Good evening. I'd like to call to order tonight's meeting of the ISD 191 school board. Um the uh date is January 22nd, 2026. The time is 6:30 p.m. Um, I'd like to start by welcoming everyone who's here in person as well as those that are joining us uh remotely. Uh, always appreciate knowing folks are um joining us to learn a little bit more about the business of um 191 schools. Uh, with that, uh, Director Saxi, would you please, uh, lead us in the pledge of allegiance? >> Pledge allegiance. 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. Thank you. Uh with that, we will start uh by approving tonight's agenda. Uh do I have a motion to approve? >> So moved. >> Moved by Director Worb. Second. >> Second. Seconded by Director Chester. Any discussion hearing? None. All those in favor, please signify by saying I. I >> oppose. Nay. And the motion is approved unanimously. Um the first item on tonight's agenda in the information portion um of the agenda is athletics and activities student recognition. And we will invite uh Kevin Kleiner, athletics director uh to the podium. Welcome, Kevin. >> Thank you, Board Chair Worb, Superintendent Daniels, and members of the school board. Uh, thank you for having us this evening to recognize some amazing accomplishments. Um, nothing makes me more excited to talk about spring and fall, warmer weather than we're currently dealing with right now. So, um, here we go. Uh, I appreciate the opportunity to share words of some wonderful accomplishments of our students in district 191. Each of the people we'll honor tonight were recognized at the state level. I'm amazed by the talent, dedication, and character of our students show as they participate in activities and athletics throughout the year. They represent themselves, their peers, and our community in such a positive light. And I'm proud of all their accomplishments. Tonight, we'll be celebrating accomplishments from last spring and this last fall as well. First like to call up girls swim and dive representation. Come on up. [applause] Maline Noble, a sophomore swimmer and multisport athlete, weightlifting, track and field, and flag football in addition to swimming, is a fierce competitor who gives everything she has and more to every race she swims. She competed in the 100 breaststroke at seven of the nine dual meets during the season, winning six of the seven competitions and improving her inseason time to a personal best before tapering off at the end of the season. At the section 3A competition, she placed fourth in prelims in the 100 breaststroke. And at finals, she had the race of her life and placed second, dropping three seconds in qualifying for finals. At the state meet, she swam a personal best and ended up placing 26. Maline is a joy to coach and a delightful individual to be around," said Kim Herod, Burns High School swim coach. She brings her true and fierce self to every aspect of her life from practice to competition to the classroom. We often refer to her as Maline Magic. Congrats, Maline Magic, on your accomplishments this season. Oh, yeah. >> Like right. Oh, wow. Okay. [laughter] >> You're going to get lots of up and down. >> All right. Three, two, one. >> Thank you. >> Yeah. >> You can Oh. Nice to meet you. [laughter] >> Yeah, I don't know either. >> Next up will be cross country if they want to make their way up to the front. Boys and girls cross country representation. [clears throat] Okay. [snorts] All right. In the section 3A competition on October 23rd, Carly Lamont placed first and finished a full minute ahead of her closest competitor. She also had her own she beat her own school record with a time of 17 minutes 18 seconds. On the boy side, Liam Merrill finished in fourth place with a time of 15 minutes 42 seconds. Both runners competed in the state meet on November 1st at the Les Bosstead Golf Course, the UN University of Minnesota golf course. Carly placed third with a time of 17 minutes 39 seconds while Liam finished in 14th place with a time of 15 minutes 51 seconds. In November, Carly and Liam signed national letters of intent and will continue to pursue their athletic career at the next level. Carly will attend the University of Minnesota, Twin Cities, and Liam will be at the University of St. Thomas. Carly's career has been nothing short of remarkable, said Coach Charlie Bham. It's been a it's been marked with consistent improvement that resulted in a number of championships at large invitationals, school records, and multiple all-state honors, both athletic and academically. All these accomplishments come in part because Carly can be a bit of an intense competitor. My favorite Carly memor memory from this season wasn't her school record, even though it was completely or considered considerably faster than I would have predicted. It wasn't her third place finish at state, even though it nearly had me in tears. The best state finish from any Blaze female cross country athlete ever. My favorite moment was at the conference championship when she went by somewhere in the early stages of the race and smiled at me. In five years of working with Carly, this this has never happened. When she smiled, I knew she was having fun, but I also knew she was going to win, which she did by a lot. I can't wait to watch Carly compete at the next level, and I hope she does it with a smile. Coach Jeff Weber said, "First, in regards to Liam, first, let's acknowledge something that has never been done for the boys cross country program, qualifying for the state meet four consecutive years. What I found most rewarding as Liam's coach for all the time that that witnessing his commitment to the sport and most importantly to the team. From the first day of summer practice, Liam was committed to the process of getting better. Running drills, long runs, workouts, lifting, stretching, recovering, Liam led the charge with precision and dedication. He also was the first to volunteer if younger athletes needed any help. from giving them rides to encouraging them on hard workout days. I can't wait to see how he will do at the next level in all aspects of life. Boys and girls cross country. Three, two, one. Perfect. Thank you. >> Next up will be track and field. Boys and girls, track and field. >> [laughter] >> He's still warming up. >> Last spring, multiple students qualified for and competed in the state track and field championships held June 10th through the 12th. We want to spotlight Yanik Amoy, Caleb Kamar, Carly Lamont, Keon Lloyd, Liam Merrill, and the girls 4x100 team, which includes Karina Chim, Leila Shepard, Kayla Jarvis, and Jennifer Edo for their accomplishments. The coaches said this about their athletes. Leila and Carl Carl, excuse me, Ila and Kayla had an exciting race at state. They are sophomore this year and we are excited to have them back for a second season on the team. Yankee has been an outstanding leader both on and off the field in our track program. His hard work, leadership, and fun attitude make him someone that our athletes look up to. He finished third in the section meet with an outstanding time of 49.41 in the 400 meter dash, which easily qualified him for the state meet and placed 10th overall at the state meet. Liam, a senior cross country and track and field captain who is committed to St. Thomas University continued his running career next to continue his running career next year. Had an incredible exciting finish in the 1600 meter race. He had a personal record of 4 minutes and 26.3 seconds. In the final 200 meters of the race, Liam kicked and surpassed several athletes, capturing the second place bid to state. Uh, and side note, I saw it in person. It was pretty remarkable. Liam beat the third place athlete by onetenth of a second in a wild and wild wild and thrilling finish. He finished 14th at state in last year's track season. Burns had three athletes who were named to the all state team. Keon qualified for state with a jump of 6 feet 1 in at the section meet last spring. He jumped a personal record 62 to tie for seventh at the state meet. Making it to state in high jump in his second season is a testament to his work ethic and attitude. Gian is a natural and outgoing leader on our team. We are excited to have his leadership return to our team for his senior season. At the state meet, Caleb placed who's over here. Caleb placed third in the 200 meter dash with a time of 21.46. He also competed in the 100 meter dash of the state meet placing 15th overall. Caleb was an outstanding leader, teammate, and role model for our program. We are so proud of his many successes. One of the most exciting moments last season was when Caleb broke the school record in the 200 meter dash, which had been standing since 1984. That was a 40-year-old record that was broken. Carly has gone to the state meet every year she has competed in track and field. She'll be running cross country in track and field at the University of Minnesota next fall. Last spring, she placed second in the 1600 meter dash with a time of 4 minutes and 52 seconds and placed ninth in the 800 meter dash. Carly holds our school record in the mile with an incredible time of 4 minutes and 48 seconds. Can't imagine. Um her hard work and dedication in the offseason and leadership of our team has made her one of the strongest distance runners to ever compete at Burnsville High School. Congratulations to all these outstanding athletes in their success on the track season. [applause] Three, two, one. Thank you. Next up will be girls flag football. >> [clears throat] >> The the Burnsville girls flag football team wrapped up a successful inaugural flag football season with a 3819 loss to Bloomington on June 9th at TCO Field in Egan, home of the Vikings practice facility. Coach Ryan King said, "I was extremely proud of our girls this season. At at a first as a first year program, there's always questions and uncertainty. Our girls came ready to compete at every practice and game. We saw tre, excuse me, [clears throat] tremendous growth throughout the season and it was a special moment for our girls to be able to top it off by winning the regular season conference championship section championship and participating at the state meet as one of the top teams in the state. In addition to this, it's also been really special seeing the sport grow here in Burnsville and across the state. A handful of players received recognition for their season accomplishments, including 2025 graduates Kate Kate Dam, Avery Crumbweed, Tory Gmaki, Izzy Vanuka, and Jade Hillman. Brook Gerber, now a senior, finished the season with 20 receptions, 242 reception receiving yards, and seven touchdowns. Other members of the varsity squad include 2025 grads Lily Hannah Ciney Hanneran, Khloe Smith, Mariana Gimenez, Mave Wilson, Sarin Bogale, and Emma King. Now currently seniors Kathern Nitel, Greta Dickausen, Emma Dilzen, Kylie Wallace, and juniors Miley or now senior Miley Lamont, and junior Lelle Felix, and sophomore Maline Noble. Congratulations to the team and Coach King. We look forward to seeing them in action this spring. [applause] Three, two, one. >> Now we'll switch to activities. Uh, next up is speech and debate. >> Still going to read it. I'll try to maybe a brief >> Oh, YOU [laughter] all right. I'm uh filling in for uh activities director Billheim reading the activities. So, here we go. This fall, Burnsville High School and senior Favven Tessfi was named an academic all-American by the National Speech and Debate Association. This award recognizes academic rigor, competitive speech and debate success, and personal excellence. This honor is awarded annually to less than 1% of the more than 141,000 student members of the National Speech and Debate Association. It