- I now call this meetingof the school Board of Independent SchoolDistrict 624 to order. Will the clerk please call the role - Skaar?- Here. - Streiff Oji?- Here. - Thompson.- Here. - Arcand.- Here. - Beloyed.- Here. - Daniels.- Here. - Ellison.- Here. - Okay. I'm gonna ask that westand and remove your hats. The Pledge of Allegiance. - [Members] I pledgeAllegiance to the flag of The United States of America. - And to the Republic for which 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. Any discussion? This will be a voice vote. All in favor of approvingthe agenda, say aye. - [Members] Aye. - Opposed, 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 concludes donations. We are so truly grateful tothe members of our community that support us through these donations for 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? - I move. - By Daniels. Is there Second? - Second.- Second by Thompson. Is is there any discussion? - Me?- Yes. Mr. Skaar. - Just one item. Can we state that thestaff or the superintendent is recommending that weapprove the consent agenda? There's nowhere that it states that, or maybe the motion to approvethe consent agenda\ can state that the, that thesuperintendent 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 approve. - Yeah. Or you can just say in the motion. A motion to approve the consent agenda as recommended by school boardstaff, that would be fine. - Point of order, I think wedo need to make an amendment to the motion because it'salready been first and seconded. - Yeah. So that wouldbe amendment to that, that's what I was asking, do we have a- - I would recommend that amendment. - Do we have a second? - Second.- Second. Okay. So before us then we'llopen this for discussion. To move, to put that this, it's been recommended by the staff, right? Is that the correctlanguage you're saying? The superintendent and staff. Okay. So is there any discussion on that? - Say again with the extraadditional information. - That the informationin the consent agenda is recommended for approval bythe superintendent and staff. - Yes. - Currently the recommendedaction 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 itemsis attached to the minutes. How would you like that changed? Is that's what you're asking. - You wanted to say that it'sthe superintendent or staff also approve these items? Is that- - Yeah, basically just saythat the superintendent and the staff recommendapproval by the board of the consent agenda - Recommend is probably the- - Sure that's fine. - Recommend. - Yeah, just to tie theaction back to staff recommending that this to be approved, would that be added to thebottom of that statement? - The key, say that again Matt. - Was that to me? - No, Matt. - So I would just suggest that it would be that we recommend approval. Sorry, I wasn't lookingat the exact language. - Yeah, no, that's fine. I'm gonna suggest that therecommended action as I read it, and then if we'recomfortable moving forward, I'll add the superintendent piece and the recommended approvalpiece after the fact, if we're okay moving forward so we don't bog themeeting down with that. - Yep. Okay. So we have that agenda. We had that motion of in front of us. I'm gonna go ahead andmake this a voice vote. 'Cause there's no moneyinvolved at this point. - Yeah, I think we haveto approve the amendment. - That's what we're gonna go on right now. - Maybe you do want the actual wording. - So do you wanna readit to us one more time before we vote? - Just gimme a second. - 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 itemsis attached to the minutes. - As recommended by the superintendent. - As recommended by, yeah. As recommended for approvalby the superintendent. How's that sound? - Perfect. - So that is the motion toamend that what it's saying. You know what I'm, go aheadand make this a roll call vote because of the financial stuff. So I'm gonna ask... This is where voting on making that change on the consent agenda. I'll ask the clerk to call the roll. - Skaar. - Yay. Yes. - Streiff Oji.- Yes. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels.- Aye. - Ellison.- Aye. - Alright. So that passes.We've made that amendment. So for in front of us. Now we're gonna approvethe consent agenda. Is there any further discussion? I'm gonna ask the clerkto ca call the role. - Skaar. - Yes. - Streiff Oji.- Yes. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels.- Aye. - Ellison.- Aye. - Alright. We may nowhave a consent agenda. Moving forward, we have this public forum. It's now time for publicforum portion of the meeting. Public forum allows up tothree minutes per speaker. We have one request tonight to speak. The one student recognition. - Dr. Kazmierczak. - [Wayne] Marissa, doyou have the lead in? - [Marissa] Yes, In the (Indistinct). - [Wayne] Okay. Can you share that with me? Okay. I got it. All right, tonight we proudlycelebrate the achievements of the girls gymnastics team, middle school and elementarycheerleading teams, the DECA team and members ofthe Boys Swim and Dive team, boys and girls wrestling team, boys and girls AlpineSki Team, girls hockey, and Minnesota's Classic Art award winners who represented thedistrict at their respective state competitions, alongwith the varsity cheer team who competed at state andnational level tournaments. Congratulations to each of youfor state level recognition. We also like to extendour sincere gratitude to the dedicated staff andsupportive family members who played a vital role in these successes in recognition of their accomplishments students have received a certificate, bear pin and letteracknowledging their achievements. Now please join us in watching a video highlighting their accomplishments. Go bears. (bright music) (bright music) (bright music) (bright music) (bright music) (bright music) (bright music) Impressive list this month, yeah. Yeah, great job. - All right, well, we're gonna move on to information item C2 Superintendent Report. Dr. Kazmierczak. - Thank you. Chair Arcand,members of the board. Keep an eye on your mailboxes. The summer 2026 communityeducation catalog will be arriving soon. Feels strange saying that at this point, but the catalog highlights enrichment and recreation opportunitiesavailable for all ages. It also includes Bears Bulletin, which covers district news and updates. Our students are alsostaying 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 informationin a recent news post on our district website. Last week, the White BearLake area educators announced the nominees for the2026 Teacher of The Year. Want to extend a huge congratulations to these dedicated educatorsas they move forward in the selection process. Later this spring, six finalistswill be chosen to interview with a committee of communitymembers, administrators, and fellow teachers. We look forward to announcingthe Teacher of the year in late April. And finally, as I wrap upmy update this evening, I wanna wish all of ourstudents, staff, and families a wonderful spring break next week. I hope everyone finds some time to relax and recharge as we preparefor the final third of the school year. And keep an eye out for aspecial Spring break video coming later this week. This video is a powerfulcompilation of hopes and dreams we've been collectingfrom students, parents, staff, and communitymembers throughout the year. It serves as a reflectionof our shared vision, and you are invited to jointhe conversation by responding with your own hopes anddreams for the future. I truly look forward tohearing your responses. That's it. - Thank you. Alright, we're gonna move right along to the discussion item D1,the immersion program update. Dr. Gillespie, you wannaintroduce your guests? - [Alison] Yeah. Chair Arcand. I'm gonna introduce them from here 'cause we have three guests. I'd like to introduceAyan