I now call this meeting of the school board of independent school district 624 to order. Um will the clerk please call the role? >> Scar >> here. >> Stri >> here. Thompson >> here. Arim >> here. >> Here. Daniels here. Ellison here.
>> Okay. I'm going to ask that we stand and you move your heads. Say the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and
justice for all. >> We have before us an agenda. Can I get a motion to approve the agenda? So >> moved >> by Thompson. Second. >> Second. >> Second by Ellison. Mhm. >> Any discussion?
This will be a voice vote. All in favor of approving the agenda say I. >> I. >> Oppose. Same sign. Motion carries. We also have before us a consent agenda. This contains a variety of business items that come to us monthly. This
includes donations. We are so truly grateful to the members of our community that uh support us through these donations to our students and staff. So, at this point, I want to thank those that have made those donations. We totally, really appreciate it. Now, if we have this consent agenda, can I get a
motion to approve? >> So, move >> by uh Dan Daniels. Is there a second? >> Second. >> Second by Thompson. Uh is there any discussion? >> Me? >> Yes, Mr. Scar.
>> Just one one uh item. Can we um can we state that the that the staff or the superintendent is recommending that we approve the consent agenda? There's no nowhere that it states that or maybe the motion to approve the consent agenda
can state that this that the superintendent and staff recommend approval of it as opposed to just having it sit there. >> Okay. So, you'd like to amend this to say that the staff
>> Yeah. Or you can just say it in your in the in in the motion. A motion to approve the consent agenda as recommended by school board staff. That would be fine. >> Point of order. I think we do need to make an amendment to the agenda the motion because it's already been first and seconded.
>> Yeah. So, that would be amendment to I was asking. Do we have a >> I would recommend that that amendment. >> Do we have a second? >> Second. Second. Okay. So before us then we'll open this for discussion to move to put that this um it's been recommended
by the staff. >> Right. >> Is that the correct language you saying? >> The superintendent and staff. >> Okay. So is there any discussion on that? >> Say again what the >> the extra additional information >> that the information in the
>> consent agenda is >> is recommended for approval by the superintendent and staff. Yes. >> Currently, the recommended action is be it resolved by the school board of independent school district number 624 that consent agenda items A5A through A5E be approved as written and a copy of
the agenda items is attached to the minutes. How would you like that changed? >> That's what you're asking. Mhm. You wanted to say that it's the superintendent or staff also
approve these items. Is that Yes. Basically just say that the superintendent and the staff recommend approval by the board of the consent agenda. >> Probably recommend is probably word. >> Recommend. >> Yeah.
>> Just to tie the Just I'm sorry. just to tie the action back to staff recommending that this this to be approved. >> Would that be added to the bottom >> of that statement? >> Uh the key the what? Say that again,
Matt. >> Was that to me? >> No. Matt. >> So, I would just suggest that it would be um that we recommend approval. >> Sorry, I wasn't looking at the exact language. >> Yeah. No, that's fine. I'm I'm going to suggest that we
um the recommended action uh as I read it and then um if we're comfortable moving forward >> um I can add um the super I'll add the superintendent piece and the recommended approval piece right >> after the fact if that we're okay moving
forward so we don't bog the meeting down then. >> Okay. Um so we have that agenda uh we had that motion in front of us. Um, I'm gonna go ahead and make this a voice vote because there's no money involved at this point. >> I think Yeah, I think we have to approve the amendment. >> That's that's we're going to go right
now. >> Maybe you do want the actual wording. >> So, you want to read it to us one more time before we vote? >> Just give me a second. Uh, be it resolved by the school board of independent school district number 624 that consent agenda items A5A
through A5E be approved as written. A copy of the agenda items is attached to the minutes. Um, >> as recommended by the superend. >> As recommended by Yeah. As as recommended for approval um by the superintendent.
>> How's that sound? Perfect. >> So that is the motion to amend that what it's saying. So I'm, you know, I'm going to go ahead and call make this a roll call vote because of of the financial stuff. So I'm going to ask this is we're voting on making that change on the
consent agenda. I'll ask the clerk to call the role. >> Scar. >> Yay. Yes. >> Strife. >> Yes. >> Thompson. >> I. >> Aran, >> I. Daniels. I Ellison I. >> All right. So, that passes. We've made
that uh amendment. So, in front of us now, we're going to approve the consent agenda. Is there any further discussion? >> I'm going to ask the clerk to uh call the role. >> Scar. >> Yes. >> Striki. >> I. >> Thompson.
>> I >> Daniels. I Ellison. >> I. >> All right. We now have a consent agenda. Uh moving forward, we have it public forum. It's now time for public forum portion of the meeting. Public forum allows up to three minutes per speaker.
We have one request tonight to speak. >> D1 student recognition. Dr. Casmichek. >> Mercy. Do you have the lead in? >> Yes. >> Okay. Can you share that with me? No. Okay, I got it. All right. All
right. Tonight we proudly celebrate the achievements of the girls gymnastics team, middle school and elementary cheerleading teams, the DECA team, and members of the boys swim and dive team, boys and girls wrestling team, boys and girls alpine ski team, girls hockey, and Minnesota's classic uh art award winners
who represented the district at their respective state competitions along with the varsity cheer team who competed at state and national level tournaments. Congratulations to each of you uh for state level recognition. We also like uh to extend our sincere gratitude to the dedicated staff and supportive family
members who played a vital role in these successes. In recognition of their accomplishments, students have received a certificate, bear pin, and letter acknowledging their achievements. Now, please join us in watching a video highlighting their accomplishments. Go Bears.
Welcome. impressive list this month. Yeah. >> Yeah. Great job. >> All right. Well, we're going to move on to information item C2, superintendent report. Dr. Casmiche, >> thank you, Chair Aran, members of the board. Keep an eye on your mailboxes. The
summer 2026 community education catalog will be arriving soon. Feels strange saying that at this point, but the catalog highlights enrichment and recreation opportunities available for all ages. It also includes Bear Bullet uh Bears Bulletin which covers district news and updates.
Our students are also staying busy on stage. We have a variety of elementary, middle, and high school performances happening throughout the district this spring. You can find the full schedule of shows and ticket information in a recent news post on our district website. Last week, the White Bear Lake Area
Educators announced the nominees for the 2026 Teacher of the Year. want to extend a huge congratulations to these dedicated educators as they move forward in the selection process. Later this spring, six finalists will be chosen to interview with a committee of community members, administrators, and fellow
teachers. We look forward to announcing the teacher of the year in late April. And finally, as I wrap up my update uh this evening, I want to wish all of our students, staff, and families a wonderful spring break next week. I hope everyone finds some time to relax and recharge as we prepare for the final
third of the school year. And keep an eye out for a special spring break video coming later this week. This video is a powerful compilation of hopes and dreams we've been collecting from students, parents, staff, and community members throughout the year. It serves as a reflection of our shared vision, and you
are invited to join the conversation by responding with your own hopes and dreams for the future. I truly look forward to hearing your responses. That's it. Thank you. All right, we're going to move right along to the discussion item D1, the immersion program update. Dr. Gillespie,
you want to introduce your guests? >> Yeah, Chair Arcane, I'm going to introduce them from here because we have three guests. Um, I'd like to introduce Ayan Ibrahim, An Nelson, and John Mininger. They'll provide an update on the immersion programming at Outer Lake Elementary and Matulska International.