recognizes students who have competed at at least five semesters of high school, completed at least five semesters of high school, earned a a degree of superior distinction in the association's honor society, met GPA and andor test score requirements, and demonstrated outstanding character and leadership. Tes captain and has participated in speech and debate all four years at VHS. She has earned all conference honors, reached the finals at numerous instate competitions, and competed at the national tournament of champions last May in Kansas City. Coach Brandon Klein said, "Vavan has been a transformational leader for our debate and speech programs. I am incredibly proud of all her work inside and outside the classroom to earn such prestigious recognition. It is wonderful to see BHS student receive national attention for their hard work and excellence." He added, "At Burnsville High School, we have had a rather small team compared to other neighboring schools. Our our school has a vibrant theater program, an excellent quizball team, and an internationally ranked robotics team. Finding elbow room amongst these larger programs to showcase speech and debate has been difficult, but having Faven on our team made it in indefinitely easier. Favven is Burnsville's all-star student. She is an student council, volunteers with local community organizations, and was selected as Brinsville's Excel award recipient last fall. During our student recruitment campaign, Faven visited every ninth grade classroom to showcase her activities. Every class she visited, she had multiple students sign our interest sheet after hearing her describe how speech and debate has impacted her confidence and academic performance. We had our first prospective student meeting. I noticed many of the ninth graders whisper to each other and point to Faven saying, "That was the girl who spoke to me in class." Vivan is one of our activities best advocates which is why it's so heartwarming to see her receive prestigious distinction. Congratulations. [applause] >> 3 2 1 >> Uh, last but not least, Deca will be recognized. >> [clears throat] >> You are on the list. So [laughter] 38 students represented Brinsville High School at the District 2 Minnesota DECA conference on January 11th. 19 students qualified for the state conference with eight students placing in the top three spots in the variety of categories. Unless otherwise noted, students placing in the top 12. These students placed in the top 12 in advance to state include Zakira Abdali, Amed Ali, Solana Bane, first place in integrated marketing campaign, Salem Benam, Amin Chala, second place in principles of entrepreneurship, Noah Chapman, Oliver Denine, first place in buying and merchandising team, Jonathan Derio, first place in hospitality and tourism professional selling, second place in human resource management. management, Alan Ingall, first place buying and merchandising. Brook Gerber, Brandon Guilt, Brooks right here, Braden Guilt, Ryan Kennedy, Evelyn Kubisc, Ian Lang, third place in innovation plan, Tobias Olsen, first place buying and merchandising team, Sophia O'Neal, Jennifer Sadu, second place in principles of marketing, Jace Sockium and Isaac Winning, first place in buying and merchandising team. adviser and business teacher Maddie Marinick said or sorry Maggie Marinick said don't tell her I said that Maggie um we are so proud of how every single one of our members represented the chapter and our school at school at districts with more than 1,000 participating students at districts we are very excited for these 19 BHS DECA members who are in their spot and will compete at a state conference this spring congratulations [applause] ALL RIGHT. THREE, TWO, ONE. >> Thank you, members of the school board. >> Thank you, Mr. Kleiner. Um, I know that as a board, we always appreciate um our student recognition nights. It's always exciting to hear about um the recognitions and achievements of our students. We always appreciate having um the families and the parents and caregivers who are here who support them and the athletic and academic excellence um that our students achieve throughout the year. It's it's a testament to the perseverance um of the students as well as to the staff who support and encourage them. So, um, thank you all. Thank you to our students for for everything that you're doing every day. I know, um, it's it's it's a lot to do. So, um, we appreciate you for that. Um, normally um, typically the chair will let folks know that you certainly are welcome to stay or to leave. We know that um, folks have lives that you live outside. Um, I do want to let you know though that um I would like to sincerely um invite you to stay because tonight we will be hearing from Dr. Daniels um about her first um 7 months here and everything that she's learned about 191 um and her listen and learn sessions. And I know we as a board um we're very excited to hear from Dr. Daniels and we certainly, no pressure, um [laughter] would welcome you to stay. Completely understand if you do have other things that you need to do. So, we'll pause, give folks a chance to leave if you need to, but hope you stay. It's >> also warmer. [laughter] >> Yeah, it is warm in here, too. That's a good thing. [laughter] I was saying like you should stay cuz it's warmer here than going outside. [laughter] All right, we will move on to the information portion of our agenda. And as I indicated, we will be um hearing from Dr. Daniels, superintendent. Um and Dr. Daniels will be presenting her listen and learn report. Dr. Daniels. >> Thank you so much, Chair Al, and to the board and to each of you joining us online. Yes, tonight I am here to present the first phase of data and information that I collected during the listen and learn sessions that um I participated in in um August, but especially October through um this month. So the agenda this evening is to share with you the outcomes. Um, I expect you all to walk away with as a result of listening to this presentation, the background and context of the listen and learn sessions, how um, Aaron and I structured them in the timeline in which we engaged in my learnings from the listen and learning sessions as well as my discernments, my declarations and actions that will take place subsequently to these learnings. So the outcomes for this presentation is I will share a summary of the listen and learning sessions conducted thus far. I will also share the major qualitative themes that arose from staff and community members as a part of those sessions and outline how we will respond to what I've learned both immediately as well as in the long term. So as chair uh just mentioned it was 7 months ago that I began this journey but it was nine months ago that I sat where Aaron was sitting and it was requested of me as a finalist for this position to um come before the board and present a transition plan. As a part of my transition plan, I um created and presented a 100 day transition plan that consisted of five areas of priority that I needed to examine and wanted to learn further um about in this district and they were around teaching and learning, culture and climate um operations and management um inclusive um partnership and engagement as well as community partnerships as well and as well as engagement as a part of that process to learn more about the community um as a school district as well as Burnsville Egan Savage period the townships and municipalities it was important that I engaged in this four-step process in which I said I would listen I would learn I would discern and I would act there was a structure um that um Aaron and I and Aaron was my partner in this the communications director Aaron Tinklenberg he was my partner in this and we worked um together to create um what we felt like would be an inclusive process and structure to engage the voices of staff members and community members in district 191. Um the first opportunity was a staff session. It was at the all staff kickoff on August 5th at the conclusion of my presentation when I talked about how do we transition from being this hidden gem that director Saxi said that he feels like we are to a shining star which is something I know that we can be and we can become and we know that we can become that as well. So at the conclusion of that presentation, Aaron had a QR code um a form for participants to fill out to share what they were most proud of about District 191. and you know what any other feedback that they wanted to share with me. Um we also engaged um whole groups of people um by role. We had these open meetings. We had about five at different schools across the district. The first one was at Ron Elementary. The second one was at Hidden Valley. I think the third one was at Sky Oaks. The fourth one was at Burnsville High School. And then we had one at Nicollet um Middle School. We also hosted community sessions. And at the community sessions, we engaged um community members at Arise Coffee Shop, Elparan, um Sambosa, and another um cute place. And when we felt like we did not capture those that we want to capture in both the staff and community sessions, um we um also created opportunities for specific groups to um engage in conversations with me. And I felt like that was important because if I am the superintendent and I'm saying that I think it's important that we believe I think it's important that we ensure that others and all belong and we all must build to become then that means that you know what sometimes when you extend an invitation everyone will not show up the first time you invite them. But if you also go beyond and out of your way to invite those who did not show up to the table initially for example like our cultural liaison and um Aaron and I did a listen and learn sessions with session with them last Monday then you know what then they know I belong and they know ISD 191 and Dr. Daniels um sees me. And so also we um scheduled um our listen and learn sessions with our Somali and um Latino parent groups, but due to the current climate that we're currently traversing, they did not show up. And so we are pushing into community engagement sessions. And so Aaron and I will be meeting with our Latino and Somali families um this upcoming Wednesday night on the 28th. the structure and timeline. Again, we started October 2025. We're running through January 2026 for phase 1. For phase two, we will be engaging student voices and director Tinklenberg will be working with Faven with um Jennifer and um Parvina to develop a process for us to maximize the engagement of student voices to um save the best for last and hear what students have to say. Um participation in phase one included over 150 staff members. Um it was an amalgamation of teachers, principles, educational assistants, assistant principles, deans, counselors, cultural liaison etc. Also over 20 community members um came to um our open sessions in the community and we also engaged um staff and families members at Apac meetings and at an Apac meeting and we also engaged um seniors in the senior center and you know they didn't really have a lot of statements to make. They had a lot of questions for me as the new superintendent. Um, and then we also provided people the opportunity because access is important if we are truly an inclusive school district. Um, access is important. And so for those who could not show up in person, we also provided an opportunity for them to respond online. And so we received over 249 online responses. The prompts that we asked during the listen and learn sessions were um, what are you most proud of in district 191? and what opportunities do we have or what challenges do we face in becoming a shining star and what