I'd like to call the central school board meeting on June 30th, 2025, the regular board meeting to order with all board members present. Please join me in standing for the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Move on to A4, approval of the agenda. Is any additions, changes from board members? Hearing none, I'll make a motion to approve the agenda as presented. Is there a second? >> Second. >> Motion made by second by Proox. Any other conversations? >> Just one thing uh that elementary music. So just board elementary >> and no uh choir. We're working on that. Yeah. >> No choir. Um we hired a part-time teacher and that he has been approved as well. >> Any other conversations? >> All those in favor signify by saying I. I. All those opposed. Agenda is approved. We'll move on to A5, the consent agenda. Mr. Sher, is there anything you want to highlight in here? >> Um, yeah, there is one thing and it's and it's kind of some bad news. I've been I've been working with uh Josh and um Spencer about um some of our enrollments with preschool. And so, you'll notice on here that um KDP uh has been moved to nonrenewal renewal. We have made the unfortunate decision to close our column preschool. Um we we've had to and um right now we have I think uh seven students I'm told uh at that site and we had to give notice by July 1 if we were going to if we were going to continue that lease. Um we did notify the folks um as early as possible. And I just want to thank Katie um and um and and just recognize Betsy is going to be moving over here. that Betsy Py is still going to be with our with our district. Um but uh but the Cologne site is going to be housed at our elementary school. So all of our prek for housed recognize that and just know that it it was a hard hard decision yet I believe is it's the right decision. So all right, any other conversations from board members? Hearing none, I'll make a motion to approve the consent agenda as presented. Is there a second? >> Second. >> Motion by second by Creger. Any other conversations? All those in favor signify by saying I. >> I. All those opposed consent agenda passes. Okay, we'll move on to acceptance of gifts. Again, we have a very generous community. I'll go through all the community stuff on here. We have $2,750 from the Central Softball boosters for coaches. We have $2,59725 from the Raiders Volleyball Club for volleyball pads. $1,000 from Clinton Knox for the elementary band. $1,15 from Minnesota Valley Electric Cooperative for kindergarten field trips. $2,746.13 from the Raiders Baseball Association for fence cap for the fields. $4,000 from Computer Financial, did I say that correctly? for CTE equipment and supplies, $2,999 from Carver County for SEAL curriculum, $20,000 from Citizens Bank for ban and CTE equipment and supplies, and $2,000 from the Clone Fire Relief Association for the rest of the room soundboards. Um, can I ask just a quick question? What is CTE? Should I ask? >> Career technical education. So, this would be like our welding, our our shop classes, booths classes. Um and and there's one specific that I would like to just point out. The Citizens Bank, the $20,000 um donation. Um Citizens Bank worked with an organization that basically um accelerated their donation. So they they donated um they donated >> 2500 and then Thank you. And then that got 4xed. So So um so citizens donated 2500. This organization 4xed it. So they gave $10,000 to so it ended up being $10,000 to each of those >> um uh departments if you will and um we are very thankful for all of them. But I I the reason I brought that one up is I appreciate Citizens Bank leveraging things on their side to to make their donations go farther. Really we really appreciate >> amazing donations. Any conversations or questions from board members? Move for approve Gibs. Second. Motion made by Provox, second by Ericson. Any other conversations. All those in favor signify by saying I. I. >> All those opposed. Donations are accepted. Um public forum. There's nobody here. So I think we'll move right on to theformational items. And I'll just go. Is there anything that >> um I I guess I would like Yeah. Yeah, that's fine. just um so I would say we're we've we you know summer doesn't mean that school stops. Uh we've had one session of summer school already at the elementary. Um Phil Hendris is rocking and rolling. We had the kids go. I mean we have I think it's 140 participants or something like that this year. >> Wow. >> It's busy. Um and our custodial staff, as you can just tell from the floors in here, is busy cleaning is busy cleaning away. And uh uh I I love them for it. So, um, school doesn't stop, but we, you know, just for anyone out there, our school, our office hours at the elementary and, um, high school office are Tuesday, Wednesday, Thursday. That's when we have those offices staffed. Um, so, uh, if anyone needs to come in, there will be staff there on those days. So, otherwise, uh, otherwise, we're rocking alone. I'll leave it at that. All right. >> Any questions for Superintendent Shakar? I'll just give a a shout out to the kids school folks, right? They've been doing an awesome job. They got my kids to and from PBS and All Saints and Yeah, they've been having a great time. they do such a good job. They really do an awesome job over there. >> Um, any board reports? Okay, we'll move on to discussion items. D1 superintendent evaluation process. >> Okay. So attached to um this uh this agenda item that's the noise that I was I got we are staying in the call. There we are. Um attached to this uh item is the evaluation for uh me the superintendent. That is who you guys evaluate and we do it every single year. So this time we're actually in July or August of last year that board developed these. Is there four goals or three goals on there? >> Four goals. >> Yeah. >> And um what so Shelby takes the lead on this every year as the superintendent um negotiations chair. So what you need to do is is you can either print this off or send her an email. Here here are these four things. you need to rank me uh one, two, three, or four in these areas. And you send it to Chelse. She'll tabulate everything. Then I meet with her and Sarah and Josh and we go over my evaluation. It's talked about at the at the board meeting. Um just it is talked about publicly. So just just so you know that I will take any feedback that you have. And um depending at least for this next upcoming school year um we need to develop some other goals because we haven't um we don't have a strategic plan or anything that we have that we or an operational plan that we haven't developed yet. And I've offered for you like they didn't just come up with these goals out of thin air. So there is a whopping 41page document that I'm sure you you are going to read like it's just some light reading but if you go to like page 17 so 17 or 16 in that document and you don't need to do it right now but it there's all the superintendent competencies and and when you get into it there are some look for so like for example I'm on page 17 and it says standard 2 school district finances and then it has a whole bunch of look fors and it has the rubric already developed. If there are some things that you want to suggest for goals, Josh, Sarah, and Shelby will actually create the goals as the as the subcommittee, but they are always looking for um um you know, ideas or what's important to the board. I will say Shelby, like the last time we talked, like the financial like goal number one, the finance goal is is probably that's been a goal of mine um forever. And that generally should stay. >> Um the other ones could be uh could be up for discussion I guess but >> approximately three >> three yeah three three goals um preferably. Yep. And this year we have four but it's I guess the point of saying three or four goals. It shouldn't be 10. >> So >> perfect. >> When do you want those? >> Um I think didn't we decide like August? Yeah, August 1st. Yeah, August 1. Do you want me to send you all a reminder email that says if you haven't submitted your goals by August 3, I can I can schedule send something. >> Think you must know a little too well. >> Any like supporting material around those goals? Um, as far as purely the specific things we're working on, is that just through or I can >> Yeah, I see what Spencer saying. It's challenging to do that when he's coming in mid year. >> Yeah. Mid year and have some context. >> So, let let So, can I can I create a narrative that I just sent out to everyone that that provides a couple? It >> doesn't have to be like 20 pages worth. >> Yes, I got you. I got you. Yes, I I think that's more than fair. >> So, get to show me by August 1st um evaluations where we're at. And wasn't there one that had a little bit of narrative under each one that you could type to? >> We did that, but that was a few years ago, >> I didn't know if there was something >> I can't remember like any little I suppose you could just write that in >> that you want to highlight maybe wasn't in a goal that did stellar on. And then also some ideas on three goals August first. Okay. >> All right. Anything else? >> All right. D2 2024 25 parent survey results. >> Okay. So, in front of you, I gave the 2024 parent results so that way you could um compare and contrast anything that you wanted to. And um I'm just prompting you right now because um because it's fresh in our mind because we're going to look at this at the end of what I present to you today. I am going to ask what should the 2026 parent survey look like? So that way we don't we aren't you know, in May or or April like, oh, what did we ask or why did we ask that? Like, I think we should develop the next year of parent survey right now. So, that way um that way it's just fresh in our minds and and and we'll go from there. So, if you look at the first page, this is the overall data. So, just a reminder, this is out of five. So um I regularly receive feedback uh for how well my student is learning or my child is learning. We had um an average of 3 point I don't have the number up top my head but you can see it's like 3.2 there. Darn near four down darn near four out of five uh for quality instruction meets my expectations. Same with technology and a little bit over four out of five would recommend um central schools to other families. Now, if you scroll down, this is the color-coded one. Um, so I broke that was overall that was everything everything al together. We