e this be online good evening today is January 23rd 2025 and the time is 6:30 p.m. I will now call the regular meeting of the district 191 191 Board of Education to order welcome to those of you who are in the audience and those watching online uh director Hume would you please lead us in the Pledge of Allegiance sure I 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 do I have a motion to approve tonight's agenda so moved moved by director Chester second second by director Hume is there any discussion all those in favor say I I I opposed nay the motion carries unanimously the and the first item under information we will receive a report from the student performance and achievement committee giving us a literacy update this evening this report will be presented by Amina aadal director of curriculum instruction and assessment a petski director of student Support Services Jamie how mtss Title One coordinator and Christine McDonald Elementary curriculum coordinator welcome good evening board chair worb superintendent battle members of the board thank you so much for the opportunity to share some valuable information around the reading performance and instruction of 191 students uh this evening uh I and members of the cisa team are happy to be here to talk about the work being done to impact how students learn to read and how teachers are supporting students at all levels of performance tonight we'll be uh speaking about uh our elementary implementation of curriculum uh sharing some data from K through 12 um talking about reading interventions for uh this evening and uh talking about special ed literacy interventions but uh first we'll begin with a broad view of how elementary students in 191 have performed measured by both the Minnesota comprehensive assess assessments and District screening of fastbridge a reading in this first slide we continue to see progress in the percentage of students meeting grade level benchmarks um while the bar graph gives us the picture of students by grade um the chart allows you to see how cohorts or groups of the the same group of students uh are progressing and gaining over time the first slide shows us the Minnesota comprehensive assessments and the second slide shows us what that progress looks like uh using our fastbridge a reading uh assessment for grades two three and four and five now Christine McDonald will our elementary coordinator will share more about the implementation efforts of our foundational literacy instruction with a look at our new curriculums in grades 3 4 and five followed by Jamie how our Title One mtss coordinator talking about tools for intervention good evening board chair warb super superintendent battle and members of the board I am Christine McDonald the elementary curriculum coordinator the past four school years our district has made a concerted effort to bring research-based foundational literacy curriculum into our elementary schools as a refresher foundational literacy skills are the building blocks of reading pheic awareness phonics fluency vocabulary and comprehension are considered the five pillars of literacy during the 23 24 school year we fully implemented hegerty bridge to reading and our kindergart in first and second grade classrooms while implementing hegerty bridge to reading in our K2 classrooms the elementary literacy steering committee explored curricular options for foundational literacy curriculum for our third through fifth grade classrooms after various meetings with curriculum companies paired with the results uh from the Minnesota read act we selected hegerty bridge to reading for our third grade students and functional phonics morphology for our fourth and fifth grade classrooms this current school year we are in the second year of hegr Bridge to reading in our primary classrooms while implementing our new curricula in the upper grades all teachers received training from the Specialists from those curriculum companies each ele Elementary School and its teachers have a designated literacy coach the literacy coach provides monthly checks check-ins assists with implementation finds and provides resources to Aid in the implementation and supports teachers with their instruction additionally in partnership with the cesa Department Elementary principles are participating in foundational literacy walkthroughs throughout this entire school year the literacy walkthroughs provide the elementary principles with a cesa partner to Aid in the implementation of the curriculum also with these walkthroughs the elementary principles are collecting data to Aid The District in ensuring High Fidelity of implementation just as a refresher our kindergarten through second grade classrooms are in their second year of hegr our Primary in our primary grades hegerty bridge to reading focuses on the building the critical literacy components of pheic awareness and phonics pheic awareness is the ability to identify manipulate and understand the individual sounds within a spoken word and phonics is the ability to understand the relationship between the Sounds in the spoken language and the letters in the written [Applause] language in art similar to kindergarten through second grade our third grade classrooms are also using heg Bridge reading however in third grade the instruction and literacy focus is on the literacy pillars of phonics fluency and vocabulary our third grade students receed receive complex phonics instruction with an emphasis on reading and spelling multi-lab words to build a baseline of knowledge for Mor morphology our fourth and fifth grade classrooms are implementing the morphology curriculum within the functional phonics morphology program morphology is the St study of the smallest unit of meaning Within A Word and how these units come together to form new words similar units are smaller units of meaning can be found in prefixes suffixes and root words morph morphology instruction emphasizes the literacy pillars of vocabulary and comprehension our fourth and fifth grade students are receiving explicit morphology instruction to assist in their vocabulary de development and the ability to encode and decode and comprehend the meaning of new complex words on the screen before you are direct quotes from two of our amazing ISD 191 teachers Jennifer halman a third grade teacher at vist view expresses the positive impact of heg Bridge treating in her third grade classroom while Melanie Bryant fourth grade teacher at Sky Oaks illustrates the power and impact of morphology and its instruction and what it's done for her students next Jamie how will be providing information regarding tiered intervention support good evening board chair worb superintendent battle and members of the board uh my name is Jamie how and I am the district mtss Title One coordinator um each of our nine elementary schools have one to three interventionists depending on the size and need of the school interventionists collaborate with classroom teachers at least monthly around data to determine students most in need of additional support interventionists work with students in small groups of 1 to six occasionally interventionists will push into the classroom to support students during tier one course instruction uh interventionists utilize different tools depending on the students area of need uh sips or systematic instruction in phonological Awareness phonics and site wordss has been around the longest and is directly correlated to the collaborative classroom curriculum that was implemented in 2017 2018 some interventionists are starting to move away from sips towards the University of Florida literacy Institute youly intervention that has been recommended by um the Minnesota Department of Education uly is also focused on fimic awareness and phonics hegerty bridge the gap is a newer resource that is specifically for older students grades 3 through 12 that need additional support in just phonemic awareness uh this is a great way to fill the gaps for our older students that didn't receive the hegerty bridge T reading instruction in K2 uh fast Bridge interventions are also available and these fast Bridge intervention materials cover all five pillars of literacy and are mostly used with students who have a specific skill deficit and may only need a shorter burst of interventions this resource is also used by classroom teachers during what I need or wi [Applause] Time coming back to that broad view you can see the Middle School System trends for reading as measured by the Minnesota comprehensive assessments and the fastbridge a reading the fastbridge assessments do provide teachers as uh uh coordinator how has mentioned do provide teachers with specific skill Prof proficiency information and intervention tools to address those very specific skill gaps across all five pillars reading data is more limited at the high school um but the Minnesota comprehensive assessment gives a highlevel view of our grade 10 students the only grade uh to be assessed uh in Reading over the past four years um I do want to say that uh on the the 2021 um year the participation was about because we were coming out of the pandemic was about 50% um uh after that our participation rates