further supports are needed? And there was only one rule, only one norm as a part of the meeting and Aaron and I figured that out very quickly. And I want to say this right now that Aaron was my process person. Aaron ensured that the process was consistent. He ensured that the process was fair as well as valid. And so I'm sharing with you um that Aaron and I were the ones who attended the listening sessions. I um intentionally did not invite um people from my team to be a part of the listening sessions with the exception of Aaron, our communications director, because I wanted to ensure that the space was safe enough for people to speak their their truth and their lived experiences in the school district. And so the only norm was what's said here should stay here. Speakers should feel free to be candid knowing that the information is to provide insight to Dr. Daniels and will not be used in any other way by any attendee. So what were my learnings? What are the things that people are most proud of in district 191? And I would say unequivocally people are proud of the diversity in this school district. It was it was almost ubiquitous that that would be the first thing that would come out of people's mouths like we are so proud of who we serve and how we have included them as a part of our school district. Um people also were proud of the inclusive community that we have built or you all have built thus far in district 191. They also underscored the passion and commitment of the staff that show up every day to serve our students and families. Of course, always the partnership work that has happened in the school district as well as the pathways work that you know again partnerships and pathways and us celebrating the diversity of our school district and then the passionate staff. Those are things that really separate district 191 from other school districts. And so those are things that our staff wanted to elevate and wanted to echo and echoed across my listening and learning sessions. So a quote that I want to highlight is um I'm proud of how we've embraced diversity and how we're intentional about including different cultures. And that came from a parent. After we celebrated the things that we were so um proud of about district 191, we shifted into what are the opportunities in this school district? What do you see as opportunities or challenges that we are facing um in becoming a shining star as a school district? And those opportunities from staff included clarity and so clarity around district priorities. And so if we name that something is going to be a priority, how are we sharing that and communicating that internally as well as clearly in order for all to know this is the work that we're focusing on. Also, there is a desire for there to be clarity around specific systems that we have in the school district. There there may be systems that we do have or there may be systems that we don't have that we need to improve. nevertheless that there is a desire that there is clarity around those things. A huge theme also was culture and climate. Um you know of course we are in a situation right now in which students have and are continuing to be traumatized. We have seen a spike in um mental health issues as well as behavioral issues since co and that trend continues and it shows up in our data. Um and so teachers, staff want to know how do we support students? How do we better support them in order to engage them in the classroom in a very relevant and meaningful way? Also, um there was work around staff beliefs and staff behaviors because when you believe something, you align your behaviors and your actions to accomplish that. And so there is a need for there to be congruency in what we say we believe to ensure that we behave in a way that we actually do believe. So um a quote that I would like to highlight is district 191 has incredible potential to shine through stronger alignment, collaboration and shared accountability. Our staff are deeply committed to students and when supported by clear systems, communication and leadership direction, that commitment becomes powerful. That is a quote from a staff member. Additional learnings, opportunities, communications. We believe our communications team does a great job communicating outwardly. Um, but there is a desire and a need for us to tighten and improve our communication inwardly. And that's not necessarily all on the communications team. That's on leadership. That's on leadership as a whole. And so another thing that we took away from that Aaron and I is it's not about just telling staff. They don't want to just be told they want to be engaged. So if I am going to be impacted by said priority, how am I engaged in the process informed that there is a process and then where is the follow through on said priority or um commitment we're going to make as a school district. Another opportunity is to improve the safety of our um schools. Um Aaron and I heard several opportunities for us to um improve safety especially around our facilities and um we'll talk more about that um as we proceed in the presentation. Also, there was a high desire and high need for us to improve student supports. And for those of you who heard my um well, you all heard me interview for the job. And for others who may be viewing or in the audience, when I interviewed for the job, I talked about equity and how I believe that if we are truly going to be an equitable school district, we have to ensure that we have a very strong um tier one um core instruction. Um it has to be strong across the board across all classrooms. Um I feel like the most equitable spaces need to be our classroom spaces. When we become more equitable in classrooms, we begin to um just topple the issue around equity in education. So in having um a more equitable educational process and a more educational um equitable educational experience for students, it's important that that that learning that instruction is accessible. And once it is accessible, we also support students in attaining or actually successfully accessing that instruction. And then ultimately we are assessing and supporting to ensure that they are successful. And so there is a strong desire to improve instruction in the school district. There is also a desire to improve intervention and there is also a strong desire um to improve our special ed programming. Um at one particular um um listening and learning session, there were 28 attendees and 21 of the 28 attendees were special education staff. They wanted me to hear them. They wanted to to ensure that I heard um their voices around special education and what the needs were that from their lens and their perspectives that needed to be changed um in order to support them. So um the quote I would like to highlight is communication is siloed and not disseminated to interested related or partnering parties. There was a plan worked out for offices without speakers to know when an incident happens yet. I heard nothing last year and we're going to definitely get to defenses. So my learnings from listening to community members is you know what they want us to improve our reputation as a school district. as a community member, they believe in the school district. And also our staff members talked about um the narrative about our school district and they believe in our school district um and they want us to do the work to undo the narrative about district 191 and we know that that is plausible and possible and it will happen. Um there were also concerns around student behaviors again because of what they hear. Um sometimes what they see, what they may experience and there there was also a strong concern around what do students need more of to be successful in our school district. Um I want to read this quote. This was at my first community meeting where parents share there is a stigma. 191 has a stigma. There's pressure from neighbors to choose to open and roll. I heard is rough, but was never told what that means. And that is from a parent or was from a parent who plans to bring her children back to district 191 due to her experience um in the school district. So based upon my learnings, um I said that I would listen, I would learn, I would discern, and I would act. But in preparing this presentation, I added another D. Um I kind of love alliteration. And so um I am going to listen, learn, discern, declare and then act. So these are the declarations that um we made um I made in preparing this presentation. We will provide safe and supportive learning environments where students and staff can thrive together. We will cultivate a culture grounded in high expectations and mutual respect for all. We will communicate in ways that actively engage stakeholders in decision-making and promote clarity. We will provide aligned, engaging, and highquality instruction and programming that supports the success of every student. And we will support students who benefit from specialized supports in ways that are both appropriate and effective. some immediate actions that we will take as a result of our listening and learning sessions. Phase one, um we will identify and share priorities for next school year. Um the team has already begun to start thinking through this work um working with their teams. Let's identify um what we think some of the priorities should be. Um as you all have heard me say, if everything is a priority, nothing is a priority. So, I want us to get focused and zone zoned in on what will be the real priorities for next school year. And we communicate that in partnership with our staff to ensure clarity and clear communication. We will be providing fencing for school playgrounds to increase safety for students. We will build systems for positive student behaviors to help improve our student and staff culture as well as clarity around processes. And we will improve structures for instruction instruction and special education which is around student reports, student supports. And I've already begun to engage Dr. Belmont and what that could possibly look like. Long-term actions. We will begin strategic action planning in the fall. Um, and that will help build clarity and alignment as a school district. Um my team is already working on a facilities review and plan that is Dave Lake and um Stacy Sovine that is to improve safety and we will begin the difficult work probably the hardest work of all of shifting staff mindset um and also working to improve our public um reputation and that will aid our culture and communication. So the immediate next steps um after this phase of listening and learning sessions is to communicate this information to the larger staff and to engage students voices. We are saving the best for last. And so um director Tinklinberg will be working with our school board student representatives to engage in that work and then I will be presenting phase 2 data in the spring. And these are some of the things that we will begin to do in order to ensure that we are believing, belonging, building to become a shining star. And so I am ready for your questions. >> Great. Thank you very much, Dr. Daniels. >> You're welcome. >> I will open it up for questions and comments. board members. >> All right. Well, >> Director Hume, >> um, I'll get things started. This is great. Thank you. Um, this is I have a comment and then a question, I guess. >> Comment. I wish we had more from the public that had gone. I think you said 20ish people that had gone. So that's a little disappointing, but it is what it is, I guess. So public, next time there's a thing like this, sure wants to meet you. [laughter] >> Um, my question is, um, what would you say you found most surprising >> in these [clears throat] listen