had an average, let's just say we had about between 90 90 and 100 responses for each for each one of the buildings. So, our elementary and prek had over a 3.75 on average for each one of the questions. Our middle school had a between a three and a 3.74 for the first two questions and then over 3.75 for the other two. And um our high school h had 3.75 for I would recommend and and and does the child or does the technology meet my expectations. Um they had a little bit of a lower score in quality of instruction. And the one area that is a little bit concerning is the I I re I regularly receive feedback from school on how well my child is doing. So I want to talk about that just a little bit. Um I got this data and I had a leadership retreat right as we were getting the results of this. And so we kind of pulled apart some of the data and did some hypothesis hypotheses around uh you know how why is that one a 3.0 zero or lower, but yet we have all these people that are still recommending Central public schools. like it doesn't seem to affect their overall belief about the school system and and like I said in the work study session earlier I think um some of you know myself included I think we were a little discouraged when we got those results because we're the we're looking at what you know the the the newsletters that we're putting out the videos that we're putting out the the social media um um blurbs like parents are getting emails you know automated emails else were infinite campus that are dialoguing around their kids uh you know assignments and and whatnot and um quite honestly none of those really answer the question that was asked which is I regularly receive feedback about how well my child is learning. It tells about stuff that's happening but not necessarily about how well my child is learning. And and I'm going to and because of this at the high school, I'm going to pick on Rich a little bit. Like Rich is doing a fantastic job of communicating. Like he like he is a he is an expert communicator, but our hypothesis is they don't necessarily want to hear from Rich. They want to hear they want to hear from their it's not personalized. They want to hear or individualize or Yeah. personalized or individualized. They want to hear from their child's teacher. I think another hypothesis we had are, you know, had to do around expectations. Like, are we doing a good job of managing parent expectations going from having a classroom teacher with 25 kids to u a one teacher that has six sections of 25 groups? Like, there's a difference. There's just a difference in what should be expected in terms of communication. Um, and we believe both of those things could play into the results that we've received. And um so I will say for the high school and the middle school for next year, I think Rich is going to be rolling out um some ideas around around win time like on Mondays having having kids with a teacher um like check their grades and check you know like set like a weekl long goal and then the kid the child emails that to the to the parent like so it's it's like a it's like an individualized thing but but the email is going to come from you know from the child to the teacher or from the child to the parent with like the teacher CCD on it. So that way I we're just trying we're going to try and do that a different way and and that creates efficacy with the kid that they're they have skin in the game. They should have skin in the game on their own stuff, right? And and and if they know that someone's going to be checking it, maybe we'll see increase of just >> accountability >> accountability for their grades and so we'll see. That's that's just kind of one thing that we have in the oper. So any of those things I is there any discussion around those before I move on to like the the bottom pieces would >> would there ever be a format format that you would implement the middle school and high school that says I'm working with Mr. Dagler, my one time teacher today. He's a we reviewed and then the kid blah blah blah blah blah. So then the parents know that the teacher is involved in that. Otherwise, if the kid is just sending it, >> how would the family know that the teacher is involved in that conversation? >> I think Rich is going to communicate like this is our plan. You're going to start seeing, you know, it's like >> it's almost like telling them communicating that you're going to communicate, >> you know, >> and it's a collaborative email. It's not an assignment. >> No. Yeah. Yeah. >> And it may be and we again we haven't necessarily nailed it down yet. He wants to get some feedback from staff, but also it might be it might be every other week or you know it might be five kids. It might be five kids in the class in a like we haven't gotten to that yet. But it I would also say if you're inundating parents with emails daily like that's not that's not where you found it either. Would there ever be >> a rubric that we would put together as a district, not us, but like your teaching staff about what to expect for communication from teaching staff at the elementary level, middle school, what is going to be the teachers, the students responsibility. >> I want to take some notes. I'm sorry. I just >> No, I mean it could would be nice to maybe put a rubric together of what those expectations are. Someone got my uh Is it down here? >> And there's a phone down my phone. Look at that. I moved all the stuff and didn't bring my didn't bring my supplies along. >> But then it also sets up expectations for teaching staff. Students and family members might have an idea of what the expectations around communication are. you know, can we have we asked parents what their what their expectations are? >> So, I think we rely a lot on the that email that we get, you know, that's sent out with like, hey, your kid is missing XYZ. And it's like that's great, but every time I have gone to because I I know this is a shocker, but I get that email occasionally and I kid and I'm like, okay, what is going on with this? And it's, oh well, that's turned in. I forgot about that. I left that in my locker. Is it turned in now? It just needs to be way graded. This one, this one, I was sick that day. >> Okay. So like I'm getting this information but it's not helpful to me really because whereas like if I got something like what you were saying >> then the kid has talked with their win teacher and like yep this has been turned in this is it look for this to be coming you know graded whatever like that's useful information to me. the ones that I get from that just tell me what it is like I don't really consider that information because it's just it's not it's nothing that I can do anything with because it's only part of the information >> and piggy back off of that it's like yeah I mean some of the delays from the teachers that he's they turn assignments right is one week two weeks some days and it's like >> we're getting on the kids you know where's the assignment I turn that in and it's not graded it's sitting there they don't have time >> um >> so I think that needs to be a faster turnaround It could be color coded that like it's turned in but not graded. At least you know like okay it's in progress it's not completed >> because I don't think that that if my kid turns something in late the teacher needs to drop everything to grade that is that is 100% on my kid but at least like just let me know somehow as a parent that it's turned in like you have to turn in or something >> turned in seen that before >> you know I think so maybe it's just more of a >> useful information the other thing I was thinking when I initially saw that was like do you think that there are parents out there that maybe that's not necessarily a bad thing. Like because like if I had a straight A student, I probably wouldn't expect to hear from the teacher very often. But if I was asked, do you hear from your child's teacher very often? I'm not going to say yes because I don't. But I don't need to, >> right? You know, so >> the way the question's worded. >> Yeah. Could it in could it influence? That was my only thought when I >> kind of saw that. And I think we have a lot of teachers that do a really good job of communicate, you know, the getting the bad stuff out, but very rare do we get, you know, there's a few teachers that do a great job, you know, saying, "Hey, >> good stuff. >> This student did, you know, amazing on this >> and, you know, positive reinforcement on some of that." You just, it's kind of lacking as you get into high school, I think. >> And as I read too, like maybe the communication is two ways. Is there a way to do like a portal where like you can ask specifically questions and not necessarily a can answer back, but there's you just throw it out there like, "Hey, I'm wondering about X." And then there's someone that can feel that question if you put it to, >> you know, whatever teacher that bucket will fall under. >> I'd be curious also the educational piece around those incoming fifth graders to sixth grade because it is a big change >> from fifth to sixth. So what kind of you know Rich's work about meeting with those people ahead of time and kind of talking about that is huge because I do think that that is kind of like what >> So to your point he did like and this was kind of honestly it was last minute because he had some families that were requesting some fifth grade families like hey can you have like a a sixth grade orientation >> and like within a week he kind of put that together and not everyone could come and he got some he got some feedback that was like hey that was too fast of turn around. I think he's gonna have like a sixth grade parent orientation that just does exactly what you're talking about. I mean, >> send it out to the >> But I think he had 40 40 families there and we had I don't know 72 families like that. Yeah. I mean, it was half, but you would love to see 80%. Right. >> Yeah. >> Okay. Yes, feedbackate the parents that they can go in and see their grades. One thing, every parent has access to it. So sometimes we're we're quick to blame the teacher and I'm all about the communication, but parents can also go in and see what is missing. What Emily said, it's sitt. But at least I can sit watch it every day if I want say, "Hey, where's this that and the other?" So I I will say a general rule of thumb is like grades should be updated by Thursday. I think that is a like that is what it's supposed to