Ibrahim, Ange Nelson, and John Leininger. They'll provide an updateon the immersion programming at Otter Lake Elementaryand Matoska International. - Welcome. - You want me to start? - Yeah. - I promise We did rehearse this. Yeah, we did. - Chair Arcand and Dr. Gillespie, thank you so much for having us here. We have a quite a bitto cover here tonight, but we just wanted to start out with expressing our gratitude,allowing us to come here and share with all of you some of the great thingsthat have been happening at Otter Lake and Matoska. With all of the supportof our district partners who've really helped us launchinto a really great start. - Thank you. So we'rejust gonna do an overview. We're gonna talk about a brief recap of our prior board presentation,our current program status for year one implementation. Curriculum and staffingupdate, and then our family and community engagement. Early indicators of success. And then year two planning. So previously shared with theboard last year, March, 2025, we shared with the boardregarding our research and our community input. The board approved tolaunch kindergarten emergent back in October, 2024. We worked with our program design team to really go over like whatwould curriculum look like, professional development,enrollment, outreach, and all that good stuff. And then our programsuccessfully launched this year, August, 2025 at Otter Lake and Matoska. And then this is our immersion vision, both in English and Spanish. Which aligns beautifullywith our district mission, which also is right there. Give you guys a minute too. - [John] Okay, so now we're gonna move on to where we are currently withour year one implementation. Some of our highlights, we went off to a really great start. You know, I think one of the things that we thought a lot about with staffing, and I think, you know,what I'd like to share is Wiper Lake is a desirable place. And as we know, you know,staffing is always a challenge. And as we staff for immersion,you know, Ang and I and Ayan, had heard about howdifficult that might be. But what we discovered wasactually a lot of people wanna come and work in White River Lake. They love our community, our students, and really wanted to be partof what we were doing here. So we were able to staff that as well. And, you know, as it'snoted in the slides here, you know, we launched this, you know, aside from our startup costs, you know, al of our ratios andeverything that we were doing, you know, land aligned withwhat we want to do fiscally here in White Bear Lake. So we have strong interest. Such a great foundation to start with. Our teams are highly collaborative. We'll talk more about that in a minute. And a lot of very positiveresponses from our families who've been participating here. (presenters speaking faintly) It's your turn. - Yeah. All right. So if you came intoeither one of our schools, what you would find in the classrooms is really truly remarkable. You know, when familieswere first signing up for the dual language immersion program, I think that there was some thoughts that maybe a teacherwould 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 arecompletely following along, they can ask questions inEnglish to their teachers, their teacher can answer in Spanish, and they understand what they're saying. A lot of it has to do with allthe routines and structures that they have in place. It's a very visual way of learning. So lots of big animations. The teachers are so tiredat the end of the day, all teachers are, but they'reliterally dancing around and like doing lots of handmotions and lots of visuals. They use a lot of songs, a lot of games. Students are really excited allthe time to be participating and to be learning a new language. And they're really excited toshare that when they see me and I'm grading them asthey're coming in and out. I'm sure the same is for you, John, to practice their Spanishand what they're learning. So strong foundation ofthese biliteracy skills. Obviously, again, as a reminder, it really is kindergarten in Spanish, so students are getting allof that foundational content in another language and they're doing a great job. So, do you wanna add anything to that? - Okay, well we'll getto the Matoska slide. - Yeah, there you go. - [John] Which happens to be right now. So I think some of thethings that, you know, we see at Matoska as well asI'm sure as outer language, you know, again, as Ange was mentioning, that the dedicated teachers and staff really have made a commitment to providing an excellent program, committedto that solid academic foundation and the emotional growth that all of our five year olds deserve. I think some of the things that, you know, we see that I'm really proud of is how our kindergarten teams arefunctioning together. It's not a separate siloed program. We see our English andthe Spanish teachers collaborating togetherregularly on a weekly basis. They work on theircommunities of practice, what we would call our CLPs. They work together during those professional development days to bring great kindergartenprogramming to everyone. So I think that strong connection, that strong collaborationhas been a really wonderful highlight across the schools. - [Ange] Yeah, so here's somefun pictures from Otter Lake. So just some of thethings that you can see, puppets and games, it's really active. All kindergarten classesare really active, but it's especially importantin the Spanish when there is, you know, being delivered in Spanish. I think another keycomponent just to highlight is that students get 30 minutes of English phonics instruction every day, and then their specialists are in English, but the rest of their day is 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, whoare all these grownups? But so that you couldsee their brains working. And I know that I can say that and hopefully youunderstand what I'm saying. But you really can see themthinking and taking it all in, even if they're not able to produce as much of the oral language, that's very natural tocome a little bit later. But they are very muchunderstanding that Spanish language. I can talk about this if you want. Yep. So staffing for the immersion program, we're fully staffed thisyear as John had mentioned, there was some concern early on, like, are we gonna have teachers? It was really important tofamilies that we talk to, that teachers wereobviously fluent in Spanish, and if they were native Spanish speakers, that would be ideal. We're so lucky. All of our teachers actuallyare native Spanish speakers, licensed educators. We have wonderful paraeducators that are also assisting in the classrooms. When it comes to training. There is certain pedagogicalpractices and things that they do differentlyin a dual language Spanish immersion program inhow they teach the language. So we had some specializedtraining upfront, otherwise they participate in all of the professionaldevelopment that we give all of our staff, and wehave interpreters come in so that they're able to fullyparticipate in those things. - [John] So our familycommunity engagement has been exciting, rightfrom the beginning. right from right from the beginning. and volunteer in ourclassrooms, in our school. So it was really excitingas we launched this program too see that all thatenergy, that exciting energy around a new program. We continue with ongoing communication. We have an Izzy andintentional social interaction that was planned, but it was snowed out. So then we're actually rescheduling that for shortly after spring break. So where we are planning toconnect with our families, hear more about their experiences and how we're moving forward. But it's been really great to see all of the people in involved. In fact, I know at Matoska, they jumped right onto our PTO right away, like right from day day one. They