- Meeting of the School Board of Independent School District 624 to order. Will the clerk please call the roll? - Daniels here. Skaar? - Here. - Streiff Oji? - Here. - Thompson. - Here. - Arcand. - Here. - Beloyed. - Here. - Can we please stand for the Pledge of Allegiance. - [All] I pledge allegiance to the flag of the United States of America and to Republic for which it stands, one nation, under God. Indivisible, with liberty and justice for all. (audience chattering)
- Okay, we are on procedural item A4, the mission statement. Vice Chair Thompson, will you read our mission? - Yes, the mission of the White Bear Lake Area School District community. The community at the forefront of educational excellence, honoring our legacy and courageously building the future is to ensure each student realizes their unique talents and abilities, and makes meaningful contributions with local and global impact through a vital system distinguished by students who design and create their own future.
A culture that respects diverse people and ideas. Safe, nurturing, and inspiring experiences. Exceptional staff and families committed to student success. Abundant and engaged community partners. - Thank you. Okay, we have a before us an agenda. Can I get a motion to approve the agenda? - So moved. - So moved. - Okay, Thompson a second, Beloyed. Is there any discussion? - Yes. - Yes. Mr. Skaar? - I'd like to suggest adding two items to the agenda.
So the first one is to address parents' concerns with the fourth, fifth grade classroom consolidation. How is this helpful to student success? That would be my first item. - So you have a motion on the floor to add parent concerns under discussion? - Add to the, yeah, to the agenda. - Under the discussion items. Do I have a second? Do I have a second? Do I have a second? Okay, motion fails and? - Add a second item regarding student safety.
What actions did the district do to confirm eligibility of the 22-year-old after immediate enrollment? Consistent with the McKinney-Vento Act? And can the board be presented the investigation report that the district has claimed to be performed, which would include the corrective actions? - Is there a second? Is there a second? Is there a second? Okay, motion fails. We have in front of us still an agenda,
and we have it, and we have it seconded. Is there any further discussion? Okay, this will be a voice vote. All in favor say aye. - [All] Aye. - Opposed? Same sign. - Nay. - Okay, motion carries five to one. We also have before us a consent agenda. This contains a variety of business items that come to us monthly including donations. We are truly grateful for the community and everyone, for all the donations and support we get with our schools. Can I get a motion to approve the consent agenda? - So moved. - Okay, Daniels, a second.
- Second. - Second by Streiff Oji. Any discussion? - Mr. Chair? - Yes, sir. - On the minutes, I'd like to suggest a correction to the minutes. During the discussion on April, was it April 13th on the federal audit? I was recognized and spoke regarding the need for an operational audit. Member Ellison interrupted me while I was speaking by calling the question for an immediate vote. Calling the question cannot be used to interrupt the board member and therefore it was out of order.
The chair should have called Member Ellison out of order. The minutes should read that Member Ellison was out of order and the chair should have allowed Member Skaar to complete his thoughts on the matter. So I'm requesting that the minutes show that. - So we have a motion to change, alter the minutes? So I have a second. Do I have a second? - I'll give a second. - Okay, a second. Open for discussion. Any discussion to change it? - I would wanna just clarify that we can make sure that that is the proper procedure before we make the change.
- Okay, we could have somebody, our parliamentary person look it up and see if that is correct. - Okay. Do you want me to do? - I was hoping maybe Rachel could look it up too. - Okay. Okay. - And let us know. - Okay. Let us know, okay? - Okay. - So as of now, we won't change the minutes. - On this, now we won't, but we have the motion on the table. So are we comfortable with the moving forward till we find out? - Sure, we could table the approval of the minutes until we find that out, and then go, you know,
approve the rest of the consent agenda. - So right now we're gonna approve the consent agenda, except the minutes. Can I get a amendment to the motion to do that? Okay. Mr. Skaar, is there a second? - Second. - Second, so at this point on the table we have the consent agenda only without the minutes, this'll be a roll call vote. Can we call the roll? - Daniels? Aye. Or here? - Aye. - Streiff Oji. - Here. - Aye.
- Aye. I'm sorry, Thompson. - What are we doing right now? - Yeah, I'm not sure what we were asking just to say that we're agreeing? - We're agreeing to the consent agenda. - Gotcha, gotcha. - Except the minutes. - I was typing down here. Okay, Thompson. - Aye. - Arcand. - Aye. - Beloyed. - Aye. - Skaar. - Aye. - Thank you. - Okay, passes 6-0. - Sorry about that. - So now we should by rule, we are supposed to table the tabled item next, but with permission of the board, I'm gonna move that back and when we find out, I'll put it when we do the decisions.
All right, so now we're gonna go ahead then and move up to public forum. Public forum is a portion of this meeting. The public forum allows up to three minutes per speaker. We have two requests tonight, Ms. Delaney and Mr. Arcand. With one minute remaining, you will see an orange card, which will be held up. With 30 seconds, a yellow card will be held up, and at the end of three minutes we'll tap the gavel and let you know it's done. School district policy and data privacy laws preclude personal and student matters or data from being discussed publicly.
Speakers may not make allegations, charges, or complaints against any student or employee. Speakers, we'll call you up one at a time to the microphone and be recognized. Only those members who have been recognized may speak. Members of the audience may not engage in conduct that disrupts any part of the school board meeting or otherwise impedes the school board's ability to conduct business. After the three minutes are up, I still give you the option, I have the question. Tell me one hope and dream you have for your child or children? After the three minutes you can answer that.
- That he would usually introduce. And it is our student recognition video. We are proud to celebrate the achievements of our middle schoolers who have participated in the history day at state and national levels, along with our high school students who have accomplished, have had great accomplishments in the Hennepin Arts Spotlight Showcase. So congratulations to each of the students. And then also, of course, we extend an sincere gratitude to the dedicated staff and family members
who have supported these students along the way. They have obviously been vital in the role in getting to that state and national success as well. So thank you to those supporters and congratulations to our students. So we'll play the tape. (energetic music) (energetic music continues) - [Scott] Thank you very much. - Thank you. - And since you brought it up, Dr. Kazmierczak is absent tonight. He has some family business he's taking care of, so he'll be back next Monday.