>> Welcome. to start. >> I promise we did rehearse this. >> Yeah, we did. >> Um, uh, Chair Arand, Dr. Kman, thank you so much for having us here. Um we have a quite a bit to cover here tonight, but uh we just want to um start out with
expressing our gratitude for allowing us to come here and share with uh with all all of you um some of the great things that have been happening uh at at Otter Lake at Matoska um with all the support of our district partners who've really helped us launch into a really great start.
>> Thank you. Um so we're just going to do an overview. Um we're going to talk about a brief recap of um our prior board presentation, our current program status um for year one implementation, curriculum and staffing update and then
our family and community engagement early indicators of success and then year two planning. So, previously shared with the board, last year, March 2025, we shared with the board regarding our research and our community input, um our the board
approved to launch kindergarten immersion back in October 2024. Um we worked with our program design team to really go over like what would curriculum look like, professional development, enrollment, outreach, and all that good stuff. And then our
program successfully launched this year, sorry, this year August 2025 at Outer Lake in Matosska. And then this is our immersion vision both in English and Spanish, which aligns beautifully with our
district mission. Um, uh, which also is right there. Just give you guys a minute to >> Okay, so now we're going to move on to um where we are currently with our year one implementation, some of our highlights. Um it's uh we we went off to a really great start. Um we you know I
think one of the things that uh we thought a lot about with staffing and I think um you know what I'd like to share is Wiper Lake is a desirable place and as as we know you know staffing is always a challenge and as we staff for immersion um we you know an I and we had
heard about how how difficult that might be um but what we discovered was actually a lot of people want to come and work in White Bear Lake. They love our our community, our students and really wanted to be part of what we were doing here. Um so we were able to staff that as well. Uh and um you know as it's noted in the in the slides here um you
know we launched this you know aside from our startup costs you know all of our ratios and everything that we were doing you know land uh align um with what we want to do fiscally here in White Bear Lake. Um so we have a we have strong interest uh such a great foundation to start with. Um our teams
are are highly collaborative. We'll talk more about that in a minute. Um and uh we've been have a lot of very positive responses from our families um who've been participating here. >> Man, I can talk about this. >> It's your turn. >> All right. Um so I if you came into
either one of our schools, what you would find in the classrooms is really truly remarkable. um you know when families were first signing up for the dual language immersion program I think that there was some thoughts that maybe a teacher would say it in Spanish and then repeat it in
English and so when people find out like no it's truly in Spanish all day long and students are completely following along um they can ask questions in English to their teachers their teacher can answer in Spanish and they understand what they're saying um a lot
of it has to do with all the routines and structures that they have in place um it's It's a very visual way of learning. So, lots of big animations. The teachers are so tired at the end of the day. All teachers are, but they are literally dancing around and like doing lots of hand motions and lots of visuals. Um, it's a they use a lot of
songs, a lot of games. Students are really excited all the time to be participating and um to be learning a new language and they're really excited to share that when they see me and I'm greeting them as they're coming in and out. I'm sure the same is for you, John. um to practice their Spanish and what
they're learning. So um strong foundation of these biiteracy skills obviously um again as a reminder it really is kindergarten in Spanish. So students are getting all of that foundational content in another language and they're doing a great job. So um do
you want to add anything to that? >> We'll get more when we get to the mata slide. >> There you go. >> Which happens to be right now. So um I I think some of the things that uh you know we see at MTOSA as well as I'm sure as outer late which you know again as an was mentioning that the dedicated
teachers and staff um really have made a commitment to to providing an excellent program um committed to that solid um found uh academic foundation and and the emotional growth that all of our 5-year-olds uh deserve. Um I think some of the things that you know we see that
I' that I'm really proud of is how our our kindergarten teams are functioning together. It's not a separate siloed program. Um, we see our English and uh the Spanish teachers collaborating together regularly on a weekly basis. Um, they they work on their their communities of practice, what we would
call our cops. They work together um during those professional professional development days um to to bring great kindergarten programming to to everyone. So, I think that uh that strong connection, that strong collaboration has been been a really wonderful highlight um across the schools.
>> Yeah. So here's some fun pictures from Otter Lake. So just some of the things that you can see puppets and games. It's really active. All kindergarten classes are really active, but it's especially important in the Spanish um when there is, you know, being delivered in
Spanish. I think another key component just to highlight is that students get 30 minutes of English phonics instru instruction every day. Um and then their specialists are in English, but the the rest of their day is in uh in in Spanish. So they yeah, you can see up
front they do lots of big motions, lots of big colored pictures. And I wish I could just sneak you all in. It would be kind of weird. They'd be like, "Who are all these grown-ups?" But so that you could see their brains working. And I I know that to I can say that and hopefully you understand what I'm
saying. Like you really can see them thinking and taking it all in. even if they're not able to produce as much of the oral language that that's very natural to come a little bit later, but they are very much understanding uh that Spanish language.