and learn sessions? >> Oh, what did I find most surpris? You know what? I will be very honest. What I found most surprising is the readiness and the eagerness to begin the work. I I have said to my team, I've said to some of you in our one-on-one meetings that what has really you inarguably this has been one of the most welcoming the most welcoming um staff um that I've experienced transitioning into a new role. And so I know it's the honeymoon season and I know that some of the decisions that I make will begin to impact that. That's why it's important um to establish trust in and relationships. All of that is important. Um but what has surprised me is and Aaron is here and he can attest to it. Like there is such a willingness and eagerness to engage in the work that's surprising. Um I heard teachers say to me, um no, we want you to come to our classrooms. We want you in our classrooms, Dr. Daniels, you could come to my classroom anytime because you remember when I did the all staff kickoff, I said to teachers, I'm like, "All of my bosses are here observing me. Please don't come for me when I step in your classroom. Don't don't complain." Right? And um what was surprising to me was the door was opened and every time I've gone through a building um especially at the elementary level um the teachers have been like so welcoming and I'm making my rounds. Um, at the secondary level, I had Principal Sandival to take me to um, classrooms in the high school. Um, Dr. um, Austin was scheduled to take me to classrooms in her building, but she was out last week on the day that we scheduled it. And, um, Heli and his team, they'll be taking me around. So, I'm going around and I'm seeing instruction in action and I'm also simultaneously being welcomed into those spaces for people to um you know have me in their space to observe their work. Um and so that was the most surprising thing that I was pretty shocked by. >> I'm slightly less shocked because I know how great and committed our teachers and other building staff are to making the district successful. So it's really good to hear that that has has already been your experience also. Thank you. >> Yes. And I will say that you know as an instructional leader that has not always been my experience. >> It's not always you hear stories. >> No. No. Yes. That's that's so it was it was very surprising to me. Thank you, director. >> Thank you. >> Other comments or questions? >> We're pointing at each other. Yes. >> Okay. Um thank you. >> That's great. Um this is one of those things where um coming off of this I'm like everyone was heard, [laughter] you know. Um and the way you um speak to what you've heard um tells me that you didn't just hear the words coming out of people's mouths, but that you really heard uh the intent and the and the emotion behind all those things, too. Um I also want to say um I'm not surprised by uh being a part of the community, being um a witness to our community. I'm not surprised at any of the things you've heard both on on the um things we're proud about and the thing the opportunities and um I'm excited to see um what's going to go forward. I'm excited. Speaking of surprises, >> thank you very much >> and director Chester. Yeah, >> I was just going to say I I appreciate the thoroughess and your ability to take all of that information and what feels quickly transforming it into actionable items to move forward with. Uh, I think the one thing I'm just curious about um with with staff that you you know that you heard like from the custodials and our food service workers and and transportation, you know, like if they had voices in influencing some of that because you they weren't named. That's I'm just asking you. That is an opportunity because we conducted these listening sessions in the evenings and so that is an opportunity and if if you want to hear those voices they can certainly be a part of phase 2. >> Yeah. just just because they they represent a large population of our >> absolutely >> community education community and um from I'll just name it from what I know in terms of uh diversity and staffing they are more diverse staff and so they might add another lens to it too. >> Thank you. Thank you, Director Chester. And also I want to add that Aaron and I both worked to identify the themes in this pres in this presentation. And what we can share with you is um of the 249 responses that we received online and what we heard in listening sessions. This does not include everything that we've heard, but as qualitative researchers, we were able to identify the themes and say these were the major themes and this is what I'm sharing with you all tonight. there are opportunities across every department to work on things, processes, onboarding, how do we on board new staff once they get to the buildings. And so that's something that I've already talked to Sarah and Carrie about, you know, to ensure that that is a consistent process. Um, opportunities for our new teachers to really play with the instructional technology and the um systems that they will need to engage in um to be great teachers. So it was a little bit of everything, but I presented tonight to you the highle themes that we found. But yes, we can certainly engage those voices because you are correct. >> Thank you. >> And I'll um just allow myself one doveetail comment and then chair um director um your comment next. Um I kind of view our um custodial and food service staff as um kind of a a a secondary eyes and ears in our schools, right? Um so kind of getting their perspective um in addition to all the others that you've already mentioned. Um it and and in addition to what director Chester have mentioned, I think it's it's also important to >> um director work. Yes. >> Uh yes, thank you. I want to just say um thank you so much for um the detail and gathering all of this information and taking the time to invest in these conversations with people. I know it's a t a lot of time and a lot of energy and it's very worthwhile. Um I think everyone in our our you know community appreciates it. The school, the parents, the staff, um all of us to um get to a a place um where we're, you know, the shining star. Um, so the question I have is regarding the um the concern with staff as far as like the information that's being how it's being disseminated. And I know those can be really challenging um asks when you're changing away something's been done in the past >> and trying to switch the narrative and be like, "Okay, now we're trying to do it this way." Mhm. >> So, I'm just wondering like what type of like roadblocks do you feel like that might you know face with trying to um you know change the way we're doing things now >> switching to something else you know I cuz I that clearly is it's a you know a big thing and I I can see why it came up as a um in the listening session. all um I think that it's important to again identify what we do want to change, what we do want to do differently um and focus on that as a priority and that is not just us at this district level because the gap is between what we think should be happening or supposed to be happening at the district level versus what's truly happening on on the ground. That's the gap. Um, in in my previous job, we worked really hard to close that that gap by engaging principles, by engaging building leadership teams, and also by engaging larger faculty and staff. And that's and by the time things reach the faculty, staff, and you would engage coaches and and all of those um people as well. And by the time you work through those pieces and introduce it to the staff or a formal letter comes out from me, everyone knows what we're working on. Wendy, the president of the union knows, um, her executive leadership team knows, my team knows, building leadership teams. So, it's just this this this process in which you're communicating so much that everyone is clear about what the work is. And so it is process and it is also planning and a huge part of that is also people. So people, process, planning and we work the three in order to accomplish um the ultimate goal of changing whatever habits or behaviors we need to change processes in order to to make this district a stronger district and a shining star. Great. >> Thank you Dr. Daniels. >> Yes, Favven. I had one comment and one question firstly and I think a lot of students when you do talk to students the emphasis on kind of the stigma around this district it's really unfortunate. I mean I've been >> at this district since I was in kindergarten and I know so many beautiful things. So really shining that uh I think that's really incredible. Um and then the second thing my question is I know you mentioned that the fall something was going to happen. Are you looking into steps that we're going to implement in the district or just still looking at things to implement? Like what's the timeline of the changes being implemented? >> Great question. Um, Faven, um, in the fall, the things that we will be specifically looking at, the big thing that we will be looking at in the fall is launching the timeline for um, creating a strategic plan. We have strategic directions as a school district, but I think we need um goals and strategies and clear actions that span all departments to make this district a shining star. So, that will happen in the fall. What will happen um the big things that will happen this spring? Um again, we're we're already beginning to work on the things that are within reach for us to work on. And so like for example I want to ensure that we are clear about priorities because teachers are crying for more support and support looks different ways in different ways it means different different things to different people but I know one way that we support teachers um is by like being very clear with them around what their work will be when they come back in in the fall. So we're going to be tight about um identifying what the work is and um Dr. Belmont and um and the team, they've already begun to start working on that was working on that with principles um I think this week. Um and so we're going to get tight around identifying the priorities. Another thing that's happening um this spring is identifying how or where we will be putting down fencing around the playgrounds. That work will happen this summer um in preparation for students and families to return, students, family and staff to return in um the fall. [clears throat] And so, you know, off the top of my head, oh, and then like how are we working to improve supports for teachers around instructions around instruction around intervention and around special education and so we will be working on that this spring as well. So, those are the things that are things that we can work on right now. And then the things that require more voice, community voice input, and just a comprehensive lens um on what we're doing, we're going to be implementing that, rolling that out in the fall. And so I should be coming to the board with a proposed um timeline of what that can look like um next school year. >> Great question. Thank you. >> Questions? Yes, Director Mickelson. >> Thank you. Um so uh kind of my comments, questions, things are kind of around this uh communication uh kind of from the down from the bottom up uh with different uh staff uh from whatever kind of group they may uh kind of be a part of. um you know is I guess um to some degree at least some of the things that I've heard uh over you know several years is is just that at times it can be a very top down uh kind of communication uh kind of path um with the district and uh that sometimes people uh that that staff members don't feel like they've really had a voice in decisions that