(staff member speaking faintly) Okay. Okay. All right, next on our agenda, we have the Historically Black Colleges and Universities Tour, Dr. Gillespie. - [Alison] Yeah, Chair Arcand, members of the board. I'm gonna introduce from over here so that our students and staff members can come up and then I'll sit behind them in case there's questions at the end that I need to answer. I'd like to introduce Aaron Turner and Lakisha Lipscomb student support specialists from Central Middle School and our high school who've supported our students along with they have three students with them
who would also talk about this annual trip. And so I'll have you guys introduce yourselves and the students. Thank you so much. Welcome. - Good evening. - [Scott] Welcome. - Good evening, I'm Lakisha. - Hi, my name is Destiny. - Hi, my name is Nevaeh. - Hi, my name's Bailey. - Okay, thank you for allowing us to speak today and share the impact the HBCU tour has had with our, has had on our students and what this experience has meant to us. - [Assistant] Can we have her move the mic a little closer? - All right, so tonight.
- [Scott] If you could move your mic just a little closer so we can make sure we can hear you, forward that, thank you. - [Lakisha] Okay, go down, this part. All right, tonight we'll briefly go over the purpose of the tour, the program history, district alignment, student experience, and the impact this experience continues to have on our students. - [Aaron] The purpose of the tour, this tour was intentionally created to expose students to college culture, opportunity, and possibilities beyond what they may normally see. For many students, this experience helped make colleges feel real and obtainable.
Our program history, this tour was started during the '22-'23 school year, and has continued growing each year. Since then, over 80 students from White Bear Lake and the ALC has participated in this experience. This spring was our fourth year. - [Lakisha] All right, this experience aligns with the district commitment to belonging, student growth, leadership, and meaningful learning experiences beyond the classroom. Students were able to experience campus life firsthand
through tours, student panels, cultural experience, and leadership conversations throughout the week. One of the most meaningful parts were a former White Bear Lake student now in college helping lead those tours and guide our current students. - [Aaron] A part of some of the colleges, if you could take a look, some of the colleges we visited. Florida A&M, Alabama State, Louisiana State, Hampton, Norfolk, the list goes on and on and on.
Some of the historical sites, we also visited the Edmund Pettus Bridge, a really cool experience. And the kids got to be a part of Legacy Walk. We actually got out and walked the bridge. So that was really cool to do. Also, the Alabama River boat ride where they just explained some of the history of the country there too as well, so, yeah. - [Lakisha] All right, we saw students return from a lot of those experiences
with confidence and motivation and open to post-secondary opportunities and future planning. This experience helped students think bigger about what is possible for them in the future. I'd like to open the floor for the students to be able to speak about their experience. - So our first question that we want for you to answer is, what was the most impactful part of the HBCU tour for you personally?
Bailey? - I would say the most impactful part of the HBCU tour for me personally was just getting me out of Minnesota, specifically outta my bubble and into a culture, or I should say the other half of me. I am mixed biracial, and I grew up in an area where I was only surrounded by one half of me or one part of my culture. I didn't really have that much of an influence in my life. Showing me, like the other half of me in this trip as well as Mr. Turner and Miss L have gotten me more exposed to who I am,
which I never really thought was possible growing up, or I did think was possible, but I didn't have those resources available for me that they did create for me. The other part was opening up to college. I always knew I wanted to go to college. I wanna major in biology and become an orthopedic surgeon. But going to these colleges firsthand taught me how I can get there. And also open up to a bunch of other colleges that I didn't even know exists. Before going on my first tour, I did not know what an HBCU was. Now that I'm so like
really, really, really wanna go to an HBCU, I'm very droven to succeed at an HBCU where I now know what goals I wanna have, what I wanna do at an HBCU, as well as how an HBCU can set me up for success in my future as a surgeon. - Something that impacts me on, sorry, on these, on this thinking. Yeah, on the HBCU trip. Kind of like leaching off of what Bailey said, really stepping outside of my comfort zone, but also holding myself accountable at the same time.
Making sure that I drive myself to go out there and find resources and opportunities that I can take. And thanks to them we were able to get those, and they're not really offered to everybody out. And also like one of our big sayings here at White Bear Lake is belonging. And before I was on the HBCU trip, I didn't feel like I belonged because I was surrounded with people who knew what they were gonna do or knew what they wanted to do.
And so now that I've reached this trip, I can say that I belong because I know what I wanna do and now I can go into a classroom and say I wanna be like this, so I'm gonna continue to strive. - That's funny. - Okay, question two for you, Destiny. How did this experience change the way you think about your future or college? - I did go on the tour for the first time as a sophomore. So it was a lot. It was a bus full of upperclassmen. I was like one of the only underclassmen, one of the three. So it was kind of different to be in that environment,
and in that situation at such a young age. As a freshman and sophomore, you're not really thinking about what you want to go do three, four years from now. But it was really nice to be put in the situation to think about it, and to think about what I can do here at home when I did come back from the trip, what I can do to benefit my future, or how to take those steps to get there. I did go and revisit a couple schools this spring, so it was kind of nice to see two years ago, two, three years ago where I was, how I seen the campus,
going my junior year and then senior year seeing how totally different my glasses were. Like I had some goggles on, it was more like serious business trip. It wasn't really like, "Yay I get a trip." It was really serious for me, and I took that as an opportunity to really get serious about my future and see what I have in store for that. - We brought Destiny here. How has the trip changed your future? - This month it's May, so yeah, this month I actually committed to Alabama State University.
It was my second time. Thank you. (audience applauding) - Jack it down. - It was my second time going back this spring. So again, I went as a sophomore. I really did fall in love with the campus. I think I more so loved it from my friend. She knew she wanted to go to Alabama, so I was really there to hype her up about it. But honestly when I went back I fell in love with the campus and it was somewhere where I did see myself. So I went ahead and took that leap of faith and I did commit to there. So I will say if I wasn't in the position to go
to these dozens of schools in the last three years, I don't know what school I would've been ready to put myself in, honestly. I probably would've just took the safe route and went to school with my sister. She also graduated last year, and she committed to an HBCU in Louisiana. So that was really exciting to see. But again, it really, it made me think different totally about everything, and just going on the tour, seeing that I really have to be doing this on my own, living alone, all that good stuff.
It was really eye-opening to see to me. But yes, I'm ready to see what Alabama has in store for me, and all the great opportunities they have for me there. - Thank you for that, Des. Just a last question, Bailey. What would you say to another student who is thinking about participating on the HBCU tour? - I would say when talking to another student, which I have done before about something, why they would wanna go on the HBCU tour, I would say that the HBCU tour is a life-changing experience. You will go on the trip
and leave the trip a whole different person. You're on a bus with about 40 other kids that you may not know, you may not, you may know some, and you leave with a family, as people who will always be there for you the rest of your life. I've made sisters and brothers that I now care about deeply just by attending this trip. Not only that, like Mr. Turner has said, it's a motivational factor. A lot of kids go on the trip not knowing about college, if they wanna attend it, if that's even for them.