>> I can talk about this if you want. >> Yep. So staffing for the immersion program, we're fully fully staffed this year. As John had mentioned, there was some concern early on like are we going to have teachers? It was really important to families that we talked to that teachers um were obviously fluent in Spanish and if they were native
Spanish speakers that would be ideal. We're so lucky all of our teachers actually are native Spanish speakers, licensed educators. We have wonderful pair of educators that are also assisting in the classrooms. Um, when it comes to training, there is certain pedagog pedagogical practices and things
that they do differently in a dual language Spanish immersion program in how they teach the language. So, we had some specialized training up front. Otherwise, they participate in all of the professional development that we give all of our staff. Um, and we have interpreters come in so that they're able to fully participate in those
things. So our family and community engagement um has been exciting right from right from the beginning. Um we had uh parents who wanted to become involved and volunteer in our in our classrooms uh in our school. Um so it was really exciting as we as we launched this program to see
that that all that energy that exciting energy around a new program. Um we continue with ongoing communication. We have a an Izzy and intentional social interaction that was planned but it was snowed out. out to it. Then we're actually rescheduling that for shortly after spring break where we um are planning to um connect with the our our
families, hear more about their experiences um and and how we're moving forward. But it's been really great to see all of the people uh in involved. In fact, I know at at MTOSCO um they jumped right onto our PTO right away, like right from day one. They want to be involved in our community, involved in
our schools, and know what's happening with everything that's going on. Mhm. And I'll just add, you know, to stress that this is a program within a school. So, it's not treated as a separate school within a school model. So, we have a lot of community events at Otter Lake. So, all families attend those. And
it's pretty cute because in some instances, we say, "Okay, three, two, one." And students count in Spanish. All of a sudden, you can hear their teeny little voices yelling in Spanish. Uh, which is just amazing. But uh the other thing is that we have a monthly newsletter that goes out um specifically
to the dual language program parents that has tons of resources that they can utilize at home. Um that was kind of the major question is well how can I help my student read Spanish if I don't read Spanish? Um and so lots of resources for them to utilize there and you know obviously encouraging them to still read
in English. Students are learning both um currently. So, and I think just maybe to end this slide with, you know, the whole reason why we developed this Spanish language dual language immersion program was the community really asked for it. They really wanted it and what
we're seeing is that they're so happy that we have it and people um we're excited to look into next year. I think that's the next slide, but um there there's a lot of interest. Students are staying in the immersion program. They're going to be transferring up into first grade. Um, and parents are just
they couldn't be happier with how it's going. Their students are loving to learn at school. Um, and I don't know about John, but I was like, "Oh, they're going to be so tired. Like, I I wonder what the stamina is going to look like, you know? I wonder if they're going to be able to hang in there all day because I know personally if I was um sitting
for six hours and interacting in a different language, that that is really mentally taxing, but the kids, their brains are just soaking it right in and um they're doing such a great job. I just can't even stress that enough. Yeah.
>> So, some of our um early indicators of success um it's just what we see down on a daily basis. You know, you can walk into any classroom, we see them, you know, you know, running on all cylinders, uh students engaged, uh you know, doing um you know, all of that work, their their their Spanish work,
those finance work. Um we're also, you know, getting some great feedback um with some of our assessments showing that our students are actually growing. that they're learning really quickly as we would as we would would hope to uh hope hope to see. Um we are hearing positive things from our families. Um
and you know as we talk with our colleagues around the metro area um you know we're certainly hearing um you know the rumor mill out there. It's not really rumor mill actually is um you know White Bear Lake does it right like that you know we know how to do things. We we do it right. Uh we put our best effort forward. Um we we we learn when
we take a misstep and then we adjust and we make sure that we put everything in place. So, um, we have a really strong foundation as we move into, uh, into next year. >> All right. So, um, we're obviously going to be transitioning this kindergarten group up to first grade. So, in both
schools, we each have two sections. Um, next year going into this kindergarten enrollment time period, just like all kindergarten, it's coming in. It's just a rolling enrollment and it's it's right where we would expect it to be. And so, we'll continue. Obviously, we'll both have kindergarten next year. Families
are really excited about that, too. Um, and then everything that we have done in kindergarten will roll up, you know, so there's going to be curriculum that will be meant for the first grade. Um, and we'll continue the practices that we have in place, not only the in the program, but also how we embed that
program within our schools. >> Thank you. Do we have do we have any questions, Miss Bloid? Um, do you is the do you have like a budget within a budget for the immersion program? Is it tracked separately or is it just your overall budget for Otter and Moses?
>> Yeah, our overall budget, >> you know, there there there are, as we talked about when we um presented last year when we were starting up, there there are some sort of initial startup costs, you know, buying the curriculum, but really we fall in line with um everybody else. Yep. >> All other classrooms. >> Okay. Um,
so are the assessments given in both English and Spanish or >> they're not? No. So all students had an English assessment to kick off kindergarten and that is required by law. After that, students need to be progress monitored in the language in which they're learning. So that would
that's Spanish. Um although they have a slice of English a day, it's not enough instruction to really benchmark like that. Um, so when we look at students who may need intervention, we are using Spanish progress monitoring and then their intervention is also in Spanish.
>> Have we have you seen a lot of inter interventions necessary for for this group like as opposed to a regular kindergarten classroom or I shouldn't say regular. >> I can I can speak to Otter. I would say it's completely it's really average. I
mean, it's very similar to what we would see in English-speaking classrooms where, you know, they come in at a certain level. A lot of the students who um came into immersion came in at a fairly high level, actually. Um, and what we're seeing is their their growth in this midyear break. And then I I I
assume we'll see a lot of great growth in spring and that is a track that we see for all of our kindergarteners. >> I would echo that for from Matoska as well. And you know, one of the one of the contacts as well is their 5-year-olds. this is their first experience and you know you know like you know in all of our programs that you
know it's about figuring out who they are, where they're at and then how we build those um supports around them. >> Do we have an indication of how many of these students are going to continue on in first grade? >> I I think 100% of them. >> Nearly. Yeah, 100%.
>> So all of them. >> Nice. Um, I think it'd be really interesting over the next couple years if the same group is going through just to see how um how that cohort goes through because if
they're doing the English and and Spanish, they're obviously engaged in their education. Usually families are probably more engaged than say some. Um, so I'll be really interested to see overall how they how they progress.
Thank you. Oh, I was going to ask you what happened to your leg. >> I have a new ACL. >> Oh, sorry. Pretty awesome, actually. >> Yeah. Good as. >> All right. Uh, Miss Daniels, >> can uh students who want to join in first grade who haven't been in the kindergarten program?
>> Yeah. Enroll. Great question. Yes, they can. It's a It's still a good on-ramp for students to join the program because it's still very foundational. The language is still very foundational. As it continues up in grades, you know, that would be a much larger discussion. someone with no Spanish background
really wouldn't be able to enter in in fourth grade. That would be very difficult. Um but first grade, yes. >> Is the is the kindergarten class size about the same as a regular class size? Uh that is not immersion. >> So >> yeah, we we fall within within the
ratios in the plan that we had put forward. Yeah. >> Yeah. Okay. Great. I think that was it. >> Okay, Miss Ellison. >> Yeah. Thank you. This was really exciting. I think we've talked about this for a long time in the district. So to have to see this play out as was wonderful. My question is, you know, the the intention is that we're going to
continue to add a grade every year, >> assuming that everything continues to to grow as it is. So what does that mean for staffing at Otter and MTOSA? I mean, if we've got two classes of Spanish speaking first grade,
what happens as we're staffing those grade levels? That's it's a great question. Staffing is always an interesting process. And one of the things that we do as principles uh you know first and foremost is look us look at um at our schools as like one big place like we're all we're all bears. Um
we're all qualified you know to teach elementary school and we have our Spanish um as well. Um and then when we get into like for example at MTOSA spec specifically um you know what we had a a couple years ago we had a small cohort of of kindergarteners come through and
so that sort of is is the adjustment that we're having to make at Mosska with with some of our uh other classrooms. It's not um replacing at MTOSA um uh you know teachers at all. >> It does shift staff though if you're if
that's what you're saying. Like right now at Otter, we have three sections of first grade. Next year we'll have two sections of English speaking and two sections of Spanish speaking. Um so what that looks it can look a lot of different ways. Honestly, it does shift staff around and obviously this is a
specialty area. Um when we're looking to teach the Spanish immersion program, every year there's so many changes in staff. People retire, people take leaves, people move on. And so as of right now there's not at least at otter
there's not going to be big swings happening but you know over time there is going to be this kind of shift where all of a sudden it will be a little more 50/50 right of Spanish immersion and um English speaking and that is really by design. >> Okay. Thank you.
