm not even sure who to go to to ask about this. And so it feels like this is
a natural consistent built-in opportunity versus waiting for the next, you know, education day. You know, what am I trying to say? Uh >> professional learning. >> Professional learning day. Yes, it's a Monday. Um, so anyway, that's just something that I was thinking is you
maybe can't measure that directly, but I do wonder if that was taken away. I think that would be felt really quickly by the teachers who are clearly saying that this is helpful. So, and it's not an eval cycle. So, that was some of the feedback that we did receive was this is something I get to choose for my own
learning from what where I know I am as an educator and where I want to go. So that independence in our first pillar really was touched on um through a lot of the feedback of this is something I value because it's not within an eval cycle. It's a low low stakes or it's
it's not being leveraged for anything other than my own learning. So >> I think to uh director Sony and and to get back to Thank you. They're worried about me Monday too. You can see um to
get back to um the data piece of it. I think we've talked a lot in here about education being hard because there's not a cause and effect data in education, right? But we do leverage what we know nationally about coaching. So, we know that teacher our greatest resource. We'll talk tonight about some of our
budgets and we know that that's where we put the majority of our money. So, we want them to be the best that they can be. And the research is really clear that coaching cycle um job embedded professional learning is the lever that most greatly impacts student achievement through all the metaanalysis and had
work and so forth. So then to hear that our teachers are saying 93% of them I think it was say I tried something that I know is a high lever instructional practice that you taught me is high level I tried that then that's directly tied to the teachers capacity and we
know that high capacity teachers produce high cacity student results so that's really where that data comes from in kind of a linear way. >> Sure. So that's an indirect way to associate the cause and the cause and the effect. Right. Yeah. Thank you. Thank you for that answer.
>> Thank you for that. >> Right. So nobody has any questions. Thank you for coming here. Thank you for the presentation and keep up the good work. >> All right. So next we have superintendent reports and Dr. Anderson will present some policies for approval
and some for suns setting. >> Thank you, Mr. Chair, members of the board and staff in attendance. We have a number of policies that are um being changed, added, deleted, sunset, whatever the appropriate terminologies
might be. All the above perhaps tonight. And attached review are the following policies for your consideration. Keep in mind and be reminded that we have a policy committee that meets uh monthly or regularly to review policies and and bring recommendations to the school
board. And I'm just going to read through the list here and then uh turn it back over to you, Mr. Chair, for recommended action. Uh the policy approvals uh in the board packet for tonight uh include policy 201 legal status of the school board which was
previously listed as policy 200 reumbered to 2011 to match MSBA and combined with sunsetting policy 201. And I'll just share that we've been on this mission of renumbering uh in better alignment with the MSBA policy manual
and Amy G has been focused on that and working on that and we appreciate uh bringing us into to good alignment with that. Uh policy 202 schoolboard officers was previously policy 207 reumbering to 202 again to match the MSBA and
combining regulations in the policy. Policy 205, school board meetings open and closed was previously policy 210 reumbered to policy 205 again to match MSBA and combining regulations and policy. Policy 210 conflicts of interest
schoolboard members uh previously policy 205 reumbering to 210 to match MSBA and suns setting two policies which are listed here. policy 2011, school board powers and duties, and 206, board
organizational meeting. And before I turn it over to you to recite the recommended action, I might just ask Sheila Prior if she has anything additional to add about the work the policy committee has done as the policy committee chair. >> Thank you, Dr. Anderson. Um, I would
like to point out that the sunseted policies 2011 uh schoolboard powers and duties um MSBA does not have a schoolboard powers and duties policy. It was a repetition of what what is in policy 2011 schoolboard legal status in
case anyone was wondering why we were sunsetting that. what was in schoolboard powers and duties has been incorporated into schoolboard legal status. Um and school board sorry board organizational meeting um the language from that policy
is being incorporated into policy 202 schoolboard officers. So that language is not going away. Um, and then there was some rewarding on policy 2011 that has previously come before this board for discussion and we now have the
rewarding here for your consideration. Thank you both. Um, so board colleagues, the recommended action is to approve the policies as presented in the attachments and sunset the recommended policies as well. Do I have a motion to approve? >> I move.
>> And you wave a second. Do you wave the second reading? >> Sorry, I waved the second reading. >> Second. Okay. >> Sorry, I know better. >> And do you you second, Alicia? Okay. Thank you. Moved and seconded. Is there a discussion?
>> Yes, Valentino. >> I brought to attention policy 2011. Um, and I'm uh what we used to have. It's just a friendly reminder. We are suns setting the language uh which states that the school board is a
representative body elected by the citizens of the district to provide for and oversee the operation of the public schools as mandated by uh Minnesota state law. It intends to exercise the authority in a manner responsive to the
best interest of the community in general and the district students in particular. Um I realized when I was preparing for this meeting that we are losing that language and with new
proposed MSBA uh 2011 um uh language which is called schoolboard legal status uh adding the statute statutory language and MSBA uh language states that school board has
responsibility of governance, management and control over public schools in the school district. Our policy um has uh another sentence being included. Consistent with this authority, the school board governs
through policy and oversight and delegates management and administration of a district uh to the superintendent. I had been for two years at um policy committee and when I was asking to add
some additional language to other policies I had been told that uh the language is already existing in other policies. Let's not wor uh too much. Uh we already know that in different documents there is a statement that
superintendent um has a delegation of managing when we um including the board management and delegating it in the policy which is related to schoolboard legal status. It creates um the idea was
originally to have separate to have policy schoolboard policy 2011 and uh policy for superintendent because that uh has a hierarchy. The board possesses the authority. The superintendent
exercises delegated authority uh and the superintendent remains accountable to the board. Uh this means the board owns the authority. By adding this the language about superintendent in the schoolboard policy, we are watering down
the authority authority of a school board. Um that's the reason I'll be voting no. >> Okay. >> If anybody would like to motion for a change of the wording, that would be an appropriate thing that you could do. and
somebody would have to second that. Um, I just want to throw that out there. Um, I I do recognize that in policy 2011 that we're sunsetting. [snorts] Again, this is not from an MSBA recommended policy that the general statement of
policy on there is not written out in the new 2011. Is everybody okay with not including that or do we want to add that as a what are people's feelings on adding that as like a C under general statement of policy?
>> So removing rem removing the sentence which says we delegate the authority. >> Well that's an op option and also adding in the language from our old 2011 school board is a representative body elected by the citizens of the district. I don't know that it adds anything. And again,
it's not an MSBA um recommended policy. I have a question. Sure. I might ask. So, as I look at 2011, uh in the red line version
in definition, it says school board quote unquote means the governing body of the school district. Is that encompassing of elected by citizens?
>> Yeah, >> it would be. But I think her objection is not to that. Her objection is to surrender our management capacity. Not surrender maybe the wrong word, but you know >> what's that?
>> Delegate. delegate the management authority to the superintendent is what I think. Am I right Valentina? >> Uh my saying it that we have separately in documents written that uh school board delegates the authority to
superintendent. It's already written. That's what I heard during policy meetings when I was trying to add something else to our policies that this language is already existing in different document or in different policy. When we are including this
language in a school board related um uh duty, we are watering down the authority of a school board. That is my concern. So if it is in another document, why would it why would you be concerned if it is also in this document?
>> The same comes to me to my mind that uh the next uh school uh school board policy 202 not 202 what was it? Um 207
has um it says schoolboard officers for the care management and control there looks like our policy committee didn't have a difficulty but for some reason so it remains from a statute language this language is from statute >> right
>> it is uh it is a legal language that's why I am I'm not comfortable with Okay. So, do you want to make a motion to amend that and see if we have support
or a second and >> Okay. I would like to make a motion to remove the language cons uh proposed language consistent with this authority. The school board governs through policy and oversight and delegates management
and administration of the district to a second. I can second. Right. >> You can second if you want a discussion. >> Yes. Okay. I just for the for the sake of discussion I'm going to second that that amendment.
Um we now need to take a vote. >> Can we have discussion? >> Discussion first. >> Yeah, discussion first. Of course. >> Um so the language about delegating has been moved from our old policy 2011 into
this new policy 2011. So it was there before. It's not anything new per se. Um >> Sheila, just to clarify the language, the red line language. Yeah, >> was in another policy previously.
>> So not exactly, but in policy 2011, it said in carrying out this function, the school board recognizes the following general responsibilities as paramount. And number three under that is delegating administrative responsibilities. Okay. >> So that's where the part about
delegating was previously um in an effort to consolidate and have you know again to more to better align with MSBA recommended policies and to ver to make sure that that delegation point is there
somewhere. It was moved to this general statement of policy under our new 2011 >> is did I hear this correctly? MSBA also has a recommendation to delegate responsibility to the superintendent in their policy model
policy. I know we had in 2011 the previous 2011 policy we had that statement number three right >> that is I I don't believe that is an MSBA pol 20 old 2011 is not an MSBA policy they don't have it at all it was
just and it's a to me it looks like a repetition of a lot of what was already in >> um >> okay >> the new 2011 and that we do delegate I mean that is effectively how we run our board as >> and if I remember correctly the last
time we brought this policy up for approval that language was removed and now we have added that back in is that correct >> that I don't know what language was removed the >> did it just say >> this yeah >> right so last time sorry
>> last time would have been um in 2004 >> no no this was tabled a couple of months ago >> oh >> we reviewed Yes, >> that's when I think >> last is the language that you agreed upon at the work session, but we can change whatever you'd like.
>> No, I know. I know. I'm just trying to jog my memory why that why this policy was tabled a couple of months ago and that was because we had taken out that delegation line, right?
It was I I I at least um asked and challenged that one because MSBA language is stating and MSBA uh policy has that statute language. It says governance, management and control.
>> What what came to the table the word management was removed. That's that's when I opposed it. Correct. And and then I recommended that we add the management back with the addition of the delegation to the superintendent. Am I right?
>> Yes. And and so that language was added back in and now that that sentence that's in statute is there in full and then an additional sentence of delegation was added. >> Okay.
So, my understanding, and help me if I'm if I'm stating this incorrectly, is that you're concerned that we're watering down our responsibility. >> Yes. >> Okay. I am not I personally am not seeing how that could be because in any
[clears throat] case, statute and somebody correct me if I'm wrong, statute overrides anything. Um, and we still have responsibility for governance, management, and control over the public schools in this wording. >> Correct.
>> But I what I'm seeing is actually a more accurate reflection in our policy of how we are doing things. And in my perspective, I think it's actually very important for us to have that clarity
um because it sets expectations and then everyone knows what their role is and it's clear what each person or each you know each person's each um role is is
obligated to. That's my perspective. Did everybody have had a chance to say or so I'm not >> I'm overtaken. Yes, you are right that uh statute language uh supersedes uh if uh school board did not uh do correct
with policy statute language supersedes but my uh point is uh here what I'm saying that we have documents already stating that superintendent is uh get we authorize superintendent to manage uh
this one is specifically policy for school board and it's it is repeating the statutory language and it also the same language is being used in 207 where that one for some reason was not
challenged. It it left as is. It says uh for the care management and control of a public school um of the public schools of a school district. uh that's the only thing since it's already uh documented
in our place that uh we delegate the authorities to superintendent. I'm not sure why we are cutting our school uh our responsibility our our authority here what when we include
that language in school board related uh function. Um, I would say as Heidi said that it this is an accurate reflection of how the board has historically been running the district um by delegating and so
it's it is more accurately reflective reflective um >> can I ask one more question? >> Well, I was just going to say that a majority of four board members can vote to do other things. it doesn't take away
the voting power of the board to later change the policy or to do something that is not even consistent with delegation. Um which as a board if we ratify this policy we're saying we
we support the delegation um but it it by no means prevents again a majority of four people from doing something different later. >> Yeah. Go ahead. Um, my question was, and if somebody could help me out with this,
I'm pulling it up now, but it looks like the last reviewed date of 207 was February 14th, 2022, and that was the last amendment date. So, um, I'm not sure that it um it may not have gone through
the same conversation. That's happening now. That's all I'm trying to get at is it's 2026 and that four-year gap may may have we may have learned and seen more things in that time. >> On the other hand, it may have gone through the same conversation but but but they decided to leave leave the
language in. Right. So >> So I I had objected to the removal of the word management and suggested addition you know that additional sentence. So I am okay with with accepting that as is as amended. Okay.