But I've seen it with my own eyes. People leave this trip now thinking or thinking of college or even wanting to commit to college or did commit to a college if they are a senior, it's truly a life-changing experience. Also, on top of that, like I did say before, you get a cultural experience out of it. We go to museums, like the a museum, an African American museum and learn a ton about our culture that we don't get to learn about in school. We also get to see artifacts firsthand, see it for our eyes.
The history that we also do learn in our textbooks. A big thing for me was when I was in elementary school and still to this day, I got really impacted by Harriet Tubman's story. And I know when we went to an African American museum, we gotta see her artifacts, like right there to our face. Also things from slavery too, like certain items from that, it was really like, I know everyone was emotionally moved by that. Another big part was the Emmett Till Memorial.
That really impacted me really deeply. 'Cause that's something my dad always taught us about growing up. So it's a life-changing experience on multiple different levels, and I would recommend it to any student who is just open to attending it and see where that gets them. - I'll wrap it up with, this year six outta the seven students, out of our seven seniors, students, received acceptance offers. Every senior who has attended the tour has at least been offered at a college at this time.
Oh, and then personally we have a chaperone on the trip who also continued their education and got into one of the schools while on the tour so that was impactful for them as well. So that yeah, that's something really cool. We open it up. - All right. - For questions, right? - Yep, yeah, we can open up the floor for questions. - [Scott] All right, well thank you. I have a really easy one for you. Should we continue doing this next year and beyond? - Oh yeah. - Of course. - Oh yeah.
- Oh yeah. - Other questions? Any other board members have questions? Yes, Ms. Daniels. - Just a comment. I wanted to thank you, thank you for presenting and all of you have been very inspirational and I hope you inspire other students, bigger groups to go, and it looks like an amazing number of colleges that you'd visited in a short period of time. I mean, all of these? - [Lakisha] Yeah, in the last two years. - [Aaron] No, in the last two years. The list that's on there. - Oh, this is two year's worth, okay. - That's the last two years, yes, yeah. - That makes a little bit, yeah. I thought, wow, that's really, really, fast.
- [Aaron] I don't have that stamina, so. - Yeah, it was great. Thank you so much. - [Lakisha] Thank you. - I'm glad that you enjoyed it and I hope we continue in the future. Sounds like a great thing. - Okay, Ms. Beloyed. - Can I ask what grade each of you are in? - [Bailey] I'm a sophomore. - I'm also a sophomore. - And then I'm a senior. - [Deborah] Is it pretty common for the sophomores to be the first group that goes and? - Yep, so the sophomores is, we have a lottery for freshmen, right?
And then we wanted to pick up this steam going in. So sophomores, juniors, every blue moon we get a senior who is undecided and really looking to try to lock in that last, we go in April, in the spring. So they lock in right there. So yeah. - Right before decision day, you know. - Yeah, I think great to start working with kids at that age, at that level because they don't want to think about it. 'Cause you know, it seems like it's a long way away, but if it inspires you to start thinking
about what you're doing in class and what your goals are, that gets you that much closer to it later on. So I think that's a perfect time to get the kids involved with it. And there's a lot of kids that never tour campuses, unfortunately. And they really should, even if it's just the local ones to just get out and see what it is, whether it would be for you. - [Lakisha] I agree. - I love the program. Congratulations, you guys go with it. - [Lakisha] Over the horizon. Thank you. - You're done. I wanna make sure I didn't interrupt. You're done? Ms. Streiff Oji? - So I just wanted to thank you for sharing your experience
and experiences. I love the progression of how you went early on and how it became a important business trip now. I also was introduced in innovative ways, like you all are introducing kids to a pathway to college and I really appreciate it because you are changing lives. So thank you. - Thank you. - Thank you. - [Scott] Ms. Thompson. - Ditto to everything everyone's already said. And then just like a comp right to the 10th graders who are here now, you've gone and you probably have some ideas of where you wanna go and you're thinking about what you wanna do.
So get those college credits you can get now outta your way to help you. You know that college is expensive, but I'm just grateful for this program and really everything that you guys do. And how many students went this year? - [Aaron] This year we had 38. 38 total, so. - From our? - [Aaron] From our school, from my school. - We had 38 bears that went. That is fantastic. I'm so excited. And Destiny, did we meet at the White Bear Lake Area? I thought so. We were talking about this. So glad to hear you picked somewhere,
and I'm sure all of your dreams will come true now. - [Destiny] Thank you. - So thank you all for being here. - [Scott] Thank you. Mr. Skaar. - Thank you very much for presenting. I know it's tough, but this, you know, this is building character when you're doing this, so it's a good thing. Which states did you guys visit? - So this year we went, we started in Florida, Florida A&M, and we worked our way back west. So we went to Alabama, so Alabama State, Tuskegee up in there. And then we worked our way over to Mississippi,
Jackson State, Alcorn, then worked our way over to Louisiana and back up, so. - [Daniel] What was the most fun place you guys were at? - The beach. (all laughing) - [Daniel] Good answer. Thank you. - [Lakisha] Yeah, especially when it was cold. - Thank you. - Well, thank you very much. - [Aaron] And can I just add one more thing? - Yes, sir. - I just want to thank, you know the district for supporting us. I want to thank the community who has donated to us. I just want to use this open space
and just say thank you 'cause we appreciate it. - Good, so my last request as you leave is after you finish, come back and brag to us when you finish your degree 'cause we'd love to hear from you then too. Thank you. - Cool. - Thank you. - Thank you. - Thank you. (audience applauding) - Okay, we're gonna transition to our discussion item D1, first reading of the school board policies 203.2, 208, 503, 649, and 902. These policies will be brought back on June 8th's agenda
for our second reading. Are there any questions that you have? And if you do, if you could tell us the page number so we can scroll through the packet and find it. (audience chattering) Well, hearing none, then we'll bring that back in June 8th. Between now and June 8th. If something comes up and you're reading it and you say, "Oh, I should have asked that question," please reach out to us so that we can answer it for you and then we'll do that. I would like now to move on to operational item E1,
action to approve the nutrition services milk products contract. - [Member] Ooh. - [Scott] Somebody hit the lights back there. - Don. - Here we go. - [Scott] Hey Mr. Wald. - It's just my dramatic entrance. (all laughing) Before you tonight, Chair Arcand, members of the board is a approval for the nutrition service milk contract. We last bid the milk contract in 2023 with the option to extend the agreement for two years
through the '25-'26 school year. So we bid the contract again this spring for the '26-'27 school year with an option to extend it to '27-'28 and '28-'29. Bids were opened on April 22nd, 2026, and two vendors submitted bids. After reviewing both bids, it's recommended the award go to the lower bidder, St. Paul Beverage Solutions in the amount of $290,162, a difference of about 70,000 from the next bid.