wanna be involved in our community, involved in our schools, and know what's happening witheverything that's going on. - And I'll just add, you know, to stress that this is aprogram within a school, so it's not treated as a separate school within a school model. So we have a lot of communityevents at Otter Lake, so all families attend those. And it's pretty cute becausein some instances we say, okay, three, two, one, andstudents count in Spanish, all of a sudden you can heartheir teeny little voices yelling in Spanish, which is just amazing. But the other thing is thatwe have a monthly newsletter that goes out specifically to the dual language program parents that has tons of resourcesthat they can utilize at home. That was kind of the major question is, well, how can I helpmy student read Spanish if I don't read Spanish? And so lots of resourcesfor them to utilize there. And you know, obviously encouraging them to still read in English. Students are learning both currently. So, and I think just maybe toend this slide with, you know, the whole reason why wedeveloped this Spanish language dual language immersionprogram was the community really asked for it. They really wanted it. And what we're seeingis that they're so happy that we have it and people were excited to look into next year. I think that's the next slide. But there's a lot of interest. Students are staying inthe immersion program, they're going to be transferringup into first grade, and parents are just... They couldn't be happierwith how it's going. Their students are lovingto learn at school. And I don't know about John, but I was like, oh,they're gonna be so tired. Like, I wonder what theirstamina's gonna look like. You know, I wonder they'regonna be able to hang in there all day, because I know personally if I was sitting for sixhours and interacting in a different language, thatis really mentally taxing. But the kids, their brainsare just soaking it right in and they're doing such a great job. I just can't even stressthat enough. Yeah. - So some of our earlyindicators of success, it's just what we see down a daily basis. You know, when you canwalk into any classrooms, we see them, you know, youknow, running on all cylinders, students engaged, you know, doing, you know, all of that work there. Their Spanish work, their phonics work. We're also, you know,getting some great feedback with some of our assessments showing that our studentsare actually growing. That they're learning really quickly as we would hope to hope to see. We are hearing positivethings from our families. And, you know, as wetalk with our colleagues around the metro area, youknow, we're certainly hearing, you know, the rumor mill out there. It's not really rumor mill actually is, you Know, white Bear Lake does it, right? Like the, you know, weknow how to do things. We do it right. We putour best effort forward. We learn when we take amisstep and then we adjust and we make sure that weput everything in place. So we have a really strong foundation as we move into, into next year. - [Ange] Alright. So we're obviously gonna be transitioning this kindergarten group up to first grade. So in both schools weeach have two sections next year going into thiskindergarten enrollment time period, just like all kindergarten, it's coming in, it'sjust a rolling enrollment and it's right where wewould expect it to be. And so we'll continue, obviously we'll both havekindergarten next year. Families are reallyexcited about that too. And then everything that wehave done in kindergarten will roll up, you know, sothere's gonna be curriculum that will be meant for the first grade, and we'll continue thepractices that we have in place, not only in the program, but also how we embed thatprogram within our schools. - Thank you. Do we haveany questions, Ms. Beloyed? - Do you have like abudget within a budget for the immersion program? Is it tracked separately oris it just your overall budget for Otter and Matoska? - Yeah, our overall budget, you know, there are as we talked aboutwhen we presented last year when we were starting up, there are some sort ofinitial startup costs, you know, who's buying the curriculum. But really we fall inline with everybody else. All other classrooms. - [Deborah] Okay, so arethe 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 needto be progress monitored in the language in which they're learning. So that's Spanish, although they have aslice of English a day, it's not enough instructionto really benchmark like that. So when we look at studentswho may need intervention, we are using Spanish progress monitoring, and then their interventionis also in Spanish. - Have you seen a lot ofinterventions necessary for this group? Like as opposed to a regularkindergarten classroom or not? I shouldn't say regular. - I can speak to Otter. I would say it's completely... It's really average. I mean, it's very similarto what we would see in English speaking classrooms where, you know, they come in at a certain level. A lot of the studentswho came into immersion came in at a fairly high level actually. And what we're seeing is theirgrowth in this midyear break. And then I assume we'll see alot of great growth in spring. And that is a track that we see for all of our kindergartners. - I would echo that from Matoska as well. And you know, one of the contexts as well is they're 5-year-olds, thisis their first experience. And you know, you know, like, you know, in all of our programs that, you know, it's about figuring out whothey are, where they're at, and then how we buildthose supports around them. - [Deborah] Do we have an indication of how many of these students are gonna continue on in first grade? - I think a 100% of them. - Nearly. Yeah, a 100%. - So all of them. - [Deborah] Nice. I think it'd be really interesting over the next coupleyears if the same group is going through just to seehow that cohort goes through. Because if they're doingthe English and Spanish, they're obviously engagedin their education. Usually families are probably more engaged than say some, so I'll bereally interested to see overall how they progress. Thank you. Oh, I was gonna ask youwhat happened to your leg? - [John] I have a new ACL. - Oh, sorry. - [John] Pretty awesome actually. - [Ange] Yeah, good as now. - [Scott] All right. Ms. Daniels, - Can students who wannajoin in first grade, who haven't been in thekindergarten program enroll? - [Anne] Yeah, greatquestion. Yes, they can. It's still a good onramp for students to join the program becauseit'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 ableto enter in fourth grade. That would be very difficult.But first grade yes. - Is the kindergartenclass size about the same as a regular class sizethat is not immersion. - Yeah, we fall within the ratios. And plan that we had put forward, yeah. - [Kathleen] Yeah. Okay.Great, I think that was it. - [Scott] Ms. Ellison? - Yeah, thank you. Thiswas really exciting. I think we've talkedabout this for a long time in the district, so how tohave to see this play out is wonderful. My question is, you know, the intention isthat we're gonna continue to add a grade every year. Assuming that everythingcontinues to grow as it is. So what does that mean forstaffing at Otter Matoska I mean, if we've got two classes of Spanish speaking first grade, what happens as we'restaffing those grade levels? - That's a great question. Staffing is always an interesting process. And one of the thingsthat we do as principals, you know, first and foremostis look at our schools as like one big place. Like we're all bearers,we're all qualified, you know, to teach elementary school and we have our Spanish there as well. And then when we getinto, like for example, at Matoska specifically,you know what we had a couple years ago, we had asmall cohort of kindergartners come through. And so that sort of is theadjustment that we're having to make at Matoska with someof our other classrooms. It's not replacing at Matoska,you know, teachers at all. - It does shift staff though, If that's what you're saying,like right now at Otter, we have three sections of first grade. Next year we'll have twosections of English speaking and two sections of Spanish speaking. 