>> Other questions miss. >> So I just wanted to thank you. I my question was around early literacy assessment. You answered that question. I also just love hearing how the program has come about and watching it in the last uh year and to hear that your families are getting involved. That's
great. It speaks to the culture that you have for people that are new to the district or new to your school. So, thank you both. >> Mr. Scar, >> thank you. Um I was just going to I want to ask a question in terms of
enrollment. Um has this has this program helped grow enrollment? and you can just give me your opinion on that. >> I know that in our program right now I think it's about 50% in district 50%
open enrolled. So I would say in my opinion yes it brought in new families interested that likely would have gone someplace else and um that was one of the things family had had shared with us like if you if we don't have this option like we really are going to go someplace else and there are other programs very
near us. So, um we do have a number of open enrolled families. Uh if you drive past Otter at the end of the day, it's very evident in that, um we have a lot of drivers. Parent pickup is very busy. Um and so that's kind of evidence of that. >> I would I would also, you know, two
things two other thoughts I would add to that is is the open enrollment. And sometimes we think about, you know, the programs that we can offer in Wiper Lake u not only attract families, but they keep families. Ann's mentioned, there's a lot of programs you in surrounding districts and that we can provide for those families is really wonderful. As
far as like total enrollment, if we were to extrapolate, you know, our um 80 or some kids forward, you know, five or six years, um it will be one of our larger larger programs um in White Bay Lake.
>> Okay. Thank Thank you. Other questions? >> Questions? M. >> Sorry, I just had one followup. Um so Mosska as a designated uh IB school international balora is it treat is it the um Spanish immersion program is that
treated any differently within the >> No I appreciate the question that was one of the things we we you know we talked about you know not only for Moska but at at Otter as well. Um we really wanted to make sure that you know um our immersion program was part of our school not a separate siloed out but a part of
the community as a whole. Um and so all of our um all of our programming aligns very nicely together. >> Okay. >> Thank you. >> Thank you. >> Well, on behalf of the entire board, I want to wish you continued success and I we look forward to you coming back and
sharing how things are going. Thank you. >> Thank you. >> Thank you. We are going to move on to discussion item D2 presentation of pre-sale report related to upcoming upcoming issuance of facility maintenance and um refunding
bonds series 2026A. Mr. Wald sorry okay good evening Dr. Orcan, members of the board, uh before you tonight is the pre-sale report for the upcoming issuance of facilities maintenance bonds to provide some context of maintenance in the school district. The school
district maintains uh 20 buildings throughout our district um that vary in age. Uh we have a few newer buildings, but we also have 14 of our 20 buildings that are 60 years old or older. a couple, one that's over a hundred and
one that's uh the hippodromeome that's just turning 100 now. So, we have some old buildings that we're maintaining and there will always be maintenance needs related to our buildings. And so, we have uh uh on uh every other typically on an every other year basis, the the
district issues bonds for facilities maintenance. Tonight, we're joined by Shelby McQueen. She's senior municipal advisor with Ellers Incorporated and she's going to walk us through the bond issuance process and the pre-sale report for the series 2026A bonds.
Uh Mr. Chair, members of the board, Superintendent Casmmerch, thanks for having me. Uh the pre-sale report just uh gives an overview of where we think the market conditions are uh going into the sale on April 13th. So, uh, this pre-sale report represents a little bit
more than just the facilities maintenance bonds because we are incorporating also the refunding of some of the 2018, uh, facilities maintenance bonds that were issued at that time and refinancing those for savings. Now, so the pre-sale report just goes through um
a few boxes, but they're broken into primarily three sections. the authority to issue those um the issuance itself and then the post issuance uh requirements that you as a board are obligated to as part of having uh tax exempt debt on the market. So um 17.7
million is approximately the facilities maintenance portion and about 14 million for the um refunding portion. you as a board have the authority um granted to you by the legislature to issue uh facilities maintenance bonds and refunding uh bonds. The term uh combined
is nine years for the overall um and then uh the issuance itself on April 13th will be a competitive issue. uh you're a well-rated district with a double a minus um stable outlooked rating from S&P, but we'll undertake a
full uh rating again for this issuance. Uh the post issuance compliance policies are um what you are obligated to do because you do have debt out on the market. So none of that will change as a result of this issuance. Um some of the major high points as part of the uh the
issuance itself are um in the attachments beginning on page six just the sources and uses each of the debt schedules combined and then broken up into the um two different uh issuances for the new money and the refunding
portion. We overall anticipate the true interest cost to come in at about a little over 3% and that's on page seven. Uh and then the savings on the refunding portion uh after we have about a month
to invest those proceeds um will uh net approximately 156,000 over the remaining term of that refunded bond. So just refunding for savings here, not looking to extend or uh restructure the debt at all. um and what that fits into all in
in terms of your overall picture is on the back of that pre-sale report. Really looking at a stable um capital and levy plan uh as part of the overall facilities uh program as well as um the existing debt on the on the um debt that
the district has outstanding and um existing lease payments and your general fund portion of your LTFM. Uh so the action item tonight is the resolution that you have in front of you to authorize the issuance. Um and then to uh participate in the credit enhancement
program as part of that. And you do have a separate line item for this as well is just updating the LTFM plan to incorporate uh the uh debt schedule there for um what we estimate for debt payments. So happy to answer any questions on the issuance or uh the
authorization. So, first I just want to clarify this will come back during the operational items. >> So, um we will see it there. We won't be approving it at this point. It's going to come into operational items, right? >> Correct. >> Any questions, Mr. Scar?