I should note that milk is kind of a big deal in schools. We serve over 63,000 gallons of milk each year. The equivalent of about 1,038,000 cartons of milk. The coffee shop uses about 800 gallons of milk each year. We use 450 gallons of buttermilk to make homemade ranch dressing. So milk is a big deal in our schools, and we continue to serve a lot of it. And our students drink a lot of it. So we recommend we approve the contract
with St. Paul Beverage Solutions for Nutrition Services, liquid dairy milk products for the '26-'27 school year in the amount of $290,162. - [Scott] You've heard the recommended action. Can I get a motion to approve? - [Christina] So moved. - [Scott] By Streiff Oji, a second. - [Angela] Second. - Second by Thompson. Is there any discussion? Mr. Skaar? - I've got a question. This is really kind of, maybe a little bit, it's adjacent to the milk program. It has to do with the federal meal program.
I had asked a question about that at the work session about is it meaningful to continue to record or to keep track of reduced meals that the federal government requires. So I'm wondering, and I know there was one school district, I can't remember what school district got into some issues with not completing the paperwork for the federal program and lost a few million dollars, because I don't think the federal government allows you to go back and recoup that money.
If you don't file it, you're done. Do we have any risk associated, I know it's not related to milk, so I appreciate you guys indulging me on this, but we had a question from a citizen regarding that. And if that is occurring here, or we getting all of our, I mean, there's not a lot of motivation to, I guess get the paperwork done because you're already getting the money, but it's still required. You're still getting the, we're still required to do the meals, but the funding requires the paperwork. Do we have any risk associated with that?
- I don't know if there's risk associated, there's risk of losing revenue if we don't, you know, if we don't maximize the number of people who are eligible for the benefit who signed up for it. And so we work hard to communicate with families about the benefit. And there are other benefits beyond school lunches that come with it involved with participating in activities. There are some consumer benefits that are available, you know, out in the market for people who qualify.
Example would be Amazon Prime is available for a much lower rate for individuals who qualify for educational benefits, what we used to call the free and reduced lunch. Well, on the paperwork now it's educational benefits and there are others, mobile phone providers provide reduced rates for people who qualify. So it's, you know, we try to get that word out to our families. We've done actually a pretty good job of communicating that
and maintained our level so that our compensatory revenue has stayed pretty stable, you know, over the last several years. - Good, so we must have like a point person that follows that program to make sure that we have the paperwork. - Yeah, our Nutrition Services Department takes the lead on that. - [Daniel] Do you remember the district that was at a loss? It was a suburban district. I just don't recall it. It's not important. - Yeah, no, I don't, I know that, you know, some districts have lost, you know,
their funding levels have dropped significantly and some have gone up, but I'm not sure which one you're talking about. - [Daniel] Okay, thank you. - [Scott] Okay, Ms. Beloyed. - What was the contract in 2023? Do you remember the amount? - [Tim] It was about 242,000. So since 2023, the cost of milk has gone up about 20%. So that's 6 to 7% range per year. Since 2019 it's gone up almost 60%. - How much? - 60%.
Yeah, so it's, yeah, I mean, it's a escalating price on the milk. So the cost of the milk, we have 290,000 here. The cost will actually reflect what the federal market order for milk is. So, or monthly the federal government evaluates what the market rate of milk is, and then that's the price that we'll pay. So these contracts take the risk out of it
for school districts and the risk out of it for the vendor. - So since they're taking the risk out of it, there's no way, if prices start to go down, there is no way to recoup that? - [Tim] If prices go down, our price will go down. - Over the two years. - Yeah, so, if next, if in September of 2026 the price drops for milk, our price will drop. Our expense will drop. If it goes up, our expense will go up. - [Deborah] Okay. - And this is a standard way that school districts bid milk
because no one would really offer them a reasonable bid if they had to remove all risk from it. The contractor doesn't want to have to live with that risk. They'd have to bid it much higher than this. - [Deborah] Thank you. - Okay. Other questions? Okay, hearing none, this will be a roll call vote. I'll ask the clerk to call the roll. - [Kathleen] Daniels, aye. Skaar? - [Daniel] Aye. - Streiff Oji. - Aye. - Thompson. - Aye. - Arcand. - Aye. - Beloyed. - Aye. - Okay. Motion carries. Now next, Mr. Wald we have resolution on the property,
sale of real property. - Thank you chair, again. Before you tonight is a resolution to declare the property at 4871 Bald Eagle Avenue as surplus property, and for the board to authorize the sale of the property. The district acquired this property in February of 2020. After we passed the bond referendum, our plan was to where possible expand the footprint of our high school and middle school site. But we thought that would be a limited opportunity.
And so we were considering the Lincoln Fields as a location that we would utilize for athletic fields for the high school and middle school. That plan changed because properties near the high school, adjacent to the high school became available. And so the district was able to acquire more properties next to the high school, making this property no longer needed. So the recommendation is for the board to approve the sale, to declare it as surplus property and approve the sale.
In the packet tonight is a resolution that's been prepared by the district's bond attorney Peter Martin of Kennedy & Graven. And that resolution includes three key provisions. First, that it's a formal declaration that we don't need the property anymore, declaring it as surplus property. Second, it grants the district administration the authority to work with real estate professionals, list the home, identify a, you know, reasonable purchase price, and to negotiate the sale of a purchase agreement.
And then finally, it outlines the legal requirements of use of the sale of proceeds as per Minnesota statute. And so funds are to be deposited into the bond debt service fund to cover the principal and interest equal to the original bond-funded purchase and improvements on the property. Remaining net proceeds may be directed toward additional projects or to acquire property. We expect that this property would do a little better than break even, perhaps leaving 20 to $30,000 in the construction fund.
Or to that effect. So the. - Can I, can I just interrupt for a second? - Yes. - In our packet it says the property is located at 4870. Technically it is 4871 Bald Eagle Avenue. So it's at 71. I don't know if yours has it. Mine doesn't. - Yeah, mine says 4871. - Okay. Mine is an older one then, sorry. - [Tim] Well, we don't wanna sell someone else's property. - Yes, please. So, just so we're all aware it's 4871. That's all I wanted to make sure. - Thank you. So the recommendation, administration recommends the adoption of the resolution
to allow the district to sell the property located at 4871 Bald Eagle Avenue as outlined in the enclosed resolution. - [Scott] All right. Can I get a motion to approve the resolution? - [Kathleen] So moved. - [Scott] Ms. Thompson. Second. - [Deborah] Second. - I mean Daniels, second by Beloyed. Thompson and Beloyed. Any other questions? I just need clarification, just to make sure. We purchased this property from the owner. We did not take it by eminent domain. They offered it and we bought it. So that's real clear that we didn't take something and now we're gaining on it. We actually, the person sold it to us.