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. When we're looking to teachthe Spanish immersion program every year, there's somany changes in staff, people retire, people takeleaves, people move on. And so as of right now,there's not at least at Otter, there's not gonna be big swings happening, but you know, over time thereis gonna be this kind of shift where all of a sudden it willbe a little more 50/50, right? Of Spanish immersion and English speaking. And that is really by design. - [Jessica] Okay, thank you. - [Scott] Other questions,Ms. Streiff Oji? - So I just wanted to thank you. My question was aroundearly literacy assessment, you answered that question. I also just love hearing howthe program has come about and watching it in the last year. And to hear that your families are getting involved, that's great. It speaks to the culturethat you have for people that are new to the districtor new to your school. So thank you both. - [Scott] Okay, Mr. Skaar. - Thank you, I wanted to ask a question, in terms of enrollment. Has this program helped grow enrollment? And you can just giveme your opinion on that. - I know that in our program right now, I think it's about 50% indistrict, 50% open enrolled. So I would say, in my opinion, yes. It brought in new families, interested that likewould've gone someplace else. And that was one of the thingsfamily had shared with us. Like if we don't have this option, like we really are goingto go someplace else. And there are other programs very near us, so we do have a number ofopen enrolled families. If you drive past Otter,at the end of the day, it's very evident in thatwe have a lot of drivers. Parent pickup is very busy. And so that's the kindof evidence of that. - I would also, you know, twoother thoughts I would add to that is the open enrollment. And sometimes we thinkabout, you know, the programs that we can offer at White Bear Lake. not only attract families,but they keep families, and Anne's mentionedthere's a lot of programs in surrounding districtsand that we can provide for those families is really wonderful. As far as like total enrollment,if we were to extrapolate, you know, our eighties orsome kids forward, you know, five or six years, it willbe one of our larger programs in White Bear Lake. - [Scott] Okay, thankyou. Other questions? - Other questions? Ms. Beloyed. - Sorry, I just had one follow up. So Matoska, as a designated IB school International Baccalaureate, is the Spanish immersion program, is that treated any differentlywithin the IB structure? - No, and I appreciate the question. That was one of the things we, you know, we talked about, you know,not only from Matoska, but at Otter as well. We really wanted to makesure that, you know, our immersion programwas part of our school. Not a separate siloed out, but a part of the community as a whole. And so all of our programmingaligns very nicely together. - [Deborah] Thank you.- Thank you. - [Scott] Well, on behalfof the entire board, I want to wish you continued success and we look forward to coming back and sharing how thingsare going. Thank you. - Thank you.- Thank you. - We are gonna move onto discussion item D2. Presentation of Presale reportrelated to upcoming issuance of facility maintenance andrefunding bonds series 2026A. Mr. Wald. - Sorry. Okay, good evening. Dr.Arcand, members of the board. Before you tonight is the presale report for the upcoming issuance offacilities maintenance bonds to provide some context of maintenance in the school district. The school district maintains 20 buildings throughout our district that vary in age. 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 100and one that's the Hippodrome that's just turning a 100 now. So we have some old buildingsthat we're maintaining and there will always be maintenance needs related to our buildings. And so we have on every other, typically on an every other year basis, the district issues bondsfor facilities maintenance. Today we're joined by Shelby Mcquain. She's Senior Municipal Advisorwith Alders Incorporated. And she's gonna walk us throughthe bond issuance process and the presale report forthe series 2026A bonds. - Mr. Chair, members of the board, Superintendent Kazmierczak,thanks for having me. The presale report just gives an overview of where we think themarket conditions are. Going into the sale on April 13th. So this presale reportrepresents a little bit more than just the facilities maintenance bonds because we are incorporatingalso the refunding of some of the 2018facilities maintenance bonds that were issued at thattime and refinancing those for savings now. So the pre-sale report justgoes through a few boxes, but they're broken intoprimarily three sections. The authority to issuethose, the issuance itself, and then the post issuance requirements that you as a board areobligated to as part of having tax exempt debt on the market. So 17.7 million is approximately the facilities maintenance portion and about 14 million forthe refunding portion. You as a board have theauthority granted to you by the legislature to issuefacilities maintenance bonds and refunding of bonds. The term combined is nineyears for the overall. And then the issuance itself on April 13th will be a competitive issue. You're a well rated districtwith AA- stable outlook rating from S&P, but we'llundertake a full rating again for this issuance. The post issuance compliance policies are what you are obligated to do because you do havedebt out on the market. So none of that will changeas a result of this issuance. Some of the major high pointsas part of the issuance itself are in the attachmentsbeginning on page six, just the sources and uses. Each of the debt schedulescombined and then broken up into the two different issuances for the new money andthe refunding portion. We overall anticipatethe true interest cost to come in at about a little over 3%, and that's on page seven. And then the savings onthe refunding portion, after we have about a monthto invest those proceeds, we'll net approximately 156,000 over the remaining termof that refunded bond. So just refunding for savings here, not looking to extend orrestructure the debt at all. And what that fits into all in terms of your overallpicture is on the back of that pre-sale report, reallylooking at a stable capital and levy plan as part of theoverall facilities program, as well as the existingdebt on the district has outstanding andexisting lease payments and your general fundportion of your LTFM. So the action itemtonight is the resolution that you have in front ofyou to authorize the issuance and then to participate in the credit enhancementprogram as part of that. And you do have a separateline item for this as well is just updating theLTFM plan to incorporate the debt schedule therefor what we estimate for debt payments. So I'm happy to answer any questions on the issuance or the authorization. - [Scott] So first I just wanna clarify, this will come back duringthe operational items, so we will see it there. We won't be approving it at this point. It's gonna come intooperational items, right? - Correct. - [Scott] Any questions, Mr. Skaar? - [Daniel] So shouldwe just hold off until? - [Scott] We can have the discussion now. That's fine for this if you'd like. - Okay, so one of thethings in our bond rating you said it was AA-? When they look at the bond rating, do they look at the... I imagine that they lookat the school district