>> So, should we just hold off until >> No, we can have the discussion now. That's fine for this if you'd like. >> Okay. Um so the uh one one of the things uh in our bond rating it's a you said it was
double A minus. Uh when they look at the bond rating do they they look at the I imagine that they look at the school district and they look at um enrollment trends things like that. Is that true? >> Uh they look at things like economy
enrollment and the district finances. >> Okay. So enrollment could come back as a as a factor in terms of um future re future revenues that we would be receiving that could have an adverse
impact on the bond bond rating potentially. >> Um they look holistically at all the factors um between each of the rating agencies. They also they factor it differently. Um they also look at the financial the underlying financial
policies and management. So um as enrollment goes up and down and over all across the stra state there's declining enrollment they make sure to sort of correlate that into um how the district is managing the finances. Okay. I can save the rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest rest
rest rest rest rest of the questions to when we discuss it and approve it >> wait >> Mhm. >> Okay, other questions bel >> um so it's this refunding or the that's
bringing the bond rating back up to the AAA. >> Uh the district benefits from the credit enhancement program. So, as part of getting a rating on the bonds, you'll get your underlying rating, which currently is a double A minus, and then
the credit enhance rating, which is playing off the state's credit rating. So, the credit enhancement program um is essentially an insurance program to the bond holders, ensuring that they'll get paid in the case that the district doesn't make the payment. Now, it's never been exercised, but what it looks
like to investors who don't know White Bear Lake Minnesota is that there's an insurance program on that. So, the bonds itself will carry the AAA rating from the state through the credit enhancement program and then the underlying rating of the district. >> So, I remember when we the last was it
the last issuance where the bond rating went to the AA minus or was it the previous? >> Yeah, I think so. And do we what was the reasoning for that >> if you remember? >> The rationale I think they cited at that
time was again a combination of everything but um the draws on fund balance. >> Was it do we remember was that precoid or postcoid? >> That would have been postco. >> Yeah.
>> Okay. Um that would >> have been 2022 I think. Okay. So, it's 14 million. That's for the refunding. And that save by doing this, getting the rate that we're getting and issuing this, it saves us 150,000 on the
life of this. >> Yes. Um and we'll get the underlying rating on the entire bond issue. So, the refunding itself is not um does not factor into the rating. >> Okay.
It it Yeah. >> All right. >> Those 2018 bonds are eligible for refunding. So, and it makes sense to do it based on the market conditions and the um likely bond or uh interest rate that we get. >> Correct.
>> Just needs refinancing. Do we see with the changes in the markets that I've been seeing, reading about, do we think these the bonds are going to be harder to sell down the road or do we think they're going to become
easier? >> Uh, overall, if you were a magician and could magically tell me what the real answer is. Overall, every municipal bond out there
has a call date on that on it. And so, um, at the time that bonds are callable, they're usually, um, those investors have then cash to, um, invest again into
new money. So, there's a number of factors that go in. I mean, first off, whether or not they can um sort of earn interest at a taxexempt rate >> um and then also supply and demand. So, sometimes as we've seen rates creep up,
especially in the last two years, there's still been incredible demand for high quality municipal debt, even lower quality municipal debt because of the tax really the tax exemption that that investors want. They need to put their
cash somewhere. Okay. By the way, thank you. I saw your daughter up there. >> That's all I had. Thank you, >> Mr. Scar. Is there a is there a time of of the essence or anything like that
with regard to these two bonds or with this offering? So um it's uh you generate cost of issuance effect um savings by issuing the two bonds together instead of
individually. So there is um there is a little sensitivity on time in terms of the refunding because you would be um holding the debt at the higher paying the higher interest cost essentially on the debt that um is eligible to be
refinanced. So we want to start saving on that to the extent possible. And then in terms of the LTFM portion, that's really driven by the projects that have been approved previously by the board and now we've just sort of come to the time that it's that funds need to be
available to continue with those projects. So, it's timed alongside administration to make sure that we're not issuing too early and incurring um interest sooner than we have to, but not issuing too late so as to not have money
available to make uh the payments on or make the um pay the invoices on the projects that you previously approved >> on the refunding bonds. When's the current term when is when is the term up on that? So the um existing bonds on the
2018A were issued through um 2032. Uh 21 2032 is the final payment and this would be the same uh that portion of the issuance would have the same schedule and we'd issue through the maturities
would be the same. So if we did nothing on the refunding of bond bonds on this bond that what is it 15 million and some change would just go through 2032. >> Correct. >> Okay. What is is there any are the bonds
subject to any kind of a prepayment penalty or anything like that? >> Uh no they're not subject to a prepayment penalty. they cannot be called or refinanced prior to the call date and the call date was 2126.
And so now if you according to our current estimates if you were to just leave those in place you'd be paying approximately or the district would be paying about 150,000 more in interest than we're currently estimating
>> through 2032. >> Correct. Is that discounted for the time value of money or is that just total >> present value? >> What's the present value of that? >> Present value savings is 134,000. >> Okay.
>> So if these let's just say if these bonds um the refunding one keep separate maybe just the LTFM uh bond. If that wouldn't get approved, what happens?
Well, we'd have a few projects we'd have to reschedu, I guess, push back and um ultimately have to uh bring another bond series to the board at some point because work needs to get done.
So, with the LTFM bonds, did we used quite a bit of LTFM money in the construction project? We had a bond of what 326 million and then we had another what 100 million of LTFM funding
that went in a little less I think little less than that 90. Yeah. >> So um what I guess what I'm getting at is those those LTFM funds used in the
project. I mean, how do we know, you know, are the the 17 million that we are asking for? Um, how do we know it's not duplicative or I don't know, just kind of a sense of we
used all these funds in the construction project. Now we got another bond, an LTFM bond. Did we you did we steal from Peter to pay Paul? You know what I mean on that? You know, I think the responsible move that we made in this
pro entire process was um pairing LTFM projects where we had crews in our buildings working that it was most efficient to tackle some of the deferred maintenance projects that existed um at the same time that we were in working on our buildings. So, you referenced the
LTFM projects. to rebond for LTFM projects because we have a lot of uh old buildings to maintain. Um to do that during the time that we were doing our bond work on our buildings just made was a really responsible way to do it. Uh
get the most bang for our buck out of it. >> Um on the LTFM bond, how did you come up with 17,680,000? Where does that come from? Well, so the the project the related projects that
need to get done over the years require um you know require tens and tens of millions of dollars to complete overtime. Um and so we look at the tax rate to try to not impact
increase our tax rate over time. um and how much we feel we can responsibly take on during the next se several years. So that's the kind of process we use. >> So what I'm getting at is that is the 17,680,000
is that broken down into specific projects that we're going to going to do. >> Yeah, we have a list of projects that >> So who who came up with that list? Did you have somebody look at deferred maintenance across the school district and come up with that list and then prioritize it?
Uh yeah. Yes. And we have our building operations department who knows our buildings well and then can look at what um the last study we had done of all of our buildings which is comprehensive engineering study um identified a
significant amount of projects to be completed. Our operations department looks at that looks at current conditions of buildings and then prioritizes based on what needs to happen. So on this $17,680,000,
how much how much of that is fixing stuff, you know, stuff that you can touch versus um fees, professional fees, engineering fees, things like that. >> Well, I I couldn't tell you that
percentage off the top of my head. >> Okay. it. I think it'd be kind of nice to know where the pro where the where the money's going, what facilities just from a big big picture standpoint where and
then how long is that going to be? How long do we have to pay that? I know it rolls over, but how long is the LTFM bond? Is it 10 years, 20 years? >> Nine years. >> Nine years. >> Nine years. >> Nine years. >> Nine years. Okay.