uh dramatically increased back up into about 85 to 86% participation um which is actually very very um high for our surrounding Metro for participation in the in the Minnesota comprehensive assessments um the next Slide the ACT results uh is another way for us to gain uh information about how well our students are reading um at the high school we don't necessarily do many assessments uh except for students who uh have some severe reading disabilities um uh as broadly as we do in the elementaries however we do have our grade 11 students taking the act and these ACT results move us from grade level proficiency to take a look at College and Career Readiness benchmarks um the gold uh in these graphs represent the percentage of students Meeting those College and Career benchmarks and there's two views here the first one is meeting that uh the subtest reading skills in the act for College and Career benchmarks that percentage the other one uh is uh uh another measure for complex text and what uh the ACT does is it identifies um students that are proficient or above proficiency rates uh in decoding and uh de demonstrating their comprehension of these College and Career level uh text uh that might be more complex and so um that's another indicator for us that our students are on the right track to um to College and Career benchmarks reading instruction at the high school uh and at secondary is very focused on addressing skill gaps for students rather than comprehensive reading instruction um and that aligns with the Minnesota um academic standards um we want to make sure that we are addressing those skill gaps and identifying those correctly um for students and supporting them in accessing curriculum content as well and so many of the structures that we have available for our students in the Middle School about accessing content um rather than reading comprehension and so uh we do a quite we have quite a few tools available to teachers to allow students to participate in the content um even if they um might have difficulty uh reading uh the the text uh at grade level um however we do want to address those skill gaps and continue to provide intervention um Jamie how will then uh show show us a little bit about what we're doing in our secondaries to uh approach intervention so uh both of our middle schools each have two interventionists like Elementary our Middle School interventionists collaborate with classroom teachers at least monthly to determine students most in need of support and they also work with small groups of students um of 1 to six uh Middle School interventionists utilize um some of the same tools as our elementary schools including sips and fastbridge interventions they also have an additional resource called path to reading excellence in school sites or press um which encompasses materials for all five pillars of literacy um what press offers is an additional diagnostic assessment for each of those five areas uh pillars of literacy um so that you can really identify and focus in on a student area of need and then it provides the intervention materials to go with that oh I'm sorry now director patosi will provide information and special education interventions good evening chair word Dr battle and members of the board my name is Amy petski and I'm the director of student Support Services Spire sound sensible and youly are targeted evidence-based interventions D designed to address the diverse literacy needs of students requiring intensive support these programs focus on foundational literacy skills including phonemic awareness decoding and fluency to meet the needs of all of our learners pilot programs have been successfully completed demonstrating measurable growth in students reading skills based on these outcomes year one of districtwide implementation is currently launching to provide Equitable access to proven literacy interventions literacy strategies are intentionally embedded in both General and special education programs fostering alignment across services and helping to close the achievement Gap building Wings is customized literacy instruction for complex Learners used exclusively in our site-based programs the program emphasizes functional literacy and communication skills for students with more complex learning needs instructional tools include visual supports augment of communication and multi-sensory approaches ensuring that students receive individualized attention students are achieving measurable gains while building confidence through their customized evidence-based instruction supporting teachers and staff through targeted training is essential for delivering effective literacy interventions we do this through onetoone coaching focused data meetings and conducting Fidelity checks to monitor consistency and delivering the interventions this year's expansion of special education literacy interventions and the support for our staff reflect the district's commitment to ensuring that every student regardless of their needs and abilities receive instructions tailored to help them succeed this Focus approach is already demonstrating success and positions us for future growth in special education and literacy outcomes this chart demonstrates the significant growth of the 42 students who received Spire instruction as part of the pilot program in the 2324 school year the number of students categorized in low risk increased remarkably including more students achieving greater Proficiency in Reading this was there was notable decrease in students of our remote As at risk uh readers seven students um had their IEP reading goals discontinued reflecting not only academic growth but also the reduction of need of specialized direct instruction for reading this pilot program results reflect how targeted special education interventions such as Spire can help close the achievement Gap build foundational literacy and promote students success last year special education launched another steering committee comprised of our middle school and high school special education teachers the committee propo purpose was to evaluate reading intervention materials that effectively addresses the needs of secondary students requiring literacy support after a thorough review the committee selected language live a comprehensive literacy program developed by Dr Lisa Moz the lead author of the letters training program language live offers a blended model of explicit teacher-led instruction and personalized digital practice to maximize the student engagement and growth wintime literacy model at the middle school levels students participate in general education literacy courses and receive an additional 30 minutes of individualized instruction focused on the specific literacy needs evidence-based tools such as spire uly and sips are used for those interventions additional supports include clude pre and or reteaching of strategies to strengthen the understanding and confidence wi Time meets the needs of their levels with precise individual strategies to close the literacy gaps these initiatives along with Comprehensive assessment build on our successes such as the growth scen Inspire implementation in the Elementary grades they highlight our commitment to high quality literacy instruction across all student populations including special education that ends our report thank you um are there any comments or questions from board members thank you chair worb um thank you for this presentation and um thank you for expanding it to K2 I appreciated that that was really helpful um two questions um and it's on kind of digging into the 15% of K5 and six 88.6% of grade 6 through eight students receiving literacy intervention um is that limited based on ra ratios student to Staffing ratios um can you elaborate on you know is that kind of a rotating classroom where people students come in and then they achieve their goals and then cycle out so yes that is the model once students have met their goals of targeted intervention we like to rotate them back out and make space for others um because we only have two intervention staff in the buildings they really do identify um special education staff are using the the literacy interventions as identified by director pet um and so these intervention interventionists are working primarily with um General ed students um and so uh but it is very targeted and it is very limited and um knowing that we are um identifying students and then taking them from uh whatever General Ed instruction they have for the small group instruction many times the uh intervention is probably 15 minutes if we can do it daily or three or four times a week depending on on uh what the area of intervention is but it is it is based on Staffing and and time that is available for them because uh the interventions are based on small group instruction gotcha and um there was another question in there um so is the is I guess uh is the setup the way it is now ideal is there more Capa like if there was greater capacity with um St Staffing would there be a need to that would be filled right um so uh as we're working collaboratively with the Middle School principles as we're looking at their schedule and looking at how we