and they look at enrollmenttrends, things like that. Is that true? - [Shelby] They look atthings like economy enrollment and the district finances. - Okay, so enrollmentcould come back as a factor in terms of future revenuesthat we would be receiving that could have an adverse impact on the bond rating, potentially? - They look holisticallyat all the factors between each of the rating agencies. They factor it differently, They also look at theunderlying financial policies and management. So as enrollment goes up and down and over all across the state, there's declining enrollment. They make sure to sort of correlate that into how the district ismanaging the finances. - Okay. I could save therest of the questions to when we discuss it andapprove it or not approve it. - [Scott] Okay. Other questions? Ms. Beloyed? - So it's this refunding that's bringing the bondrating back up to the AAA? - The district benefits fromthe credit enhancement program. So as part of gettinga rating on the bonds, you'll get your underlying rating, which currently is a AA-. And then the credit enhanced rating, which is playing off thestate's credit rating. So the credit enhancement program is essentially an insuranceprogram to the bond holders ensuring that they'll get paid in the case that the districtdoesn't make the payment. Now it's never been exercised, but what it looks like to investors who don't know White River Lake Minnesota is that there's aninsurance program on that. So the bonds itself will carrythe AAA rating from the state through the credit enhancement program. And then the underlyingrating of the district. - So I remember when it the last issuance where the bond rating went to the AA-? Or was it the previous? - [Shelby] I think it was the previous. - [Tim] Yeah, I think so. - And what was the reasoningfor that, if you remember. - The rationale, I thinkthey cited at that time was again, a combination of everything but the draws on fund balance. - [Deborah] Do we remember, was that pre COVID or post COVID? - That would've been post COVID. - Shelby, it was post COVID. - Yeah.- Okay. - It would've been 2022 I think. - [Deborah] Okay, so it's 14 million that's for the refunding. And that saved by doing this, getting the rate that we'regetting and reissuing this, it saves us 150,000 on the life of this. - Yes, and we'll get the underlying rating on the entire bond issue. So the refunding itself doesnot factor into the rating. - [Deborah] Okay.- It, yeah. - 'Cause 2018 bonds areeligible for refunding. and it makes sense to do itbased on the market conditions and the likely bond orinterest rate that we get. - Correct. - [Board Member] Refundingjust means refinancing - Do we see with thechanges in the markets that I've been seeing, reading about, do we think the bonds aregoing to be harder to sell down the road or do we thinkthey're gonna become easier? - Overall, if you were a magician and could magically tellme what the real answer is. Overall, very municipal bond out there has a call date on it. And so at the time thatbonds are callable, they're usually those investors have then cash to investagain into new money. So there's a number of factors that go in. I mean, first off, whether or not they can sort of earninterest at a tax exempt rate. 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 investors want, they needto put their cash somewhere. - [Deborah] Okay. By the way, thank you. I saw your daughter up there. (Shelby laughs) That's all I had. Thank you. - [Scott] Mr. Skaar? - [Daniel] Is there a time of the essence or anything like that withregard to these two bonds or with this offering? - So you generate cost ofissuance effect savings by issuing the two bondstogether instead of individually. So there is a little sensitivity on time in terms of the refundingbecause you would be holding the debt paying the higherinterest cost essentially on the debt that iseligible to be refinanced. So we wanna start saving onthat to the extent possible. And then in terms of the LTFM portion, that's really driven by theprojects that have been approved previously by the board and now we've just sortof come to the time that funds need to beavailable to continue with those projects. So it's timed alongside administration to make sure that we'renot issuing too early and incurring interestsooner than we have to, but not issuing too late soas to not have money available to the pay the invoices on the projects that you previously approved. - On the refunding bonds,when's the current term? When is the term up on that? - So the existing bonds on the 2018A were issued through 2032,2/1/2032 is the final payment. And this would be the same. That portion of the issuancewould have the same schedule and we'd issue through thematurities would be the same. - So if we did nothingon the refunding of bonds on this bond that... What is it, 15 million in some change would just go through 2032? - [Shelby] Correct. - Okay. Are the bonds subject to anykind of a prepayment penalty or anything like that? - No, they're not subjectto a prepayment penalty. They cannot be called orrefinanced prior to the call date. And the call date was 2/1/26. 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 bepaying about 150,000 more in interest than we'recurrently estimating. - [Daniel] Through 2032?- Correct. - [Daniel] Is thatdiscounted for the time value of money or is that just total dollars? - The present value? - [Daniel] What's thepresent value of that? - Present value savings is 134,000. - Okay, so let's just say if these bonds, the refunding one keep separate, maybe just the LTFM bond, if that wouldn't getapproved, what happens? - Well, we'd have a few projectswe'd have to reschedule, I guess push back andultimately have to 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,a 100 million of LTFM funding that went in there? - [Tim] A little less, I think. - A little less than that? - [Tim] 90, yeah. Yeah, so I guess what I'm getting at is, those LTFM funds used in the project, I mean, how do we know, you know, are the 17 million that we are asking for, how do we know it's notduplicative or I don't know, just kind of a sense ofwe use all these funds in the construction project now we got another and LTFM bond. 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 the entire process was pairing LTFM projectswhere we had crews in our buildings workingthat it was most efficient to tackle some of thedeferred maintenance projects that existed at the sametime that we were in working on our buildings. So you referenced the LTFM projects. Well we bond for LTFM projects because we have a lot ofold buildings to maintain. To do that during the time thatwe were doing our bond work on our buildings was a reallyresponsible way to do it, get the most bang for our buck out of it. - [Daniel] On the LTFM bond, how did you come up with 17,680,000? Where does that come from? - Well, so the relatedprojects that need to get done over the years require, you know, require tens of millions ofdollars to complete over time. And so we look at thetax rate to try to not increase our tax rate over time and how much we feel we can responsibly take on during the next several years. So that's the kind of process we use. - So what I'm getting atis that, is the 17,680,000, is that broken down into specific projects that we're going to going to do? - [Tim] Yeah, we have alist of projects that- - So who came up with that list? Did you have somebody lookat deferred maintenance across the school districtand come up with that list and then prioritize it? - Yeah, yes. And we have our buildingoperations department who knows our buildings well and then can look at whatthe last study we had done of all of our buildings, which is comprehensive engineering study, identified a significant amountof projects to be completed. Our operations department looks at that, looks at current conditions of buildings and then prioritizes basedon what needs to happen. - So on this $17,680,000, how much of that is fixing stuff, you know, stuff that you can touch, versus fees, professionalfees, engineering fees, things like that? Well, I couldn't tell you that percentage off the top of my head. - Okay, I think it'dbe kind of nice to know where the money's going, what facilities, just from a big picture standpoint. And then how long is that gonna be? How long do we have to pay that? I know it rolls over, buthow long is the LTFM bond? Is it 10 years? 