be. So I all good but but what's supposed to happen and what's actually happening for >> those are expectations that once put out to parents >> does hold staff more humble too. The other piece in here that's left to interpretation in that question is the word regular. >> Yeah. What is regular? I mean >> what's regular for one of us might be different than the other person versus and it might look different at different stages of >> so >> I think teasing that question out a little bit more. >> This is why I would really love to develop the 2026 survey right now because I think we have a lot of >> thoughts around things and and and if we're going to change something let's reward it right now you know when we get to the end of this. Any other feedback around this? Okay. So, what I did also was by site um by site it has the four questions broken down. So, at you can see at the elementary they're fours and above across the board. Um middle school um three for the feedback. So, I mean they just they just barely uh made it above uh you know above the the needs intervention. Um and then you can see where it is effect. And uh >> um I am I am honestly I think the to me the question that that um that meets the most is the last question. I recommend central public schools to to my you know to other families. Um the fact that we are as a district above four on that um in my opinion Facebook page is >> and on the web page >> it's an undis >> which again when we were doing like clearly it it >> like it to me it seems like it's an irritant >> but not a deal breaker. You know what I mean? And I think it would be helpful. Like I who I don't know who said like how we ask parents what they want for communication. Like I think that would just be a >> you know we were we were reflecting on our results. >> Schoolboard really wants to know what you want for communication. >> What does that look like? And maybe give them >> choices and then a narrative. >> I think it might be different for each parent, right? Depending on where you're >> and where you're sat. But it might be different maybe if you just grouped it by, you know, elementary, prek, what do you guys think? >> Middle school, what do you think? In high school, what do you think? >> Question two and three has meets expectations or or quality of instruction meets my expectations. Maybe the communication part could also say meets my expectations. That's that's action. Okay. >> I was thinking that same thing like does the communication match my expectations. You use it here too. >> Yeah. Maybe it's not regularly, but >> maybe that's >> maybe it doesn't need to be regular like the straight a straight A thing. Yes. >> Y >> I like that. >> Yep. >> I I Okay, I I I'm hearing a lot of yeses. Do you Okay, so I can see tease this out. Should we just change it to the amount of communication I receive meets my expectations? Do you want me to ask families what kind of thing what kind of communication they want or should we just change the question to match the other two and be done with it? It's up to you. I >> I think you change what falls in line with all the other questions. >> I think it would be what how deep does your staff want to know that question. >> Yeah, >> that's where some of that might be. You know what? Yeah. >> Well, how big of a something? How much do you want to bite off this year? I mean, do you change it this year? see what it looks like and then next year you ask the question if it's does you know >> it's up to you you >> well I think I well let me talk to Rich and let me see I you know budget >> well he might want to >> if he wants to know then yeah >> if he's building a goal around that >> he might want to yeah >> tease out that a little bit >> I think that's where I think a formal survey maybe as we're just talking Correct. >> And is there like a mid survey like they sit on to see? >> No, we don't. And so I think here here's the other here's the other piece of this too is um so I have only shared the comments with Sarah. so she can attest that I I made her a a whatever a collaborator on the sheet and I am I will never share those comments publicly because some of them are personal like are very specific to certain staff but I would say generally like the amount the amount of like I would say the comments are like like a mixed the comments are either somebody had a really really good experience and wanted to talk about it or had a really bad experience and wanted to talk about there really isn't a lot in between. I mean, would you agree with that generally? >> And as we were hypothesizing around this, like it's the end of the year. We we sent this out >> literally as kids are walking on the >> is that the best time to to to send it? Because it's like you have all this emotions with the with the seniors >> and if something isn't going well, somebody like this is your last chance to I'm going to take a party shot. >> No time to address anything. >> There's no time to craft anything. Um there's no time to to take action. Um I I'm I'm just wondering do we want to change the timing of when we send this to being to like the first week of January? Everyone has just come back from winter break. >> I I just had kids for two weeks and I'm like, "Oh, thank you teachers." >> I'm teasing out there. >> I think I mean, >> you know what I mean? it because there >> at the end of Q1 >> at the end we could >> I mean then it's like a little seems a little bit more actionable to me then because like we just started school people's expectations are probably pretty high because new school year you know and >> you you've got a full quarter under you but we have three quarters to correct it >> plus there's not that big break you know Christmas >> yep I don't know it I'm >> I'm just asking the question I was the first um November. Um October, November. >> Do you think before that or >> I'm just think at that, you know, once >> that time period >> in that time period. >> Yeah. I mean, we could do >> I think you'd be better off waiting just a little bit because people are still getting to know kids. >> So to do it too early >> would be a little potentially unfair. The staff don't have their arms around those kids quite yet. >> Like just maybe just before Christmas break. Yeah, maybe in there. >> You know, you don't want to send it out right before because then it'll get lost in the Christmas shuffle, >> right? >> But beginning of December, maybe >> after Yeah, that's fine. >> After Christmas, just because >> or ask the teachers and the principal get missed, then you're not going to get the results. You won't get enough people to feedback. >> If if if you send it out then it could Okay. >> Yeah. I kind of lean towards right at the end. >> But Q2 quarter two is >> quarter two is January 15th. >> That's the start of semester halfway through the year. >> Yeah. So we're already back into like the right after Christmas break. >> Do you have an opinion? >> No, I agree. 15. >> Okay. That's you're back in routine Q2. >> Okay. >> So we're going to keep these >> keep these questions. change the first question to the something like the feedback that I receive from school meets my expectations. >> The one thing too when I read this it could be both ways, right? I regularly receive feedback from school staff on what my child is learning. I know someone said earlier with what we send emails rich this but this is school staff. I'm thinking that is my kids teacher not the way the email different. specific for kids compared to an overall here's one explicit. So I think I think what I heard Emily gave the suggestion or or some I don't know whoever gave the suggestion of like or no Tony said the suggestion of not necessarily being specific saying I the like the amount of feedback I receive from school or we can say the amount of feedback I receive from school staff meets my expectations >> about my students >> about okay I'm going to write this down >> because I think what parents are for at least how I'm interpreting this is that I don't care about how all the students are doing. I mean I do but I want to know about my kid. >> Yes. >> I mean like that's cool to see that the whole class did this or this you know whatever but how is my kid doing? The amount of feedback I receive from staff >> about my student >> my child >> meets >> my expectations >> expectations. >> And I I don't know. Maybe we should throw back with the parents a little bit too and put the question in there about asking if they're communicating back for the teachers. >> Wow. >> I'm just saying. No, I did not. >> That's right. You could get if Rich wants to dig deeper into that, he could really >> tease that out. >> The amount of feedback I receive from from staff about my child needs >> Y >> teachers. Would it be better to even go in the staff is >> so well I'm multiple. >> Yeah. And there's like cars and >> so I will say I personally and you I'm going to try and guide you one direction and I can say we can say teachers and one of the things specifically at the high school and and and eventually this will be all throughout like we ask kids do we our our goal is that every student is connected to an adult. I don't care if that adult is is the lunch lady or the custodian or a paraprofessional, whatever. I I here's what I know. If they're connected to at least one person that they can go to a problem with or they feel seen by that person, their grades go like this. If the and when we do that survey with our students and say, "Hey, do you have, you know, do you have somebody in school that does this?" If they if they answer negatively, no, no, to each one of those. And last year there were six six out of the entire student body. Rich meets with those kids individually and he develops a plan with them about how to get them to connected to somebody. I I'm just telling you we take that very seriously like very very seriously >> which I get that. But this to me this is you're asking >> I want feedback from my kid not from somebody that's the lunch lady. >> But if it was the lunch lady giving you feedback then it wouldn't meet your expectation because you're not getting what you want. >> Yep. I agree with that. Say that again. If >> if the lunch lady was sending you stuff about Hunter saying, "Oh, he's such he's so polite." That's not what you want to hear. So that would not meet your expectation. >> Correct. But I'm thinking more of the >> So if it just says, Right. But if it says staff, like I am expecting