can greater uh do a greater expansion of the wi time um we have uh two things that that we're looking at one is adjusting the daily schedule to make sure that we have that win time available for for students and then the second one is is making sure that we're training all of our general Ed teachers in the English language arts in reading intervention um teachers who are trained as secondary language arts teachers do not receive the same type of reading intervention or reading instruction um training that uh elementary teachers do and so they don't really have that strength of pedagogy um we have a great opportunity with the react to provide every single uh uh Ela teacher in our district with foundational literacy training um provided by the Department of Education and so we're really excited about that because uh even our interventionists at our middle schools are really excited about what they're learning in that training because it is far and above just greater depth of pheic awareness and phonics and the morphology um that they just simply didn't have as uh um as part of their preparation and so that has really been beneficial and so we're excited to see that expand to all of our ELA teachers when that happens we'll be able to and um continue to connect them to the interventions connected to the fastbridge the report that comes to the teachers in fastbridge has the student scores and then it breaks it out into the different pillars and then identifies specific interventions that those teachers can do and so um we really provide them with the tools we provide them and we're looking forward to having them complete that react training so that we can do that greater expansion we'll look at some expansion next year with the um um changes in the wind times at the m schools I think the principles uh both principal Hy and principal alustin are very very committed to uh expanding the wi time structure that they've been using with their sixth grade with the seventh and eighth grade as well and then two more questions that kind of leads into my next question um so we've talked before about um empowering each teacher um particular in this case I'm thinking um secondary 6 through 12 um to be um an ml in uh teacher um we used to also talk about ensuring that 6 through 12 teachers see themselves as reading teachers as well um can you speak to that sure um two when we think about the Five Pillars and we think about teachers in all content areas the two pillars that really um help students to access when I had talked earlier about accessing the curriculum the two pillars are vocabulary and comprehension strategies and so the two things that we continue to support uh teachers in all the content areas are are how do they better teach vocabulary whether it's pre-teaching or embedding that teaching of vocabulary because that builds the background knowledge for students um to increase the morphology and understanding of the words themselves but also um understanding the content um and then the other one is comprehension strategies and we've tried to um really look at what are those specific strategies um and it may not be quite as big of a initiative anymore because it's so integrated and embedded into some of the things that we do but um I'll give you one example if you are willing to um take the time uh We've uh implemented amplify science in our middle schools and it's a very aligned to the Next Generation science standards it's very Hands-On it's um identified to be phenomenon based so students are thinking like scientists at the same time wrapped and integrated within that are the technical reading skills and so in every unit for the amplify science are the structures for the teachers to teach the vocabulary embed the morphology and uh identify certain ways that we would pre-teach or um guide students through the reading material so it's embedded within that content already and um when we look for curriculums we look for curriculums that have those components already embedded within them and so that's that's one example of while it's not we aren't putting up the banners every teacher is a teacher of reading we continue to believe that and operate uh with that as a value when we are selecting curriculum and training teachers in all the content areas great thank you for the refresh I appreciate that do you have a question yes go ahead thank you um first I just want to say thank you for the presentation and for the work that you're doing um I mean I think that literacy and reading skills are are just so crucial you it's something that everyone will use every day versus say you know student saying well I don't know if I need to do algebra you know as an adult I mean so uh thank you um and so you kind of were talking about expanding the program uh a bit with some of the different ELA teachers I guess uh first um how long until you could have this rolled out kind of to everyone and uh the second would be how many years really do you see or expect um to be implementing this to really be able to identify it efficacy um you know kind of that balance between is this really working we need to give it time we don't want to be just switching from program to program to program um but yet you know how long do you really anticipate you know really it taking until we kind of analyze and and you're looking at the efficacy one of the things that we were able to share with the board over the last couple of years is the immediate results for students um when we are really focused on that high quality implementation and so when we looked at our pilot data we were able to see uh right away with students uh with that small pilot group of teachers who were very focused on that um uh last year when we shared our implementation data when we did widespread implementation we were able to demonstrate the the really the one-year gains that that we were able to see in classrooms where we were able to uh document high quality Fidelity um to the program and so when we talk about how long before we see that long-term efficacy it really is probably two to three years of ongoing support not for the students because the students get it the students do it it's building those structures for our staff and for the adults in the system and making sure that we are really continuing to support them as they grow in knowing what the curriculum lessons are being able to adapt those lessons being able to use the assessments to uh shift and and and uh adapt their instruction to uh the needs of the particular students and then adjust the instruction and the lessons um and collaborate with the other uh providers in the building for students who may have additional needs and and sometimes those structures are the ones that take the longest amount of time and which is why when um uh coordinator uh McDonald talks about each uh principal having a partner um from cisa we really are committed to empowering our principles to to be the ones that are doing those walkthroughs and and assisting and supporting their teachers in doing that implementation and so the answer to your question is probably um as we look at our second year of full implementation of K2 we're really looking forward to seeing those spring results and how well um our teachers now in their second year are working towards the those goals and knowing that it's the first year for our third fourth and fifth grade teachers to do those things in um they are so committed they are so engaged they see the need for wanting to use these curriculums and and address these foundational skills that they themselves have identified um that you know I I really see that that high level of Engagement for them but it does take it does take time yep yep definitely to be expected and and great to hear that yeah with that engagement some of the excitement is is always great to then you know it it gets everybody excited in including the students thank you uh thanks I I just have one quick quick question myself um relating to the walkthroughs that you talked about with the principles at the um Elementary level um you discussed um them collecting data so I was curious about um what that involved like how are they collecting that data where's that data going um who's managing that want to talk a little bit so um together the ca department and Elementary principles created the literacy walkthroughs and what we were specifically going to be looking for um based on where we are in the implementation so we worked closely with the curriculum companies to identify what should we be seeing in how what should the principles be seeing in the classrooms both from the instructional aspect and the student aspect in the fall of year one of implementation and then the winter and spring um and so together with that information from these companies we created our literacy walkthrough and it is looking at things very basic as are we seeing the the tools and resources provided by the curriculum actively being used in the classroom both with the teachers and the students we're looking at active engagement both with the teachers and students and our teachers providing explicit feedback to the students learning in that moment and then also we're