>> Yeah. Parish. >> No. So I agree with how it is written. So no questions or concerns there. Um and Valentina just so I'm following your concern. Are there other policies where
we have to make similar change? Maybe we have original statement in other policies and now we have to replace with the revised version of delegate. >> Um possibly but I just want to raise that in policy 207 section 2 uh subp part B
it reads the persons who perform the duties of the officers of the clerk and treasurer need not be members of the school board. Those duties may be delegated to appropriate district personnel. So um it is in the policy 207
>> but that that has I don't know if that has any any connection with with the discussion at hand right I mean >> I think it does because she was referring to 207 >> right but she was referring to another statement in 207 nothing to do with the clerk and the treasurer she was
referring to the statement >> right that the delegation to of management to the superintendent is that still is that still there >> 207 Seven is schoolboard officers. The topic is schoolboard officers. >> Superintendent at the final though it's E.
>> Yeah. Alicia. No. Okay. Dan, you have anything? No. All right. I think hopefully we have had enough discussion. Let's go around the table and see if uh if this if this amendment has a majority or is not acceptable.
May may I clarify please uh what which language is going to be? >> You wanted to amend the approval of the or of the policy as recommended to amend it to take out that >> that sentence >> that sentence. Yes. Right. So you moved I seconded and we had a discussion.
>> Okay. Thank you. >> Now that amendment is being voted on. >> Okay. Okay. >> Am I right? >> Can we restate the the verbiage? Let's Could you restate how you would like it voted on? Exactly.
>> I propose to uh my amendment is to remove that uh a region I mean the last proposal of adding consistent with uh this authority of the school board governance through policy and oversight and delegates management and
administration to the district to the uh superintendent. Okay, that was my understanding and that's what I seconded. So, all right, let's take a vote. See? >> Yeah. Roll call. >> Great. So, to and just for um uh point
of information. So, then removing the line in a starting with the word consistent. Are we is it proposed to substitute anything in that place? No. Just to cross it out entirely. Okay.
All right, the um motion being made and seconded. I'll start with the roll call vote beginning with myself, Dan Janestra. Dan Janestra votes no. Alicia Little, >> no. >> Paris Bendy, >> no.
>> Sheila Prior, >> no. >> Heidi Kedar, >> no. >> Valentina Ays, >> yes. Milan Sahony. >> I vote no. And so the motion to amend fails. We go back to the original motion
to approve the policies as recommended and sunset the recommended policies. Um I guess we have finished the discussion on that right. Okay. So this is also roll call vote please. >> All right colleagues. Uh Dan Janestra I
vote yes. Alicia Little >> yes. >> Paris Bendy >> yes. Sheila Prior, >> yes. >> Heidi Kedar, >> yes. >> Valentina Ays, >> no. >> Milan Sahony, >> yes. The motion carries. Thank you.
Thanks to the policy committee. That's a lot of work. And uh hopefully we have sorted many of the policies now going back to having them numbered like just like MSBA has. So, and thank you Amy for doing that. All right, we're moving on to the next
item. It's the finance and operations report presented by executive director Trevor Peterson. Trevor will first present the combined financial reports for the month ended April 30th, 2026. Trevor. >> Yeah, thank you, Chair Sony, members of the board. I am actually asking Jen
Welk, our student accounting and finance manager, along with Jack Sterns, our director of finance, >> [clears throat] >> um, to present actually the next two agenda items for us. Thank you. Okay. Good afternoon, school board. Uh, Superintendent Anderson. Uh, thank you for having us today. We're going to
start with the, uh, financials for the month end April 30th through 26th. So, this will be 10 fiscal months out of the year. Um, I wanted to point out that the budget was approved on April 20th. So, the budget column now is reflective of our revised budget.
So, beginning property taxes are all coming in in line with previous fiscal years. Um you'll notice that it's at 97.5 while the previous two fiscal years were at 100%. That's just because of one small payment that's still coming in. Uh you'll see it in May uh on the May statements. So that will also be at 100%. But other than that, state aids
are all of our metered state aid payments are coming in as expected. Um Jim, would you like to talk to federal? >> Yeah, our federal um the draws are a little bit higher this year. We chose to process some of those before we changed over new finance systems.
Thank you. And then finally is the uh miscellaneous local revenue. You can see that is right in line with previous fiscal years as well. Uh we did revise the miscellaneous local revenue down a little bit at um due to the investment income or the interest income. Um so that is why last year it's a little bit
higher than this year just because of interest income, but everything is coming in as expected. Um, you'll notice that all the other funds, food service, community service, and debt service all are in line as well with the total all funds being right around 82%. So, moving on to the uh expenses, you'll
see that salary and benefits are both in line with previous fiscal years. uh with when it comes to things such as purchase services, supplies, capital, this is all based on timing for the most part, based on when projects are being completed, um timing of payments and things like that. But you'll see at the bottom line um the
total general fund expenditures are right in line with previous fiscal month uh fiscal years as well. Um you'll notice that food service and community service are both a little higher than previous fiscal years. uh they were just doing a little preemptive spending before the end of the fiscal year, but everything is coming in as expected to
budget there. Um and then you'll also notice that that service is 100% um which is really good. So here's a statement that has been new the last few months. Um this is just where we're breaking out the general fund operating against the restricted
fund balances or restricted budgets. Uh it's just a another way to kind of look at our financials. Um you'll see that our unrestricted revenue is all coming in right around 78.8 with the previous two years being about 79. And then below that is the tech levy, our long-term
facility maintenance and operating capital which are all also coming in similar to previous fiscal years. Below that you'll see with the unrestricted expenditures that is all coming in as expected. And then we broke out on on that side as well the tech LTFM and operating um just to kind of
show like I said a different view of it. Uh this has also been updated for the revised budget. So I'd like to point out that on the bottom where we have the unassigned assigned portion um this has been updated and the projected uh 630 2026 unassigned assigned fund balance is
um comparable to the revised. So, we're projecting about that $4.5 million um addition to our unassigned fund balance there. And finally is our cash on hand. We in April we received our first uh tax
tax payment uh for the year or for the second part of the year. Um so that's why our cash is higher. Um it will continue to be higher next month too as we receive our other tax payment. Um, it was fun to see over $und00 million in the bank for the first time. That's how you know that we're in a good financial standing and enrollments growing because
I don't really know the last time that that's happened. So, that was really exciting to see. I opened the bank state bank account. I was like, "Oh my gosh, that's a lot of money." [laughter] So, um, but like I said, we received the first tax payment. We'll get the other tax payment in May. Um, and then the other cash amounts there are the alt
facility bonds which we spent um, by the end of this summer. So, that we're projecting to be completely spent up on pavement projects. And then there's our capital facility bonds, which is the 2025A bonds uh for West Middle School, which we did a large draw in May for this. So, you'll see on the next month's
financials that that does take that that does drop because we're projecting that project to be wrapped up uh by the end of the summer. Uh any questions in in in regards to the financials? >> Thank you, Jack. Uh any questions? Nope.
So the $100 million will not be with MISL, right? They will be in the in the bonds part of the >> um No, that would be in the mislaf. So it will be in Oh, >> yep. So that's just from our state aid payments, our federal and our tax
payments. So, in terms of cash flow, we're on our high end of the cash flow and then we'll trickle down a little bit as the year goes on and our metered payments will continue to come in and as Jen does draws that money will come in as well. >> Dr. Sony, are you referring to the $100 million of bond sale that we're coming
up later? >> Yeah. >> Yeah, that'll actually probably show up in a separate line. >> Okay. >> On here. Yeah. >> But not in the mislab fund. >> Um, will it possibly could be a Mizlav fund, but we aren't sure yet. Is that all? If I see if I I'm on the board of
trustees of Mislab. If I see it there, I will make sure that they understand that it's our money. Thank you. Anybody else? No. Thank you, Jack. Let's move on to the next one, which is there's no there's no action on this one
right now. Uh, next one is a preliminary budget, right? Okay. Go ahead. Okay, next up is our 262 27 preliminary budget. Uh this is uh gen my third time presenting this and we get better each
time I'd say. We've had the joy of presenting to the CFAC committee as well as the finance committee of the board and received feedback and answered questions and it's been an awesome opportunity for us. So looking at the agenda for tonight, um we're going to discuss the background information along with some assumptions
and components that went into creating the budget. It's the overview information of our prelim fiscal 2627 budget which includes the general fund, food service, community ed, construction, and debt service. And then we'll have some time for questions.
You've probably seen this slide many times. It's just a summary of our government fund structure. Um the general fund is up on I'm not going to read it. You guys can if you haven't already. Um the general fund up on top and then the four underneath that are standalone funds.
So here's our timeline. Today we are at the yellow arrow uh seeking approval for the preliminary budget. In January, the finance team will get together and and look at revised budget assumptions and then come back to you, the school board, in February with our revised budget. And
then in April, we'll come with the capital budget. And in April and May, any budget updates we have, we may come to you again. So getting into our key assumptions, um our sources of revenue for the general fund, 60% of it comes from state, 34
from property taxes, three from federal, and three from other. So key assumptions that go along with the general fund is our formula allowance. It is the dollar amount per pupil unit used to calculate the district's basic general ed revenue. For
fiscal 27, the percent increase from prior year is 2.69%, 69% which is $22 more per student. Keep in mind that fiscal 28 and 29 and beyond uh the actual increase will have
a floor of 2% and a cap of three. So one of the main components of putting together the budget is the enrollment projections. Um as you know we're a pupil driven revenue system. So the projections are based upon combination of our internal trend data as well as
the demographic studies that we did in 2000 fall of 2024. We took our original assumptions of high migration and low kindergarten and then updated that with the current enrollment we're experiencing as well as the developments that are actively building
in our community. For the preliminary budget, the district is estimating 13,349. Now, please keep in mind that that includes all of our students early childhood through age 22. It is an increase of 285 students from our prior
year revised estimate. So, if you look at the grid down below, with the formula allowance being 7,683 and an increased student projection of 285 students, we're estimating a revenue of increased enrollment at just under
$2.2 million. So, as we look at the revenue projection information, looking at enrollment increases, as I mentioned with the 285 additional students, um, with the formula allowance, that brings in roughly 60% of our revenue. And then we
have our levy dollars, which is 30% of our revenue budget. And that's a roughly a 5% increase with the adjustments made for 2627. federal allocations were estimating similar revenue from prior year. >> So moving on to the expenditure side, uh
when it came to salary and benefits, we utilized the settled contracts as well as um there are some contracts currently in negotiation. So we um worked with our HR team to figure out the best um way to budget this via staffing for 2627. Uh we
budgeted an 7% increase for health insurance costs. Uh there was no increase for the dental insurance costs this year. Uh transportation um as everyone remembers we went out for RFP for a new vendor for this. So with this we did budget roughly a 5% increase for
2627 for transportation services. Uh utilities we budgeted an overall increase of 3%. Uh LTFM this is similar to previous years. It's the $15 million that we levy for um for long-term for long-term facility maintenance projects. Um for special education, we did budget
an increase of more than 7% due to higher projected needs and increased um expected increases expected in the future for this as well. Um some of that being the $ 1.5 million that we shift from federal to state education um for tuition. And then finally is the tech
levy or technology. Um, and this increase is offset in the revenues via the tech levy that was approved. So, here's another way of looking at what I just kind of talked about. Um, you can see the 2526 column and then the 2627 column. Um, and then all the
various health insurance, dental, TRA, all of this was baked into our budget when we did the prelim um, for salary and benefits and all this uh, supplies and capital and things like that. I really enjoy this uh slide just
because it gives a good kind of show of where our expenditures go um via the various locations. Uh you'll see that 52% is in salaries. Uh n 19% is in employee benefits. Uh 16% is in purchase services. But I would like to point out
that Wisetta is a little bit different than other school districts and that our transportation services are outsourced. Um, so we're not paying for buses or bus drivers and things like that. So about 9% of our purchase services is transportation costs. Um, 9% is capital
purchases, 3% is supplies and materials, and 1% is other expenses. So now we're getting into the budget uh, compared to the So on the left side is our 2526 revised. In the middle is the change or the amendments we made to the budget. And then the 26 27 is the prelim
budget. So that's on the right side there. Um I would like to point out that this is the total general fund. So this is everything that is related to our general fund budget. So all of our restricted uh fund balances as well as um our operating. So um the next slide
is another general fund slide that we'll get into that kind of shows a more clear picture of our operations. Um but for our total budget for the general fund, you'll see that we added $4.4 4 million to our local property tax revenue. Uh
this is via the um property tax statements. So that was approved last year. Um and now we're budgeting it for 2627. Uh state aids. We'll see that we added $9.8 million to this budget uh for the prelim for prelim 2627. A large
portion of this is our state aid or of course the state aids, but a large portion is the uh special specialized education revenue and then the rest of it is based on enrollment increases. And then our excuse me our federal aid there is a decrease because um we are
estimating fiscal 27 to be current year allocations prior year of the 4.1 million there. It did include a higher amount of carryover from prior years due to having uh the ESR funds a few years back. Um, and then
we don't get prelim allocations for our federal special ed until August. So, we're going based on just some trend data. >> So, the last the last revenue up there is our other local revenues. So, most of this is our interest revenue as well as
our fee based revenue for athletics um and student activities. Uh, we like to budget this conservatively. So, we did decrease this budget from revised. I have expectation that we probably will re revise it up when we get to that point, but for now we wanted to be conservative here. Um, so that brings
our total revenues just over $250 million. Um expenditure side uh as I mentioned the sing benefits we utilize all those the settled contracts the negotiated contracts um paid family medical leave uh all our health benefits
dental benefits and we in total we added about $10.1 million to salary and benefits for this year or this coming year. Um purchase services there was a slight decrease bringing the total to 36.3 million. Uh supplies and materials we added here bringing the total to 9.6.