20 years? - [Shelby] Nine years. - Nine years? Nine years. Okay. Is this going to impact the, you know, we just had that truth intaxation meeting on December. Is this gonna be seen as anincrease in our debt service, this 17 million, 680? Or is it just continuingwhat we already have? Because some of thosethings are maturing out. - Yeah, it should remain flat generally. - Yeah. We look at the entire capital plan to make sure that we'reevening out the tax impact even though the projects maychange from year to year. So the last page demonstrates that the tax rate will stay level and the debt service isincorporated there as well, so. - [Daniel] So is all of the $17 million, is that gonna be capitalizedor is some of it expensed? - Some of it would be expensed. - Yeah, there'd be alittle bit of it expensed. - [Daniel] Okay. Alright. But more than 90% wouldbe on the balance sheet. You say that's accurate? - [Shelby] I would've tolook more closely at the list of the projects that are going on. It would depend. Yeah. I don't know. Off the top of my head, I don't know. - Alright, thank you. - [Scott] Other questions. Ms. Beloyed? - I know we've a list previouslywhen we did an evaluation of each of the buildings and I think we did itmaybe a couple years before or maybe during the bondreferendum, I can't remember, but we got a list ofthe deferred maintenance that was going to be in each building. I should have gone back and looked at. Is it possible to get, I guessI can defer to Wayne on this, but is it possible to getsomething like that again for ongoing? I know we're having the... We're gonna go over the bond information. - Was that brought in July? Was that brought in July every year? So it's in the July board packet. - [Deborah] The July. Okay. - [Scott] Other questions? Thank you very much. We'll see you soon. - [Tim] Thank you. - Now we have discussion item D2. the first reading of school policies, board policy 211, 212 and 809. These policies will be on the April 13th or subsequent agendafor the second reading. If there's any questions, pleaserefer to the policy number and the page of thepackage you're looking at. Any discussion? Mr. Skaar? - It's on the consent agenda item. which is some, trying to find it. Trying to find it here. - [Board Member] That'sthe one that we're appended to the second reading. So I can't read. This is first reading. - Oh this is the first reading. Sorry. Thank you for correcting that. Yep. Just hang on to your hat for that one. Okay, thanks. - Any other questions? Okay, we're gonna move on. Now we're gonna go on operational item E1, action on the 2026 of 2029Achievement and Integration plan. Dr. Gillespie and Mr. Shavers - Chair Arcand, members of the board. at our last work studysession, me and Mr. Shavers, presented on our Achievementand Integration Plan for the 2026 through 2029 school year. Tonight we're asking foraction and approval of the plan and we included the changesthat Ms. Thompson asked for, where we inadvertentlyleft out our APAC members on the racially identifiable school part. So we're asking yourapproval this evening. - [Scott] Okay, so can I get a motion to approve the integration plan? - [Angela] So moved. - Okay, I'm gonna gowith Thompson. Second? Second. Ms. Streiff Oji, any discussion? Okay, hearing none, thiswill be a voice vote. All in favor say aye. - [Board Members] Aye. Opposed? Same sign. Okay, motion passes. Thank you very much. We're gonna go on to E2, action on the 10 yearlong-term facility maintenance. - Thank you Dr. Arcand,members of the board. Every time that we issuebonds, we have to re-approve the 10 year long-termfacilities maintenance plan. So each year the boardapproves that in July. And then if there's any change in funding, then we bring it back tothe board for approval. And so you heard summaryof the bond offering just a few minutes ago, andnow you're asked to approve the 10 year facilities maintenance plan, but is part of a requirement by the Minnesota Department of Education. - [Scott] So the recommendedaction is to approve the 10 year long termfacility maintenance plan as presented. Can I get a motion to approve? - [Kathleen] So moved. - [Scott] Moved by Daniel, second? - [Jessica] Second.- [Scott] By Ellison. Any discussion? Okay. This will be a, yes sir? - Well, you know what,I get the refunding one. I mean that one makes sense. It saves money over thelong term by refinancing. Te LTFM bond, you know, Iguess 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 helpful to have because I'm not sure where that. I see it in general, but Idon't see what facilities it's going to in that summary. Unless I'm misreading that Tim. - Well it's the districtstaff's responsibility to determine whatprojects need to get done. And so our building operations department works hard on that, making sure they are making good decisions about use of district funds. We have a lot of buildings to maintain. And so that will continueover year after year. - [Daniel] Yeah, I guessI've never seen that list that I can remember, I don'tthink it's ever been shared. I'm not part, you know,the finance committee's not subject to open meeting laws, so I don't see that. - That detailed listwas brought last July. This is really just a slightupdate to the numbers. If there's anything that has changed as far as budgets for this year. And then the detailed list webrought forward again in July when we haven't updatedplan to be brought forward. But there's really nosignificant changes to this plan from what was brought in July. It's just that by the law wehave to bring it forward again for re-approval becausethe revenue has changed based on the numbersin the pre-sale report. - So every July is when we do.- [Member] Yep. - [Tim] We're required, everyschool district is required to bring that plan to the board and that's where it's approvedand it's broken down by site. - So, we're on the cycle where July we will have a list of where the LTFM money's going. Is that right? - [Member] Yes. Correct.- By facility? - [Tim] Yeah, it'll comein July for the '26/'27 school year and beyond, yeah. - And again, this just- - [Tim] And it's a bitfluid because emergencies come up in facilities maintenance and so things get movedaround pretty frequently that's no unusual. - [Board Member] It'san internal document, so it doesn't quite look like the Department of Education spreadsheet. It's a lot easier to read. So you could referencethat the July meeting and that would break it down. So we'll have an updatedone in July every year? That's gonna be by facility and by major. - [Board Member] Yep. - And then this is kindof a placeholder approval. - [Tim] This is the fundingmechanism that we use. 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. - [Tim] Right.- Okay, Thank you. - [Scott] Other questions? Hearing none. This willbe a roll call vote. - Oh hey Scott. Just one last thing. You know, with our enrollmentbeing where it's at, again, you know, wepassed the bond referendum based on having close to 11,000 students. Should we look at, you know, retiring more debt so we have less debt to carry in the future, you know, given our demographics 'cause that has a impacton our financials, is that something that we're doing? Is that something wecould get a review of? By the board at some point? - Well you saw the debt plan and that's what we have lined up and so you can see it dropsoff significantly down the road and there'll be, you know,opportunities for decisions at that point on how much debtis the board willing to carry or interested in. - [Daniel] Okay, thank you. Yeah. - [Scott] Anything else? Okay, this would be a roll call vote. I'll ask the clerk to call the roll. - Skaar. - Yes. - Streiff Oji.