directly affect them. Um and uh and they've you know had some frustration because you know we hear it with uh our school reports you know that the people who are in the trenches and everything they have fantastic ideas they're wonderfully creative problem solvers um and uh so I guess um I'll be interested over time uh maybe over this next year uh learning what kinds of methods you find work uh to be able to get some of that bottom up kind of communication. >> Um and so um I guess because just saying, "Oh, you know, I have an open door policy or you just, you know, yes, you're approachable, but you know, often times people don't really it come in, you know, and and it doesn't work." So I guess my question is in that topic of communication and being able to get people involved through all levels of our school district's organization in these decisions that affect them and that communication. What would success look like to you [snorts] for that? >> I believe strongly in voice. I have always believed strongly um in voice. I um share with people that when I first began my journey as a leader um I might have and I would say as an assistant principal at Thomas Ed school Edison um high school I probably was a leader who led through force and that was not successful for me. Um and so I learned quickly um as an assistant principal that force was not the way. And so quickly shifted and shifted from leading through force and leading through voice. And so voice has truly been um a cornerstone of my leadership. So what successful what what successful engagement of voices um looks like to me is that there is representation. there is representation from um everyone that makes up the entity or the body. Um Aaron and I have already begun to talk about what systems we can put in place to ensure that we are engaging um multiple voices. Again, because of who we were capturing at the listening and learning sessions, we went to specialized sessions. So, we were like, "Okay, let's meet with the APs and the deans. Let's meet with the cultural liaison. Let's meet with the EAS. Let me So we again that was to include um as many people um as possible to make sure that people were were seen, heard, and valued. And so I think that it is creating effective systems around communication and ensuring that we have representation. Um and so that's not pretty. It's not going to be perfect, but I'm always I'm working to to make progress. And so that's where we are right now. That's where I am right now. Thank you. >> Director Saxi, any comments or questions on the spot? >> Nothing other than well done and I'm looking forward to phase two and where it goes from here. >> Thank you, Director Sax, and thank you, Director. >> Awesome. I will Are there any other questions before I close this out? >> Oh. All right. Um, yes. Wonderful report. Um, it is so very clear to me. um watching and listening to you, Dr. Daniels, that um this process is very much internal to you. >> Um it's it's in your mind. It's it's it's in your heart and um and that's a wonderful thing to to see. Um so, thank you for for that. Really appreciate that. Thank you. >> By my calculations, there are nearly 500 people that have already engaged in this process >> and that is outstanding. And and you're still going. >> Still going. >> So, um I appreciate that as well. Um and I I also appreciate the structured and documented approach. I've shared with you, Dr. Daniels. You know, I'm a data person. >> Um and I appreciate the approach the approach that um Dr. Daniels, you and Aaron have both both taken with this. Um, I think it's going to serve the district and our staff and our students and community really well. Um, Aaron, I know you've got us on this beautiful slide. If we could go back to slide eight. I'm sorry. >> I don't know what numbers they are. What uh >> uh >> maybe I can see. Oh, here I can do it. >> There we go. So my comment for this is I think we as a board um can have some takeaways on this slide in terms of our own approach and how we can continue to support Dr. Daniels um as she continues her work. That was just one thing that I um that I took away as I was preparing for um for tonight's meeting that you know these are these are the things that we can continue to be proud of um coming from um the folks to date that that Dr. Daniels has has met with. Um [snorts] and then on slide 10, um two slides advanced in terms of the opportunities, these are the areas that that we'll need to be mindful of, right? Um and when Dr. Daniels is is looking for support and we know that you're going to come back to us with other um with other approaches and asks that, you know, we need to keep these in mind as well. Um, and yeah, I just I I appreciate I've been looking forward to this to this report and um really appreciate all the time and the effort that that you both have put into this. So, >> thank you. >> Thank you. >> And I want to thank Aaron because he has truly been my partner and he can attest that we have le left several meetings with the heaviness because you we want to fix, you know, we you here and you want to fix things. Um, and so I'm I'm grateful for um Aaron accompanying me and continuing to ride through um the rest of this year with me in this project. So, thank you, Aaron. >> Awesome. >> Thank you. >> Thank you. All right. With that, [clears throat] we are going to turn to our next topic. Tyler Dany, our director of finance, is going to present a report on FY26 revised budget. Welcome, Tyler. Good evening, Chair Alt, Superintendent Dr. Daniels, members of the board. This presentation will provide updated financial information. Later, there will be a recommendation for approve approval [clears throat] of of the 2026 revised budget. We will discuss where the funding comes from, what restrictions we have, how does the district spend its money, and the current situation. General fund revenue is expected to be over $162 million for fiscal year 26. 70% or 113 million comes from state aid formulas. This graph shows the gap in funding. If the formula allowance had kept up with inflation, districts would be receiving $1,420 per pupil more than they are now. [snorts] The the funding we receive does come with some restrictions. Capital funds can be used for certain personnel and equipment per state statute. Title funds is federal money specifically designated for needs associated with high poverty rates. The capital project levy is for technology, personnel, and equipment. And then there's also other funds such as community education and food and nutrition services. $169 million in general fund expenditures broken out by the type of expense. 76% is for salaries and benefits. The same expenditure is broken out by their purpose. 75% is to provide instruction and instructional support and 4% is spent on administration. A look at the general fund staff by bargaining group. Um almost 70% of the district's payroll costs are for our teachers. [snorts] A summary for all funds. Over $94 million in fund balance from last year's audit. $222.5 million in expected revenue this year and 230.6 million in expected costs this year brings us to a projected fund balance of 86.3 million. The current reality for the general fund, we are expecting expenditures to be more than revenue by over $7 million. This will bring the unassigned fund balance percentage to 21.83%. There are two other resources linked in this presentation. The first one, the budget unit summary compares the revised budget to the original adopted budget and then the staffing detail by budget unit is also included. >> [cough] >> Later tonight, there will be a recommendation to approve the budget revision and then we will get started building next year's budget. >> Thank you. Great. >> Thank you very much, Tyler. Board members, are there any questions or comments? [snorts] >> Director Hume, >> I think so. >> Yeah. Um, not exactly sure what I want to ask here, but it seems like each year when we're creating the budget, we agree on spending down a certain percentage of the fund balance and then it always seems like we get to the revised budget and the final audited budget and the fund balance ends up in a stronger position than what we thought it would be a year earlier, which is great. But also part of me wonders, are we leaving the proverbial money on the table on addressing some of the needs in the district by perhaps being I don't know if it's too conservative or what the phrase is, but I just I look at this every year and it seems like yet it's going down, but it's not going down as quickly as like we plan for it to go down. So maybe it's more of a comment than a question I think at this point. But um I just think as we're entering into the next budget cycle, I think it's just something for us to be aware of that it am I wrong in my I do my question is am I wrong in my observation that it seems like every year we end up having more in the fund balance than what we thought we would when the budget was approved? >> Not necessarily. There's [clears throat] there's always adjustments that we do. Specifically for this year, um [clears throat] we ended up receiving uh over a million and a half more in compensatory revenue based on the those changes from the state. That was not in our um adopted budget and our expenses are right in line with [sighs] what we projected at the adopted budget. And then um so it really is that compensatory revenue and then also adding in some investment revenue that we have have seen in the past that we typically um don't budget so heavily towards I guess. So >> and don't get me wrong I'd rather have more money left over at the end of the year than less money but it just just a thought I had. Thank you. So essentially it's it just a additional clarification for my own notification. It's it's really kind of the um the surprises at the state level that might make up the difference in to our to our advantage this year. In other years, not necessarily. So >> correct. >> Yeah. Okay. >> And I know our enrollment was also a titch higher than what we had budgeted. So that probably also explains part of the improved financial situation for the revised budget, >> right? >> And enrollment doing what it does. >> That might change by the end of the school year. >> It happens. >> Exactly. >> Always in flux. >> Any other comments or questions? >> Yes, Director Tester. Just as somebody who's always active in my professional world with budgeting, um [laughter] um I just appreciate the work that we do to capture a current glimpse in time and then we do all the adjustments that we need to to still maintain um a positive because I think I do recall years where the expenses came in higher than what we anticipated and the revenue didn't project what we had hoped or the you know we got from the state zero you know go for improvement. So I appreciate the fact that we we are cognizant that that changes do happen and and that we do our best guess in that moment. Good point. Thank you. Any other comments? Yeah, I think the one thing that stood out most for me was um that lovely slide that always tracks uh the um funding allowance against inflation and um over the last decade it's just really not been kind to us um in terms of I'm trying to look at my notes. 