that the staff tells me whether it be a parah or my child's direct teacher or it be Rich because he has to talk to him in the hall or something like >> that's not what happened. >> Yeah. >> And I love it. >> You know my voice. I still got another one coming for you next year. >> Um, so like I I think that the meets my expectation kind of takes care of that because it wouldn't meet your expectation then you'd say no. >> And for and for Tony it might. >> Yeah. Because Yeah. But but I'm just thinking 95% 98% of these almost 100 come from a teacher. Right. If if Rich is talking to my kid regardless, it's probably >> probably not something you want to be, you know, if principal or somebody who's talking to him. It's for a different reason. >> But I think there's like there's intervent I mean, I guess maybe they're still considered teachers, but like there's >> but it's not like their classroom teacher like their intervention teacher who's not their classroom. >> I guess that's where my head was going. You want to keep it as general as possible for the for the whole group because everyone will have a unique situation. But you want the question to kind of encompass >> everyone that's answering the question. >> But I look at it. So then so then where my head goes is elementary. I'm going to hear from the teacher, right? I have that one teacher all day. It's my home teacher. That's where we have a special ed teacher. That's still their teacher, >> right? to that cover like specialized math and so they have different teachers. >> Yeah. So so it still would be staff >> correct. Yeah. But it's Yeah, I guess. However, but then I look at the high school now. I only have one hour. Now it's it's a teacher, but it's I have seven teachers. So it's a lot tougher to get a higher rating for the high school. >> But that's why it's your expectation, right? So, so to the point is that some parents only need to hear maybe quarterly where other parents maybe want to hear weekly updates for the kids and stuff too. So that's why everyone's expectation is going to be different. That's why Yeah. >> Correct. >> Yeah. No, I mean to me I just see it differently because I just see elementary you have one teacher, you get them all day, you're going to hear more from them. High school it's tougher because now it's just staff. So I'm going to give it a lower grade because staff nobody gets back to seven potentially naturally. You would see that. I I think when we talking >> maybe not to this magnitude >> when we're talking about all the hypotheses I I think managing the expectations is part of it. Yes. >> So so to your point so to your point if in high school you expect to see it less it should still be the same score as elementary because you're expecting less. You should you shouldn't grade it lower because it's the the student is older. >> So that's why you're saying it's inverse because because it shouldn't be green. I would recommend it red on on communication. So that's the frustration. >> Yeah. you would say meets my expectations. I would probably answer that on the staff versus teacher part say the feedback I receive about how well my child is learning meets my expectations. >> Take that piece. >> The feed the feedback the amount of feedback I receive on how well my child is learning meets my expectations. >> Sure. >> Done. We'll be a negotiator question. >> Yeah. >> You start reading all the words and it's like I don't know. >> Okay. >> Okay. >> No, we're still in discussions, right? Now we're going to operational. I need to find the Here we are. Okay, >> I'm lost. >> E1, consideration of handbook changes. >> Okay. Um, so here's all the hand here's all the handbooks. I um the first document that you have there is the changes that um that Rich is proposing. Like I'm going to be honest with you, a lot of this stuff is is just updating for for um that things that that aren't necessarily going well or that just need to like how how we're doing it. Yeah. Yeah. Like food delivery is prohibited among student for students during staff hours. like it's I I don't like I I'm just telling you I would I would address to you like like um >> if there was something majorly controversial but but we've had an uptick you what's honestly what's kind of newer in the next in the last two years like Door Dash and Grumb and we are getting >> and I'm not going to name like we are we are getting deliveries of shakes and other things like during the during the learn >> during the learning day and it just it just it's That's not the job of the front staff to manage the food consumption of our students, right? You know, >> just be drinking as you walk down the hall to give it to us. >> Tax. >> So anyway, it's uh it's so you can you can look at you can look at some of these changes, but I'm I'm just telling you there's not >> um page 58, the electronic devices. Did that ever I know there was talk with that changing the state? >> It it didn't. So it it so we could like we can we can always So basically what the law is right now Josh is that each school district needs to make its own policy and we made a policy that basically says K um K5 they are prohibited. Six through 8 they can be in their backpack but they have to be put away. 9th through 12th phones and phone devices. They can have them on their person and they can use them during passing time, but they they have to have permission to use them in class and they can use them out in the lunchroom. That like is it perfect? No. I think it would have been a lot easier just to have a statewide ban. I'm guessing our teachers and staff would have would have like applauded that and welcome that. We could do that. Um I don't think Rich is recommending that right now. I he doesn't necessarily see phones as a tremendous problem here. But I but I mean if that's like if that's the direction you want to go, I wouldn't say like right now let's just go ahead and change that. I would say we need to have a work group with with our high school administration and and um and talk about the pros and cons of that. I would want Rich to have a pretty strong voice in that. But um that is this this language matches what is actually I guess is the >> and they just need to stay consistent because if they're putting in their phone >> Uhhuh. Yeah. They hear it says 9 through 12 have to keep them in the phone holder in each class. >> We just have to make sure that every single teacher is doing that because if one of them do it now all the other teachers and so I I think Rich um how do I want to say this? I think he was trying to fix a pro. He was trying to have something be consistent and then um we weren't consistent um maybe for teachers that teach upper classmen and and dialogue and some some problem solving happens. Let's just say I think this is this is what vision is. That makes sense. >> So they do have to go into >> Yes. So So they have a phone holder. That's That is what Yes, that is what they each classroom has one. That's how that's where they go. So that way that we know that they are. Um >> where are the phone holders >> hanging? It's like it's like a big It's like a It's like a It's like a calculator. It's like a calculator holder. So it's like this big 6x6 blue thing that goes in the well and it's it's clear. Yeah, it's inside the room. It's like right as you come in the door. So they're like numbered one through >> 35 or something like that and every kid has a number and you just put it in there like it's been happening all this last year. >> No, I was just curious because like if the thing was like on the outside of >> No, no, it's it's inside the room >> because like should something happen? >> Yeah. Who's liable for I was thinking more like if something were to happen in the school and children need to get a hold of you know what I'm saying like you wouldn't want to be like oh yeah we locked their >> phones it's on the inside of them >> I think that's fair >> so you can see there's like one page because then the the like if you scroll down those were 24 25 handle changes. So there's that. So >> and then if we Yeah. So he's just kind of keeping a running document on this. Okay. >> Um the element. So >> with the other handbook changes, um I need to go out of this. So the um the that's the parent student handbook. That's the actual handbook. Then um the full copy. Then there's the preschool handbook, the kids go handbook, the elementary handbook, and the activities handbook. For those the changes are um there are no major changes. they are just like updating dates and names and and things like that. So um our handbook changes have been minimal this year I guess is the point and depending on what happens tonight in some of our upcoming um discussion we would change the handbook again to match what decided in some of our action items that are coming up in the uh coming up in the meeting. Any other conversations around the handbooks? >> Can I ask one thing before you vote on this? Do you want to see the handbooks every year? >> It's something we've always typically done. Not every district does it. >> I feel like it should. >> Does it give a little more teeth behind it? >> Yeah, it does. >> I mean, I think that might be one thing for your administrators if we were to vote on if there's a little more teeth on. >> Yep. Yeah. Yeah. Especially like this cell phone thing. Okay. That should >> want to make sure it aligns with our totally fine with that. I just wanted I just want to make sure that um something you want to see. So, >> do we need to act on that? >> Yes, we do. >> Move to approve. >> Okay. Motion made by Ericson to approve. >> Second. and second by I'll give that one to Ben. >> Um the handbooks as presented. Is that correct? Okay. >> Any other conversations or questions? >> Right. All those in favor signify by saying I. >> I. All those opposed. Handbook changes. >> E2. Consideration of the student data specialist contract. >> Um so Spencer, Josh, and Troy are part of that uh group. So, uh, they had me take the lead because it's an individual contract. It's Kelly Prowick's contract. Um, does anyone have anything to say? >> Easy one to get, >> right? Uh, no. I mean, we review the contract with Tim aligns with the, you know, budget parameters that we set. So, um, you know, happy that Kelly's going to continue with with us after 40 years of service, which is crazy. Yeah. 40. >> Uh next year will be 40. >> Wow. >> So yeah, the uh committee recommends to approve this