6 million. Um supplies and materials, I just mentioned that one. Capital was another decrease. Um this decrease was primarily just due to our West Middle School project and then the referendum and things like that coming up. Um long-term facility maintenance projects. We'll be using other funding sources for
capital. So, this was an area that we could decrease on the general fund side. Um and then miscellaneous and other uh expenditures is about the same as the revised at three $1.1 million. This is another look at our general fund budget. The only difference between this
and the last slide is that I took away the LTFM. Um, as as you all are aware, we're still receiving some adjustments on the LTFM side and the revenue. Um, this year for 2627, we are receiving $11 million in revenue and then our expenditures are still budgeted at 15
million. Um, so that's why it's all sitting in a restricted fund balance, but it does nothing to it doesn't affect operations in in that way other than it just is sitting in that restricted fund balance. So we wanted to strip it away um on this prelim budget slide to show you what um the increase to our
unassigned fund balance could be or what we're projecting it to be for um this coming year. So at the moment we're projecting revenue over expense to be about $2.4 million for the general fund. So, with the help of our of of other wonderful members of Weisetta public
schools, I'm talking about Jenny Eert, um the director of community ed, as well as Michelle Seagodall, the director of Weisetta Cafes. Um we are going to present their budgets for them for 2627. Uh first was Michelle's budget for Weisetta Cafes. Um in total, she's
adding about $414,000 to her revenue budget. Most of this is on the federal and state side for meals. Um she uses a mixture of participation rate for meal sales as well as enrollment. Um and then
the the I guess the rates aren't out yet. So she was using the 2526 rates to estimate the increase for revenue there. And on the expenditure side, she budgeted about 309,000 for salary and benefits. Um she did budget an increase for food. A large portion of this is
because of inflation. And then on the miscellaneous other within there is the uh capital or operating equipment. Um for the 2526 budget year, she did spend down her fund balance a little bit on projects at the high school and she's not projecting to
do that for 2627. So that's why um there's that large decrease there or change from 2526. So at the moment she's expecting to add about $55,000 to her fund balance. And then moving on to community ed, uh
you'll see total revenue addition from revised for for community ed is about 1.1 million. A large portion of this or the largest portion is the fee based revenue. Um she's added a lot of programs after school, so after school programs and you can see what our enrollment and the addition of those
extra programs are doing to her fund, which is amazing. Um that raises her total revenues up to 17.2 million. Um and then on the expenditure side, she added salary and benefits. similar to our general fund in the YZ cafes decrease purchase services supplies and
then as well decrease capital and dues. Um but she's projected to uh add about 516,000 to her fund balance. And the last two funds are going to be our debt service and our construction fund. Uh first is our construction fund.
You'll see that there's a fairly large change for from 2526 to our 26 27 prelim. Um that's primarily just that well it's completely due to those 2025A bonds for the West Middle School project. Um the total revenue in 2526 was those bonds and then since we
currently don't have any bonds we budgeted $0 um for the revenue side of our um construction fund here. And then the expenditure side um the West Middle School project is expected to be completed by the end of the summer. So, we just budgeted our expected spend for
July and August there um in 2627. And then we're also expecting within the construction fund under those abatement dollars um that I talked about during the revenue expense summary. There's about 500,000 sitting there. We're John John Deutsch is going to spend that this year. Um so, we did not budget that for
2627. So, the only thing budgeted in 2627 at the moment is the remainder of the West Middle School project. And then the last one is our debt service fund. Um all of the revenue on this is from property taxes. So that's coming straight from our levy
certification. And on the expenditure side is our principal and interest payments for the 2627 school year for all of our debt. And this is just a reminder as to why we're here today, seeking approval on the fiscal 2627 preliminary budget.
>> All right. Thank you, Jack, and thank you, Jen. Uh, so the recommended action, colleagues, is to approve the pre preliminary budget for this for the 2026 27th fiscal year. Is there a motion? >> I so move. Second
>> moved and seconded. Any discussion? >> No discussions but just wanted to commend all the work that finance team has done. Um I especially wanted to call out our CFAC meeting and I think most of you are aware our CFAC audience is very finance and business savvy. So we get a
lot of good questions and the way you guys handle those questions especially around bond sales and Trevor you have done really good job in terms of explaining everyone in simplistic terms um so really kudos to you all you've done your due diligence you are always
prepared so there is never a followup there is always answer and clarification so just wanted to call out great job in those meetings >> I One more piece. Uh, I also want to I'll tag on to that though. Thank you to Jen and to Jack and to Trevor for all
the work that you've done. I know you've been diligently building this budget for some time. We're always working in three years at one time. So, this is a lot of work. Um, it is typical board colleagues, since we have a new board colleague, I just want to highlight it's typical for us to come to the very end
of June to approve the budget so that we have the most accurate numbers for our upcoming year. Um, so it's typical that it's at a special meeting around our work session. So today is um the same kind of a a situation. Um, I also want to highlight the work that Jenny Eert
and her team are doing. Uh, it is the first time in a long time that we are going to open enrollment again for Wisetta Kids and that is a big reason for her increase in revenues. And I'm just so excited not just for Jenny and for Wisetta Kids, but for all of us. Uh
because if you're looking for a spot, make sure that you go in when it's time to sign up. Keep your eye opens on on Parent Square and get in when you can. Um again, thank you to Michelle Sagodall. The food is delicious and the kids are happy. Thanks.
>> Okay. Yes. I I also want to thank the finance committee, Heidi, Paris, and Dan, right? You're on the committee. Thank you for all the hard work and obviously the this the administration as well uh led by Trevor. I do have a question. This could be for you Jack or
Jen or for you Trevor. So we all know that the the special education the the the enrollment in special education kids is growing for the last several years. the federal government is not doing its
part under the idea act which uh under which they promised 40% um contribution in I think it was 1974 when that act act was enacted now we know that there was a an
executive order to transfer the education department I don't know if it is completely to the HHS or partly to HSS and another department, but any idea on what that might do to the little bit that we still get under
IDA? I think like 13% or something like that. Will that drop a lot? >> Um, frankly, I don't know if anybody knows. Um, it's still pretty fresh, pretty new. Um, I mean, [clears throat] I think that news came out last week as to what that what is happening there.
Um, I think everybody's waiting uh to see what that might look like financially. Um, quite honestly, we probably don't have th that information yet. So, um, I I I do want to point out though that that is a huge variable. Um, we do a lot of work. We have a high
confidence, high level of confidence in the budget that we bring forward to the board for approval. But I think everybody understands there's still variables um especially of a district our size and um small things can become big big dollars attached to it and special is is one of those both on the
expenditure and revenue side of that too. So, um, what what we don't talk about a lot is even our special ed revenue that's currently at about what are we even at $30 million or so um give or take a little bit is we don't know
what our revenue for 2627 is going to be um until 25 26 is finalized um because it's based on 2526 expenditures and we probably won't even know until February or March of next year. So um that's just one example of many variables. So, um I
know that's not a direct um answer to your question, but um you do point out one of those things that's a huge variable for uh districts across the state. But my basic question is of the 30 million in spared revenues,
what how much is how much comes from the federal government through that IDEA contribution? Is it a big chunk, small one that we don't have to really worry about or >> Yeah, I see Jen is turning on her microphone, so take it away. >> We do not have a large uh allocation for
federal special ed. Okay. Um and then we do use some of that to cover tuition costs for our students. Um I haven't heard anything this year as far as fiscal 27 what's happening. I think like Trevor said, there's a lot of unknowns. Um I'm reading everything I can trying
to keep up on stuff. Uh we never get our prelim allocation until August. It's been that way forever from the state. We get it in August and we don't even get a final until March. So like for fiscal 26, we just got our final allocation in
March. Um and and so we just have to go based on what we're seeing for trends and the information we have. Um I think there's just a lot of unknowns. >> Sure. So just wait and watch then. >> Yeah. And Jen also mentioned during the presentation about our carryover. We're very strategic about how much of our
federal allocation we carry over from year to year. So, um what that does is that allows us some flexibility. um should we get a decrease in federal allocations in any given year, we have the ability to um utilize some of that carryover from previous years that um
will allow us to not have to react as much to the current news, but be able to yes, we would have to plan for that in future years, but um it allows us some time uh to figure out a new plan going forward should a federal allocation come in a lot lower than what we were expecting. But um it it is important.
And I know a lot of districts do not have use the carryover or they use all of their funds in any given year. Um we are not a district that does that just um to safeguard from those things happening. >> Okay. Thank you. >> Can I just lift up one point out of that
Trevor as you were talking the carryover doesn't just allow for flexibility but it protects the programming that's available to our students and our families. Is that correct? >> That would be accurate. Yes. Yep. >> Thank you. Yep. All right. If there are no other
comments, let's uh I'm going to read the recommendation again. It's is to approve the preliminary budget for the 202627 fiscal year. Roll call vote then. >> All right, colleagues. Sheila Prior, >> yes.
>> Heidi Kedar, >> yes. >> Valentina Ays, >> yes. >> Dan Janestra, Danestra votes yes. Alicia Little, >> yes. >> Paris Bendy, >> yes. >> Milan Sahony, >> yes. Thank you. And the motion passes.
>> Okay. In next, we are moving on now. It's going to be Trevor, right? Yeah. Trevor will recommend approval of the general obligation school building bonds series 2026B. Yes. Thank you, chair. So many members of the board. Dr. Ernerson, thanks
again. Um, I'll kind of let him introduce himself, but I'll do it anyways, too. Matthew Hammer Ellers's financial adviserss. Um, he's been a pretty regular visitor to the seat over here. Um, ever since, um, we received good news and thank our taxpayers for
what happened on April 14th, uh, there's been plenty of work going on behind the scenes as to what this means for us going forward. Um, one of those things is um identifying what a um what multiple bond sales would look like to
um receive the $496 million. And um Matthew can talk about it far better than I can. So I'll defer to him in in a little bit. But um as of right now um because of the length of the construction projects that will be occurring in our district and affecting every building within our district
boundaries, um we um are currently planning to do four bond sales um to make up the $496 million of voter approved funding. Um so tonight um we are bringing forth the first of that um for $100 million. Um again Matthew you
can talk about the rhyme or reason as to why that amount uh the timeline of that but as of right now of the four bond sales that we are planning which can change and probably will u maybe the timeline of it or the dollar amounts of it. [snorts] Um we do project based on
our draw schedule working with our um construction partners, W architects as well as well as Krauss Anderson um to do the best we can for a draw schedule. And by draw schedule I mean identifying which projects will be happening when at what price. Um so we know that we have
funds in hand to be able to pay um the contractors for the work that's being done. Uh so at this time we are um planning for this first $100 million to last us through the first quarter of the 2028 um calendar year. Um so again I'll I'll
turn it over to to Matthew to talk about more of specifics of that and um yeah and then later on we'll we'll seek your approval to do so. >> Yeah, thanks Trevor. Um good evening members of the board, Chair Sony, members of the board, Superintendent Anderson, Matthew Hammer, municipal
adviser from Mers. Um, as Trevor said, we've been working with the district administration and the um, construction manager Krauss Anderson pretty extensively to identify the overarching um, construction schedule. And that
really ties into the overall plan as we set up uh, the financing plan. And from a big picture perspective, we don't necessarily want to be paying interest on dollars that we don't need until we actually need them for construction. And we we look at these large construction
projects over number of years. Um it's important for us to try to align the timing um with the the funding needs in a strategic way to try to optimize the plan and and keep the cost down for taxpayers as much as we can as well as
providing flexibility for the school district as we go forward. Um, so with all of that planning where we've identified the first issue is going to be a hund00 million of the $496 million as Trevor pointed out that is going to get us through um based on the
preliminary schedule uh around the winner of early winter of 28. So the next phase um which is scheduled to be a little bit larger in phase 2 would happen February of 28 and then about every year after that until we get through the project.