looking at the structure of the lessons are we seeing all uh important components of the lesson being delivered into the classrooms um so again uh and we're looking at other items as well that my brain is not coming up with right now but we're using that data again it's not to look at an individual teacher of what you are or not doing but it's to look at we're Gathering the data to look at what is working in year one and what is missing and how as as a district do we provide that professional development to teachers to continue to strengthen their instructional strategies in their classroom okay that's very helpful thank you uh really appreciate the presentation um I just love hearing about all the work we're doing in our district with litery so keep up the good work thank you uh next on our agenda is to receive a report about the fiscal year 2025 revised budget from Tyler Denny Director of Finance welcome good evening chair worb direct Dr battle members of the board tonight I will present the fiscal year 2025 revised budget overview of tonight's presentation uh provide the board and Community with updated financial information and provide a recommendation to the board for approval of the FI 202 revised budget tonight we'll we will answer these questions where does District funding come from what restrictions are there on District spending how does the District spend its money and what's the current situation so where does District funding come from general fund revenue is just below 162 million uh the largest source of Revenue is from the state general and categorical Aid at 111 M million or 69% the graph on this slide shows the Gap in state funding the orange line is the actual form formula allowance the blue line is the formula if it was adjusted for inflation some of the district's funding has restrictions the general fund capital is annual is the annual allocation that can only be used for Approved personnel and Equipment per state statute title funds is federal money designated for specific purposes such as needs associated with high poverty rates the technology Levy um is specifically for technology personnel and equipment and then Community Education and uh food and nutrition funds are also separate $159 million in general fund expenditures by object Dimension or type of expense um 76% of our budget is is on people um 24% is on supplies uh facilities contracted Services the same general fund expenditures but by program Dimension or um by purpose 76% of the budget is on instruction and instructional support general fund staff by bargaining group the largest group 70% or 79.6 million is for teachers a look at the fi25 budget for all of the funds the audited fund balance for last year plus 27.5 million in Revenue minus 215. n million in re in expenses brings us to approximately 88.7 million in total fund balance at the end of fiscal year 25 the current situation for the general fund we are estimating a $2.5 million surplus which would bring the fund balance percentage to 24.9% other resources included in the Pres presentation are linked on this Slide the budget unit summary report and the Staffing budget uh by budget unit is also included so next UPS later tonight there will be a recommendation to approve the FI 2025 budget revision and then um we will all begin budgeting we will begin building the FI 26 budget thank you thank you uh are there any comments or questions from board members Scott uh yeah on I think it's the maybe the next to last Slide the comparative summary slide um I was noticing that Revenue was up over the adopted budget by about $7 million wonder if you could talk a little bit about I mean that's great but if you could talk a little bit about how that happens yeah so U some of that is catching up for things like State special ed Aid so there was increases to that and we were um under budgeted for that for the last couple years um so the state um does provide that um a best guess um so we are increasing that um substantially to get more in line with the historical Revenue there same thing with um the investment earnings as well we've typically been under budgeted and we're going to bring that up a little bit um to be more in line with historical actuals on that there is a couple um new funding streams that we did not have in the budget uh related to the re act that was about like a half a million um I think those were the biggest pieces okay thank you and then I on the I don't remember what slide it was but there were links to the specific I think budget unit and I noticed there were quite a few that had some pretty significant like $240,000 $400,000 on some of the budget lines as far as El the elementary sub budget is up by about $240,000 it look like the Middle School general instructional budget is is under by about $400,000 U if you could talk a little bit about again kind of how those things happen I know it's hard to predict a year out sometimes but yeah so specifically for the sub budget that is all related to um the history of what we're actually spending and then what we're currently spending so last year we ended up over budget for subs and the trend has been that that budget has increased substantially over the last few years um so we had we had to add more money to make sure that we had um the budget to cover that um and then there's also the um the effects of contract negotiations and and shifts in Personnel since we did the adopted budget sure thank you I think from my perspective and my day job yes you make a budget and things change over the course of a year and that's why we have this adoptive this revised budget process so thank you for that I that's all I had anyone else um okay um thank you for your report uh lastly are there any reports from board members regarding board committees appointments and school assignments from last year's assignments new board assignments for 2025 will be up for approval later this evening as part of our consent agenda it's not a specific you go ahead but yeah so um n ISD Intermediate District 917 met um last Tuesday which um not this past Tuesday but the Tuesday before uh the 14th it was the 14th um and um we met a week later just so that we could then have our organization meeting with every all the decisions that the member districts had gone through so they underwent their under underwent our organizational meeting we have a new um board chair um Tom Bennett from um Bloomington schools and um and then approved kind of like similarly to what our district approves you approve your calendar you approve you know meetings and um and uh different representatives for different assignments and so that was really the the bulk of the board meeting and then um we we're reviewing um a few um routine policies so not a whole lot to report from 917 for this last month but maybe more coming is there any other reports oh I was just going to say it's not a committee assignment but directors Anderson and Nicholson and I and Dr battle attended the Minnesota Schoolboard association annual conference last Thursday and Friday and I thought it was one of the better ones that I've been able to attend I think for me the Highlight was definitely we had the an opening speaker U Mickey Smith Jr on Thursday morning who was incredible um he was really talked a lot about um music and the and impact on students and student achievement it was really really good and then the closing session it was often when I've been to these I've said either the opening speaker or the closing speaker is really good and this year I thought they were both both just really really outstanding it was H Hames Brewer who was um originally from New Zealand he's a principal um and goes and I think from Virginia is he I think he's a principal in Virginia at a middle school and talked a lot about turning turning schools around and really the impact that a principal can have on the students in their building so both were really outstanding and great sessions and it was just it was I think it was maybe one of the larger msba conferences I can remember certainly the largest since the pandemic I I think the combination of we're being a few more years out from the pandemic and a lot of new school board members were elected across the state last year so definitely as always recommend that if you're able to go you should and that concludes my report thank you okay uh that concludes the information Port portion of our meeting we will now move to the business portion of our meeting we will start by approving the consent agenda although board action is required ired it is generally unnecessary to hold a discussion on these items in the event a board member wishes to discuss an item that item will be mooved to for separate consideration do board members wish to remove any items from the consent items if is there a motion to approve tonight's consent agenda so moved uh moved by director Anderson second second by director alt all those in favor say I I opposed nay the motion carries unanimously the first item under new business is to consider approval of the 2025 26 secondary course catalog presented by Dr Chris Belmont assistant superintendent welcome thank you thanks chair word superintendent