10 years ago it would have been 6,500 in 2026. Well, this year it would have been 80 8901. So 8,900. So um you know while we appreciate what we do receive from the state and the feds that inflationary um you know being indexed against inflation would be really a lovely thing. Um, and it also makes this kind of revised budget that much better because, you know, at least we're net positive, right, in terms of an assigned fund balance. So, um, it kind of balances itself out. So, um, appreciate your, um, as long as there are no other questions. Um, appreciate all your work pulling together the revised budget and double-checking and and and uh bringing this forward, Tyler. I know >> no small amount of time goes into it, so thank you very much. >> Thank you. >> All right. And next we will turn to um this will be our 2025 our final um reports for our 2025 committee board appointment and school assignments. Um we will begin with legislative uh with director Chester as chair. Yes. Uh the legislative committee met on Tuesday. I was not present um cuz [laughter] I had a mandatory board meeting that I had to attend for my work. Um but uh what was discussed is drafting the next legislative platform that will come to the full board for discussion in a work session later. >> Great. Thank you. Uh policy. Um I'm outgoing chair. We met on Tuesday and those policies will be coming forward in the first meeting of February. Um negotiations, Director Hume, >> I have no report at this time. >> Okay, very well. Uh any other uh board committee or school assignment reports? Director Chester. >> Yes. Um, Intermediate District 917 met uh last Tuesday um in which we had our organizational meeting in which uh they swore in uh new members uh to the board from the exiting two district members before Bloomington and Farmington have new people. Um and then um as part of the meeting too, we also um approved a resolution to um acknowledge our educational support pair of professionals um professionals and um the board had uh conducted its own self- evaluation um which we do annually as well. And so um we had received good feedback, had good discussion um and um were also updated on um incidences that were occurring in in our in that uh district on some of their um premises as well and um how to be supportive of the students and staff that are being affected in those buildings. >> Great. Thank you very much. Any other committee reports or school assignment reports? Hearing none, we will move on to the business portion of our meeting. Um we'll start with the consent agenda. Although board action is required, it is generally unnecessary to hold discussion on these items. In the event a board member wishes to discuss an item, that item will be moved for separate consideration. Uh, are there any items that board members might wish to remove for separate discussion? Hearing none, do I have a motion to approve the consent agenda? >> So moved. >> Moved by Director Hume. Second. >> Second. >> Seconded by Director Saxi. All those in uh favor, please signify by saying I. >> I. I. Opposed. Nay. Motion carries unanimously. Uh, turning to new business. Uh we will start with uh we're being asked to um preliminarily approve a robotics extended field trip to Lee Summit um believe that's Missouri um going from April 8th through the 11th 2026 [snorts] with Dr. Belmont my apologies Dr. Belmont, assistant superintendent, and David Peters, uh, coach. Tona Peters, uh, FTC coach, and Vanessa and Damen, uh, Goberdan, and my apologies if I mispronounced your names. >> Thank you, Chair Al. Uh, Superintendent Daniels, members of the board, you're correct. Moi, I had to double check that. >> Took me a minute. I need to look at that beforehand. the um so um our our incredible students on the in on the in the FTC robotics uh team are ready to show their brilliance and display. Um they as the board is aware they often um seek competition outside of state. So um they're here uh we have coaches and a parent representative to talk about that preliminary um application for the robotics field trip to Lee Summit, Missouri. and um Yep. and then I'll also introduce their second request. Thanks. >> Hello, my name is David Peters. This is my wife Tanya. This is Damian. Uh here to um go to Lee Summit, Missouri. And if we um qualify, then we go on to Worlds. We've been to Worlds three, four times now. It's a great experience for the kids. I love to travel, meet other teams. There's 3,400 teams across the world that compete. Uh we made it to worlds in 22 and three. >> 22 and 23. >> And we actually made it to finals in 23 and we ended up being fifth in the world. >> Cool. >> So um me and >> trying again >> trying again. Me and Tanya been our kid was in it back in 2000 2015. He graduated in 2020. I took over the FTC program for three years. And last year I took over the high school FRC. Tanya took over the FTC. So we actually worked together. And um it's just we've got a lot of smart kids and smart kids have got on to big things. We had a student in 2015 here that's now working for NASA in Houston. >> We have one in 2019 that graduated is working for SpaceX out in California. >> Yeah. >> And um a lot of engineers out of the program and uh Aiden who's now a senior which is Damen's son has been in it for >> four years. >> Four years. >> Five. >> Has it been five? >> No, he started as an eighth grader. Oh yeah. >> Okay. Okay. >> Sorry. It's been so long and all these years rolled together. >> It's been a while. >> So does FTC and FRC. So it's kind of two seasons per year for him. >> That's why we get confused with him. >> It's kind of seems he's been in it longer than but it's been this is his fourth season with FTC and it'll be his third season with F FRC. So, but um it's been a fantastic program. When Aiden was kind of in middle school, same with AA right now. We weren't sure what path they would take. Once he found robotics, it like it clearly laid out the path for him. He's on his way now to becoming a mechanical engineer. He's applied to Duth um Stout and recently applied to Rice. I believe we just got the exception back from Rice. Rice is in the top 5% for engineering schools in the nation. They only accept anywhere from 7 to 9% of the applications and he's one of those students and robotics has been the has cleared the path for him to be there. Everything that he's learned in robotics has directly led him to what he's going to be doing in future. It's I played sports when I was younger. So, I kind of went through and you learned all the team sports like all the activities, learning to work together, you know, learning to overcome obstacles and stuff. They learned all that same stuff in robotics, plus they're learning stuff that's going to lead them into technology. They're learning coding, they're learning programming, they're learning mechanical, how to build, and these are all practical, real world skills that they can take when they leave robotics. They take it with them. So, it's not just a place to hang out and have a good time. It's actually focusing them >> into um to school after high school to higher learning and then on into careers. >> Awesome. Thank you very much, >> chair. I'd just add that um if I may that um it's been my experience that the robotics booster club's um very active in supporting students to be able to attend um regardless of cost. >> The Oh, sorry. Go ahead. So, >> I'm just I was also just going to share that um there's a commitment from Principal Sandival um activities director Heheim and partnering with the to make to make sure while they're out of school that they they don't have learning loss or their grades dip I don't certainly don't anticipate that especially for Aiden I think that but >> no if not I'm on top of them. [laughter] >> We always we will check in on that. >> We always set aside time for them to make sure they're keeping up with their homework and their assignments. At least we try to. >> Yep. >> But they they wander off to their room and other things happen. But yeah, we get back on them, [laughter] go knocking on doors, and Hey. >> Right. That's right. Any questions? >> Great. Um, I'll start by taking a motion to approve. >> So moved. >> Moved by Director Saxi. Second. Second. Seconded by Director Chester. Now, are there any questions? >> Faven. Yes. >> Yeah. I just have a comment. I mean, I know countless robotics kid, including Aiden, and they're very just very smart people, but also very supportive people and are always willing to help anyone in class. So, I'm I'm very proud to be in a school that welcomes such an amazing activity. >> Thank you. >> Thank you. >> That's one thing with our group is that they get to go when they do go on these trips, not only do they, you know, they get away from school. Yes, I know that. But they get that connection with other people. They get to with this community. It's helping out each other. We try not to, you know, we have to work as a team. Um this, you know, team A might be our opponent one time might be in the next time they're they're working with us, but yet we still work all as one. You need you need a part here, let me help you with that. and you know they learn communication skills like you know speaking to other students but they also have that team community when they're gone. So it does help. >> That's awesome. There's a inclusiveness that not just within the teams but within the entire um robotics any in every competition we've been at like Tanya was saying one mo in one match a team could be your alliance and in another match they could be your opponent at no point there is any kind of rivalry >> it's always I mean they're very competitive with each other but at no point does it become mean-spirited or any kind of rivalry or any kind of division And these kids continue to work and build together. And if one team is struggling, they will rally around them to help them as much as they can. If you're missing parts, if you need help with programming, all different team members will step up and help. It's never about like dividing anyone. It's never about excluding. It's always been inclusive and it's always been about helping each other. >> That's awesome. >> If you guys wanted to see more of it, uh last year me and Tanya brought state here so FTC NFL compete. So, we have 2,000 people coming over a weekend from across the state and our second We did that last year and we got two more years and it's over Valentine's weekend. >> Oh, yeah. Valentine's weekend. We'll have >> the whole school. >> Yeah. The whole school will be just robotics. Awesome. >> High school. Yeah. And I would just add it's the most organized event I've ever been to. [laughter] >> Any other questions, board members? >> I just have one. >> Yes, director tester. And I appreciate that the boosters are so supportive to to bring the costs down. Um but just curious for the additional cost. Are there is there fundraising that you do? Like I believe I have seen bagging at Cub, but just [laughter] FTC. Um we get money from selling concessions at the tournament. Um also have um we sell pizzas. >> We do pizza sales in the fall. All right. For high school level, we have sponsors like uh not students but parents like from Toro, >> Bel Harris, Harris, a big one. >> We get a lot of donations. Lions Club, Rotary Club. >> Okay, great. Thank you. >> Yeah. >> Awesome. Any others? >> N uh all those in favor uh please signify by saying I. >> I oppose nay. And the motion carries. Wonderful. and we will be staying with robotics. Uh next we're being asked to preliminarily approve another extended field trip for robotics trip to Houston, Texas. This time uh April 28th through May May 2nd, 2026. >> Correct, Chair. Um thank you, uh Superintendent um Daniels and members of the board. Um, a second uh in a contingent request for an extended field trip should they um they make nationals, which we're hoping for. Um, wanted to make sure we're following um our policy timelines. So, um, so David and the and the team put in this preliminary um, application as well for April 28th to May 2nd. >> Makes complete sense. Rather just have it on contingency just in case. and we will be sending positive thoughts and and hope