[gasps] That will change right as we get into the actual timing of the need. Um if we don't need the money as fast, we likely won't necessarily be issuing as fast. And we also will be monitoring market conditions along the way if there's advantageous times for us to be
looking at an additional sale. Um the reason for why we look at this is kind of twofold. One, um we try to give the district flexibility, try to manage interest costs, but we also have considerations from an IRS perspective
which is called arbitrage. Um, and we're trying to align that timing to to minimize that arbitrage liability or rebate that the district would have to be owing between now um and when you need the funds. And there's there's a lot of detail behind that and I won't
get into it, but big picture um the timing matters, right? And there's some um timing limitations that as we if we can get funds in play for the district and they can get spent on a schedule based on what we've identified with the construction firm. Um we don't
necessarily have to give money back to the IRS. And what arbitrage big picture means is is you're going to borrow at tax exempt rates. We're going to go hopefully invest them at a higher return. Um and you'd want to be able to keep those funds in your construction
fund to help support the project. Um so as we uh continue forward that'll be some of the pieces that we are accounting for as part of the overarching plan. Um with this issue you'll see that there is a call provision in um right now we have an
8-year call. That's what market um is kind of dictating when we go in and we're going to be taking competitive bids on the bonds. Um it'll look a little different than the tender refinancing we did. This is kind of our typical process here where we're going to go through a competitive bond sale.
It's scheduled for August 10th, the morning of August 10th, and then the school board will award um to the low bidder who's offering the lowest true interest cost that day at your meeting that night. We're scheduled then to close on September 3rd and then those
funds will be available to um go to pay some reimbursements that the district will have because you all have some costs and then be invested between then um and when we get to the next issuance. Um that timing as you see that calendar we do we will go through a rating
process again. Um it'll be a little bit abbreviated because we're just coming off of our other rating. Um we'll be going through due diligence and we'll have another offering document called the preliminary official statement that will go out to biders about 10 days ahead of the sale. Um and then
[clears throat] um the biders will be offering their bids typically that morning of uh um October or August 10th. Um so right now um we're in really good shape. We've had
some recent sales. There's been some stability from what we've seen in the bond market, which has been good. Um, and we're looking at an interest rate that we've identified or true interest costs on this initial sale. We have an estimate of I think it's 439, which has
about 50 basis points at cushion. So, we're expecting if we were in the market today, we'll still be underneath 4% um for a true interest cost when we go to market. [sighs] Did I miss anything? No, I I I think it's probably a good
time to add um just because Jack and Jen just went through the the budget presentation and there was once again um multiple slides on there um as we continue to work through our LTFM adjustments and um while this isn't this doesn't have anything to do with that
the bond issuance that we're bringing forth today um I do think it's important to um let the board know that um through this work that we're doing with Ellers um and we have been pretty um I [clears throat] guess upfront with the the board the finance committee of the
board as well CFAC that um there is opportunity um while we're doing construction um for the bonds um there are some projects that have been identified that are eligible to use LTFM funds for um that makes sense to do that while you're at the building doing other
things. It just helps um optimize and maximize resources to be able to not have to mobilize multiple times if you have a contractor on site. Um provide some bidding flexibility. So the timing of that makes a lot of sense. Um but in order to accomplish that, we're going to
have to stray from um our LTFM practices that we've done in the past. Um which has been called what is a pay as you go um format where you basically um estimate what your annual expenditures are going to be um and then do projects
that match up to that. So in order to make that happen um we are going to need more cash on hand during these next four or five years to increase our LTFM projects. So um rather than um in order to make have more cash available but to
be able to keep the the debt service level um we will be using utilizing some LTF bond issuances to do that and and again those will be come forward those will come forward later on. Um but I think it's important to know that this is all part of that plan. Um it doesn't
have anything to do with the action that's um recommended tonight, but um know that that is a significant part of what the district will be seeing in the next four or five years, too. Um [snorts] the other thing Matthew did talked about the reimbursement. So, the resolution um brought forward tonight is
not only to authorize the issuance of the bonds, but there's also the the reimbursement language in there that allows us to go back um for expenditures that have already incurred um essentially to utilize these funds to pay ourselves back or pay the general fund back for those expenditures that
are eligible for bond construction funds. So, I I think with that we would um open up for any questions or the the recommend action is before you too. >> I will do that. Thank you, Trevor. Thank you, Matthew. So board colleagues, the recommended action is to approve the
resolution relating to to general obligations school building school building bonds series 2026b authorizing issuance providing for sale and co-enanting and obligating the
district to be bound by and use the state credit enhancement program and establishing compliance with reimbursement bond regulations under the internal Internal revenue code. Is there a motion? >> I so move.
>> Second. Moved and seconded. Any discussion? >> I have a question about the um LTFM funds and what you just told us. Um I guess I want help understanding what will that look like that's different than before the we would pay as we went
before and now we will take from and replenish or >> No, that's a good question. So I let's look at this from a 10-year window. Um so our current practice is to um identify $15 million per year. that's
fluctuated a little bit, but for the most part, it's averaged $15 million a year. Um, that we would do $15 million worth of projects. Um, so over the course of those 10 years is $150 million. Um, over the next 10 years, we
will be doing $150 million worth of work. Um, but we're going to be doing maybe 12 million next year and maybe 39 million the following year, 20 million the year after that, and then it drops down to maybe $6 or $7 million. Um, so
the bonding mechanism would be used. So it looks like it's $15 million a year to keep the debt service level. Um, but it allows us then to carry over any unused funds to to future years, which we do not have the ability to do that um on
the pay as you go method. Um, and that's where our LTFM adjustments have been the last few years. So, um, if we do pay as you go for $15 million of LTFM, um, and you only spend $10 million, that's where
a negative adjustment, your revenue is negatively adjusted $5 million to make up for that. So that is what we have been dealing with recently. So to be able to use bonds to um have that money available to carry over from year to year uh will eliminate the LTFM
adjustments as well. So um kind of a win on both sides. So if that if that makes sense I'd answer your question. >> Yeah. >> Thank you so much for the excellent presentation. It was really great to have these uh conversations in committee. I was curious about kind of
anticipated interest um in the school district's debt. Um have you received solicitations? Have you received any you indicator of you know who all might or how much uh interest we may see? >> Yeah, we'll we'll see interest in your
district, right? You have a AAA rating, so that's obviously going to carry a lot of interest out in the markets. the size of the issue is also going to be a in a good spot, right, for what um purchasers are looking for. Um that'll go public,
right? So nothing's officially publicly released until the POS is released, which will be about 10 days ahead of the um bond sale. and for regulatory reasons, right? There's really nothing that the district can do until that that uh document goes out to the public
markets and everybody then has a chance to to bid at it competitively on the on the day of sale. >> Thank you. >> Okay, I have three questions. uh re so in in simple words tell me if LTFM and
this this the proceeds from these bonds are they going to be separate buckets or will they coingle >> they will be separate buck buckets they need to be in order for us to track the expenditures accordingly so yes happy to hear that >> yeah and and that will get a little
difficult um it'll be um it'll take some effort to do that because like I said we we there will be projects that we want to bid together. Um but we'll have to identify in those cases how much of it is for the bond and how much is is LTFM. So they will need to be separated >> and that will be transparent. Everybody
will know what >> correct. >> Y thank you. Um so we somebody Matthew I think spoke about interest rates um from from now until August 10th is is is a couple of months and we know that Kevin Walsh the
new uh u FBI not FBI u governor of the federal bank um has announced that he may increase rates that's a very strong possibility so are we hedging that against that happening
and and >> we have we have cushion built in right to our our rate assumptions on purpose, right? So, we had about 50 basis points on on what we have for pre-sale. It'll be interesting to see how that kind of plays out, right? Because there's the short term and the long long end of the
curve, right, in the grand scheme of where things are at. So, um we're comfortable with where we're sitting right now. Um, and even if we were all the way up to what our pre-sale estimate, we're really positioned really well for the the long run, right? Because this is a journey as we go
through this process. We have this initial bond sale. Um, and we were carrying higher interest rates assumptions as we went into the pre-election estimates. Um, so right now we have this initial bond sale estimated
at not quite 440. um right if we're in we think that's about 50 basis points of cushion based on where the market is um and then we're still carrying higher interest rate assumptions as we go through the plan. So um over this
duration um and as markets go and as you look at your own investments right there's going to be fluctuations over time and that's one of the things that we'll be monitoring too. I will say from a big picture perspective, right, as we looked at the planning, um, if we were
COVID rates like 2021, 2022 was plan will look a little different, right, when interest rates were 2%. >> So, but as we kind of go forward here, if there is some opportunities, um, it could change and dictate what this looks like as we go um, overtime as well.
>> And then the last question is about the draw. I heard that um after this one the next draw will be in February of 28 and there will be four more draws. Correct. So 28, 29, 30 and 31. >> Yeah, there'll be three more is what our
estimate is now. So this is the initial sale. Then we're looking at three additional sales. >> Not 100 million every time then. >> No, it won't be it's not 100 million every time because your construction schedule needs difference amounts of cash at different times. I think the next issue is about 170 million 175
million and it it's subsequently followed by another larger issue and then the last one is smaller at this point in time. So right now that's scheduled to be 100 million and then in February of 28 175 February of 29 150 and then February of 30 would be 71
million. >> Okay. >> So that that means that the timeline is going to be 2030 when we will make the last draw. Is that is that what we had anticipated the timeline to be for this project? >> Yes. Yeah. And I I think that's an
important point too because um it's impossible to do um this amount of construction in one or two years. Um not only from a capacity standpoint, a contractor standpoint, but also um our
buildings are used year round. So, we really need to be thoughtful of not closing certain buildings in certain summers at certain times. So, all of that um all of that had to be considered into what we have as a master schedule right now. Um and that master schedule
will change. Um some projects might get accelerated, some might get pushed back. That's how this goes. Um and when if that happens, those future bond amounts that I just listed could change. Um, you know, we don't expect them to change a lot, but you know, you could change from
10 to 20 million just based on if the schedule does change at that time, too. So, a lot of things to consider. >> Sure. Thank you. >> Mhm. [clears throat] >> Yeah. >> I [snorts] just want to highlight something that you reminded me as you were asking your questions. All of the scheduling has been done in
collaboration with building leaders and um principles. And so, it's important to understand that this isn't done in a vacuum at all. >> Of course not. Yeah. Okay. Thank you. If there are no more questions, I'm going to read the recommended action again. Long one again is to approve the
resolution relating to general obligation school building bonds series 2026b authorizing issuance providing for sale and co-enanting and obligating the district to be bound by and use the
state credit enhancement program and establishing compliance with reimbursement bond regulations under the internal revenue code. This is a roll call vote. Done. >> Colleagues, Heidi Kedar, >> unemphatic. Yes.
>> Valentina Ays, >> yes. >> Dan Janestra, Dan Janestra votes yes. Alicia Little, >> yes. >> Paris Bendy, >> yes. >> Sheila Prior, >> yes. >> Milan Sahony, >> yes. And the motion carries. Thank you,
Dan. And then I think you have one more item. Uh Trevor is the seeking resolution on certification of population levy. Thank you Matthew. >> Yeah, thank you Matthew. >> Um yes, Minnesota statutes um do allow
do allow a school district to submit um to MDE um population estimates for your school district um from the state demographer based on recent estimates. So, um, we try to do this every year for a couple of reasons. Um, first of all,
it's good just to have accurate information. Um, secondly, it continues to show the growth within our district, the population, and and um, one other thing too is it's um, it does provide additional revenue um, for our community education or fund for. So, um, with
that, we we do have a resolution before you that would increase our district population from 74,015 people, um, to 74,762, an increase of 747 students. And, uh, just for a little
additional context, I mentioned the community service revenue that would generate an additional $5,81166 for the community education fund. So it's not a ton of money um but it's more than zero which always helps. So um with
that the recommended action is before you. Thank you Trevor. Uh so colleagues the recommended action is to approve the population estimate of 74,762 as of June 2026. Is there a motion? >> I so move.
>> Second. Moved and seconded. Any discussion? I may just uh indicate that the increase is residents not students and um some of which would be students just to offer that clarification. Good point. Yeah.
>> Okay. >> Mine is also that it is for uh done so that it is uh for funding for recreation summer and after school programs too. Correct. >> Yes, that is correct. So that it it's three different um funding sources
within the community ed budget. It's it's for general community ed, it's for youth service and then for after school services. So a [snorts] portion of that additional population goes to those three programs. >> Thank you. >> Mhm. I have a question clarification
question actually. So is there a threshold at which we have to report this or get it approved by the board because some a number could be within the margin of error also right lot. What if 30 there's an increase of 30 people, you still have to report?