contract. >> Excellent. Any questions for Tim and the committee? >> Hearing none. I'll make a motion to approve the contract as presented. The student data specialist contract. >> Motion by second by Kra. Any other conversations? >> All those in favor signify by saying I. I. >> I. All those opposed. Well, Kelly will be with us for 40. >> There you go. >> E3 consideration of the fiscal year 26 budget. >> Okay. Um Oops. Yep. So, uh let me talk about this. So, there there have been no changes from month to month. This is the exact same. You can see on it. It's the exact same date um from month to month uh for um for the preliminary budget. Um we are so there's some things that I want to talk about. So, we have not gotten the budget tracking sheets from the from the laws that were passed in the last two weeks during the special session of the legislature. Um, there there are two things that are that are absolutely going to impact us. Um, or three things I should say. First, they did the legislature did pass a holdarmless provision for compensatory education. And basically what that means is with a stroke of a pen, we lost about $82,000 worth of funding um for combat which is like intervention teachers. So u an exact um so we had budgeted for a halftime teacher. I pulled I pulled the the position today. Um uh secondly, uh there's a there's just a caveat in the law that was that was passed um or the bill that was passed that says we the the legislature is going to form a work group or a committee to find $250,000 or $250 million of special education cuts for the next fiscal year. And if they don't, special ed cross subsidy is going to is going to take the brunt of that. That affects us dramatically. We have the 14th worst special ed cross subsidy in the state of Minnesota. Um and that is absolutely going to impact us not for this upcoming school year, but the following school year. Um and uh um what was the last one? One last thing I was going to say. Um and so but then all of these changes that are happening once we get the budget worksheets um we will we we will clean that up and we'll catch that in the budget revision in January or January February. Um but already know that we're kind of making some moves um to to try and keep this all within all everything within budget. um they did pass a 2.74% um for each fiscal year uh for just the formula increase. So that um so that's good news, but um I I just I just want to caution everyone that for fiscal year 27 um it it probably could look rough for the for the state of Minnesota. So and it just I just want you to be prep for that. So, um, but we're gonna we're going to make it work as as best we can for this year for sure. Okay. Today is our last day. We have to pass something. >> Move to approve. >> Second. >> Motion made by Ericson, second by Prolex to approve um the preliminary budget as presented. Is there other conversations or questions from board members before we take a vote? All right, hearing none. All those in favor signify by saying I. I. All those opposed budget approved for consideration of fees, wages, rates, and organizational items for 202526. >> Okay. Um, so here I I suspect that there's going to be some dialogue around this. Um, and so I come prepared to answer all of your questions. So this is the second organizational meeting and anything in a change I have I've highlighted and I'm just going to start it. Can I just can I go through everything and then we can circle back and discuss as the board wants to. >> And these are recommendations >> and these are these are recommendations by my by uh the superintendent and uh Amy the the finance coordinator. So, uh, we talked about last month we are going to add at this point in time, we're going to add a facilities committee that's going to be headed by Crazer. We talked about that. So, we'll just add that in. Um, I'm I developed some meet and confer dates. I've already emailed these out to CA is I have we we have to have the year and so these are going to be the dates that I meet with them. The lunch prices, if you notice, they're in green. This goes back to a question that Josh asked. The USDA the USDA sets the prices at the end of July. You I I it's going to be part of our it's going to be part of our packet here, but just know that we may we may update these once the USDA updates these. They could lower them. They could raise them. I I don't know. But we are going to typically we have charged we haven't you can't charge less than the USDA amount. And I don't see any reason that we would charge more. Like we would just we're going to charge what we get reimbured for. It's a free lunch. >> Um moving to the next one. This is where I suspect there could be some dialogue. So there's uh 2025 26 admission fee schedule. Um right now uh the central high school students in grades 7 through 12 get in free with a student ID. And um I would like to have some discussion around that. Um one thing we are we are recommending is to have some sort of nominal K12 student pass. I'm going to the activity passes here where our single adult is what it is. Our K12 student is what it is and we just get rid of the family pass. We only sold like four of them anyway. This way any family can all cart whatever it is they need. We'll come back to that because I'm sure there'll be questions or dialogue around it. Our participation fees, our high school activities fee, we're recommending keeping the same at 175. We are recommending moving our middle school activity fee to 125. And um we're recommending looking at our maximum per family um in doing something either stating that it's that we move it from 700 up to 875 or we say it's six high school athletics pieces or we move the max entirely. >> And I'm going to give you some data to explain why we're recommending that. And then um everything else there like our officials and not our officials but our scorekeepers and everything like that we would recommend leaving the same. So so for everyone's sake I need to give a little bit background. So last year or for for for the last three years we have we have about a no let go back two years ago three years ago we had a $425 or $423,000 what I would call activities cross subsidy. So we spend $423,000 more on activities than what we take like coaches salaries, officials, everything than what we take in in gates and revenue and fees. That is never going to be zero. Never ever ever going to be zero. But 420,000 to 423,000 is so one of the goals of the board was to unhook the coach's fees or the salary schedule from the contract. So what what what was ended up happening is the coach's salary schedule was based on step one lane one of the teachers contract. So every time there was a raise there, coaches automatically got a raise. and our and and for the most part our coaches were like there let's just say our co our coach's salary schedule was all mixed up in the last teacher contract negotiation both CA and the district agreed to unhook it and there's a work group that was developed to develop a new sal or coaches salary schedule that was not hooked to the automatic complator and I can tell you unequivocally today it is every single of one of those salaries is dead average of the right counter conference west. We are average. We're not the top. We're not the bottom. Average on everything. Top salary, middle salary, starting salary. They are all average. So part it was one of our strategies to like how can we how can we get our arms around at the exact same time we raised our activities fees up from I want to say at the time was 125 to 175. And that's when we allowed kids to come like there there was just a lot of kind of deals made when we moved to the right county conference. So one of one of the things that was not necessarily anticipated is before when we were in the Minnesota River Valley Conference, we would have um we would have a seventh grade basketball game and then like an eighth grade basketball game. the same referee, like the same referees, the same work, it would it was back to back. Well, now because we have some more opportunities for our kids and we have spaces to do them, many of those activities are happening at the exact same time, we've almost doubled our worker fees, like our bookkeepers, our scorekeep, like all almost double them. We've gone from $423,000 and then the last year was $420. So we kind of made green some gain uh made some gain there. This last year it was I left it over there. It it was 447,000. Like we lost uh we we lost ground on that. bottom line is is we we have to something has to happen like if like and I feel like the quote unquote district like what we've done is is what we can do in terms of unhooking the salary schedule like we need to have the revenue like that like bottom line this is a revenue issue and and I like there's a lot of ways we can there's a lot of ways we can do it And I I like I know this is something that we like we're gonna hear about it and and I I would love to not have to like have this conversation every year. like it it just I I can I have some of the I have some of the Reich County Conference um um comparables like we um uh Right County Conference Coach is this um I have I have I need to find it here, but I have some comparables that we can that we can look at. Oh, I have it here. I have it here. I may have to excuse me. So, start talking while I log back into the computer here. >> I I concur with you. I feel like there's a part that we revisit. I feel like this is a constant. So, if we could try to set it up where maybe we don't have to nitpick it as much next year, that would be great. I think that the continually changing the costs and the fees gets confusing to their to our families and so forth. So, it would be nice to try to get a couple years out of this if we could. Um, and then I I had a couple questions for you, Tim, about like kind of what would be the right county average for the high school athletics B, the middle school B, >> and then um kind of open it up to others about I mean there's there's a lot of feelings in a lot of this stuff and this is never fun and this is hard stuff to talk about because I don't like to ask for more out of our families. But I also understand too that we would never deny a child from being in an activity. We would find a way for it to happen if it was a cost thing. So, >> so I I can talk So, can I talk about fees first? So, I I have an updated Wright County conference fee comparison chart and not every