Does this is this going to impact the you know we just had that truth and taxation meeting on on December. How does this imp how is is this going to be seen as an increase in our debt service this 17 million 680 or is it just
continuing what we already have because some of those things are maturing out? >> Yeah, it'll it should remain flat generally. Yeah, we look at the um entire capital plan to make sure that we're um evening out the tax impact even
though the projects may change from year to year. So the the last page demonstrates that the tax rate will stay level and and the debt service is incorporated there as well. So >> So is all of this seven all of the $17 million is that going to be capitalized
or is some of it expensed? Um, yeah. >> Some of it would be expensed. >> Yeah, there'll be a little bit of it expensed. >> Okay. All right. But more than 90% is would be on the balance sheet. Say that's accurate.
>> I would have to look more closely at um the list of the projects that are going on. It would depend. Um, >> yeah. I don't know. >> Okay. >> Off the top of my head, I don't know. >> All right. Thank you. you other questions like
>> I know we've gotten a list previously when we did an evaluation of each of the buildings and I think we did it um maybe a couple years before or maybe during the bond referendum. I'm not I can't remember. Um but we got a list of the
deferred maintenance that was going to be in each building. Mhm. >> Um I should have gone back and looked at. Is it possible to get um I guess I can
defer to to Wayne on this, but um is it possible to get something like that again for ongoing? I know we're having the um we're going to go over the bond information. >> Was that brought in July? Is that brought in July every year? So it's in
the July port package. >> The July. Okay. Other questions? >> Thank you very much. We'll see you soon. Thank you. >> Um, now we have discussion item D2, the first reading of school policies, board
policy 211, 212 809. These policies will be on the April 13th or sub or um sub subsequent agenda for the second reading. Um, if there's any questions, please refer to the policy number and the page of the packet you're looking
at. Any discussion, Mr. Scar? >> It's on the U consent agenda. It's on the consent agenda item, which is some trying to page it. >> Trying to find it here.
>> That's the one that we're approving. That's second reading. >> Second reading. >> Oh, this is the first reading. Sorry. Thank you for correcting that. Yep. Hang on. Hang on to your hat for that. For that one. Okay. Thanks. >> Any other questions?
>> Okay, we're going to move on. Now, we're going to go on operational item E1, action on the 2026 to 2029 achievement and integration plan. Dr. Gillespie and Mr. Shavers, Chair Arkin, members of the board. Um, at our last work study session, me and
Mr. Shavers presented on our achievement and integration plan for the 2026 through 2029 school year. Um tonight we're asking for action and approval of the plan and we included um the changes that Miss Thompson asked for where we inadvertently left out our AP pack members on the racially identifiable
school part. So um we're asking your approval this evening. >> Okay. So can I get a motion to approve the integration plan? >> Okay. I'm going to go with Thompson. Second. Second with strife OG. Any discussion? Okay. Hearing none.
This will be a voice vote. All in favor say I. >> I. Oppose. Same sign. Okay. Motion passes. Thank you very much. We're going to go on to E2 action on the 10-year long-term facility maintenance. Thank you, Dr. members of the board.
each uh every time that we issue bonds um we have to re uh approve the uh tenure oper 10-year long-term facilities maintenance plan. So each year the the board approves that in July and then if there's any change in funding then we
bring it back to the board for approval. And so you heard um a summary of the bond offering just a few minutes ago and now you're asked to approve the 10-year facilities maintenance plan. Um it is part of a requirement by the Minnesota
Department of Education. >> So the the recommended action is to approve the 10year long 10-year long-term facility maintenance plan as presented. Can I get a motion to approve? >> So moved. >> Okay. By Daniel. Second. Second
>> by Ellison. Uh any discussion? >> Okay. This will be a >> Yes, sir. >> Well, you know what? I get the um the refunding one. I mean, that one makes sense. It saves saves money over the
long term by refinancing the the LTFM bond. Um, you know, I I guess from from my standpoint, I don't have, you know, you have a spreadsheet, it summarizes everything, but it doesn't have things
like, you know, by facility, that kind of a thing. And that would be help. That would be helpful to have because I'm not sure where that I see it in general, but I don't see what facilities it's it's going to in that summary. Unless I'm
misreading that. Well, it's the district staff's responsibility to determine what projects need to get done and and so our building operations department works hard on that, making sure they are making good decisions about district use of district funds.
>> Um we have a lot of buildings to maintain and so that will continue over year after year. >> Yeah, I guess I I I've never seen that list um of the prior that I can remember. I don't think it's ever been
shared. I'm not part, you know, the finance committee is not subject to open meeting laws, so I don't see that. >> That detailed list was brought last July. This is really just a slight update to the numbers if there's anything that has changed as far as budgets for this year. Um, and then the
detailed list will be brought forward again in July when we have an updated plan to be brought forward. But there's really not no significant changes to this plan from what was brought in July. It's just that by the law, we have to bring it forward again for reapproval because the revenue has changed um based
on the numbers in the pre-sale report. >> So every July is when we do it. >> Yep. >> We're required, every school district is required to bring that plan to the board and that's where it's approved and it's broken down by site. >> So So we're on the cycle where July we
will we'll have a list of where the LTFM money is going. >> Is that right? >> Yes. Correct. >> By facility. >> Yeah. It'll come in in the July for the 27 26 27 school year and beyond. Yep. >> And again, this just >> and it's a flu it's a bit fluid because
emergencies come up in >> No, I get that. >> Facilities maintenance and so things get moved around pretty frequently. That's not unusual. >> And that is an internal document. So it it doesn't quite look like the Department of Education spreadsheet. It's a lot easier to read. So you could
reference that the July meeting and it that would break it down. We'll have that. We'll have an updated one in July every year. >> But you need >> that's going to be by facility and by major. >> Yep. >> And then this so uh what we're this is kind of a placeholder approval.
>> This is the funding mechanism that we use. It's it's either through bond issue or pay as you go levy. There's a mix >> and this will not have really any impact on our debt service which is what you said. >> Right. Correct. >> Flat. Okay. Thank you.
Other questions? >> Hearing none. This will be a roll call vote. I'll ask the question. >> Oh, hey Scott. Just one la one last thing. You know, with our with our enrollment being where it's at, um again, you know, we passed the bond
referendum based on having close to 11,000 students. Should we look at um uh you know retiring more debt so we have less debt to carry in the future you know given our given our demographics
because that has an impact on our financials. Is that something that we're doing? Is that something we could get a review of by the board at some point? >> Well, you saw the debt plan. >> Mhm. Um, and that's what we have lined
up. And so you can see it drops off significantly down the road and there will be, you know, opportunities for decisions at that point on how much debt is the board willing to carry or interested in. >> Okay. Thank you. >> Yeah. >> Anything else?