>> Yeah. No, the the answer to your question is no. A school district can do this. It doesn't have to. Um there are actually school districts if their population is decreasing, they choose not to um so they can maintain um existing revenue. >> Okay. Okay. Thank you. So um again, the
recommended action is to approve the population estimate of 74,762 as of June 2026. This is a roll call vote as well. >> Colleagues, Alicia Little, >> yes. >> Paris Spendy,
>> yes. >> Shayla Frier, >> yes. >> Heidi Kedar, >> yes. >> Valentina Ays, >> yes. >> Dan Janestra, Dan Janestra votes yes. Milan Sahony, >> yes. The motion carries. Thank you, Dan.
>> All right. Thank you, Trevor. So the next item on the agenda is human resource services reports. We we are getting near the end guys. So we're getting there. So Laura Huffman Hardik, I'm hoping I pronounced that
correctly. Director of human resources will first recommend approval of unaffiliated salaries and handbook changes. >> Great. Good evening, school board, and Dr. Anderson. and thanks for having me this evening um while I present uh for
Dave while he is out. Um so um I have the pleasure of presenting the next two items and um the first thing I'm going to go over are the unaffiliated changes um or proposed changes. So um included in the summary um is information about
increases to salary schedule and the district's contribution to health insurance. Uh for the salary schedule, we are recommending a 3.4% increase across all three unaffiliated handbooks. Uh health insurance, we are um
increasing in the district contribution of 12.75%. Um and just for reference, 12.75% is the known premium increase uh for the 2627 school year. Um the total package for
this one-year cost is 5.61%. Um and then just a few items uh that helped us or that led up to this recommendation. Uh human resources did a study of comparable positions in similar districts. Uh we primarily used the lake
conference districts uh when doing these types of um compensation studies. And um we also did a review of settlement levels from the last 10 years which reflect a lower salary increase average than other groups with a notable
difference in the last three fiscal years. From 2023 to 2026, principles and teachers averaged a 2.68 salary increase while unaffiliated averaged a 1.75 increase across those three years.
A survey was sent out to all unaffiliated staff and follow-up meetings were held by level to discuss priorities for the 2627 handbooks across all level. While there were various ideas proposed in regards to specific contract language, the common sentiment
around the last three settlement salary levels was notable. The one-year total package of 5.61% 61% is still below the one-year settlement cost of the 2025 20227 WA contract which is 5.69%.
Uh the recommendation has been reviewed and is supported by the executive director of finance Trevor Peterson, Superintendent Chase Anderson, and incoming superintendent Dr. Rob Virgin. Um and that has also been reviewed by the HR committee of the board. And the
recommendation is before you. >> Thank you, Laura. So the recommended action is to approve the 202627 unaffiliated salaries and handbook changes as recommended. Is there a motion? >> I so move.
>> Second. >> Moved and seconded. Any discussion? >> Yes, Valentina. >> Um I have a question actually I sent obviously ahead of the game clarifying questions but right now one of them
comes to my mind. when we have 269% uh formula increase per student uh how are going how are we going to be affording this kind of increase we are suggesting uh where money is going to be coming from
>> so the the 2.69 is one of many formulas so the 2.69 69 is um an additional formula increase not only for current students but then for additional students as well. So um [clears throat] we we will see the growth in enrollment
um which will um help alleviate some of these costs and and also um our local property taxes is is another chunk of our revenue that um needs to be considered. So again the the 2.69 69 is just one of many formulas that produce
revenue for us. Um, but with the with the growth in enrollment, we we do expect that that to be a a key player um in our um contract settlements, not only this one, but also going forward for the next couple years as well. >> I might just add too, and Trevor, you
can correct me if I'm wrong, but it all comes from the general fund for all of our employee groups. So any of the salaries and benefits that we've indicated and been speaking about in our budgets are all coming from the general fund. Is that accurate to say? >> Yes, there we do have um some uh
employees that are paid through the food service fund fund two as well as community service fund fund four. Not all of this is would be a general fund impact. [snorts] And uh thank you for clarification which brought to me yes we are planning uh
according to projections to have 285 uh more students and obviously money comes with that but uh we ended up with budget cuts obviously one year when things did not uh came to fruition uh
what is the contingency plan if revenues do not meet projections? Once when once a budget is established and and once a a school year starts, um we're not going to lie, there's there's not a lot of opportunities to to make
budget cuts once once those things start. So, um that is why we are really uh fortunate and comfortable where we are with our fund balance. So there are times where um that might have to be used if um if for example we we
underestimate what our enrollment projections are. Um those are things that have happened before. Um we have also underestimated what um enrollment growth would be too. So uh we continue to monitor enrollment growth or enrollment um enrollment applications
every day. Um we are really really confident with where we are with the 13,349. Uh we started with that number what was it about February. Um and we continue to monitor that daily and um it has not wavered. Uh we're really comfort
comfortable with what that is. So um do we know for sure until school opens in September? Um no we are not. Um so that is um certainly one of those things as a contingency plan that we would rely on uh fund balance for if needed.
And I would suggest also that what we're doing for that for next year is the same process we've used every other year. I mean it's always a little bit of a guesstimate and that we're projecting and overall since the fall of 2008 we've
grown an average of about 200 students per year. So we have a pretty good trend line to uh give us some confidence to do our budget planning based on the the enrollment uh numbers on what we're seeing currently. >> Yeah. And there also are other opportunities as the year goes along if
we decide to cut off the purchase of supplies and materials. Um if we postpone some capital improvements, those kind of things. So um there are other things you can do, but again that gets a little bit difficult um once school begins and um we we see the uh
the students in our classrooms. But um there certainly are things that we can do um to manage expenditures as the year goes along. But there are also things like uh utilities that we don't have any control over. So you hope for a warm
winter and um those kind of things. Hold on one second. Are we done? >> Okay. >> I have a follow-up question. Um so as you budget and as you plan you look at conditions around you and we did go through cost containment that's something that happened over the course
of three years. Um my question is as you were planning for this budget and you're thinking about raises. I mean I think part of the reason that increases were lower in past years is because of the conditions that we were under um as a
community as a society. there was, you know, that big C-word that nobody wants to hear anymore. So, can you tell me about how as you're planning when conditions change, how that's reflected in the budget. >> Yeah. First and foremost, that what is being proposed tonight in in both of
these contracts. And I know Laura hasn't presented the second one yet, but um what is being proposed is included in the 2627 preliminary budget. Um and and we do know that um there are usually retirements and resignations that occur
um within those contracts too that that change all of those proposals. Um it it it's it's a constant movement. Um we also know that there are we are carrying some unfilled positions that his history has shown we don't sometimes fill those
positions too. So um there are those kind of things within there. But um I I think what's really interesting is when you look at I don't want to jump ahead and and and do the second one, but both of these groups that are coming forth tonight um if [snorts] you look at the percentage of the total salaries and
benefits that they have within our budget is not changing um from our 2526 revised budget to our 2627 budget. There are the exact same percentage of total salaries and benefits for these two groups.
I'm glad to hear that looks like there is a plan but I'm still concerned seeing uh how much money only we receive and how much we are proposing because why I had been questioning during some committee meetings uh and as a parent I've seen uh during budget cuts the
programs had been cut uh like for example with and affiliated uh we had uh in the past it was 1.5% uh in uh increase and then second year it was 2.25 increase but as if right now we are
offering 3.4% 4% and also an affiliate it has steps and levels. It's not like we're not uh valuing them at all. And again in my case it's not even about being against it's about at the end of the day uh we cut uh programs for
students and uh school where I be about three A's academics athletics and art is the one being cut and it's it did not come back and I don't hear that much of
a talk about uh reestablishing uh these programs which at the end of the a will affect the students because some students we discovered not as good in academics but they will thrive in art for example uh therefore I don't feel
comfortable with these numbers no other questions or comments I'm going to read the motion again [clears throat] is to approve the 2026 27 unaffiliated salaries and handbook Book changes as recommended. This is again a roll call vote.
>> Colleagues, Valentina Ays, >> no. >> Danestra, Danestra votes yes. Alicia Little >> yes. >> Paris Bendy, >> yes. >> Shayla Prior, >> yes.
>> Heidi Kedar, >> yes. >> Milan Sahonyi, >> yes. The motion carries. Thanks again, Dan. Okay. Next, Laura will seek approval of the Wisetta Principles Association contract. Laura,
great. Thank you. Um, so a summary of language changes for the Wisetta Principles Association 2026 2028 contract was shared with each board member this week. The WPAP membership voted unanimously to approve this tentative agreement. Included in the
summary for the schoolboard is information about increases to the salary schedule and district contribution to health insurance which are um typically the two largest costs associated with any contract settlement. So for the salary schedule um 3%
increase in year 1 applied to step five of the salary schedule and then with the removal of step one um and replaced with the current values for step two. Um so the new step 2 through four values represent an evenly dist distributed
scale between the new step one and the new step five. Um this change is due to our step one principal salary falling significantly below our comparable districts. This compression will allow the district to utilize more steps of the salary schedule when making
competitive offers to new principal candidates which lowers costs over time. And due to over 90% of current WA WPA members occupying step five, the total package cost of the salary compression in steps one through four is relatively
low. And then 2.9% uh increase was applied to all steps in year two. Um the health insurance the district contribution of 12.75 in year 1 and 5% in year two. And just for reference, the
uh 12.75% increase is our known premium for 2627 and then um an average premium increase of approximately 6% in the last 25 years. Um so the total package cost is
4.56 in year 1 and 3.45 in year two. Uh with 8.01 total package um for both years. Uh the MSBA cost is 6.3 uh sorry 6.37%. Um and then for reference 20246 2000
sorry 2024 2026 settlement was 7.99 uh two-year cost in the MSBA. Um the recommendation is before you. >> Thank you Laura. So the recommended action is to approve the contract with the Wisetta Principles
Association for the period of July 1, 2026 through June 20th, 2028 as agreed upon by the bargaining teams and ratified by the WPA membership. Is there a motion? >> I so move.
>> Second. >> Moved and seconded. Any discussion? >> Yes. >> Yes. Um again I don't want to make it it's not that I uh pointed out pulled out just unaffiliated it's the same principle comes here too that um our
principles also have uh levels and um uh steps and uh my understanding also our principles on a higher uh end uh right now since many of them are experienced. I would like you I would like to urge uh
board members to have a picture of a student student in the classroom who is um sitting in a very uh overcrowded classroom and the teacher has to deal with u rising uh special ed students,
rising behavioral issues and also uh on top of that uh there are more students being added it because of a cost uh containment. Right now we are not but we are keeping our teachers in the same position. These are the ones who are
delivering the work. They need some help. They need some help with um adding like uh maybe at least paras. I understand there are constraint with the buildings right now but at least if we would have parents and um help other
help adults helping that is what will change uh the life of a student therefore I don't feel comfortable with this numbers >> so I don't think we are saying we are reducing teacher ers are not increasing
teachers or parents because of these increments. And again just looking at the numbers for school year 26 27 for general fund we are looking at about 2.5 million
surplus which is on top of our current cash balance if you will. Even if we look at for this as well as previous bucket let's just assume 3% right not the number that is given the actual delta is not significant enough
in my opinion so even if I look at just the preliminary cash balance 2.5 million we are talking about 20% or less so again we're not reducing teachers we're
not reducing paras we still have an opportunity to add if we need to which will get reflected in the final budget. So considering all of that, I think this is fair in my opinion. I I don't see any
issues or any significant impact to cash balance. In fact, our cash balance is much stronger. Um and I think just looking around the table and all of you if there is a need for us to add more teachers or more paras I think we will
look at it. I don't think anybody is saying no we won't increase the staff because we are increasing you know salaries if you will for these two affiliated groups or non-affffiliated >> principles >> principles sorry is that fair
>> I would just like to add to what par said um that this this you know approval of this contract is not mutually exclusive with lowering class sizes. And in fact, we've heard from, you know, human resources in the past about class
sizes and that we're keeping the lower class sizes that we had in place. You know, when the kindergarteners didn't materialize, we still had a certain number of teachers. We didn't, you know, reduce that. And so, you know, this is all part of the conversation going
forward of a lot of things that we do we talk about in teaching and learning and human resources and and this is like one piece again that is not mutually exclusive from doing the other things that you know we would like to do for the district.