for the best. >> Any um I'll take the motion first. >> So moved. >> Moved by Director Anderson. Second. Seconded. >> Seconded by Director Mickelson. Questions. >> Everything else is pretty much the same. Fundraising. >> It's the same. Yeah. >> Yeah. >> Except this one's just world championships. >> Just world championships. >> Take both trips. >> Yeah. A lot bigger. It's uh Houston uh convention center is over 50,000 people in four weeks from all over the world. >> Like two city blocks, three stories high of a building four stories high. >> You've got um first Lego League in there. Uh first tech challenge which is my group and then first robotics and that takes over the entire floor just that one group. >> Awesome. Very cool. All those in favor, please signify by saying I. >> I oppose. Nay. And the motion carries. Wishing you the best of luck both times. Thank you very much for your time. I appreciate it. >> Uh, next we are being asked to approve the FY26 revised budget. Uh, we'll ask uh Tyler Dany to return to the podium. Good evening. Early earlier [clears throat] I presented updated financial information for the 2526 fiscal year. Each year the budget is revised to reflect the most current information available and revisions have been made in all governmental funds. The recommendation is that the board of education approves the 202526 revised budget providing all funds revenues of 222,491,55 and funds expenditures of $230,634,39. >> Thank you. Do I have a motion to approve? So moved. Moved by Director Chester. Second. >> Second. Seconded by Director Worb. Um any questions or discussion? Seeing none, all those um in favor, please signify by saying I. I >> oppose. Nay. And the motion carries unanimously. Thank you. >> Uh next, uh we are being asked to approve the pay equity report uh with Stacy Sovine, executive director of administrative services. Welcome Stacy. >> Good evening Chair Alt, Dr. Daniels, members of the board. Since 1984, all government jurisdictions uh are required every 3 years to provide what is called a pay equity report. The pay equity report indicates that uh units or positions with men and women are being paid equitably. Um, the way that it is set up, you take your highest position within the district, which would be your superintendent would rate either at a,000 points or 10,000 points, and then it goes down to the the lowest position within the district, usually around 100 points, an abandoned point piece. You have a straight line. You're looking at all of your units or positions. Are they predominantly male, female, balanced? And they all should kind of fall where you would expect them. either just above or just below that linear line. So I am pleased to report that we have passed all three tests that it goes into the pay equity report. As you can see there's a statistical analysis test, the salary range test and an exceptional service pay test. Each of them require a score of roughly 80% to pass. Our lowest score was 99.28%. Yay us. So we pass in flying colors on all the way through this. Do not ask me what all these different tests are. They're set up by the state. We enter the numbers, the salaries, the longevity, the number of steps, the number of individuals, whether they're male or female in each unit. We put this all in and then it kind of says where we are. Okay. So with that um then we get approval from the board and then we'll submit this information back to the state and then we do post the results of this in a number of different areas including the union leads within the district and also at the public library here in Burnsville. So it will be available for folks. So with that it is my recommendation that the board of education approve the 2026 pay equity report. >> Awesome. Thank you very much, Stacy. Um, do I have a motion to approve? >> So moved. >> Moved by Director Hume. >> Seconded by Director Anderson. Uh, any discussion? >> Hearing none. Um, all those in favor, please signify by saying I. >> I. I. >> Oppos? Nay. And the motion carries. Thank you, St. Uh and our final item on uh new business is to approve the superintendent evaluation tool with uh vice chair Hume. Thank you. Um so yes, we are here tonight to approve the annual superintendent evaluation tool. Um the initial board review was held during a work session on October 23rd, 2025. Um, we've done additional review and adjustment adjustments or recommended during the October 29th, 2025 board retreat for super for the superintendent transition planning with Barb Dorne from the Minnesota School Board Association and final review and discussion was held at our last meeting on January 8th, 2026 and updates have been completed by our administrative assistant on January 13th. So, I am recommending that the board approve the superintendent evaluation tool for this year. Thank you. Uh, do I have a motion to approve? >> So moved. >> Moved by, uh, Director Worb. Sec. I'm not used to you sitting over [laughter] there. I'm sorry. >> Seconded by Director Saxi. Any discussion? Hearing none. All those in favor, please signify by saying I. >> I. Oppose. Nay. And, uh, the motion carries unanimously. Thank you. Uh I believe we will take a brief recess um between um this meeting and our work session. Let's say we'll just take a 5m minute recess. It's now 8:00. Um and we will return to the DAS at 8:05. Um so moved. [laughter] >> So moved by Director Anderson. Do I have a second? Seconded by Director Saxi. All those in favor? I >> I. >> All right. We are at recess until 8:05. Thank you. 8:05. All right, the time is 8:05. We'll reconvene our work session and um we are discussing the district 191 legislative platform for 2026. Um, and Director Chester, you will be leading the conversation. >> Yes. And I will be leaning on my fellow [laughter] committee members, Rachel [clears throat] and Anie [laughter] and as well as Dr. Daniels. Um, so over the course of this fall, we were waiting for the release from AMSD and MSBA and uh the other one scale or something. uh scale. Uh to give us their legislative platform so that we can go look at it and see if there was anything we would want to adopt that we feel is a priority for our district as well so that we're in alignment when we go to the capital and talk with our legislators. In addition, we also wanted we also reviewed our their now past legislative platform too to see what else is still relevant um for us as a priority for the district. And so, um, based on those discussions, um, this is what we have drafted for you tonight. Um, in [snorts] terms of, uh, three different priorities with the bullets below, is there anything you two want to add to that? >> Um, I think one of our, uh, I guess, um, one of the things that, uh, we really worked with is is trying to, um, focus, uh, the priorities a little bit. we had so many if if the original document had so many different bullet points like last year uh we had like 10 uh kind of items um on our our platform and if we would have kind of split everything out we would have had something like 14 or 16 it's like okay you know and so part of it was trying to work to combine some of them um a little bit uh one of them uh for example and I think this kind of came out with the budget um conversation earlier today the very first um bullet point with priority number two with the funding is making is putting you know ensure revenue keeps up with inflation. I mean really hitting inflation first. Um and that that's right there as a priority with the sentence. Um because it was kind of combining a couple of different uh funding ideas. Um and you know in the inflation kind of topic was kind of at the end of the sentences and the emphasis is hey I mean when you see that chart in the budget presentation and the effect of inflation you know we're really wanting to hit that you know inflation that this isn't just oh we just really want more money that you know I mean everybody these days I think really understands what's uh you know everyone's feeling inflation And so, you know, having that really be um kind of front and center um when we're talking about the funding and the effects um was there. Uh also, um I'm asking for um a little bit of additional information about uh the actual dollars that we're talking about for some of the different funding initiatives so that we can maybe if there is a discussion around do we need to trim this just a little bit more to be focused in um and and not you know when you ask for everything you're really asking for nothing and and just to you know if we need to uh be able to look at this as far as what really would have the largest impact for us. Um we have a little bit of that information to be able to prior prioritize potentially if we need to. Yeah. Um, >> and going in with those numbers are really critical when we're sitting down face to face with the legislators themselves because if I recall being on, you know, being at the Hill too, it was really what are our numbers so that they have something concrete to when they're making any type of case for supportive voting or encouraging voting. >> Yeah. >> So, we have three big priorities with bullets underneath. um school safety, stabilized funding, and of course fully funding mandates and essential services that have also create a financial impact on us. Um and then below are I won't read them. I'll let you guys all read them, but to read them and then um gather your thoughts in terms of um edits or or anything because we would love to bring this forward to the next board meeting to have approval so that March is going to be here before we know it to be ready to meet with legislators. >> Awesome. So, it's a work session, I think. Yep. We just >> read it. kind of keep it keep it keep it informal. Yep. Are the um the different bullet points are they in any kind of specific priority order under each category? Because there's still 11 bullet points which I'm >> Yep. It maybe is less than last time, but that's still if I'm if I'm having a meeting, you know, those meetings that we have at the Day of the Hill are like 5 to 10 minutes. >> If I have 5 to 10 minutes to meet with Representative Berg or Representative Hansen, >> what am I I can't have time to talk about 11 things. So, is there a any thought to prioritizing them in some way? Yeah, if you see something that should I I think I I do like the idea of having the the top bullet under the priority heading be like the >> most important thing >> the most important thing and then you know by the time you I mean >> right >> but you know for priority too you know I think you know four and five it's not really going to matter as much but [laughter] >> in my mind the first bullet point under each category is probably the most important thing for each category so if I had to pick one as well. Totally up to my own devices, that's probably what I would pick is the first one that's currently under each one of those. >> Yeah. Yes. >> But if there's any I mean outside of cuz priority one only has two, but um for two and three, if there's any other reordering, we can definitely make those switches. >> Yeah. and and my only thought was, you know, wanted to keep definitely it in there. um or for this discussion. Um but things like you know adjusting the funding rules as far as staying with resident districts. >> I was going to ask >> it definitely is going to have the most financial impact. But as far as realistic, >> you know, that if we needed to >> cut something, >> start cutting, I would say that would probably be one of the first ones just because it's not >> going to be, you know, >> is this I was going to ask about that. Is that one that is being discussed by AMSD or MSBA or >> Yeah. >> Yeah. >> Okay. >> I have I have