district has has redone any has redone their stuff. So, but three of them have um Anandale Annandale just for comparative um sake. Anendale junior high fees are 150 and 80. Athletic is 150 activity is 80. High school is 200 and 100. Their family cap is 1,200 and that they just passed that on 611. Um Rockford I mean there's there's there's a lot of difference. Rockford is middle school is 135 and 90 and then high school is 180 and 120 and then they must do something special for trap. Their trap fee is 165. I don't know why that one's broken out. They have >> pardon me. I don't know why that just count that's just what it says on here. And then 900 for a family cap. Um, Howard Lake is 115 115 across the board for junior high and 125 for high school and they only have a 650 family cap. And I would argue I don't I don't know Howard Lakes budget in and out, but my guess is that their cross subsidy is significantly more than >> Well, that one last passed. >> So they just they just those are the just did it. Okay. So there are some other schools that don't have a cap. Um um >> you're talking family cap. >> Family cap. Yep. There's it is a little bit all over the board. I mean, I would say right now we are kind of in the So, like if I'm looking at high school fees, like it ranges from I mean, the lowest is Dassel $100, but I would say most of them are in the 165, 200, 180, 200, um, 350. I mean, now we're going to the big side. The East 350, 375, 240, 170 for some of the big ones for some like that's that was Southwest Christian, Jordan, Hutch, >> Delo, and West Tonka >> and and I know we're not those schools like we're not Southwest Christian. So, but I like in terms of this is this is ticket prices. So, as student activity passes, we are the only school that does it that that that doesn't charge the student activity pass. Um, >> and what is that in other districts? >> 40, 30, 50, 45, 40, 60, 50, 50. >> Okay. >> Yep. >> And that's for the whole year. >> That's for the whole year. Yeah. So, it's like five events worth. I feel like >> tanny bands fit. >> It's our ticket prices are >> seven and five, >> right? So >> 40 80 events worth >> is what was recommended. >> Yeah. If if or or like again there's there's many ways to like there's many different >> there's different configuration. So So I I I'm going to I I will say this. I I love personally the student engagement like I I love seeing in the gym like the student section full. >> I don't think that would I mean we've had full student sections but I would say that was kind of you know for the lack of a better term put on steroids the last couple years having kids get in there like our gyms have been rocking. >> It's a good thing. >> Yes. I also feel that that is reflective of our culture and our new buildings and all of that goes together, not just the free. >> Yeah. >> I think >> there and and we've learned a little bit like I would say some of the like there that has there has been some um like some supervision like issues that that again we're addressing. Like we've had kids in places where they aren't going to go and we have we have some gates now that we're putting up to try like we're we're adapting >> but I just >> I think if we want kids there but we also need to be like financially responsible and try and recoup stuff. We charge a nominal fee, you know, whether it be 30 bucks or whatever. and you roll it out at the beginning of the school year when everyone's paying all of their fees like here's my Chromebook fee, here's this, here's this and it like 30 bucks is not or 40, you like when it's something little like that like we could recoup something, >> but we're we're still going to have the kids in the st, you know. I don't know. Can I ask you was the was the because this was for what was K7? Was there a student pass before? >> Was it 40? >> No, there was no student pass. It was um it was or excuse me it was it was $40. It was K. It was K6. Okay. >> Yep. >> So it should just be rolling to 712. >> Any idea how many we had for that? >> That's a great question. Oh. Oh, how many how many passes we had? Yes, I do. Um excuse me. The K the K6 student pass was $50. I had >> and we sold six. I mean, would there be a bunch just >> Yeah, I So, we sold 54 single adult passes. We sold six family passes. >> I know one piece of data I did ask you about is we don't know how many 712 kids came through the door. I would have been it would have been nice to see what that data was. >> I I I talked to you had asked me about that when we were getting ready for this meeting. And uh Amy is going to whether it's we give tickets like we when a kid comes through we give them a ticket and we throw another one in here and we just subtract the numbers and we kind of get a rough like it would be nice to have a rough idea of how many kids are coming through the door. >> So if we keep it it's still kind of nice >> to quantify that we are going to quant or or whether it's a QR code >> I was say can they scan the pass? >> Yeah. Well, there is. No. Well, so the hard part with the pass is we didn't get the passes from Life Touch until like November and it just it just there was a a lot of things wrong with that, but uh um I need to say that we're still here. Yeah, stay in the call. We're still here. Um yeah, so so great question. We did not sell very many passes at all. They want kids to be in a gym. I mean, there's people, how are you going to do it when those that can't afford it? I mean, it's 30 bucks, 50 bucks, they can't afford it. So, now where's that money going? >> Yeah. The paying for somebody that would use blood free will, we get some back, but then also for band there. Isn't that a requirement for them to be here? So, now we're going to tell the kids. >> Well, we wouldn't charge. >> Then, how do you keep track? >> Yeah. Yeah. Yeah. That would be good. You're gonna have to pay the ticket for another 40 months. >> That's okay. That I had not thought of that. >> That would be tricky. I'm sure there's a way to do it. >> So, >> you got to walk in with an instrument. >> Yeah. Exactly. >> Yeah. You're going to hold that drumstick. >> Hold that tuba. So, like what when I was saying there's we we did not I had a feeling that many of you would say like we like having our students in the gym and come in for free. Like I I I just I just anticipated that. I mean like how what how what do you feel about the 175 at the high school activities? Like is is that can that be on the table? And what was that last year? >> The ones that we're re we recommended to keep it the same and to adjust some other things. What if we what if we said let's keep students free >> free >> but we move that to something >> for high school. >> For high school >> middle school was lower. >> Yeah. Middle school is would we're recommending jumping it by 25 bucks. >> Okay. >> And I would still recommend jumping it by 20. So, would there be and I I don't want would there be a benefit to jumping the high school 25 bucks? >> Good. That would I I will tell you that would not make us the most expensive either. >> And and by the way, some of these boards have had their meetings. Yes. >> Well, they they have their meeting tonight. >> I would rather jump the high school than the middle school. >> That's my personal opinion. How much of our like activity budget comes from the participation or like the activity? >> 81 thou 82,000 bucks. Okay. And so we're financing 420,000 of that from elsewhere. So So just so so I from the I figured you this question. So our so our total expenses are 617,000 bucks and some change. 377,000 is salaries and benefits. Purchase services like officials, transportation, consultants 153,000, supplies and materials 10,ou 76,000 and then other is 10,000 and typically that's like your Minnesota state high school dues things like that. Our revenues come from fees 82 grand admissions 50,000 and donations and this year so I didn't even talk about this our donations last year were 38,000 bucks and the year prior was 21,000 like our our our actuals had we not received that donations our actuals would have been worse >> worse >> but here's what's here's what's a a little bit crazy. We've let those kids in free, which again I'm not opposed to. I went from on the record here. >> Exactly. Look right at the camera. >> Here's what's crazy. Our admissions jumped by 5,000 bucks despite letting all the kids in free. >> Well, maybe hopefully some are bringing their parents. Everybody's going together as a team >> and we've had good teams and we you know like it just like it's Yeah. So we we sold 54 single adult passes, six family passes, six student passes, and our ticket prices were raised a dollar and and we go like right conference. That's our like we really don't have a like it's whatever the conference prices. >> So that $82,000 a piece that's for both the high school and middle school. >> That's all of these. That's that's um drama, speech, football, >> everything. >> The concessions go to >> concessions >> is is the booster club. >> Yeah. And we want concessions to go to booster because they turn around and they give that money right back to us and they manage the whole thing. and >> thank you booster for managing concession stands. I Okay. So, if I'm gonna shift a little bit, I would say if if you're if you're I don't know if you're looking for something, but I would say if we were going to do something with keeping kids free, I would look, hey, maybe we can maybe we can adjust the middle or the the fees, the the actual activity fee. And I do think the adjusting the cap um would be appropriate. Um I will I will tell you uh um having a cap makes our families have to some of our families have to go in twice uh to to to register for something. I think it's like these are the fees and I mean I wouldn't if somebody was on if somebody had was having a family hardship we're going to make sure >> how many districts don't have a family cap in the right county >> one two three four five six seven and then the family cap in other places like ranges from $250. Oh, excuse me. That's an individual cap per student per year. Ranges from so that this one doesn't have a like this is well that's Hutch or STC. I mean they have like D I I don't know how they afford this but um like it's such a it's such a strong outlier. I'm not in your county like the not county DC. The next the lowest family cap is Howard Lake and then us. Yeah. And and so the family cap goes like the lowest is 650 then us