- [Tim] That is true. - Okay. - And we recall that the board, if it was a resolution, the board declared that they would not take property. - Yep, but I just wanna make sure that was clear that we didn't take this and we actually purchased it. Mr. Skaar. - So has the property already been sold? - [Tim] No. - Okay, I would think that if we could revise the resolution so that, because the way this works is that this resolution gives staff authority to negotiate and sell the property
without the board reviewing the purchase, or the sale agreement, is that true? - No, it authorizes the board to, or it authorizes the administration to work with the realtor to list it and then it authorizes the board chair and clerk to sign the (clicks tongue) purchase agreements. - [Daniel] So does, okay. So it does not go to the full board for approval, is that? - Correct? This no, correct. This authorizes that process.
Administration to go forward with listing it and then the board chair and clerk to assign it. - So the full board does not approve the sales agreement or the purchase price. - Correct. That's the way this is written. - Right, I would suggest, I would just do a, you know, a revision that the agreement, the sales agreement should go to the full board for approval and that it should not be delegated to two board members. It should be the full board to approve it.
- Yeah, in the case of a, where you're listing a property to be sold, that would slow down the process and may lower the value of what you can sell the property for if it's held for a period of time for a board meeting to get scheduled. The resolution is for the school board to say yes, work with a real estate professional, determine a fair price for the property, and then sell it for that. If in that negotiation we determine
we're not able to get what we believe is a fair price for the property, we could take a different, you know, a different approach to selling it. Postpone the sale for a period of time. - I understand the risks, my suggestion stands. - So right now we have a motion on the floor, recommendation of the adoption of the resolution to allow the district to sell the property located at 4871 Bald Eagle Avenue as outlined in the enclosed resolution. So what you're asking to do is make an amendment?
- [Daniel] Right, you know. On the front. - In case they do. - Yeah, and the reason is on the front end, during the process, as part of the sale, you can, you know, make sure that whoever's buying it knows that it needs to go through board approval. - So we have in front of us an amendment to require board approval before sale. Do we have a second? Do we have a second? Do we have second. Okay, the amendment fails. So we still have in front of us the recommendation to accept.
- Chair. Thank you. What is the statutory requirement when you're selling. when you're selling real property like this, does the board, does the board have, the full board have to approve it? Is there a statutory requirement that requires the full board to approve a sale like that? - The statute requires the board to authorize the sale but to approve the purchase agreement? No, it doesn't require that. If we were doing it by closed bids, then we would have a, then we would have a high bid
and we would bring a bid to the board. But in this case we go through an MLS listing type of sale. And this is for the board to authorize that process. - Yeah, I would stand by what I was suggesting, which is, you know, I would be comfortable with the full board approving this as opposed to just a subsection of the board. 'Cause I think it's important when you're talking about sale and purchase of real property. - [Scott] Okay. Thank you.
Any other discussion? Ms. Beloyed? - How many properties did we sell or buy along the Bald Eagle? - How many properties did we purchase? - Like. - [Tim] 27. - 27. So this is one of that 27. And we've been using the same realtor? - [Tim] Yes. - For all of it. - [Tim] Mm-hmm. - Obviously we must trust the realtor if we keep using them. Have we had any issues? - [Tim] No, we actually get very favorable agreement with the realtor, Coldwell Banker Burnett.
- Do we have any kind of, I mean I know we get these resolutions each time the houses are sold. Have we run into any situations where we've had to go, that where we had to pay what you would consider an exorbitant amount for any of those houses? - For the purchase price of those houses? No, I think we purchased at fair market value. - Are you going to determine the fair market value or is the realtor gonna determine, how are you gonna come to that conclusion? - We'll work with the realtor
based on what they believe the value, what they can sell the house for, knowing the market. - So what would be the red line for you for the fair market value? 20, you're not 5% below what your expectation was. 10% below, 8%? Is there a number that you guys have in mind for what you wouldn't sell it for? - Well, I think we would, we would not take a loss on the house. - [Deborah] Okay. - Right, you know, we've had conversation with them of what they believe they can sell the house for,
and it would be, you know, a positive amount, a positive balance for us. - [Deborah] Well, 'cause we've rented this house out for. - [Tim] Couple years. - Couple years, and we've made improvements to the house. And so was it like 20, $30,000 worth of improvements to the house? So we have to recoup that in the sale price, so that figures into your bottom line? - [Clerk] Yep. Correct. - [Tim] Okay. - All right. Thank you. - [Scott] Right, right, right. Other questions? Ms. Thompson?
- You noted the state statute in the policy, so I'd imagine you have it in there because you reviewed it and made sure you're following the law in Minnesota to be able to do this? - [Tim] Right. - Correct. - Right. - Thank you. - Like I said, we've worked closely with our bond attorney, Peter Martin, to make sure that we were following all laws about selling. - [Angela] Thank you. - [Scott] Other questions? Just one moment. I want to give somebody else. I will come back to you. I promise I'll come back to you. - [Daniel] No, that's okay. - [Scott] But if somebody else wanted to have a question,
I wanted to give them an opportunity first. Any others? Okay, sorry, Mr. Skaar, go ahead. - I think what member Beloyed as a suggestion to put some borders on this, guardrails on the sale, which is you just set a guardrail, which is we would never sell it at a loss, which would mean the purchase price plus improvements, right? So could we put that in the resolution that we would not sell it at a loss, which would be the original purchase price
plus the improvements that we made to the property? (members chattering) - [Tim] I. - [Member] Oh, if he's done. - [Scott] So you, are you asking to make an amendment? - Yes. - Okay, the amendment is to, can you be very clear so we have it? - The property cannot be sold at a loss. And a loss means the sale price less our original purchase price plus. - Price plus improvement? - [Daniel] Yeah. I can write down a formula, but yeah. Plus the improvements. - Is there a second for that?