battle members of the board good evening I'm here um to seek formal approval of the secondary course catalog for for the 2025 2026 secondary course C catalog um with the additions deletions and changes outlined in the board packet materials uh the board Might Recall um principal Sandoval and I presented um a more detailed description of some of those changes in at the January 9th 2025 meeting back to um is there a motion to approve the secondary course catalog as presented in the board materials so moved moved by director Hume seconded seconded by director mikkelson is there any discussion um all those in favor say I I opposed nay the motion carries unanimously thank you chair the next item under new business is to approve the FY 2025 revised budget presented by Tyler Denny Director of Finance welcome back director Denny good evening each fiscal year the budget is revised to reflect the most current information available with respect to revenues and expenditures this recommendation formally recognizes these amendments to the revisions by incorporating them into the budget document revisions have been made in all governmental funds the recommendation is that the Board of Education approves the 2024 25 revised budget providing all funds revenues of$ 217 m519 765 and all funds expenditures of$ 215 m865 457 is there a motion to approve the fy2 revised budget sove mov moved by director alt second second by director Hume is there any discussion all those in favor say I I opposed nay the motion carries unanimously you this concludes new business next on our agenda is a work session to discuss the use of funds from the sale of Diamond Head Outlaw and a long-term facility planning update I move that we take a brief recess and return to this agenda item at 7:25 is there a second second she second by director Chester move by myself and second by director Chester all those in favor say I I I oppos nay the motion carries unanimously please return to the dice at 7:25 to begin the work session e e e e e e e e e e e e e e e e e um it is now time to begin our work session session this evening uh the first item on our agenda is to hold a discussion about the use of funds from the sale of the Diamond Head education center outlot um so we're what we had previously discussed I think when you know we re previously convened on This was um per the um exemption um we had different where where we needed to commit the funds we had different options and we were trying to decide uh where we wanted to at the funds we had uh several different options um trying to get back hang on a second sorry here we go no well let me just I guess I'll I'll review the resolution just for reference um so the resolution States whereas jasb statement number 54 and fund balance policy 714 establish a process for Minnesota school districts to commit fund balance and whereas the school board of Independent School District One Number 191 191 received received an exemption through legislative action to commit funds for and whereas the school board of Independent School District number 191 has determined that a commitment of funds is necessary be it hereby resolved by the school board of Independent School District number 191 to commit such whatever funds for the purpose of whatever um so oh that's the draft resolution so I'm sorry I was trying to find the um exemption exemption sorry the next one down it's in boardbook the next one down okay sorry that's okay okay here we go okay now with standing Minnesota statute section 123 b. 51 subdivision 4 paragraph b or any law to the contrary any remaining net proceeds received by The District in connection with a lease of real property that is not needed for school purposes or part of the property that is not needed for School purposes as permitted under Minnesota statute section 123 b51 subdivision 4 paragraph a and with the school the school board of Independent School District number 191 Burnsville Egan Savage specifically identified in the district's open facilities action plan may be deposited in the district's General unrestricted fund following the deposit of such proceeds as required under Minnesota statute section 123b . 51 subdivision 4 paragraph B notwithstanding Minnesota statute section 123b 51 subdivision 6 paragraph c2f or any law to the cont contrary any remaining proceeds of the sale or exchange of school buildings or real property of Independent School District number 191 Burnsville Egan Savage specifically identified in the district's open facilities action plan May dep be deposited in the district's General unrestricted fund following application of such proceeds as required under Minnesota statute section 123 b. 51 subdivis subdivision 6 paragraph six that was a lot of words um so that was that's the exemption um and what we are task to do is to determine the the funds from the outlaw where are we going to assign them are they going to we have three different options for my understanding is we can commit them to um facilities or we can commit them to um programming in facilities or we can do just programming is there a fourth option of we wait until we have more funding from the other two pending sales I don't believe that should so it's um since we have the money right since we have the money right now in our funds um it's going to be beneficial to have those funds designated so that in the next year or so you know we are all clear and on the same page about what the board wants those funds used for for example we know we're going into negotiations right so we know that the $900,000 from Diamond Head we want to set aside for something specific and to do that now um I would argue um sets us up for Success um but we're not doing is currently is deciding exactly how it's being spent that's that's what I want to make sure no because it's it's really it's more about the umbrella right what's the the bucket that it's going what's the big bucket that it's going to go into we commit it and then you know Dr battle and her staff can come forward when they finish their research and um input sessions etc etc and I I also want to clarify I guess I thought we had done that at the October meeting maybe we just talked about doing that and this is the followup from that yeah we never made a clear decision right right but that that we also want to probably clarify too that we can uncommit after we commit it like if we if we say hey we're going to commit it to uh facilities oh wait we want to do some programming okay we're going to uncommit this and now put it towards some program we have the right to make a decision and we have the right to change our mind yes yes very important yes and if I may can I can I add um so because this kind of came up at the last minute um Dr battle was kind enough to share speaking points um that she presented to the legislature that I think kind of provide additional context to the general conversation um and maybe what we can do after the board meeting is have those added to board book just so that we're we're you know open and transparent about that but basically um I'm not going to read all of it but the primary purpose for this exemption would be for the board to be able to use the funds in a way that best meets our local needs it puts control in the local community Through the school board um oh before that sorry the exemption would allow any proceeds of the sale Beyond what's required to pay off the building's existing debt to be transferred to the district's unassigned general fund and used for programming expenses instead of only for Capital expenditures so that's where we have the legislature hearing from us programming or Capital facilities right right and to to chair worbs point right the the three options are one the other or both right right because if we didn't seek the exemption we would have only been able to commit it to Capital correct correct okay once all the debt had been paid yes once all the debt had been paid well I would suggest um just to get the conversation started um that we just look at um Capital initially um because we know that we also have metf and Su Trail coming right ostensibly MW at some point too and I would say that because those are actual total sale of whole buildings in which we had debt that's where the legislative exemption fell versus the sale of the Outlaws which we wouldn't wouldn't be part of the legislative exemption correct correct yep and that's also where we had flexibility to begin with anyway so right gotcha right okay I guess my question would be why wouldn't we want to continue to give ourselves flexibility to be able to say capital or programming because the resolution needs to be specific purpose and a specific amount for that that purpose I mean I guess you know I mean she did say that was one of the options was to do both right but then we just have to decide the amount exactly yes exactly right but if there's going to be other funds coming in we hope yeah in theory right you could put this in um facilities the next batch so to speak could go to both or the other and Devil's Advocate since this is not coming out of a building one could argue that this might be where we place funds for programming because building