which is currently 700 and then it goes all the way up to 1,200 up to no cap. And no cap is the most common. >> So I'll just put my thoughts out there on record. Um, I think you need to I would recommend I hate this because I hate raising fees. I do. So, I would leave your K6 where it was instead of at 50. I wouldn't change that then. I would recommend maybe moving the high school to 200, 125 at the middle school. Keep as your recommended. And as much as it pains me, but I would remove the max for family and then have the caveat if there's ever a hardship to reach out to district administration. I I don't know. That's just me looking at it. I >> What is our current >> 700? Thank you. >> So I think that's the other thing too is the way that we've designed it right now. It's a family of two >> gets a gets the break. Mhm. >> Like I I like I we've set the cap pretty low. >> I mean, with that also in mind, I'm hoping to get a couple years out of it. >> To get a couple, you might have to review it. You might have some unforeseen crazy training thing happen, but I mean that would be my goal. >> Okay, Sarah. So, can you say that again? So, >> so the K6 was at 50 last year >> for an activity pass. >> Yes. Okay. So I' move that back to 50. >> Then we're keeping the kids free. >> Kids free. The 712 free. Move. I mean that's a benefit then too. Then >> move the high school athletics to 200. Now they got more fans to come in your month. >> And then the middle school athletics as recommended the 125. And I would maybe I would remove the max. >> I mean I don't like to do that to our families. I don't know what else to. So right now our high school is at 175. >> Correct. Middle school is at 100. >> Yeah. So I would say my high school goes up to 200. Middle school stays where it is because middle school gets the short end of the stick when it comes to less time in the gym, less less things, right? You don't get many games. You're going to be handling off. You don't get as much. The boys and girls basketball season is it's like a month and a half. So whereas everything uh just picking out a basketball, boys, girls, varsity, they get it from November to March. >> That's the charge more. So then we're getting our 25, but we're getting it on the high school side instead of the middle school and then have the cap at um I would say you do like a five five sports. So that would be um you know, two kids in high school at $1,000. you know, district five high school athletics. So, >> there you go. >> I kind agree with you, Josh, because like I said, you know, even the push back we got from community last year with the football and they tried to move that, >> we had families saying, I'm done. >> Okay. >> So, I think we got to walk that line, you know, with the younger kids so we don't outpric them. >> And when we talked about this past, we wanted to keep middle school low because if they don't do a middle school, >> they're not keep middle school. Is the cap high school? >> The cap is family. >> What if the cap was high school? We keep middle school at a low price at the 100 and the cap is for high school only. >> So like if you have So I just >> if I have a middle I have a middle schooler and I have a high school. The middle schooler does not count towards my cap because we are keeping those fees as low as possible. Well, I'm here. Is it six high school or six high school? Yeah. >> Well, I know I was trying to throw ideas like eight. So, 875 other I I think other places. So, like Annale for example, how they arrived at their 1,200 family cap is six high school events. That's six high school athletic events. >> So, they're playing baseball. >> Yeah. >> It is doesn't get a break. It's it's it's the it's the family of three kids that they're getting the break to >> in high school. >> In high school. >> That's why I said five. >> I think middle school shouldn't count >> one season or one athletic >> two kids in high school that would be >> 1,200. So you do five is a thousand. >> So they're getting they're getting free. >> Yeah. >> And then the the middle school activity fees wouldn't count towards that cap. They would just middle school is middle school and we're >> because I I'm with Joshua that I think middle school is where you try out your sports, you do as much as you can, you know, whatever. But so keep it as low as we can. Keep it at that 100 bucks. >> It's hard to have more than two kids in middle school. >> It's only three years. >> Yeah. Because we don't bring them in middle school. We're not going to bring them in. >> Exactly. So let's I just think keep it as low as you can. Let them try out the sports and then have the cap be just high school. Is that too? >> Yes. Bridge for the cap. >> Well, I I don't honestly I can't answer that question. I think we I I know I know the cap is going to help. I know raising like our biggest revenue when we look at all is the high school athletics. So, in terms of in terms of fees, so raising that one versus the middle school one should have a more positive impact. And I and I do think Amy um like raising raising the cap really helps and and even I think even more so saying that it's just that it's just your high schoolers like I think helps. Like I I think we've landed on a compromise. I do. I just and I hate to like I know you said it Sarah, I hate to even recommend raising fees but our like I need everyone like our transportation fees are rising exponentially. like like when I talked about having workers, we need two sets of referees now, >> you know, and and we can say all we want. Here's here's a here's the bad news or like the dirty the dirty secret of this. Like you've just approved or you're about to approve like one of the last pages here is our referees our referee fees are this that the reality is we don't get to choose. The referee association say this is what we're charging for a high school football ref and you either pay it or you don't have a ref. That is that is the reality and um like our our refing fees have god damn near doubled in in the last three years. So anyway >> one question on this then we have our high school athletics in here. >> We have boys, girls, wrestling, golf and gymnastics 7 through 12. So then >> so the reason okay that's that's very specifically done for those sports because there is no middle school. So, like if you were in soccer, you were in varsity soccer. If you were in girls soccer, you're in varsity soccer. If you're in wrestling, there is a JV. There is a middle school wrestling. But if you are a seventh and seventh through 12th grader that wrestles on the varsity team, you are going to get charged the varsity price. Same with cross country. That's very common in cross country. So, there is a there is a a a middle school cross country, but and and it's wherever they start. So like honestly if we have a kid that gets moved from middle school to high school mid year we're not going to be hey you owe us 100 feet like I mean how does this congratulations you know but the other ones but the other ones um it is that was written specifically like that because there is only that good that uh >> well I mean camp gymnastics just says that now it's a co-op sport. So is that even do we get to set that price or does go silver that price? No, we set the like >> Oh, this is >> Is that okay? >> I mean, so no, but you've you've kind of >> should that be separate? >> Um, no. It should it shouldn't necessarily be separate. I think what we charge is what we charge, but I this is >> is that the only co-op one here? >> Yeah. Yeah. >> So, let's play this out. Can I just ask a question? So, you've got you've got boys and girls soccer here that is co-op with other districts. So if they charge 250 by chance, they keep that difference. But >> no, we collect the fees. We get a bill from them. >> So how the co-ops work, how the co-ops work is they charge their they have their coaches, they have their field fees, they have the everything. And they have a spreadsheet or finance code that says, "Hey, we spend $14,000 on boys soccer at Civil East." They say, "Oh, there's here's what it costs per participant." They send us a bill, we pay them back. So like what's really So here's the bad side of being a school our size offering this many activities because I've had I've had kids approach me and say, "Hey, we want to have a dance team or we want to have a this, you know, whatever the team may be. when we cooperate, we don't have enough and we don't have enough um participation fees to come in to to cover like it just makes the thing go like because you need you need you pay a Minnesota State High School League fee for that. You need uniforms. You need like it's not just we have five kids and we want to do this activity. You have like there's a reason we haven't offered girls wrestling which by the way is the largest growing sport in the state of Minnesota. We cannot >> we don't have the space to offer it just yet. >> Yeah. >> You know, but every time we look every year we look at some of these co-ops, Sarah, to see does it make sense? Are we getting the participation? This is I don't want to put words in in um Mayor Lutheran's mouth, but they were our girls soccer co-op host for years. Last year was the first year that we took on girls soccer because all the participants were here. They let it go because we were and we and we welcomed that because we were busing kids over to Mayor Lutheran or you know for practices and whatnot and being a bus driver to sit there watch them and then drive them home. Um it makes sense to us at some point in time. that may make sense for us for boys soccer because we have we have we have that team >> but we've Joe is evaluating that every year to make sure that the coal is still good for kids and good for us as a district. >> I know this isn't necessarily apples to apples but I just want to ask I know we have a couple river baseball people here. What is just out of curiosity, what is Pro River baseball for high school kids or the higher level kids? >> Uh the 250. >> So this is still a pretty good bang for your buck if you're getting transportation and everything with it. >> Yeah, because with the proverts you get the you know it's the jerseys, the hats all included for that price >> in two tournaments. >> Yep. >> Are we going to raise the other activities then too? the knowledge bowl. >> Well, you know, so if you're looking at the bottom, it does put it a little bit out of whack. >> I mean, if we're gonna