- [Deborah] Second. - Ms. Beloyed has a second. Any discussion? Okay, can you write down for the clerk so we know exactly this amendment we're making? - Yes. - So should we have it here, So if you write it down, I'll pass it down. We'll give it to the clerk. - Chair. - Yes. - I think to move this along, it's purchase price plus improvements period. That's the language that needs to be in there. - [Scott] So we recommended the resolution to allow the district to sell the property
located at 4871 Bald Eagle Avenue as outlined in the resolution. And where do you want purchase price plus improvements? - I'll have to go back through it and see where. Cannot be sold for a loss, purchase price plus improvements need to be met. - [Clerk] Could we add it into number four, Mr. Wald? - [Tim] Yeah. Three or four, on top of page three, maybe. - [Clerk] Can that simply be part of the action and not located within the actual resolution?
- I think we'd be comfortable if it was in the resolution, not just the action. - Okay. We'll have to have our attorney. - Yeah, I was gonna say you have to take it back to Graven. - So at this time we cannot add that without the attorney looking at it. - Yeah. I don't think. - [Tim] It's probably better to. - [Clerk] No, him. - [Tim] He wrote the resolution. I would hate to change it. Yeah, we can bring it back next Monday. - Okay. So can we just back this out? Heather, are we okay to remove the amendment
and then remove the motion and wait till the June meeting? - I'll table this to the June meeting. - You can't table it to. - The 18th. - 18th. - They said next month. - Well, do you wanna bring it to the 18th meeting? Okay. - Yeah, that'd be fine. - I think when we table it, we have to table it for that meeting. So what we have to do is we have to take the, if you made the amendment. If you agree to remove the item amendment and then who made the original motion to accept? - Look in here. - It was Deb. - Deb did?
- Yep. Yep. - So first of off, do you agree to pull your amendment for right now? - Sure. - And then Deb, do you agree to pull, so then we're making no action on this. We're gonna pull it, we'll bring it back on the 18th. - Okay. - With that change if we can. Okay, thank you. It'll be next Monday. Okay, we're gonna go to operational item three. Action on the board policies 201, 202, 203, 214, 215, 415, and 712 as usual we take these in a group.
Can I get a motion to approve the policies? - So moved. - So moved. - [Scott] So, okay, Ms. Beloyed, second by Ms. Thompson. - [Angela] Thompson. - Discussion? Hearing none, this will be a voice vote. All in favor say aye. - [All] Aye. - Opposed, same sign. The motion carries. All right, we're gonna bring up our action on school board policy 203.6. Just give me a minute to get down here in this packet. It's way down to the bottom. Here it is. It's so in front of us right now we have a recommendation
to approve school board policy 203.6, the consent agenda as recommended by the school board policy committee and cabinet. Would somebody like to make a recommendation, then we can talk about what the changes are. - [Angela] So moved. - [Scott] Okay, Ms. Thompson. Second. - [Christina] Second. - Second by Streiff Oji. Discussion? Do you want to talk Ms. Streiff Oji? - Yes, so contrary to media reports and those feeding the media reports, requiring a majority vote to pull items from the consent agenda does not silence individual board members.
And it does not prohibit individual board members from speaking on items on the consent agenda. After a motion to approve the consent agenda is seconded, board members are always free to discuss items on the consent agenda. Additionally, all school board decisions are meant to reflect the will of the board as evidenced by a majority vote and not the will of a single board member. With that said, I support rescinding the motion to require a majority vote to pull items from the consent agenda. Although the media's coverage failed to tell the full story, I do not want to take any action
that can be manipulated to undermine the public trust. I voted in favor of the original motion because the consent agenda is meant to promote efficiency. Additionally, board members who prepare for the meeting and review concerns in advance with the administration, which is the practice of most board members, generally should not need to pull items from the consent agenda. While I believe these are all still valid reasons for requiring a majority vote to pull an item from the consent agenda, I'm voting in favor of the motion to rescind this because maintaining the trust of the community is more important than the considerations
that led me to vote in favor of this motion. So I'm fully committed to strong governance and that means listening to, reflecting on, and making adjustments when needed. - Other discussion? Yes, Mr. Skaar? - Well, I just would say thank you for correcting this judgment error, and getting back on track to what I would call good governance. At least it's a step in the right direction. And hopefully we can do more things to add to transparency
and listen to the public, public forums such as streaming the public forum and things like that. Thank you. - Thank you. I just wanna say that for this I have the expectation if you're gonna want to pull something that you're gonna reach out, that any board member's gonna reach out to the superintendent, whoever says that, because there's a lot on that consent agenda. So if you have something very specific, let us know so that we can have that information ready for you at the meeting. Because it is expectation you reach out.
And truly, if it's about getting that information, I don't know why you wouldn't reach out to the superintendent and say, "We have questions on this and this" so that we can speak to that at the meeting rather than, I don't want to just spring something on because with everything on there, they may not be able to answer that at that time. So that's one of the expectations is what you're gonna pull. If you can let the superintendent know, if you let me know, we can have things ready and available for us to make sure we have answers for you to help the meeting move more smoothly.
- [Kathleen] I'd like to comment. - Yes. Ms. Daniels. - Just thinking about the things that have been pulled off the consent agenda in the past, we have around 45 pages of invoices, and on those pages there are about 35 invoices at least on each page. So it's about 3,000 per meeting. And that seemed to be where a lot of those questions came from. And it's difficult for any person to have all those memorized. So what Scott said, or Chair Arcand said is it's best we have specific questions
about specific invoices to let the finance department know in advance so they're prepared to answer them either by phone, which is what I do when I have questions. I try to get them answered before the meeting, and I just would appreciate it if that's what other members did on our school board. So we didn't try to surprise everybody and say, "Wow, gee, what's this for and what's that for?" And then expect them to have it memorized. So that's my comment. - Yes, Ms. Thompson.
- On this subject, I just think, one thing I've been thinking about a little bit more is maybe perhaps, and this is something that maybe we could discuss with Dr. K. when he returns, I was gonna reach out to him, but possibly giving us a little more time to have the packet then so we can ensure those questions get asked ahead of time. Even if we got it on Thursday, it gives us one more day to have the ability to contact and ask those questions, and just ensure that when we come here on Monday, we're ready to get started
and have a very efficient meeting. - [Scott] Mr. Skaar. - Anything on the agenda is fair game to ask a question during a public meeting, and I would just say I have made suggestions on how to simplify the consent agenda, streamline it, and those have been gone on deaf ears. - [Member] Mm-hmm. - [Scott] Thank you. Ms. Streiff Oji. - So the recommendations or suggestions you've made have not been the will of the board, and you say anything is fair game. It's like you're trying to manufacture things
and trying to catch people off guard. If you have a question, ask the question so that we can find the answers and they're available to you in detail. So rather than trying to catch people off guard. - May I respond? I'm not trying to catch anybody off guard. We have a lot of questions regarding spending, and I ask questions regarding spending and unusual invoices that I see. And I would say if we have questions on the invoice register,
those questions that anybody, any board member reaches out to staff, that the report on those questions should come back into the public session so that the public knows what questions board members are asking on the invoice register. - And I don't have a problem with you having that discussion brought forward. All I'm asking is you let them know so they can at least prepare to answer the question. That way we get a clear answer because there could be times when they don't have it in front of them.