money tends to want to stay in building money that was my exact thought just said it first but that's kind of what my thought my line of thinking was because um this was not a proceeds from a building sale um that maybe it should be put into programming that's my opinion and it's not such a significant amount that like from the discussion last year about well you know it's going to you we're going to expand and get all these great big programs that aren't sustainable because what happens when the money runs out that this is you know this is a good way to be able to tweak some you know good investment that could go a long time and yeah to put it to our programming at least initially director Chester I see you uh part of me is wondering because of the because we did seek the legislative exemption for the sale of the buildings that it'd be good to have some flexibility in terms of because it is a larger pot of money from the sale of buildings that some of it is that it is some for Capital some for program in that sense because that then validates the reason we went after the exemption in the first place right with this one with a little more flexibility and a smaller pot do you know I I like the idea of having some sort of a restriction to it um and then wondering if if we need to be more um if we need to be more specific in the name of the resolution that this is a resolution for the commitment of funds from the sale of the out lot versus the sale of whole buildings because would we have another resolution after the sales of the buildings are done we'll have a resolution each time yeah right yeah because I thought I heard you say that we're only talking tonight specifically about the outlaw yeah which to me means we will have more discussions right when the day comes that we get the money from so then that would be more named because like right now the title is just commitment of funds so like we would have it be more commitment of funds from Diamond Head specific named okay question so are you saying the second whereas doesn't apply yeah with the sale of the Outlaws that does not apply right right this this is preemptive for the next resolutions but not this right right gotcha yeah sense I always like holding money and temporarily restrict it because then it's you can't quite touch it I tend to agree that we have the legislative exemption and the building sale might be where we want to use it um yeah and perhaps we just go with programming to your point yeah and I mean kind of what's already been discussed is the fact that you put in in programming it doesn't mean that if a significant need L pops up it has to stay in programming the board does retain some of that ability to to reassess so it's it's not like we're completely HED in and we know that Dr batt and her team are already working on Gathering input from the community on a variety of subjects so more to come on that point for programming or facilities facilities y facilities I guess so I'm sorry just want to clarify so because this particular um sale did not require the exemption do we need to use a different resolution I would have to ask the attorney I was just following up on the point because it's limited to the outlaw the exemption has nothing to do with it right that's why I'm asking but I think we still need to have a resolution yes yep I agree I just say we need to have that section res Noor no I'm saying but the the resolution that's in here would need to be revised because it's stating oh receive an exemption we don't need for that specific that first one might just be remov and this is a draft so our attorney has to will give us a resolution okay yep this example is not from our attorney perfect I guess if we go the programming route which I'm a little wiy on which is ironic given how the conversation started um I would want at some point and I think this is probably as soon but I just want to say it out loud that we would get information specifically about what that money is being used for as part of like if we're saying the money is for programming I want to know what programming it's paying for it won't come out of committed right without board action there you go that's what I want to double check yep it's not like it's it's there and then just get that would approval before it gets used excellent okay I mean what but to that though I mean we we've talked about there's like um facilities there's going to be a list of projects is there something that exists for programming right yep and that was also pull that up um always always programming aligned with the district's community-driven priorities for example prek through grade 12 Pathways model which is designed to support each student in finding their passion and preparing them for success in after graduation early literacy programming which is foundational to our core work so that was presented to the legislature exactly before the react was passed before the react was passed yes so I I think we have some breadcrumbs mhm yep okay I can support program the policy route if that or the programming route if that's one of those PWS if others agree yeah knowing that we have hopefully presumably have more pots of money coming hopefully this spring so are we agreement then we will move forward with a resolution to commit it to programming okay yeah to our attorney okay for the amount the whole 900,000 yes okay I think that's cleaner and easier okay just add those uh speaking points to board book after tomorrow oh yes since I read them yeah okay um thank you all for your input into this discussion we are now going to shift to the second item on our agenda under our work session which will be to hear a long-term facility planning update from superintendent battle and executive director of administrative Services Stacy svine Dr battle will be starting this off right thank you uh chair worb and uh directors of the board um the board requested an update on the facilities I believe the last was it November October November uh was the last update um also um request to make sure we get our new board members updated so um if you're listening and board members this is a recap of that November um presentation so ask questions and with that I will turn it over um to Stacy sovon and at the end we'll give you an update uh we had shared in November that we would be in uh Gathering more data and so we'll give you an update that's really the main update Stacy you want to do it you want me to do it since you did it November 7th no I didn't do it November 7th you and Dave Lake did oh that's right Dave ltfm yes I'm assuming there's a PowerPoint what's going on hit Escape okay there we go yeah he did the ltfm part shortly there we go all right did it SL show here we go uh this is more than a recap it is the November 7 uh presentation for you folks um just to be very clear so some of this will sound very familiar uh why are we having this discussion um because at the time uh in November we had recent uh conversations uh closed sessions on Safety and Security uh some work sessions to dis discuss the use of open facility sales proceeds such as the outlaw which you were following up on today as well as metf middle and SU tral Elementary with anticipated Sals in uh July of 2025 this presentation is of November 7 2024 um our desire is to take a planful comprehensive approach to addressing these and other facility needs 91 facility should address changing student needs and programming in a fashion that is welcoming safe and efficiently uses one-time Capital expenses to reduce ongoing inefficient operational expenses often referred to as overhead uh so the goal is to identify and prioritize District needs for today uh in a manner that provides flexibility for the future um an important phrase because it isn't uncommon to where um building leads uh often we'll say well I want to move this to here and that to there and we end up spending money to make those changes and they're really meant to address issues in the Now versus as we're looking at this um hopefully um providing flexibility for 20 to 25 years now I say 20 25 years that's becoming a really long time both in technology and in education um a lot of things can happen within that time frame but as much as possible if we are looking towards the horizon and our planning that should allow us a lot of flexibility and options for future School boards we want to leverage our resource ources to maximize the use and efficacy of 191 facilities we are committed to students we are committed to student learning and offering the best possible learning environments and opportunities so we also want to create welcoming and safe building and spaces and we want to make sure that we're engaging our community in this process and hearing from many voices an open and transparent communication and decisionmaking process cost effective use of our facilities and resources and as much as possible will reduce inequities and racially or social economically identifiable schools some initial list of identified safety and facility updates structural changes to several front entrances and I want to make sure that it's clear this is just from observations from uh folks like David myself