I also want to add um I I will say my thank yous now that because I think it's pertinent to this conversation at this point. Um I want to thank the negotiating team. They came in with an incredible amount of professionalism and integrity um to
the conversation and um I think it is I think I have personally benefited a great deal from being a part of the negotiating team. um whether it's for teachers, whether it's for Wisetta kids, whether it's for
principles over my past years and I encourage every single one of my board colleagues to do the same an incredible amount about the professionals that are in our buildings and how they run such fantastic buildings like our kids are safe and
healthy and are learning and achieving. um our principles would be the first to to say what our kids needed. Um and so I just want to call that out and that they
come to the table with a very keen eye on student needs. Uh and I just think that's important to say. >> Yeah. when we are going to be uh in that case I was actually uh involved with cafe
negotiation in that case I feel like if anything to for them uh the percentage was not uh that high and when we're talking about equity uh teachers contract was 3.75 first year uh second
year was 3% they're the ones with boots on the ground and uh I I'm not trying to be uh I'm talking about where the money is going to be coming from. Other than money has to come from somewhere. And uh
as for class sizes, we joined uh uh this district and the teacher told me that uh for fourth and fifth grade the um the class size was 25 students. At that time she had 27. She said these are two
students way too many. And it was before COVID, before behavioral uh issues, uh before uh special um ed uh students being on rise and ELLL students being on a rise, we are asking our teachers to do
so much more almost like um being parents and all but at the same time money some has to come from somewhere that's the whole reason when I'm looking at what's what kind of money is going to be coming and what kind of money we are
offering. offering then in that case there is a big uh discrepancy also in between uh who which groups were offering what stood our teachers are the ones who are delivering this uh work they are the ones with boots on the on
the ground and um as I stated our art programs uh are not being reinstated uh we still keep running them the same way this one at the end of the day I would like to remind our board
that this is about students. This is about what as I said picture of a student who is sitting in overcrowded class came ready to learn but instead of that has to deal with uh some uh
constant noises some um uh behavioral issues and all that's that's our big picture supposed to be. I'm not against I just want to wherever money to point it out wherever money is coming from it
is coming from somewhere else and it we sorry >> did you want to say something >> okay I just wanted to offer a couple of insights here um there's been some uh mention of steps and lanes for principles and for unaffiliated staff I
think all of our bargaining groups have some uh schedules that or probably all schedules that have those steps and lanes. So, there are those incremental increases. Superintendent might be the only one that doesn't have the steps and lanes, but there are probably some positions
maybe in community ed that may not either. Um over the last couple of years, I just want to mention too that and I shared a document with the board that demonstrated that over the last from three years ago, we have decreased the average class size at the elementary level by two students. So that has gone
down and uh there's always going to be anomalies. in my 20, I don't know, three years or so of doing staffing uh within the school district or being closely involved with staffing, there are always going to be some grade levels in some
buildings that are going to be above that class size average target. Um, in the document that I shared with the board, I think over the five-year period, there were only three grade levels over that five-year period that I think were over the staffing ele or
staffing target. If you remember that shading that I showed, the orange reddish color, I think were the three areas. The others were either equal to or uh lower than the average class sizes. So even though we've we have increased those targets, um but I think
it's important just to to get into the uh messaging here as well that we have lowered that by two, we've also added significantly to our special education staffing and support uh both with teachers and uh uh par profofessionals and leadership within special education
as well to be responsive. And I just want to acknowledge and I haven't heard anybody suggest differently than this that uh principles and district administrators really have a tremendous impact on student learning in you know a lot of times behind the
scenes and it isn't always evident and may not look like boots on the ground or like uh there's active engagement with it but uh research shows that you know the most impactful individual on a a student or group of students students is
the classroom teacher, which makes sense because they spend um a lot of time the most time with their students. Principles are a close number, too. And they if you if you uh look at a cumulative perspective because of the work they do in a building that might
have 600 to 4,000 students in it, they have a huge impact on student learning. Uh maybe not with each individual student, but multiplied over all those students. So, I just want to throw into the narrative as well that, you know, I really appreciate the work that our
principles and district administrators do. A lot of it really goes unnoticed and on off hours and all hours and uh uh 12 months out of the year. So, I appreciate the work that they do and and I just wanted to to share some additional insights to go along with
those that we've heard today. >> Okay. If there are no other question >> I think one question. >> Oh yeah and again the class sizes is definitely critical. I mean nobody's denying that. The whole point is again
in my mind those are two separate issues. If there is a challenge with class size we have to tackle it. Whether it is extra teachers paras that has to happen. All other contracts and um bargaining group was the term I was looking for. So all bargaining groups I
think they have been negotiated really in good faith. Uh all the increments are they look pretty good in terms of where we are with inflation and all of it. So again and I was just pulling numbers as of April our unassigned fund balance is
close to 12%. That is like money in the bank if you will. Plus when I look at how our next year is looking like again it is in surplus. So when you talk about 1% 2% difference in all of these
discussions that is not a significant money which would cause any issues or concerns from budgetary standpoint. On the other hand all of these positions are very critical. These are leadership roles and I think we have to be at or
above that industry standard to to attract and retain talent because that is going to be very critical. These leadership positions they we need the right individual in those roles and we have to attract and ret retain talent. So again absolutely critical that we
have to have right class size but just looking where we are financially today I think we can handle both of those. I don't think it has to be one or other in my opinion. >> I totally agree that uh all these
professions are playing the role. Nobody's arguing. My argument is where the money comes from. That's my my uh major thing when we're talking about class sizes. Again, I'm quoting a teacher. It used to be uh 2017 2018. She
told me for the fourth and fifth grade it is 25. When we're changing what kind of size we can have in uh from your document, it says it states 30. These are plus five students. We asked our teachers to do at least I'm talking
about from for fourth and fifth graders to do to take five more students. Uh I have to trust the teacher who had been uh exp uh who had quite a bit of years experience and she's my belief is she's
still working and I uh loved her. So I would like uh that that teachers instead of getting bigger numbers because all of a sudden we're reporting uh um the class size of 30 students is a new normal.
It's not uh that um it's changed the co the goalpost changed. uh that's that's how we can report. But although all many of us are uh do know that
this class size is way too many for our teachers to handle um and for and I heard about achieving achieving I mean that's one of the thing for the governance role uh we need to discuss
how our students actually achieving are we even uh back to the point of where we used to be in 2019. No, we are not. So there is something need to be done so that students achievement is changing.
And again it is not that I'm against unaffiliated or I'm against the principles. It is at the end of the day where the money is coming from. All right. If there are no other questions or comments, I'll read the
action. Recommended action again is to approve the contract with the Wisetta Principles Association for the period of July 1, 2026 through June 20, 2028 as agreed upon by the bargaining teams and ratified by the WPA membership. Again,
roll call. >> Colleagues, Paris Bendy, >> yes. >> Sheila Prior, >> yes. Heidi Kar >> yes. >> Valentina Ays >> no.
>> Danestro Dan Jesterro votes yes. Alicia Little >> yes. >> Milan Sahony yes. The motion carries. Thank you again Dan. [clears throat] And then the final item on the HR uh recommendations is the
request for approval of the 2027 and 2028 school calendars. Dr. Anderson will present this. >> Mr. Chair and members of the board, thank you for giving me the opportunity to speak about uh everybody's favorite topic of calendar creation, having done
this in a previous life in another district. Um I know of the uh challenge that comes with it and there's the reason it's a big challenge is there are multiple right answers and I think that's evidenced in uh no matter how many versions of a calendar that you put
out there will be almost equal slices of the pie as to who votes for which if you have three about onethird will vote for each one. If you have four there'll be 25% that votes for each one etc. So, it's always a challenge and a a complicating factor because everybody
takes a look at different uh variables in regard to what it is that they would like to have with the committee or with the calendar for uh the future. So, um you'll note that this is one full year out. This is for the 202728
calendar year. We always try to get the uh year uh approved at least a year in advance, typically in the summer prior to the start of the next school year. We haven't always accomplished that. Periodically, we brought it back to um make some amendments or modifications based on that. Every year is different.
Uh the state of Minnesota has law that you can't start school prior to Labor Day. uh they made an exception for this particular year because the uh it's so deep into uh September I think this year and maybe even the the one coming up um
that there was some flexibility afforded to districts to be able to start prior to Labor Day if they so chose to to do so. Um so to get back on script here with the narrative um the the calendar recommendation for 2728's included uh
the attached memo includes a summary of the process utilized to establish um the calendar um including the utilization of the district calendar committee. And while the four calendar versions are included in the the packet for context, the version that's being recommended is what
we've called revised option number one. Some of the highlights included are listed here. 184 teacher contract days, 170 student contact days, K5 uh with two elementary planning days, 172 student days for grades 6 through 11.
School will start Monday, August 30th. That's uh falls into what I had shared with you before about the fact that Labor Day is later and the legislature provided the opportunity to do this without special provision. um two additional uh flex learning days
consistent with previous calendars for uh PD and asynchronous uh student learning from home, 11 district holidays. Uh one thing that's somewhat unique with this is a full two week winter break um which I think I've been an advocate for the entire time that
I've been here. Once again, referencing back to a former district I worked in, there was always a full two week. I think uh it's a really great halftime uh break for those families that travel nationally or with even within the state
or internationally in many cases um to have that extended time frame with uh fewer students hopefully absent uh for those families who might take those full two weeks anyway. So there's probably an advantage in there for uh less
absenteeism and less makeup work uh being planned for by teachers. uh particularly if you can get a full two weeks and three weekends, that's a really nice extended period of time to accommodate um that travel. Um last day
of uh school is for uh e for early ed k1 and transition is uh June 6th 2028 and the last day work for teachers will be the day following which has been our tradition and seniors days are often times are are typically uh fewer than uh
4K11 and the semester balances are always looked at to teachers particularly at secondary level always like to try to balance it out by quarter so there's a comparable number of days uh for teachers that teach um quarter classes particularly at the high
school but to some degree at the middle school as well. So the recommended action is before you. I'd like to thank Dave Loots who's not here today to present this to you but he was the point person and convened the committee and probably worked with other team members to collect the input and and feedback.
And um I I might add some wording here to suggest that what's being presented to you tonight collectively is what was considered to be the the best of the imperfect options. >> Thank you Dr. Anderson. So the recommended action is to approve the
revised option number one proposed 202728 school calendar. Is there a motion? >> I so move. >> Second. Moved and seconded. Any discussion? I just want to highlight the work of the
committee. I was not a part of it, but I know that this is one of the most difficult agreements to come to in the district. Dr. Anderson, I'm sorry you won't have a twoe break, but you'll have a longer break at this point. [laughter] I'm so you you got it done in your 18
years. Um it'll be a good it'll be a good thing for us to try out, see how families feel about it. Um I'm also a proponent of a full two week uh break. I think it's it's healthy. I think it gives us three weekends. Um, and I also want to acknowledge that for some
students and some families, two weeks is a long time. Um, and I think that there there are other conversations that we can have with our community partners about how to help families through that. Um, and so I would encourage us to to keep that on the uh on the on the front
of our minds as we move forward. But I just wanted to to say that I'm glad to see the committee working so hard on this Yes sir. >> Um two years ago I asked the same questions I'm going to be asking today.