- Aye. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels.- Aye. - Ellison.- Aye. - Motion carries. Alright, we're gonna goto operational item E3. Action on the resolutionof the intent to issue the general obligationfacility maintenance and every refunding bondseries 2026A, Mr. Wald - Thank you Dr. Arcand. So finally we're seeking approval for the resolution statingthe district's intent to issue general obligationfacilities maintenance and refunding bonds series 2026A. The total maximum principleamount is 31,750,000. 14,070,000 of which is arefunding or refinancing of 2018 bonds, which will resultin about $155,000 savings. 17,680,000 is issuingof long-term facilities maintenance bonds. It's recommended that theboard approve the resolution as presented earlier this evening. - Okay, thank you. So once again, therecommendation is to approve the resolution stating that the intention of the school district to issue general obligation facility maintenance and refunding bonds series 2026A. And the maximum amountaggregate principal amount of approximately 31,750,000,and taking other actions with respect thereto. May I get a motion? - [Deborah] So moved. - Who is it? Ms. Beloyed. Second? - [Jessica] Second.- Second by Ellison. Any other further discussion? Yes, Ms. Beloyed? - I just wanna say lastJuly, it's page 165 for anybody who wants to go back and look at that by facility in year. - [Board Member] Thank you. - Further discussion? Okay, this will also be a roll call vote. I'll ask the clerk to call the role. - Skaar. - Yes. - Streiff Oji.- Yes. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels.- Aye. - Ellison.- Aye. - Motion carries.- Thank you. - Alright, we're gonna geton to operational item E4. Action on school board policies. 101, 101,1, 103 and 203.6. Can I get a motion to approve? - [Jessica] So moved. - [Scott] Okay, Ellison. A second? - Second. - [Scott] Second by Streiff Oji. Now we're open for discussion. Mr. Skaar, I'm assuming? - Well, if somebody elsewants to talk about it, you can call on them too. - Okay, somebody elsethen. Okay, Ms. Thompson, - Just to remind that thisis the second reading. So they've already comebefore us for discussion and this is usually wherewe'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 voteto approve the policies that we've already discussed. - [Scott] Thank you. - Mr. Skaar?- [Daniel] thank you. Well, I just want to say, you know, we're deviating on thispolicy from Robert Rules. Robert Rules are designedto ensure orderly meetings- - [Angela] Point of clarification. - Fairness and respect for minority views and the district's own policy tool. - [Jessica] Point of clarification. - [Scott] Yes. - [Angela] What policy andwhat 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 on page 125. - [Jessica] Thank you. - So anyways, Robert rules are designedto 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. T his is from policy 203. "Rules of Order for School Board 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 Rulesof Order latest edition were 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 astate statute or anything. I don't know if it does, butI do think that the revision to bypass Robert rules withour own rules is, you know, it's just another way for the board and the superintendentto limit free speech on those who seek accountabilityby asking questions about spending. So, and I think board governancewithout accountability is really not governance,it's pretty useless. So I think it's just kind of a, you know, it's kind of small minded and it's prevents public accountability. And, you know, I stand byquestioning of the invoices as well as the financials given that we have had some mishaps, inadequate financial oversightfor the last, since 2019. So I think it's just, it's unnecessary. And it, you know, I'm certainlynot gonna vote for it. - [Scott] Okay. So I hearyou. You're against this. I heard that. - Yeah, I would. - [Scott] Okay. Ms. Streiff Oji? - Yeah, so I just wanna make a comment on this policy change specifically as it relates to the consent agenda. As stated in the school board agenda, the purpose of the consent agenda is to expedite the handlingof routine and miscellaneous official business of the school board. That consists of check register entries, the acceptance of gifts,field trip requests, and human resource items. The language in the currentpolicy states that by request of an individual board member, an item can be removedfrom the consent agenda and placed upon the regular agenda for consideration and action. The recommended changesshift the individual focus to one that requires the board to agree that items being pulledfrom the consent agenda are worthy of our time. I've been on this boardfor almost five years and the board receives theboard packet ahead of time and we're encouraged toreach out with any questions so that we can get answers, which I do frequentlyif I feel it's necessary to bring my answers to the public. I do so with an inquiryfocus to allow the district to share how they're addressingthe concerns or questions I or our community may wantfurther clarification on. Here's why I feel thepolicy change is needed and why I support this change. I think the role of the school board is that we are governing. The school board serves asan elected governing body responsible for the careand management and control. That means accountability as well. Which is why the board packetis shared ahead of time for us to be able to ask our questions. We operate as one board. One should not consistentlypull random items off the consent agenda. From my perspective, theagenda items being asked to be pulled from the consent agenda are not important enoughor relevant enough to be pulled from the consent agenda and do not need to bediscussed separately. Instead, it appears that itemsbeing 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 ourorganization and those in it. With regards to our financial wellbeing. A board member can inquireabout any check on the registry and is encouraged to do so. But I see our finance department being open and transparentabout our finances. Every budget and auditpresentation for the last 10 years is on our website for anyone to see. The district has receivedawards and high credit ratings. We have our audits posted. Material facts that havebeen identified in audits have been identified and addressed. As a district, we strivefor continuous improvement and excellence on a daily basis. I see the work of our school district as being very challenging and complex. I believe our staff arewell trained and supported to do their best every day. And I work with lots of schooldistricts around the metro. I see what functional anddysfunctional leadership looks like, and I feel thatwe should be very proud to have the districtleaders that we have here supporting our students,our families, and our kids. And our mission here states that we're here to ensureour students are successful. It also states that we have aculture that respects people and ideas and that we'rehere to care for our leaders, our district leaders, and make sure that weare taking care of them in a way that allows themto do their best work for our students every day. So I support this because Ifeel like it's out of efficiency and providing people thetime if there are questions ahead of time to be able toprepare