It says other activities. >> Why are they different priced? I don't remember. >> Um, why are they different priced? They are different priced because of >> because I don't know why speech because speech because speech and robotics are Minnesota State High School League sponsored sport. That I believe that is why Knowledge Bowl the musical and the play. >> Yeah, we could make a Yeah, if we're raising our scores, we should be looking too old school with that. >> Yeah, >> we're going to keep it low >> 100 bucks. But >> Yep. >> Just ease of like keeping it all simple in the >> Yeah, that that probably would make sense. So, I'm going to read back to you what I heard you all say. I heard you all say our K6 student pass, we're bringing it back and it's going to be $50. >> Um, >> can we get rid of the family pass and just people can all cart? >> Yes. >> We're going to raise high school activity fee to 200. We're going to keep middle school at 100. We are going to make a $1,000. Excuse me. We're going to raise the other fee, the other activity fees to 100 and we're going to make it a $1,000 cap for high school. >> It's a high school events or just athletics. >> Athletics, right? Because >> what if you have someone in knowledgeable? >> Yep. Um well then I would say I think the intent is athletics. Okay. >> High school athletics. You want to say a thousand? You want to say five high school athletics? Say five athletics instead of saying bucks. I mean, it lets you scale the >> Well, it's about changing the c >> that way we don't have to change it again. >> That's true. So, if we if in the future we raise the price, we just buy that >> five events. >> Five high school athletic events. Athletic fees >> fees. There you go. >> We want to go high robotics. >> Yeah. >> If there's a sanctioned state high school league and if they're using our facility just as much, we want to if there, you know, do we have something sanctioned as a jail? >> Do we match that then? I >> I I I have a feeling we're gonna make some people angry. >> I I would say >> I I would say just let's let's use the same logic that we talked about in this school. We don't want we do not price people out of stuff. Let's let's just let's can we look at this and let's hold on to it for two years and then we can collect data and we're not touching this next year. >> And we can >> we can't or we're going to look at >> big change. We should definitely look at this. But but we our goal is to not change is our goal is to hold >> not increasing >> not increase participation >> because we have to go through this twice a year. >> Yes. So, okay. Okay. K6 K6 $50 activity pass. High school to 200. Middle school stays at 100. Five event or excuse me, all other activities go to 100. Five events. Five high school athletic event fees or five high school athletic participation >> participation fees >> is the max. and remove family >> and remove family pass. >> Okay. >> So we want to say >> motion to approve >> as presented. >> As presented by >> Josh second by Crayels. Any other conversations? >> All right. All those in favor signify by saying I. >> I. >> All those opposed approved. Thank you board. That was a very healthy dynamic back and forth. Good. Thanks. >> E5 consideration of census for fiscal year 20. >> Um our our um our sorry I'm doing two things at once here. Um our census our um population has increased. So we've the total in our district has uh increased to um 9,000 44 student uh 9,044 residents. This is this is a a resolution to consider this like we have we've had an increase. Why this is important? This generates community because we get revenue for citizens not just residents. So, this is a resolution, so it has to be um it has to be a roll call vote. And um can we tap dance a little bit? >> Yes. >> Um until Troy comes back. >> Yes. >> You got to take a break here for a second. So, any any any other questions around census and and stuff? Well, Tim, tell us a little bit about how some of these how where's the formula based off of? There you go. Let's test your knowledge of how you get these. >> I don't know. The census person called us and they said your your population has increased by this much. Hasel Reinhardt I think her name is or something like that. and and and so um every every year we want to look at this to make you know if especially if you're in a growing if you're in a growing area which we are um because like the community ed like this certifying certifying the census um and creating more revenue creates different opportunities for our senior like like some of this pays for music in the park some of this pays for the draw whatever classes that we have you know all all This is for everyone because regardless if you're at central schools or not, you can participate in those. >> These are just residents within our boundaries. >> Yes. >> About 350. >> Yeah. Yeah. And and I know it's a little it's just it's it's not a town, but it's it's something. >> Anybody else have a question for No. >> Do you know what it was that last year? $350 less. So, oh that no, >> no, it was um it was like 80 it was like 80 8700 or something last year. So >> 8697 >> 8697 2020. >> Oh that was in 2020 over years. >> So >> my bad. >> So there we go. Oh there we go. >> Well >> I see uh >> you can start down on that. Any other conversations about this? Otherwise, I'll make a motion to approve um the resolution presented. Is there a second? >> Second. >> Motion made by Aish, second by Ericson. And then this is a roll call vote. So, I'll start with Crazi. >> Ellie. >> Hi, >> Vince. >> I pro. >> Ericson. >> Hi. >> Kger. >> I. >> All right. Resolution passes. >> E6. resolution to consider Southwest Metro um LTFM and safe schools levy. >> Okay. So, every year we are a pass through for for um Southwest Metro. So, they they generate long-term facilities maintenance money and safe schools money. Um we we get the money, we give it to them. Um this is our this is something that you're going to see every single year. Um so, I don't you just you just do it. So it does it's this one doesn't necessarily it says resolution because that's what I got from them. This just is is a straight up just hey we approve as is. Yeah. >> Any questions? >> N sorry. >> Yeah. So this is a pass through to Southwest Metro. So they do their calculation and we get it towest. That's exactly it. >> Motion to approve. >> Motion by Provox, second by Kelly. That's Kelly, right? >> All right. Any other conversations. All right. All those in favor signify by saying I. I. >> All those opposed. Resolution passes. >> Even consideration of the technology director's contract. >> We were busy. Uh same group. Uh we we looked at Steve's contract. He did a three-year deal. And I'll just I'll just keep us. We we looked at it and um it is within budget uh parameters. So recommendation is to approve it. >> All right. Any questions for the committee or Mr. Shakmar? >> All right. I'll make a motion to approve the technology director's contract as presented. >> Motion made by second by Kra. Anything from board members? All right. All those in favor signify by saying I. >> I. All those opposed. Contract approved. >> E8. Consideration of fiscal year 27 pay fiscal year 26 LTFM plan. >> Um >> good. Yeah. Good. Uh good. It's really small print, but basically this is our >> So every year by because we don't have a board meeting in July, um by July 31st, we have to have an approved LTFM plan. And um basically there's a calculate like I did this but it just like the numbers are generated because it's based on our square footage, our age of our building. We get x amount of revenue and um and uh like I I plug in where some of the expenses are are going to go based on based on some historic pieces, but um some of it is is like as things come up, we use this. This is this is our revenue for fixing our buildings, paying for our health and safety, um paying for our our um indoor air quality tests, radon tests, all of that stuff. That's what that's what all this money is used for. So, this is I don't want to say it's a formality, but it is kind of a formality because we don't get to choose how much we le for. We just le for it based on the formula. >> We don't have, you know, specific projects tied to this currently. No. So, so what we So, so I want Okay, I I do I do feel like I have to say this. As part of the building project, we did So, you'll notice you'll notice >> um let me know it's uh I'm going to tell you where to look here. If you look on so look at go way down to the bottom and where it says um fiscal year it's in red in like the in the middle of the column it says 10ear annual plan expenditures. Then right below that it says like look for the $189,950. It's in like the first column way down at the bottom. >> Yep. >> So now go So now go down. That's That's the fund balance. Now go down to LTFM fiscal year revenue. See it says 93,000. Now scroll to your right. It's 93,000. Then 98, then 98, then 100. Then it jumps to 200. Then 206, 209, then 248. All the way when you get to the end, it's at 319. As part of the building project, we bonded some of our LTFM to get cash up front for the building project. And the difference between what we get and what our actual revenues are is going to fund six to pay for debt service. So in 20 and the the theory behind that is our stuff is new. We're not going to need >> should be no warranty. >> Yep. It should be under warranty all this stuff. But really in 2032 is when we're going to get kind of out of that hole a little bit. So another but that's that there's nothing you can do about that. That that plan was done. So um the but so that is we have to be a little bit uh um selective of what we do or don't do. Sure. You know what I mean until 2032. Any questions, conversations from board members? >> Make a motion. >> Second. >> Motion by Krill, second by Kger. Any other conversations? >> All right. All those in favor signify by saying I. >> I. All those opposed. LTFM plan is approved. Our next boarding board meeting is August 11th here at 6 o'clock. Um, anything else before we close this meeting to go into a closed session? >> Okay, I'll make a motion to close our regular board meeting and move into a closed board session for negotiation strategies. >> Second motion made by Aishan, second by Proox. Any other conversations? Right. All those in favor signify by saying I. >> I. I. >> All those opposed. We are now closed in the regular and interior official. There will be