>> Okay. This will be a roll call vote. I'll ask the clerk to call the role. >> Scar. >> Yes. >> Stri. >> Thompson. >> Hi. >> Ar. >> I. Floyd >> I >> Daniels I Ellison >> I >> motion carries all right we're going to
go to operational item E3 action on the resolution of the intent to issue the general obligation facility maintenance and refunding bond series 2026A Mr. Wald >> uh thank you Dr. Arcan. So, finally, we're seeking approval for the
resolution stating the district's intent to issue general obligation facilities maintenance and refunding bonds series 2026A. The total maximum principal amount is 31,750,000
14,70,000 of which is a refunding or refinancing of 2018 bonds which will result in about $155,000 savings. 17,680,000 is issuing of long-term facilities
maintenance bonds. It's recommended that the board approve the resolution as presented earlier this evening. Okay. Thank you. Solo. Once again, the recommendation is to approve the resolution stating that the intention of the school district to issue general obligation facility
maintenance and refunding bond series 2 2026A in the maximum amount aggregate principal amount of approximately 31,750,000 and taking other actions with respect there too. May I get a motion? >> So move.
>> Who is it? Miss Bloy. Second. >> Second. >> Second by Ellison. Any other further discussion? >> Uh, >> yes, Miss B. >> I just want to say um it's last July. It's page 165 for anybody who wants to go back and look that list out by facility
>> in year. So, >> thank you. >> Further discussion. >> Okay, this will also be a roll call vote. I'll ask the clerk to call the role. >> Scar. >> Yes. >> Striki. >> I. Thompson. >> Hi, >> Arin.
>> I >> Daniels, I Ellison, >> I. >> Motion carries. >> Thank you. >> All right, we're going to get on to operational item E4, action on schoolboard policies 101, 101.1, 103, and 203.6.
Can I get a motion to approve? >> So moved. >> Okay. Ellison a second. >> Second. >> Second by Strife OG. Now we're open for discussion. Mr. scar I'm assuming. >> Well, if somebody else have wants to talk about it, you can call on them, too. >> I Okay, somebody else. Okay. Uh, Miss
Thompson, >> just remind that this is the second reading, so they've already come before us for discussion and this is usually where we've already discussed all of the policies and anything that we maybe had questioned on it. And then it comes the
second time and that's when we vote uh to approve the policies that we've already discussed. Thank you. >> So, um, Mr. >> Scar, >> thank you. Well, I just want to say, you know, we're deviating on this policy from Robert rules. Robert rules are
designed to ensure orderly meetings, fairness clarification, >> and respect for minority views and the district's own policy tool. >> Point of clarification. >> Yes. >> What policy and what page are we talking about? There's several of them here. Sorry.
>> Oh, I'm sorry. It's policy 203. So it is 203.6. It's page 125. >> Thank you. >> So anyways, um, Robert rules are designed to ensure orderly meetings,
fairness, and respect for minority views. The district's own policy 203 includes the following of Robert rules. So this would be a deviation from it. And I'll read you this. This is from policy 203. Rules of order for
schoolboard meetings shall be as follows. Minnesota statutes where specified. Specific rules of order as provided by the school board consistent with Minnesota statutes. And then C, Robert rules of order, latest edition. We're not inconsistent with A and B. So,
we're committed to following them. This is a deviation. I'm not saying that the, you know, I don't know if the board I'm sure you guys looked at this that this doesn't violate a state statute or anything. I don't know if it does, but I do think that the revision to bypass
Robert rules with our own rules is, you know, it's just another way for the board and the superintendent to limit free speech on those who seek accountability by asking questions about spending. So, and I think board governance without accountability is
really not governance. It's pretty useless. So, um I think it's just kind of a, you know, it's kind of small-minded and um it's uh prevents public accountability and you know, I stand by questioning uh
the um the invoices as well as the financials given that we've have had some mishaps inadequate financial oversight for the last since >> 20 2019. Um, so I think it's just it's
unnecessary and it, you know, I'm I'm certainly not going to vote for it. >> Okay. So I I hear you. You're you're vote. You're against this. I heard that. >> Yeah. Okay. Uh, Mr. D O. >> Yeah. So I just want to make a comment on this policy change specifically um as
it relates to the consent agenda. As stated in the schoolboard agenda, the purpose of the consent agenda is to expedite the handling of routine and miscellaneous official business of the schoolboard that consists of check register entries, the acceptance of gifts, field trip requests, and human
resource items. The language in the current policy states that by request of an individual board member, an item can be removed from the consent agenda and placed upon the regular agenda for consideration and action. The recommended changes shift the individual focus to one that requires the board to
agree that items being pulled from the consent agenda are worthy of our time. I've been on this board for almost 5 years and the board receives the board packet ahead of time and we're encouraged to reach out with any questions so that we can get answers which I do frequently. If I feel it's
necessary to bring my answers to the public, I do so with an inquiry focus to allow the district to share how they're addressing the concerns or questions I or our community may want further clarification on. Here's why I feel the policy change is needed and why I support this change. I think the role of
the school board is that we are governing um the school board serves as an elected governing body responsible for the care and management and control that means accountability as well. um this and which is why the board packet is shared ahead of time for us to be
able to ask our questions. Um we operate as one board. One should not consistently pull random items off the consent consent agenda. From my perspective, the agenda items being asked to be pulled from the consent agenda are not important enough
or relative enough to be pulled from the consent agenda and do not need to be discussed separately. Instead, it appears that items being pulled from the agenda are being meant to put people on the spot, catch people off guard, and are being used in an attempt to discredit our organization, those in it.