nothing. >> I would actually within for a variety of reasons and in the broader context today I would recommend bumping up uh under priority number two bump up that last bullet point. Yes, >> I was going to suggest >> a little higher. Yes. >> Yep. >> I'm sorry. Which one? the 15 res stay >> res has a big impact on us and there are less dollars >> at a time where the state doesn't have a lot of extra dollars >> right because like last year when we were at the hill it was like okay what can I do that doesn't cost me money >> you know and so that's something that can be done but doesn't cost the state money >> but but given with students not and families being concerned about attending school or being part of virtual or having access to vual 12 this would be a big priority right now. I know that in other districts even 917 is talking about this. [snorts] >> So maybe that would be number two. >> Mhm. >> I mean is that >> it would be number three cuz I think compensatory >> Yeah. Compensatory >> compens compensatory is a big bucket. Yeah. Yeah. So >> comes up at every meeting every at every AMSD meeting we're discussing. >> If [snorts] I'm hearing something in terms of eliminating something, what you know what if we strike the adjust the funding rules for students staying in resident districts. Elevate remove up to where that is and then keep it at four bullets. >> I'm I'm obsessed with this. not obsessed but a little obsessed with this >> adjust funding so that funding stays with students resident districts. So what that proposal am I reading this correctly that what that would mean is if a student open enrolls to another district the district where the kid lives the money would stay there. >> Yes. >> Yeah. >> Mhm. Yeah. >> I know that would be tough but I >> I mean it kind of >> be tough to pass but it would be >> I'd be very much in favor of it. I would just say that. >> Yeah. >> Yeah. It's not going to happen. >> It's not going to happen. But >> not in the current environment especially. >> I mean, we could always throw it out there verbally [laughter] if we're meeting with people, but but but in terms of like our priority priority, I don't know. >> List them in priorities. Um, and let Aaron do his magic. >> Yeah. >> You might be able to wait to find it like this in like less words. >> There's a little bubble. [clears throat] >> A little brighter. [laughter] Campbell do something. >> But I I also wonder though like is the 15day state residency requirement is that about stabilizing funding? My understanding of that is [snorts] if the student wasn't it if they're like not in the state for 15 days for some reason >> they would not be enrolled in your district. >> Correct. >> So then you would lose the you' lose this pupil money. The example that I think I remember coming up when we first started talking about virtual academy was a Minnesota resident is I don't know training for the Olympics in Colorado or something >> and they still live in Minnesota but are spending or you know they're traveling around in an RV with their I and there are people that were traveling around in RVs during the pandemic >> right >> I think um and the way that I think the current legislation is worded if they're out of the state for 15 days they're no longer considered exactly where they have to unenroll in the virtual school. >> They're dropped. >> Yes. >> Oh, yep. >> And any, you know, there are families who will go back home to visit um their families, >> right, >> for 60, 90 days. >> Yeah. >> Their students are are dropped. >> Yeah. >> Yeah. >> They have to be in some type of inatient program. >> Example, >> right? >> Yep. >> They could be in another country even. Um >> Correct. >> As long as they're still a Minnesota resident. as long as it's clear. >> Yeah. >> Oh, yeah. We need that. >> Mhm. >> But I don't know. Well, I guess it is funding. >> It is funding. >> Additional funding is like, "No, we need to help those." >> It's not additional funding. It's keeping the funding. >> It's keeping our funding. Yes. >> I'm thinking about the well-being of the student, not the the money that it takes. >> Sure. >> Get it now. Okay. >> We want them to get to get the education and we want them to get the education with us. >> Correct. and [laughter] >> okay, >> so number two, priority two, we're good. >> Yep. With that adjustment, with that adjustment, we'll make we'll move to the third bullet. >> Mhm. >> And >> and if there's space, >> you can drink. >> Yeah. And if there's are we saying to to strike the adjust or that we if there happens [snorts] to be room to keep it [laughter] >> a funding thing for the >> Yeah. >> I just I don't >> I think it's such a such a pipe dream. It's not worth distracting. >> We're going to strike it. Just Okay. We're going to strike it and we four. Okay. Two two four and four. Look at that. We're good conversation though. Mhm. And as we become a shining star, it won't become relevant. >> That's true. >> We might be on the other side of it someday. [laughter] >> Good point. >> Anything with number three or do we like that order? >> I like the order. I think we just have to be clear based on what I know about our specific legislators that represent our district that the repeal summer employment we're only talking about we don't want to repeal we're not saying other people can decide if they want to repeal the thing for the whole state. We're saying specifically for non-licensed staff that are working in a school district. So I think we need to be very clear about that. >> Yeah. which of this says, but I just think it really has to be crystal clear that we're we're not saying get rid of the whole thing, but that [cough] particular subset because it has a disproportionate impact on schools when some of these positions aren't were never intended or designed to be yearround positions, >> right? >> So, at the end of that sentence, add within school district >> working within school districts >> or district. Something like that would Yeah, >> we could just add district in front of district school district. >> School district staff, I'd say. >> School district staff. Okay, >> great. And a question on the la last bullet point. And I am I think I know the answer to this. We are using the term teachers because that's the entry point for staff to then become other types of staff like administrators and such. Right. And that's kind of the standard for MSBA and AMSD and >> Yeah. Right. >> Not necessarily short. There's not a shortage on directors of things, >> administrators. There's a teaching shortage. >> There's a shortage of teachers. >> Teachers. >> Well, and if you look at the pipeline, I think this is kind of what you were just saying. >> Yeah. >> Many administrators started as teachers. >> Correct. >> And so if the teacher pipeline becomes more diverse over time, >> the administrator pipeline is going to become more diverse. >> Right. And there are fewer administrator positions anyway. And as we have a a grow your own program pathway for >> here for our students in addition to >> working with our um EAS with a teacher track as well. You know I think that's the >> that's the goal. Y got it. >> Okay. So when she was asking about that, I was looking at the bullet point immediately above it where it feels like we're asking for three different things that are all related to each other in one bullet point. There could really be three bullet points. Whole district's harmless for students who opt out of state standardized tests. >> Yep. >> Been asking for that for a while. >> Yep. >> Next bullet point. Replace high school MCA exams with a nationally recognized college entrance exam. Third bullet point, create a blue ribbon commission to evaluate and make recommendations to improve the assessment system to support student centered balanced assessments. >> Yeah, >> we'll take any and all. >> Yeah, [laughter] fair enough. You can pick one, take them all. It could be um >> I have a suggestion if you're >> Yeah. No, go for it, Scott. Go for it. >> I think we keep the district's harmless. Mhm. >> I think we keep the blue ribbon commission and maybe that leads to replacing high school MCA exams. >> Yeah. >> Like we're not defining what the outcome is going to be because I think many would probably agree that >> that would be one >> testing that is happening now is that may be one possible solution that comes from this blue ribbon committee. But I do definitely agree that something could be done. will hold harmless students who opt out of state standardized testings and create a blue ribbon commission. >> Mhm. >> Yes. >> Is what you're saying. >> That's my thought anyway. >> Cool. >> And the replacing part. >> Yep. Right. Right. >> I I like simplicity. Yes. >> Yep. >> That's right. >> Good suggestion. >> That's all I have. I'm done. [laughter] >> We're all great suggestions. >> Yep. Good. And then we can bring this to Aaron to make pretty. That's what I always tell my marketing person. [laughter] Here's all the words. Make him pretty. >> And he always does. >> And then we'll have them ready to go to the capital and talk with our legislators in person. I also think it'll be a great tool to then have online on our website and encourage all of our community to also be reaching out to our legislators, too. So, >> and as part of your conversations with Aaron, >> I haven't looked at it recently, but is there a quick link or, you know, leg in the in the website in our website, you know, some space within the website for for folks to go to and check it out? Yeah, >> there has been. Yeah, >> there is a link and I we've just updated. >> Okay. Right. >> Cool. >> Yep. Yep. >> Anything else? Not that's been discussed at the legislative committee, but because we do try to sit with our legislators and given the current um climate we're in wondering, maybe it's not a written legislative platform, but maybe we have we create some sort of talking points when we're meeting with our legislators about what is occurring in our district related to I >> the the events that are happening in our district. >> Mhm. >> That might be something the legislative committee could work on. >> Yeah. And we could bring back to a work session. >> A retreat perhaps. >> Retreat so that we can be prepared when we go to the campus. >> I think that would be a good retreat conversation. >> Great. We will have that on our next agenda. >> [laughter] >> Sarah, if you hear us, [laughter] Sarah's catching all this be watching the video. [laughter] She will capture all of this. >> Awesome. So, that's it. Thank you everyone. If we feel like we're feeling good about this because it'll come back to our next meeting. So, thank you. >> Great. [sighs] All right. With the work session closing out, the final item on our agenda is a close session. Um, let's see. >> As permitted by M. This part I do read out loud here. Yes. Final item on our agenda is a close session as permitted by Minnesota statute 13D.05 05 to hold the superintendent's midyear evaluation. Do I have a motion to close the session? >> So moved. >> Moved by director Hume. Second. >> Second. >> Seconded by Director Anderson. Any discussion? >> Hearing none. All those in favor, please signify by saying I. >> I. Oppose. Nay. All right. Uh the motion is approved unanimously. Um the time is now 8:26 and we will move to the HR conference room to discuss the superintendent's midyear evaluation. We will return to our open meeting immediately following the closed session. However, please note that uh having no further agenda items after the closed session, we will not be returning to the DAS upon completing completion of the meeting. Thank you and the board me and board members, please make your way to the HR conference room.