some principal comments so some of this again it's just very anotal and very preliminary as we are bringing this forward structural improvements for concept buildings redesigned parking bus drop off and parent pickup zones dedicated instructional spaces and secure entrances for Early Childhood at eight buildings and Enterprise infrastructure initial list of identified safety and facility updates would be looking at structural changes to several front entrances to make sure that they are welcoming intuitive uh support um traffic flow that is safe for all pedestrians and students and regulated and a regulated environment security having multiple layers a line of vision and communication and deficiency reduce the need for multiple dedicated Personnel uh some of our sites just to give examples on when it comes to uh pickup and dismissal we are put having staff walk around and dropping traffic cones and that's not good use of our Personnel or time when we can restructure it again with onetime money so we don't have to keep doing that for 170 days each year the year uh initial list of safety and facility updates structural improvements for open concept buildings um just so you aware when I describe an open concept building those are buildings that were meant to well to be open and to feel like everybody was a part of a larger community and you hear the hustle in the bustle and everybody feels a part of something problem with an open concept building is you hear the hustle in the bustle and everything is going on and it's very hard to really focus um so we are also looking within that uh evaluate the open concept buildings for our return on investment um install uh Florida ceiling walls in buildings where we have three4 walls so if you look at a number of our round buildings for examples um the wall only goes up so high we have some uh um plastic um it's not plastic um really plastic I guess that's not the word plexiglass that is above often um but it isn't a secure site or secure locations um also installing classroom doors and buildings the that were also designed for open concept again these were all preliminary anybody walking into a building pretty much quickly could say OA so and and come up with those so initial list of identified safety and facility updates several sites student pickup zones were never designed for the level of traffic that they are experiencing um it used to be where you may had a handful of families where you know the the parents one of the parents may be driving right by the school on their way to work it just wasn't inconvenient and the kids got up late so it was random you may have five families whatever it was very flexible now we have people lined up in the street to pick up and drop off it is we have more parents picking up and dropping off than we have buses at the site in most cases initial list uh safety and facility updates again uh looking at uh our uh Early Childhood programming our VPK that's in the buildings our um project kids so again when the buildings were initially designed they were designed for K5 k6 at the time now we have a lot more uh Primary in early childhood programming that's occurring at these buildings they take up space as well our kindergarten classrooms typically have a restroom in them you add VPK classrooms well the little ones there also need to use the restroom and they need to use it now but we don't have that many classrooms in the buildings that have uh restrooms available um program hours don't always align with our kf5 programming especially with the project kids that's before school and after school programming um so that how do we address keeping those buildings secure parents are secure and bringing the students in and feeling that the students are safe without needing to have multiple entrances open and then providing appropriate instructional uh spaces including primary age bathrooms and other dedicated secure entrances and then addressing Enterprise infrastructure it's pretty much this is all of the internet the wiring the security the cameras the communication all of the things that are Behind the Walls to support everything else that's going on okay some other unvetted possibilities that have been shared by staff um our morass Center needs updating and again the portion that really needs the updating are the portions in which most folks don't even see if you were to get up into the rafters and see where our lighting and our electrical and the wiring you would be down real quick uh Athletic Field upgrades um we have some major issues with our athletic fields we have a really good football field but we have some other issues with a lot of our other spaces it doesn't H help having a natural pipeline that runs under them that needs to be updated every about 20 years and and fixed uh growing pathway programming at our high school future enrollment and instructional capacity and data infrastructure and in uh and efficiencies in different areas so how do we normally pay for these projects normally we would play uh pay for a lot of them through our long-term facility maintenance uh often you'll hear it as ltfm and they are in a 10year cycle to where we prioritize projects and plan for them and it's a local Levy so we need to replace a roof we need to replace a boiler we need to replace carpeting or flooring things that are already existing in place we can use ltfm money to replace it it's not new walls it's not new structures it's replacement of structures okay uh some projects um are unexpected um that can be because of enrollment shifts special needs we have a student that moves into the district we move a focus program and we may have bathroom needs different things that just require this uh breakdowns and malfunctions um earlier this fall we had a water line break at Eagle Ridge that took some major construction to have to um get that repaired and you know those are unexpected and we do have a deductible on our insurance that we have to reach so there's costs and money that comes out first before we even get claim reimbursement um and then also changing programming pressures uh so some major projects are outside the scope of ltfm um such as significant structural changes which may take additional steps for um in development so we pay for the different projects through again ltfm our annual operations Department budget uh if it's a fairly well inexpensive I guess is all relative to your budget size but fairly inexpensive um our safe schools budget can um be used and coded for some different projects that fall under those requirements special education often will pick up the bill for Focus program needs uh reassigning our unassigned funds and then also you have the option for like Bond referendums so this was our next step slide in November and we are still in this portion that is dark so in the next 3 to four months we will gather more information on potential facility needs that align with our purpose and again that we address the purpose at the beginning piece so in November David and I walked through all of the buildings with uh administrators and our directors and I mean what does that door open where does that go what's in here what do we finding over here um so we did that in every one of the buildings uh Amy uh petski and um Jason sellers we walk Diamond Head because they both have programming here and then we met with Kevin Kleiner to discuss our athletic fields and different things going on there so we got the initial list of needs from our administrators and now we are scheduling meetings with the BLTs at each of the sites um so we are uh meeting with the BLTs which is comprised of the teachers as well as the administrator at each site to review our initial finding of needs and to ask them if they have other needs that may not be represented on our our list okay um we are scheduled through uh the end of February we still have three more buildings that need to be scheduled and we are working with Kevin to bring in um different uh folks that have um connections with our Athletic program to hear from the community as to what their um feeling their needs are as well okay so what we're anticipating is if everything is scheduled correctly come late March we will come back to you with with an exhaustive needs assessment list not Solutions just needs and it's going to be extensive just with what we are gathering up at this point at that point we will move into the next phase to say okay here's everything that we have needs guidance a little bit on the scope on how you on what you would like as far as we let figure out different ways to address all of the needs or you may try to limit that which will then guide us in developing a guiding change document we want to make sure that we're not wasting time where we're bringing in a guide a a this um an options team that will look through a number of different options because they need to know the scope of their work so next step once we're done we'll bring to you A needs assessment just an exhaustive list we will look for some guidance as to how much of this you want to try to tackle or if you just want to say give us your best shot whatever that discussion you'll you'll have a little