With regards to our financial well-being, a board member can inquire about any check on the registry, and is encouraged to do so. But I see our finance department being open and transparent about our finances. Every budget and audit presentation for the last 10 years is on our website for
anyone to see. The district has received awards and and high credit ratings. We have our audits posted. Material facts that have been identified in audits have been identified and addressed. As a district, we strive for continuous improvement and excellence on a daily
basis. I see the work of our school district um as being very challenging and complex. I believe our staff are well trained and supported to do their best every day. And I work with lots of school districts around the metro. I see what functional and dysfunctional
leadership looks like and I feel that we should be very proud to have the district leaders that we have here uh supporting our students, our families and our kids. Um and our mission here states that we're here to ensure our students are successful. It also states that we have a culture that respects
people and ideas and that we're here to care for our leaders, our district leaders, and make sure that we are taking care of them in a way that allows them to do their best work for our students every day. So, I support this because I feel like it's out of efficiency and providing people the time
if there are questions ahead of time to be able to prepare for those questions and have adequate answers. >> Thank you. Uh other further uh you have another question, Mr. Scar. Can I just ask we wait? I want to make sure everybody else has an opportunity. I promise I'll come back to you. Anybody
else? Miss Daniels, >> just a comment. Um, I agree with Chris and I also want to say there is opportunity to remove uh items from the consent agenda with a second. So that would mean that other board members or at least one other would feel that it
would be a a good point of discussion. So that doesn't remove the opportunity from removing it. It just has to have a second. >> Okay. Thank you. Other discussion. >> Okay. Second. Good. Mr. Scar. >> Well, let's be realistic. I mean, I've
had how many motions seconded here? Two out of probably what, 25 or 30. >> Point of order. This does not have to do with >> Yes, it does. It does because it does because that's the way that it works now is I can take things off of the consent
agenda to discuss. Now, you may not you may not agree with that method, but I'm trying to find out what the financial accountability is and what the controls are over this district. We've had 15 deficiencies and findings. Do you want
me to go through them? The last one was a double payment. >> Point of order. >> No, just so so by questioning that. >> My object I object I think he seeks to obstruct the the >> Okay, wait. Let's let him finish, please. >> What point? That's not how that's how
>> he doesn't need to finish. I just think he's seeking to obstruct the will of the board >> by continuing the same comments over and over and over again at every board meeting. >> Well, can I make a motion that uh that
staff would present the mitigation efforts that they have done, the corrective actions that they have done to prevent a double point of order. We have >> Mr. Scar needs to be recognized first. >> Yeah, we at this time we we're looking
at this um motion and that be something we can bring later. Um unless you're asking to make an amendment to this motion. >> Yeah, I think that would be a good amendment. >> Okay. So, but your amendment would be to >> have staff review the corrective action
on how we prevent a double payment. >> How does this have point of order? Do we have a second on that? >> Is there a second on adding that as an amendment? >> Is there a second? Okay, that motion fails. >> Mr. Chair, I ask that we call the
question. >> Call the question. Uh, do we get a second to call the question? >> Second. >> Okay. All in favor say I. >> I. >> Opposed. All right. Call the question means we we they've ended discussion. So, what we're going to do now is I'm going to call a roll call vote. I ask
for a roll call vote. Will you please call the role? >> Scar. >> Point of order. Is this on all of the policies or just 203.6? >> Right now the the amendment is for all of them. >> So no. >> Yes. No. >> Stri.
>> Thompson. >> Hi. >> Aran >> I >> Lloyd >> I >> Daniels I Ellison >> I. >> Okay. The motion carries six to one. All right. Now we're at the time for the board forum. It's an opport duty for board members to update the school uh the school board and the public on their
committee work which they have engaged in their official capacity and create awareness of upcoming district and partnership events. Is there anybody who'd like to share? >> Miss Ellison, >> just a a couple of incredible music events that have happened in the
district the last couple of weeks. Um the the band and the choir were supposed to participate in a competition that was cancelled and so they moved mountains to get the competition at the PAC a couple of weeks ago and it was it was a
tremendous performance by our young people. So I'm so proud of them. And then um there was also a jazz nightclub that happened a couple weeks ago. Apparently this something the district has been doing for 30ome years. And again, the students were incredible. Um, there was swing dancing. I mean, it's
just it was really joyful and it also showed how our student union can be a wonderful location for these types of of events. Um, so just kudos to the the music departments in in this district. They just do really wonderful work. And
then one last thing, um Chris and Kathleen and I were able to attend the White Beer Lake Area Education Foundation breakfast um that was also held in the student union to showcase the great work of the foundation and um we are so fortunate in this community to
to have to have folks looking out for our kids in so many ways and staff. So >> thank you others Daniel >> I was able to attend the um play that Lincoln put on. It was Willy Wonka Jr. a musical and um I just want to commend
the staff and the parent volunteers and the hours and hours and hours of practice, the kids and the and the set was phenomenal and um there were so many kids involved. I mean seemed like the whole school was somehow involved either in some part of that production. So it
was fabulous. So thank you to Lincoln. >> Others Mr. Scar. Well, um I was just going to suggest for our next working session. >> Do we have something that you've attended? >> Um I'm using this to talk about I'd like to put on this appropriate use of that
time. >> Yeah, it's appropriate because never get a chance to discuss anything. So I'd like to have a >> the correction I'd like the board to consider correction action of the double payment and what is staff. This is not the time for it's not the purpose of
>> No, because it's accountability. >> This is the time for the opportunity for board members to update the school board and public on committee work uh engaged in official capacity as a board member to create awareness of upcoming district and partnership events and so it doesn't seem to fit there at this point.
>> Okay. >> I think it fits. >> Others other discussion >> you know I'm gonna Oh, you want to go ahead? >> Sorry. Uh, it's a little distracting from I just would like to um I guess never mind. I'm sorry.
>> Okay. Well, I I'm just going to say that last week was a really busy and a great opportunity. Um, on Wednesday I had the opportunity to go to the girls basketball game and it was an exciting back and forth match and um, you know, we I just want to let that uh,
girls basketball team how proud we are and how we could see how hard they worked and it was a lot of fun. Thursday night, I had a chance to go to Mariner Middle School. I almost said high school. Mariner Middle School, and they had their Black Union Student Showcase.
Oh my gosh, I was It was so awesome to see those kids step up on the stage and perform. I think I mean, it means a lot, but you want to put yourself out there in front of your peers. And they did a great job, and energy level was very high. So, I want to thank um the mariner
for um junior middle school for inviting me and letting me um do that. And and I just love the show. It was great. And then Friday night, I had the opportunity to attend the boys section final hockey game. I know the boys maybe don't not realize this, but it really brought
community together when we went there and we cheered and it was exciting and it wasn't the out the outcome we wanted, but if you were sitting in those stands and how it brought the community together, um it's great. And those young men also with like with the basketball,
the hours they put into training and practicing and the parents who know where every hockey arena is in the state of Minnesota. Um so that was amazing. So, I want to thank them for going out there and putting the Bears on the line on that ice and doing their very best
they can. We are proud of them also. So, there's a lot of things going on and I know coming up boys basketball are heading in and so we'll have another opportunity to cheer on um our boys and basketball. So, you know, get out there. But, it was it was nice to go out there and see the community and see all the
hard work that's gone through with the coaches and the the players and the performers. So, it was a great week. I enjoyed it. Thank you. >> Anything else? >> Happy spring break. >> That's what I >> Happy spring break. >> I was gonna go for it. Happy spring
break. >> Okay. Well, now we've gotten to the point in the agenda. Can I get a motion to adjurnn? >> Mr. Chair, I move to adjurnn. >> Is there a second? Second Thompson. All in favor say I. I. Oppose. Same sign. We've now adjourned. Thank you very much.