It's going to be about at home learning which is right now changed into flex uh learn uh flex days. It doesn't matter how you call it is students who are keeping students at home while we're counting them as a contact day. Um my
first question would be what evidence do we have that students actually complete assignments on flex days. >> There we go. Thanks, Director Valentina. Um I don't know if you were able to get a copy of the question and answers that we submitted to you which um answered
that question. Um the high school treats this as part of their regular um scope and sequence of their curriculum. So the same um both formative and subive assessments they use at any time during with any of their curriculum work would still apply to the
atome learning days um that they do. they primarily use our Canvas pages for that work. And then at the elementary level, we really leave that um to the teachers or more likely the grade level teams. Um that work is created in with
teaching and learning for grade levels also part of the scope and sequence of our work. and then um in collaborations with teachers and it's generally extension opportunities that teachers don't feel like we have the opportunity to get to in the regular classroom and
provide a lot more handson opportunities as far as assessment of that work goes. Again like most assessments um that is at the classroom teacher level. >> I might just add too if I may. Thanks Dana for sharing that those insights. Um
a lot of school districts and and this is primarily to help create opportunities for professional development. Would that be fair to say? >> Yes. We went to this model during um cost containment and there's just like many things in education, there's no perfect way to accomplish this, but as
we heard from our peer coaches tonight and I've heard you, directors tonight say that our most important investment is our teachers and we know they make the greatest impact. So, we need highly trained um teachers and so we have to etch out that time somehow. Um there's never enough of that. And so we went to
this model about four or five years ago during cost containment because we cannot secure substitute teachers easily. And so our teachers are also out of the classroom during those times. So rather than um not being able to do that, we have put into place these two
flex learning days. I believe we were at three maybe in the beginning, but we have gone to two flex learning days as a way to pull all of our teachers together so we can do entire grade levels together um and across the entire district. So when you heard um the peer coaches tonight talking about redact
training, talking about CEL training, we will have our new bridges math curriculum for example in the elementary when we need all of our fifth grade teachers, all of our third grade teachers together. these two days allow us to be able to to do that as a district with full district support. So,
we believe that um again, it's an imperfect world in an imperfect way, but um the best that we can do at this time short of buying more contract days from our teachers, which is always something the board can can look into. I would
also suggest that um there's a lot of districts that do late starts or early dismissals maybe eight times a year in order to accommodate what we do with the two full days. So again, to use a term I like to use the the best of the
imperfect options, you know, then you're disrupting eight school days. You're shortening class periods at the secondary level if you do if you implement it there and or you go to modified schedules. it has a serious impact on transportation and being able to accommodate the bus routes. So, um it
it it's a little bit like the calendar no matter what model you choose and I've been around as a principle at a lot of levels when all these models have been implemented and I know that there are always challenges with it. There are also contractual obligations for uh
equalizing or approximating similar uh total uh preparation time during the course of the school year as well. So there are a lot of variables that uh come into play for this and uh this particular model although I know that it
has its limitations. Um we continuously monitor it and we'll keep looking for ways to improve and do it better if we can and enhance or strengthen the atome uh the learning that occurs on the the flex days and and uh keep finding better
ways to do it. I think I can speak on behalf of teaching and learning that that would be the case. I know that that's what they always do. So, thank you. >> Yeah. Go ahead. >> Um, I just also wanted to highlight as part of our conversations in HR committee, we do talk about those days
and the and the contact days. Um, and I know that in the coming year there is going to be a survey that's sent out to parents to also gauge how families are feeling about it. Um, but in the absence of having that information, I I think we
need to move forward with our current model, uh, until we can figure out exactly what would work for families because I just feel like if we were to shift it now without having the information, it would be more of a disruption than is necessary. Uh, families have gotten used to it. They
may not all be happy about it. Um, it may not work great for all of us. Um but I do think we need to take some time to study it and understand it before we make a shift. >> Um I when uh two years ago when I asked that question the answer was it's about
uh cost containment and teachers have to have professional de um development days uh which right now we're not in cost containment. This actually comes to that mind where money goes. uh it looks like at the end of the day we ask for half of
a billion from our constituents and we on top of that add in this burden on them because arguably this uh two or even three days uh I need to remind that at the beginning the first day of school
is not happening for 7th 8th uh 10th 11th and 12th graders and I'm questioning what kind of learning is happening uh on the first day when they did not even meet their teachers. Uh that's what comes uh one to my uh to my
mind. As for professional development, I ask teachers and I learned that in the past they still had professional development but it was done such way that uh teachers would be ga gathered substitute teach it would be it was done in waves. So it's not like the whole
building will have a professional development. it was uh the let's say third grade teachers will be gathering and then during that time substitute teachers will be coming so both uh sides are being covered teachers needs are being covered and students uh are at
school and learning especially after covid and then on top of that uh families are not being asked and arguably working families are b have to carry that burden even more because some families uh who can work from home, they
can keep an eye on their kids. We are doing it uh to our uh students. That's another thing comes to my mind about best practices. I keep hearing that uh we are comparing with other district. Well, other district I
actually asked other districts are moving away from flu flex days because they discovered it doesn't do anything good to our to the students. That's where I would like to encourage us also to then to look at other district practices. Other districts are moving
away from flex days. We need to we are not in cost containment. This is where uh I would be asking this is where we are removing money and uh making our families to work uh to work around again. They already taking care of a
burden of half of a billion in additional taxes. Then we have to take care of it. And another thing learning is not happening. As a parent with elementary student, we receive a packet which states on top you don't need to
return this packet. So what are we talking about? They are stating you don't need to return this packet. Learning is not happening on that day. Then let's call it what it is. It is not learning then it is vacation. >> Mr. Mr. Chair, if I may, I would like to
respectfully suggest that um we're perhaps veering a little bit away from the intended um you know purpose of the approval uh ask uh in front of us and if there are concerns about how uh learning is being fostered over a specific individual's child that perhaps those are taken up um at the building level
between the individuals um uh concerned um you know examining this um you know proposal in front of us I'm satisfied with the work of our different teams and I think that this um you know underscores a little bit of a difference this year labor coming at a different
time and I think we'll tackle the moment um as it arrives and um if there are no other further you know statements to make uh Mr. Share. I call the question. >> You have you have a comment. >> I did have a comment. Um I I know that the flex days have been a consistent,
you know, thing brought up by many people, many board members. Um in the HR committee, you know, we talk about moving forward and considerations for next year. Um, we all received the same information from director of human
resources, executive director of human resources Dave Loots. Um, so we all know that this stuff is going to be discussed for next year's calendar. We have a new superintendent coming on board. Um, we have, you know, changing something like
Flex Days is going to take a lot of work behind the scenes and a lot of decisions being made and a lot of the ripple effects that happen like with um, you know, with the teaching with the the coaching and the professional development like all of that needs to be
taken care of. So, it can't just be done right away. I'm glad that our conversation is has reached the point where we're talking about it in human resources again as a consideration for the next calendar. So I would just say that like
we hear we hear all of the concerns and the discussion around it and we are not we can't just you know we can't just make a change at the board table. Um and you know we need to work with the
administration to make sure this is done intentionally and again in a way that um takes care of all the ripple effects that will happen when flexes should we end up taking them away. What what do we do then instead? So I would I'm in support of this calendar and I I look
forward to the future conversations. Okay, let me let me answer ask a question first of Chase. Is is this required to be approved today or is this is for the 2728 year, right? So, next year's is done. We don't have a calendar yet for
27 and 2028. Is this required to be approved today? >> Well, it's not required. >> Why I'm asking that? >> Okay. >> A second once you once you tell me >> I would recommend the board take action on it tonight because a lot of work's been done. I don't know what else is going to get infused into it to come up
with a different plan. Um, I think Valentina makes valid points. All those are things that we've had conversations about. What you're describing or what she was describing is what we moved away from because it wasn't working because we would pull a lot of teachers out of
classrooms during the day. the students when subs were available then would have a teacher that wasn't their teacher that shows up every day. So if we pull a teacher out for three days of professional development, they the kids have a substitute for three days and
that was a challenge in and of itself. And then the pool of substitutes got so small and we were having a lot of classrooms that were uncovered and teachers needing to fill in the gaps during the day and they were getting frustrated with being overloaded and
always being called into action to help out when they needed their prep time and other opportunities. So, you know, it's it I get all of the inputs and they have all been heard and you know, this runs in fluctuations where you do this
because of the concerns, you move back to where you were before and um so my recommendation is to support the recommendation to move forward or to take action on it. You can do it. You can vote how you want, but um I think the work has been done for now and we
can always continue looking at options for the future. >> So the reason I asked you if this has to be approved today is because of my concern about the parents and the staff not being taken into consideration, not being surveyed, right? Am I correct?
>> The staff were surveyed. I believe >> we surveyed parents a couple years ago. I I and I I don't think the feedback today would be a lot different from what we just >> and I'm concerned about that specifically because of not because of the flex learning days. Maybe she makes
a violent point, but I'm concerned about the movement from after Labor Day to before Labor Day on August 30th. There are parents who want to enjoy that weekend going on vacation somewhere, right? So, they are affected. Two weeks is a great
great number of days to have. I used to enjoy them or I I used to want them when my kids were in school because we but not all parents want two weeks. What are they going to do if they're not traveling anywhere? They are working right and they have to be home. So that
that is my concern. So I think in the future as soon as possible we should take into account parents feedback as well. Okay. And that I think director Luds has said that that is being considered in the for the future. >> Yeah. It's been done before and it can be done again
>> again. Right. And so that's why I asked you why if there is a deadline for this to be approved today or can that be done between now and when this this can be approved. >> I wouldn't recommend it for this calendar. If the board wants to encourage your incoming superintendent
to solicit annual feedback, I don't think it'll vary significantly from year to year other than when Labor Day is varies from year to year. And there's only so much creativity you can thread into a calendar with all the guard rails around it. So, it's really complicated
and and really challenging. And I do think I haven't looked at it recently, but there was a change we made either to the policy or the regulations for calendar development that we will try to approve the calendar I think in July, a year and a half in advance of the school
year. >> That's correct. >> Yes. The direct language is from policy 607, the school calendar, and it does say that it will be complete 14 months prior to the first day of school. >> So, we're right on with the July 1. >> Correct. >> Right. It's about 14 months in advance
and that is that was in direct response to parent feedback about can we please know the calendar earlier because we want to get our vacations booked or our travel plans in place. So that that was implemented as a result of parent feedback which I think over the years we
have collected >> at that time at that time the two week vacation was not there the August 30th start date was not there right so they these parents didn't know that this was coming um nobody >> the two week >> yeah yeah and it it's not uncommon
actually in school districts I found it uncommon I guess when I moved from one district to the other and I think you know a whole another subgroup of individuals that it has a deep impact on her for those 12 month employees that don't have the extended opportunities over the summer months to take those
kind of breaks. I think you know that it it really is a a more conducive calendar to a large percentage of our staff that do work uh the full 12 months. >> Sorry Dan, you called to action, right? So I'm going to sorry we went more than
>> Dr. So hony if I if I can add as working with Dave on the calendar we have committed to doing another parent survey for the so it'll be the 2829 right >> calendar so we are going to do that um and we did do one two years ago with many of these um actions in it. We also
looked at student attendance data and staff attendance data at this one. And we do find when we do those short weeks before winter break, our attendance of both staff and students is drastically impact, which is part of the reason we went to that two week window here is
that really we felt like many of our students and our staff were voting with their feet and not and aren't seeing those attendance drops. So, our hope is um and a way to try that with the two-week break um this year is to see if our attendance of both staff and students improves not only right before
winter break, but we um get some winter fatigue going on as well. And so, we're hoping we also see improvement in attendance. So, it's an opportunity for us to test that out, come back with more time, survey our parents as well, so that we can bring that to the board table the next >> I totally agree. I totally agree. But I
in my mind in my opinion asking the parents before we even decide about these things is a better way to do it. Just my my my opinion. >> We would agree there just wasn't time this year to really get into a high quality um survey. So I believe um what Dave Loot sent you is that is our full
intention in the up next upcoming but with the timeline we needed to move forward with this one. >> All right. Thank you. >> You bet. >> I think I just last comment. Yeah, >> calendar for next 10 years. It's this
year 2026 and 2027 when we have that gap. For next 5 years, we'll be right back to where we were before. So, it's it's >> two weeks two weeks is what I'm mostly concerned about also. The two weeks vacation or you know break
>> winter break >> during the winter. >> Yeah. >> So, that's that's good part. >> What's that? >> That's good that there's >> good for you. It may not be good for other parents. So we can't >> I think we are showing why this is such a complicated thing. >> Two weeks doesn't work for other
parents. So we want to see we went by a vote right for the selection of the calendar. We went by a plurality vote 41% 33%. So why not this one as well? That's that's that's just my argument. That's it. >> Go ahead. I was just going to say as
someone who is you know newer and on the HR committee and not on the calendar committee specifically but able to get a lot more info everything we are all saying is exactly what has been coming up in the conversations and when you look at the staff summary that all staff were able to feedback it's not like this
calendar won by a long shot everyone has very different feelings and I think I felt better through some of the conversations we were having on the HR committee about when you start digging into things that I maybe hadn't thought about like how many days per quarter align and how many days we get with our seniors with one calendar versus
another. Some of the calendars would have shortened how many day contact days we would have been closer to the minimum rather than maybe having a few extra. So, there's just so many different factors going in. And I personally I see and have also brought up, can we talk to parents? Cuz yes, full disclosure, I was the one that said 2 weeks for Christmas
is a lot for my family. But I can also see that it's a great thing for other people. And I think it's not I think there's been a lot of thought in here and I do appreciate that our families would like to know. >> All I can say is that what's good for the goose is not good for the gander. So it's just because some of us feel like
we are we it's you know 2 weeks is good that does not mean and we also have to even if it's a minority we have to also give consideration to the minority because we just don't cater to the majority all the time right so that's again I'm glad that that survey is going
to be done in the in the future and right now I'm I'm going to say yes to the calendar but with a little heavy heart. So let's move on. Um I'm sorry. Yeah, let's I'm going to read the recommendation again to approve the revised option number one um proposed
202728 school calendar. This is a roll call vote. >> Excellent. Uh colleagues, um I will begin with myself again. Uh Dan Janestra, Dan Jester, both yes. Alicia Little, >> yes. >> Power Spendy, >> yes. >> Sheila Prior,
>> yes. >> Heidi Kedar, >> yes. >> Alentina, >> no. Milan Sahonyi. >> Yes. Thank you. The motion carries. Thank you, Dan. Okay, we we have come to the final item of this evening, which is a resolution
seeking approval of the board handbook updates. So, as of January, at the January 12th, 2026 board meeting, the school board reviewed its newly adopted WPS schoolboard handbook on the recommendation of the superintendent
evaluation and schoolboard development committee consisting of Heidi, Valentina, and myself. The handbook was approved for implementation at that time. The handbook will undergo a bianual review by the board. As part of this review, the superintendent
evaluation and schoolboard development committee is recommending updates to the handbook. The redlinined copy of the handbook is attached for review. Some updates that were recommended will be brought to a work session after a request is made by sending an email to
the chair and superintendent requesting to add handbook discussion as as a topic for an upcoming work session. This is specified in on page four heading four >> four >> four of the handbook. Thank you. So the recommended action is to approve the WPS
schoolboard handbook updates as presented. Is there a motion? >> I so move. >> Second. Moved and seconded. Is there a discussion? >> I have a question about bringing um recommended um changes to a work
session. Would then there be a vote at a regular meeting whether to accept those changes then? Okay, let me clarify. >> And the reason for that if I may. So there were some questions that were brought up at the committee meeting and
those we thought were not appropriate to recommend unless we had the board you know consensus or board consideration or board feedback and that's the reason. So they are not as simple as the other ones that were implemented. And so if you
have a recommendation or Dan has a recommendation, anybody has a recommendation, you just email me that this is my recommendation for an update and copy chase on it obviously and then or whoever the superintendent is and then we will bring it up at at a convenient work session, discuss it and
then take it up for a vote at the at the December next time it'll be December when we will take it up for a vote again. Any other questions? >> We'll bring it just a clarification. We'll likely bring it to the organizational meeting in December to be voted on in January. Correct.