for those questions and have adequate answers. - [Scott] Thank you. You have another question, Mr. Skaar? Can I just ask while we wait? I wanna make sure everybodyelse has an opportunity. - Sure. - [Scott] I promise I'll come back to you. Anybody else? Ms. Daniels? - Just a comment. I agree with Chris, and I also wanna say there is opportunity to remove items from theconsent agenda with a second. So that would mean thatother board members, or at least one other would feel that it would be a goodpoint of discussion so that it doesn't remove theopportunity from removing it. It just has to have a second. - Okay. Thank you. Other discussion? Okay, Mr. Skaar. - Well, let's be realistic. I mean, I've had how manymotions seconded here? Two out of probably what, 25 or 30? - [Board Member] Point of order. This does not have to do with the policy. - Yes, it does. It doe. It does because that's... The way that it works nowis I can take things off of the consent agenda to discuss. Now, you may not agree with that method, but I'm trying to find out what the financial accountability is and what the controlsare over this district. We've had 15 deficiencies in findings. Do you want me to go through them? The last one was a double payment. - [Board member] point of order. - So by questioning the- - [Board Member] I object, I object. I think he seeks to obstruct the- - [Scott] Okay, wait. Let'slet him finish please. - [Board Member] That's not how... He doesn't need to finish. I just think he's seeking to obstruct support the will of the board by continuing the samecomments over and over again at every board meeting. - Well, can I make a motionthat staff would present the mitigation efforts that they have done the corrective actions that they have done to prevent a- - Chair, point of order. - This time we have- - Mr. Skaar needs to be recognized first. - Yeah, at this time wewe're looking at this motion and that'd be somethingwe can bring later. Unless you're asking to makean amendment to this motion. - Yeah, I think thatwould be a good amendment. - Okay, pl what youramendment 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 addingthat as an amendment? Is there a second?Okay. That motion fails. - Mr. Chair, I ask thatwe call a question. - Call a question. Do we get a second to call the question? - Second. - Okay. All in favor say aye. - [Board Members] Aye. - Opposed? All right, call the questionmeans they've ended discussion. So what we're gonna do now is I'm gonna call a roll call vote or ask for a roll call vote. Will you please call the roll? - Skaar? - Point of order. Is this on all of thepolicies or just 203.6? - Right now, the amendmentis for all of them, - So no. - Yes, it'd be a no. - Streiff Oji.- Aye. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels.- Aye. - Ellison.- Aye. - Okay. The motion carries six to one. All right, now we're at thetime for the board forum, it's an opportunity forboard members to update the school board, and thepublic on the committee work, which they have engagedin their official capacity and create awareness of upcoming district and partnership events. Is there anybody who'd like to share? Ms. Ellison? - Just a couple of incredible music events that have happened in thedistrict the last couple of weeks. The band and the choir weresupposed to participate in a competition that was canceled. And so they moved mountainsto get the competition at the PACA couple of weeks ago. And it was a tremendousperformance by our young people, so I'm so proud of them. And then there was also a jazz nightclub that happened a couple weeks ago. Apparently it was something the district has been doing for 30 some years. And again, the students were incredible. There was swing dancing. I mean, it was really joyful. And it also showed how our student union can be a wonderful locationfor these types of events. So just kudos to the musicdepartments in this district. They just do really wonderful work. And then one last thing, Chris and Kathleen andI were able to attend the White Lake area EducationFoundation breakfast, that was also held in the student union to showcase the greatwork of the foundation. And we are so fortunate in this community to have folks looking out for our kids in so many ways and staff. - Thank you, Ms. Daniels? - I was able to attend theplay that Lincoln put on, it was Willy Wonka Jr. A musical. And I just wanna commend thestaff and the parent volunteers and the hours and hoursand hours of practice the kids and set was phenomenal and there were so many kids involved. I mean it seemed like the wholeschool was somehow involved either in some part of that production. So it was fabulous. So thank you Lincoln. - [Scott] Others, Mr. Skaar? - Well I was just gonna suggest for our next working session. - [Scott] Do we have somethingthat you've attended? - I'm using this to talk about,I'd like to put on agenda- - [Scott] That is notappropriate piece of that time. - Yeah, it's appropriate it, because I never get achance to discuss anything. So I'd like the board toconsider the correction action of the double payment on what is staff- - [Board Member] Point oforder this is not the time, it's not the purpose of- - No, because it's accountability. - This is the time forboard members to update the school board andpublic on committee work engaged in officialcapacity as a board member to create awareness of upcoming district and partnership events. So it doesn't seem to fitthere at this point. Okay? - [Daniel] I think it fits. - Other discussion? You know, I'm gonna... Oh, you wanna go ahead. I'm sorry, it's a little distracting from, I just would like to, I guess, nevermind. - Okay, well, I'm justgonna say that last week was really busy and a great opportunity. On Wednesday I had the opportunity to go to the girls basketball game and it was an excitingback and forth match and you know, I just wannalet that girls basketball team how proud we are on how wecould 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 BlackUnion Student Showcase. Oh my gosh, it was so awesometo see those kids step up on the stage and perform. I think, I mean it means a lot, but you wanna put yourself outthere in front of your peers and they did a great job andthe energy level was very high. So I want to thank theMariner Middle school for inviting me and let me do that. And I just loved the show. It was great. And then Friday nightI had the opportunity to attend the boyssection final hockey game. I know the boys maybe do not realize this, but it really brought community together when we went there and wecheered and it was exciting and it wasn't the outcome we wanted, but if you were sitting in those stands and how it brought thecommunity together, it's great. And those young men also withlike with the basketball, the hours they put intotraining and practicing and the parents who knowwhere every hockey arena is in the State of Minnesota. So that was amazing. So I want to thank themfor going out there and putting The Bearson 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'llhave another opportunity to cheer on our boys and basketball. So, you know, get out there. But it was nice to go outthere and see the community and see all the hardwork that's gone through with the coaches and theplayers and the performers. So it was a great week. I enjoyed it. Thank you. Anything else? - [Board Member] Happy springbreak. That's what I have. - Happy spring break. - [Board Member] I wasgonna, I'm sorry, go for it. - [Jessica] Happy spring break. - Okay, well now we've gottento the point in the agenda. Can I get a motion to adjourn? - [Jessica] Mr. Chair? I move to adjourn. - Ellison, do we have a second? - [Angela] Second. - Ms Thompson, All in favor say aye. - [Board Members] Aye. - Opposed? Same sign. We have now adjourned.(gravel bangs) Thank you very much.