So I'm asking to give them time to prepare, and even if it was a Monday, you send it off and we can make sure we have the answers you want or anybody wants. And so that's what I was asking. Ah, Ms. Thompson. - We could streamline the packet to be similar to the 916 school board's packet, which just tells us how much their invoices were and how much their, what revenue came in and what revenue went out. And it's just a dollar line. We don't actually get the pages of invoices. I mean I think if we had a reason to question the invoices on a regular basis,
there would be a need for that. And there has yet to be proof that there is any reason to be continually asking these same questions. - [Scott] Yep. Okay, Ms. Beloyed? - I would say that in an effort for transparency, any question that I ask of the superintendent or the superintendent through the cabinet, I also ask in open session. So that's how you make sure that you get your question answered. And sometimes I've asked questions that after I've asked them,
figured out, I really didn't need to question it in open session 'cause it was a non-issue. So that's been the practice. Getting the information first, then asking the question in open session so that everyone can get the answer that you got. - [Scott] Yes, Mr. Skaar? - I would just say, you know, maybe what we could do, just as a suggestion, instead of picking on this particular matter, maybe elevate the discussion and talk about the order of the board meetings
for the public meetings versus the working session meetings and how they're structured, and have a discussion about that as a board. - [Scott] Okay. Right, okay. So right now we're looking at the approval of the. - I understand. - Okay? - Thank you. - Ms. Streiff Oji. - When I just made the statement that people are trying to cast out or catch people off guard, when I hear statements like unusual spending, I would like specifics around that
because we're throwing stuff out there to the public to cast doubt, what are we talking about here? Like what are you specifically referring to when we make comments about unusual spending? Because these are people's careers, these are people's reputations, and we are paying these folks to do their jobs. So I wanna make sure if we're gonna be making comments, it's very irresponsible to make statements like unusual spending. If there's unusual spending, I would like to know about it. - [Daniel] I think I.
- Go ahead Scott. - [Scott] Maybe write some in, Ms. Thompson, - I'm just gonna remind again the school board has laws we have to follow. One of those is that we're not allowed to have a meeting unless it is an open meeting to the public. If we are to have a meeting, even if it's an emergency meeting, we have to give announcement to the public that we are having that meeting so the public can come to the meeting. There are very few times that we are allowed to meet without the public present. And those are closed sessions that usually involve us talking about negotiations with contracts for staff workers that are working here.
Every meeting is a public meeting, whether there is public forum at that meeting or not. And our work study sessions, for all those who come to public forum is a great opportunity to learn what we are doing in all the questions that are being asked. That's where we get to the work, that's where we ask all the questions. And that's a great opportunity to come, listen to the work that's being done, and then take that knowledge you gain at our work study session, come back to the next monthly meeting, which is the one following that. And then you have the opportunity to speak at the public forum
regarding what we just discussed at that past meeting. All of our meetings are open public meetings, all of them, no matter whether there's public forum at that particular meeting or not. - So can I just bring us back to, what's the motion on the table is to accept the changes to the consent agenda. We're starting to get a little off track, so I want to really make sure we're coming back to the consent agenda with the expectation is that any board member then can request to pull something for discussion,
but I also would ask if possible to let us, you can let me know, you can let Dr. Kazmierczak know so we can have people look into it. So you ask it here, but you know, they can have the answers rather than have to say, "I don't have that right now. I'll have to look it up," because they may not have it. And so what I'm suggesting is if you can ask ahead of time, still ask your question, we can still have the discussion, but that gives them a chance to get the information you want. Mr. Skaar. - So there's a couple things hanging out that I need to address.
One was the items that I've called out I couldn't find, I looked on the internet to find them, and that's why I asked the question. The other question that I still haven't had an answer on is we have a lot of Amazon invoices. I'd like to understand what controls we have over spending on Amazon. The other thing is, is. - [Scott] So are you speaking in favor of this motion or against it? - No, I'm. - [Scott] I'm not following here. - I'm speaking in favor, but I wanted to make a couple of things. I've asked legitimate questions that are interests,
that are in the interests of the public. - [Member] Point of order. - Yes. - Thank you. - [Scott] We're speak. - [Kathleen] We're getting off topic. - [Scott] We getting off topic. So we're gonna go back to the motion at hand. - Well, others can get off topic, but I can't? - [Member] Point of order. - Okay. So we have the, we have the consent, we have the consent agenda policy in front of us. I hear what you're saying Mr. Skaar, that you feel like you're not getting questions that you want, but so will you. I'm just gonna ask you, are you okay with allowing a board member to pull it from the agenda?
And would you be okay with asking me questions that I can forward on to see if we can get your answers? Are you okay with moving forward doing that? - [Daniel] Do I send these directly to? - You can send them to me, if you're not comfortable, you can send them to Dr. Kazmierczak. That's who our employee is. - Can we get the agendas instead of coming on Fridays? Get it on a Wednesday? - We will ask and see what we can. That's a question I can't answer. I'm gonna have to meet with Dr. Kazmierczak and let you know. But right now in front of us, we have to accept the changes.
Any other discussion? Hearing none. This will be a voice vote then. All in favor say aye. - [All] Aye. - Opposed, same sign. Motion carried. Okay, so we are now onto E6. I don't know if we have any further information about the minutes. - [Clerk] I sent an email. - Thank you. Okay, so what we wanna do is, I need to find a way that we can move this till next. - [Daniel] Sure.
- Next Monday. We wanna look at the video and recognize how it was processed. Is everybody? - Chair Arcand? - Yeah. - [Clerk] There's a follow-up email. I did review the video. - Oh. - [Clerk] And during the meeting, while Mr. Skaar was speaking, Member Ellison made a point of order, which is allowed to be made while a different board member is speaking. The chair is allowed to decide if that's a valid motion. Would like me to? - Yes. - Yes. - [Clerk] And then there was more back and forth.
She called the question, you acknowledged, you called for a vote. It doesn't seem like any one board member was more out of order than any other board member at that point. - Okay. - [Daniel] Oh, Chair Arcand, can you recognize me for that? - Yes. - Discussion stopped, and I was interrupted when it was called into question, that was out of order. - [Clerk] So sir, when you were speaking she made a point of order, which is allowed to be used. - That's not in the minutes.