>> Correct. Correct. But if if it is urgent, if somebody wants it done quickly, immediately, we can take it up. >> Or we can I I doubt there will be anything. >> I think we're in a pretty good place. >> Yeah. >> All right. If there are no other questions or comments, I'm going to read the recommended action again.
Is to approve the WPS schoolboard handbook updates as presented. This is going to be a voice vote. All in favor say I. >> I. >> Oppose. Nay. The motion carries. Thank you. There are no board reports this evening. So before we adjourn, I'd like
to make a couple of I would like to take a couple of minutes to say something. Dr. Anderson, our superintendent, is retiring after 18 years of solid service. Thank you for that. I'm going to just make a small statement and then
open it up to the board to the table board table for other board members to say anything if they would like. So, Chase, as we come to the end of our of your final board meeting, I want to take a moment to recognize your 18 years of service to this district. 18 years in public education reflects a
steady commitment to students, families, and staff through many seasons of change and growth. Over that time, you have helped guide the district through a wide range of decisions, some routine, some complex, that come with leading a large
school system. There have been areas where the district has moved forward during your tenure and also challenges that are part of meeting the evolving needs of our schools and community. Through it all, the work of keeping the district functioning every day for
students is meaningful and significant. I also want to acknowledge your long relationship with the board. We have had many conversations over the years, sometimes aligned, sometimes in disagreement, but always with the shared goal of doing what we believed was best
for the students. On behalf of the board, thank you for your 18 years of service. We wish you we wish you and your family all the best in the next chapter ahead. >> Thank you, Mr. >> Opening up to anybody that wants to
speak. Yes. I would just like to say, Dr. Anderson, it has been a pleasure to work with you. Thank you so much for your dedication to the school district and I wish you well and your well-deserved retirement. >> Well, thank you so much, Superintendent
Anderson. It's um been very special knowing you for a little while now, seeing you in buildings when I was a student. Um starting as a little first grade at Kimberly Lane Elementary and then all the way after now. has been really special. And I was actually reflecting for a moment on the first
time I met you and it was on the day of the presidential primary in 2020. I was an election judge. You came in to vote and I saw right there your commitment to student engagement and public advocacy and how much it meant to you. Um just people being out there and advocating for their communities. So I wish you
well in a uh long and lengthy retirement. Um, you've definitely earned it and I don't think there are a lot of folks around there who can say they now have 61 years of a first day of school. That's a very, very special achievement. So, congratulations and we're very
excited for you. I wrote a little something. As a new parent to the Wisetta School District, with my oldest child entering kindergarten in the fall of 2015, I was looking forward to meeting my child's teacher and connecting with parents of his classmates. Quicker than expected, I got to know the principal. Parents, if
you know, you know, and so many amazing staff members at the school. But when I attended my first ever PTA meeting held in the school library, sitting in tiny chairs in a circle with other nervous parents, I was surprised to learn that Dr. Chase Anderson, superintendent of the entire school district, was our
guest speaker for the day. Having worked in multiple school districts over a decade myself and rarely having direct contact with a superintendent, I was pleasantly surprised to see him not only attending a local PTA meeting, but clearly more comfortable in his kitty chair than the rest of us and presenting
in such an open and engaging way. Chase, that was the first time that you and I met. And I'm pretty sure you were wearing the very same suit. Maybe not, but [laughter] It didn't take long for me to see Chase all over our district at the high school basketball games, the middle school plays, and the elementary fun runs. I
continued to see him at PTA meetings and eventually joke that his welcome back presentations each fall deserved an admission fee and maybe even a bingo card containing key phrases like strategic roadmap, enrollment, and transportation. Hey, did you know that our buses drive 10,000 miles each day,
which is equivalent to two trips around the Earth's equator each week? [laughter] >> [gasps] >> Okay, two and a half. You must not have updated your report. [laughter] When I joined the district lays on committee back in 2020, I was able to regularly observe Chase in action. His ability to
share district updates in a way that felt accessible. His willingness to engage with questions and feedback in a genuine manner. The fact that he consistently showed up for all the things to the point that I started to wonder when he found time to sleep. Without me ever realizing it, Chase was inspiring me to get even more involved
in the district, to share information with my friends and neighbors, and to feel comfortable asking him their tough questions in response. I can say with confidence that I would not be sitting in this seat today without the last decade of watching you lead. You've inspired so many individuals in our community, and I'm proud to say that I'm
one of them. So, Chase, um, at your, uh, retirement celebration, I walked up to you and I froze. The only two words I could say was thank you and congrats. So, I decided not to make that mistake again. So, I've I've written my notes as well,
which I usually don't do, but I'm going to do it today. So, leading a district of this size and complexity is never easy. It requires vision, sound judgment, patience, and above all the deep commitment to students. Throughout your tenure, you have helped guide
Wisetta through tremendous growth, significant change, and many challenges, challenging moments. At the same time, you have kept educational excellence at the center. I also want to say this not as a board member, but as a parent of two children who have benefited greatly
from Wisetta School. Our family has been incredibly grateful for the education opportunities, support and experience they have received here. That gratitude is deeply personal and I know so many families across our community share the
same feeling. What has always stood out about you is your steady leadership, your deep knowledge about the district and your relationship you have built with staff, students, families and broader community. The strength of Wiseras public school today reflects
your leadership and commitment over the years. On a personal note, I've truly appreciate the this opportunity to work with you, learn with you, and see firsthand the care, thoughtfulness you bring to this role. As you leave this meaningful and lasting
legacy behind, we wish you and your family very best as you begin your next chapter. Congratulations on your retirement and thank you for everything that you have done for this school district. Thank you. >> It'll be hard to follow you guys. Um in
my case how I met with you it is um I know first one was very interesting to hear about uh during graduation party that you started working 18 years ago when these graduates uh just born. My
first son is born 18 years ago. So I was wow actually I didn't think that way. Then 15 years ago we moved uh from Minnatonka to also still I mean requirement was to have better schools and my neighbor at the time uh was a
teacher. I have another teacher right now but uh she was giving me all the examples how quickly I need to sign up for peppermint fence and all. So it is there when I was coming from peppermint fence uh leaving my child uh we were
walking I think it maybe with her she said to me and I can say that uh there is um there are she always uh knew all uh people at board table and uh also obviously you she said this is our
superintendent I have to admit at the time I didn't even know what does it mean again I'm from different culture. But at the same time for me it was interesting again from different that you that kind of big
figure and just walking without any bodyguard. So no no driver uh no personal uh drive uh driver kind of uh feeling [laughter] >> uh kind of uh feeling. So it's I mean at
the same time I can uh from my neighbor I learned uh this is I mean the way how she introduced you this is our superintendent. Okay. So I I memorized your face obviously and um
then through years my husband got involved with scouts and all. What what is amazes me is I heard from him feedback. Oh mine his memory. So good. He remembers all
the kids' names and he's asking uh so these kind of examples brought to me that you are very personable. Uh you out and about in community. You are not just saying random hi and goal.
You remember the facts about uh families and about um and you're keeping it. And also um when I attended your retirement uh party that was very obvious to me
that anywhere you went through your life you you made such kind of friendships which are lasting. So that is um I mean uh any person would like to to do the
same. So um I can see and respect how much you are uh personalable uh with people, how much you uh pay attention to details and I would like to say uh thank
you. Hopefully you will be able to find something as interesting as uh this journey had been for you but at the same time uh we'll have some relaxing days for you. Welld deserved. Thank you.
>> Well, shoot. I'm last. Um, you all know I'm an emotional person by now. Chase, your leadership style is incredible. You're committed.
You are kind. You make people feel special and seen. and you have an incredible capacity to listen and reflect and I think that has made this district
so successful. When I see you talking with students, you really see them and they feel special and it makes them want to elevate you. One of my favorite sayings that you say, there are many of them, but one of
my favorite is bloom where you're planted. And boy did you do that. You planted here 18 years ago. And you have been under so much intense pressure for somebody to run an organization
that is our size for so many years with such steady commitment is kind of unheard of. And so with the pressure you turned into a diamond and we're lucky to have you. And I'm so
happy that you and Barb will continue to stay in our community and will speak the praises of what you've already done. We stand on your shoulders. I'm going to miss you. >> Thank you. >> Yep. Thank you for all your service.
>> And you expect me to speak after all that? Well, thank you so much. I'm a little overwhelmed in the moment, but I can't thank you enough for your kind comments, but just overall your kindness and all of your predecessors who have served in this role for 18 years. I'm just so
appreciative to their leadership and your leadership and for all that they did to help make this uh journey enjoyable, rewarding, fulfilling. Um it's a uh has been a tremendous opportunity for me and it's been a
wonderful place for us to call home and for our two kids to graduate from Weisetta High School. Um they both are productive taxpaying citizens now which I oftentimes say which I'm always very happy about. But it's just really been a wonderful community and and uh I've
appreciated the the wonderful team members many of whom are here tonight and all those who served in similar or the same positions over the years. I've had a lot of help. nothing ever gets done in isolation and uh anything I've enjoyed that resembles success as you might have recalled I said it my
comments at the retirement event is only because I had a lot of people that were helping me and that's really how we get things done and and uh uh moving forward in in the best possible ways. I've loved interacting with the students. I've loved interacting with the the staff. I
truly have really enjoyed my engagements at um all my favorite hangouts, I guess, Hi and Target and Lowe's and Home Depot and uh been known to uh
look for students who may be selling popcorn or I bought a lot of popcorn in my day and uh many other things over the years, but it's always been a a a really fun way for me to engage. So, it's it's been a a place that's been easy to work
hard within. I couldn't really have imagined, although I can still very clearly remember my very first board meeting. If somebody would have told me that Monday night that I'd have 459 more of these in my future, it's an approximation, but it's not too far off. Um, I never would have dreamed that it
would have gone for 18 years in the way that it has. So, not only myself, but my wife and my two kids are incredibly thankful and appreciative and they got both of our kids got a great education here and we loved uh being within the Weisetta community and we made this
place our home and plan to continue to stay here and you'll probably see me at a sporting event or two or theater performance or concerts and other things, but it's just truly been uh the honor of my life to serve in this role.
And I just want to say thank you to all of you and to the community and to my team, not only those here, but all those I've been fortunate to work with in the past. We have a good thing going here. I'm committed to helping Rob in every way that I can. Uh we have a really good
relationship established. You've hired an outstanding uh superintendent and I know he's going to settle in and keep things rolling forward and I'll do whatever I can to be helpful with that. So, as I always do, I've gone on too long, but thanks so much. I really appreciate your kind, kind comments, and
keep up the great work and serving our students in the community. Thank you. >> Okay, this concludes the Visetta Public Schools regular board meeting. There is a close session of the board scheduled for next Monday, June 29th at 5:00 p.m.
Is there a motion to adjurnn? I so move second. >> All in favor say I. >> I oppose. Nay. The motion carries. The Visetta Public Schools Board of Education regular meeting for Monday, June 22nd, 2026 is adjourned.
>> Congratulations. >> Yes. Thank you.