It's not in the minutes. - During another board member speaking. - I'm sorry, but that's not in the minutes. What's in the minutes is called into question and then it immediately came to a vote. - [Member] Can we back up. - I'm thinking what we should do here? We have the minutes in front of us. I'm going to. - [Kathleen] Go back up. - What's that? What do you wanna do? - [Kathleen] Nothing. I'm just talking to myself, so, going back up to the top. - So what we have in front of us, we have the minutes, we don't see an interruption. We got a second. We had no amendment, yes. - [Angela] I move to.
- Okay, go ahead. - Move to approve the minutes as written in the. - [Scott] Okay, do we have a, do we have a second? - [Deborah] Second. - [Scott] Second. Any further discussion? - [Daniel] Yeah, 'cause this. - [Scott] Yeah, go ahead sir. - I would just say, you know what, in general, maybe in general we should just adopt a policy where you let board members speak without interruption. How about that? - [Scott] Well, we're trying. - Thank you. - Trying to follow Robert's Rules, so any other? - [Daniel] And Robert Rules recognizes that. - [Deborah] But just not off topic. Not constantly off topic. - Ah, ma'am.
- [Deborah] Okay. - We have in front of us a motion to accept the minutes as presented. Any further discussion? Because this comes off the consent agenda, I'm just gonna ask for a voice vote, a roll call vote, excuse me. I'm gonna ask you to call the roll. - [Kathleen] Okay, I'll have to go back up to my other document, then open, sorry. - [Deborah] Chair Arcand? - Yes. - Clarification. - Yes. - [Deborah] We are voting on the? - [Clerk] The not to accept the minutes. - We accept minutes as they are written. - [Deborah] Thank you. - [Kathleen] Ready? - Yes.
- Daniels, aye. Streiff Oji. - [Christina] Aye. - Thompson. - Aye. - Arcand. - Aye. - Beloyed. - Aye. - Skaar? - No. - Okay. Motion carries, five one. (gavel bangs) All right, we've now reached our public forum for, I mean, excuse me, our board forum. This is an opportunity for board members to update the school board and the public about any work they're doing on the community work in which they have engaged, in the official capacity as a board member and create awareness of upcoming district and partnership events. Is there any board member that would like to share?
Yes. Ms. Streiff Oji. - I just wanna commend the folks that were participating, and the students and the staff that ran "Matilda" at the middle school. So I attended that a couple weeks ago and it was spectacular. So thank you to those that took time to really help our kids do an amazing job in that performance. If anyone had a chance to see it, it was excellent. - Great, others? Yes, Ms. Thompson. - I had the great pleasure of attending our AIPAC, which is our American Indian Parent Advisory Committee's
first annual powwow for our senior students that graduated. It was a way that the students had come together when they were asked how they wanted to celebrate their graduation, and the students decided that they wanted to host their own powwow. And it was a wonderful event. The weather turned out to be great, and I think for our first year, it was a good turnout and I'm looking forward to bringing it back next year. And then also I sit on the 916 independent school board, and they had the great honor of graduating seven EASs.
So those are educational assistance specialists, they have a pathway to get their SPED licensing as teachers, as educators. And they do that basically in an internship program that's very similar to the trades and many of the trades pathways that they use where there's an apprentice, that the worker will follow along as they're learning the trade or the skill. And that's the same way that they've done this for our special education teachers. We have a shortage in the state for SPED teachers and educators. And so this is a great way for many of our EASs
to follow that pathway and do it while working, while still earning a wage, because you know, they don't make a lot of money and they have bills to pay. So it was very exciting to see. This is their second cohort, and they graduated all seven of them, and they're looking forward to bringing it back next year. And they've got some great ideas of some additions to add to it. And I believe they're the first district in the state to implement this program. So it's pretty exciting stuff. - Thank you.
I just want to comment, 'cause Friday I also had the opportunity to attend the powwow and student recognition of our four Indigenous students who are graduating. Here's what I took away from it, is it wasn't always like a normal powwow. There was a lot more narrative, because when you walk in, and you're not culturally, you don't have that culture, you don't understand, they described what was happening so you could clearly understand. It really made you feel welcomed and part, and they encourage you to participate.
So that was the greatest part, that I could go there and feel comfortable, and if I wanted to participate I could. And it was just fun to meet the four graduates and shake their hand and congratulate them, and just to see all the wonderful drumming and dancing, and have them talk about what they were doing, what they were singing, you know, who are they supporting. It really was an opportunity to learn and feel part of it and understand what was going on. So I would recommend next year to go back. I would go back again because it was so enjoyable.
So thank you. It was a great job for a short term time to put that all together, that was awesome. Other things? - [Kathleen] Go ahead, Dan. - Mr. Skaar. - Well, I was just gonna say that, you know, I think it's important for the public to know that a lot of the work that the board does is through committee meetings or cabinets is what they call, and none of those meetings are subject to open meeting laws. We just see the results of those meetings and vote on it. So I think, you know, maybe that's clever but it's not transparent.
And I would really recommend that we go back to where committees are subject to open meeting laws. - And just for a correction, all our committees are not deciding committees. They don't decide anything. Anything that's talked about is brought back here in a motion. So they cannot make, there's no decision ability by those committee meetings. They can't approve anything. And so everything comes here, and very little if anything is decided in those meetings
because it has to come here. Ms. Thompson. - And just on a point of transparency, and this is getting us off what board forum is supposed to be for, but if we're gonna talk about transparency, then I would suggest that a certain board member disclose what they did in an email chain recently. - Okay, I'm gonna stop you right there, because I don't want personal, sorry, I don't want to become an attack on people. I apologize, but I don't wanna go any further with that. Board forum. - I have something to report. - [Scott] Yes, go ahead. - I went to the recorder concert at Lincoln fourth grade
and yes, they're still playing "Hot Cross Buns." (all laughing) So and "Row, row, row your boat." So just on a brighter note, try to get out and see some of the wonderful things that are happening in our schools in the spring, because there's so many things happening, graduations and all kinds of programs. So that's all I wanted to say. - All right, anything else? All right, thank you. Now we are now at the adjournment process. Can I get a motion to adjourn? - [Angela] Chair, can I motion to adjourn? - Thompson, a second?
- [Deborah] Second. - Second by Ms. Beloyed. - [Deborah] No, no. - Oh, Ms. Sorry, Ms. Daniels. - [Kathleen] It's all right. - You're so close. I couldn't hear that. - [Kathleen] I know. - All right, all in favor say aye. - [All] Aye. - All opposed, same sign. Motion, we are all adjourned. Thank you. - Thank you.