bit better idea once we bring that list to you and then from there we'll start moving into the community input discussing different options what that might look like um as we were looking at the different buildings through this process um don't don't start landing on any options that you think it may be because there is a lot of potential and a lot of different ways of Po of looking at some of these things to address our needs and when we start doing cost analysis and when we start looking at the the pros and the cons and trying to address multiple issues at the same time that really I don't want to just fix one issue at one location and then still have other issues outstanding or create a hardship a pinch Point someplace else we want to try to figure out how can we solve multiple issues in a coste effective way that will be flexible for the next 20 to 25 years nothing to it easy with that is that's our update and recap thank you thank you Stacy new board M like uh drinking water from the Fire H that was helpful thank you will there be some sort of identifiers in that list you know that'll go we you know like if there's some not necessarily ranking but you know oh no red yellow green like like the roof is going to cave in here that should probably be elevated little if we do a roof type of thing that would fall under ltf okay I I don't want to I don't want to put my thumb on the scale of saying you really should do X yeah because if we're going to you know we're at this point in time we're just everybody just I don't care what it is we've had stuff like can we get that wall repainted MH okay fine we'll put it on the list but that isn't really we're looking at the bigger things you know um but I really leave it open for once we do have a design team and we're putting them into place with a guiding change document MH that as long as they're meeting the parameters and the and the um desired outcomes and the Restriction pieces that they really have a lot of flexibility to say you know if we're looking at efficiency if we're looking at a return on our investment if we're looking at meeting multiple needs that group will bring you back options in which um they feel hits all of those different points and then you can choose from those options and decide at that point I really want to make sure that are not tipping the scale on this okay so help clarify for me please Stacy um because as as you were sharing you know reviewing this um you know the process with us again I was thinking about okay efficiencies and impact um at what point in the process would an an assessment of impact for each of the items on the list come in would it come in the initial list or would it come through the design team come through the design team the design team okay the design team would say okay here are our recommendations and why and potentially the implications for them or what problems we're trying to solve with them because when we're bringing forward the options you know we we we will have several stages to where the design team is going out and seeking it seeking input for refinement and they're going to need to be able to speak to each of those options and see which ones become more and more viable through that uh input and refinement process um so again it's my next step is A needs assessment what I'm going to be asking for you at that point is um how much are you willing to bite off I mean are you saying you know what this is comprehensive we want to go all comprehensive I don't you may say we want to keep this limited where can we try to do small amounts over time there's going to need to be some guidance of the scope of work for your design team that's really what's going to come down to at point and I guess I guess just getting a for me just getting a list may not be adequate to to help evaluate and that and yeah I mean it's it's like the why beh the why behind it yeah so it's like this is on the list because of this right and and and it ticks off getting into the weeds I'm sorry but you know in terms of impact because I think that's kind of what we're looking for right um how broad is the impact on learning on access on safety I mean ask for an example I um Stacy mentioned the pre so with the board is director we need to upgrade all the the bathrooms M you you know the impact that will be like he said they need to go now they don't have to walk down the hall so is that kind of the rationale this is the impact if you do this then that will limit for prek whatever it is the exterior the parking the impact will be we won't have staff utilizing their time to put out cones anymore they could be doing other activity is that what I guess I'm asking for your definition of impact well impact is is is what's the significance of this change to the program or the school whether and and in terms of why they identified it as a need right why have they identified it as a need how many students are we talking about how many families are we talking about not depending on the item staff time how much staff is this list going to be evaluated before it gets to the board nothing no I have no desire to evaluate any of the needs assessment because you are getting the raw information completely open if I'm going to have Community input and follow the process that we identified at the beginning of this presentation I'm not going to trim the list I'm not going to put my priorities on this I'm giving you an exhaustive list and you will see redundancies in much of this we will break it down for that but again I bring this back to also falling in love with ideas that we haven't even put on the table yet um because as we were walking this and that's it's hard for me and I'll be very honest with this not to come up with different ways of solving what I'm seeing oh sure sure you know it just and and I will let you know there are many viable options for that I'm pretty confident that at this point in time nobody is even considering but again I do not want to put my thumb on the scale I want to let the design team work through this process what I'm really going to be looking for when I come back is more than like how much are you willing to spend and how do you want to go about that MH because if you tell me I have a budget of x amount of dollars when we take it back to the design team that's going to be we may come back and say we're only going to be able to address this and this and we believe these are our priorities and that's outside of other funding that could solve these things that's right so then it whether before Stacy comes back or after I believe we'll want to have a conversation about short and long-term goals um because right now you know when we talk about enrollment um it's declining to Flat um we have money coming to us from the buildings and we need to think about this board and future boards and the needs of the of the school 20 25 years exactly exactly and and not be shortsighted I I will put out one thing outside of our exist and open facilities I do not think we are at a place um with our current structures um well let me borrow a phrase to jettison any other property after our current vacancies or to possibly even necessarily close unless we do some major redesign of other locations um we we lost nearly 4,000 students before we closed three buildings you know even our over the next 10 years has anticipated we may lose a thousand um Burnsville in our area is pretty landlocked I I'm I'm reaching my threshold of comfort so outside of our current open facilities I'm okay with all of that I would be cautious if you're kind of thinking along that line no no no I no I'm just thinking with the footprint that we have okay the existing footprint okay um and and knowing that being fairly hopeful that you know eventually enrollment will you know I mean we know demographics we've heard from the the demographer how do we weigh you know the potential need for an addition to a school at some point down the road um do we make a decision now and say we're going to use all of our building for making this up um use all of the the proceeds that we have for right now and know that we're setting up the Future Boy to have to go out for a bond you know like we have to be respectful of both realities sure right and this is about at least 10 if not 100 steps down the road corre what I'm about to say but the um revised budget that we approved this evening has a pretty healthy unassigned fund balance that I think we would want to at least take a look at before going for a bond I'm not even talking about a bond now I know I know I know I know got and you said that yep five years from now the but the 900 the 900,000 is in that I mean that's why we're at 24% in addition to the read act which that's only 900,000 that's not yeah it's 39 million 39 million yeah that might be in and I didn't think yeah but we've never been at 24% to your point we were I think at five or 6% when I joined the board yeah exactly and the best board policy is 8% for new boers minimum right for minimum minimum yeah we don't want to ever get down there you don't want to be minimum of so just wanted to point out you know there's like somewhere in this process we need to figure out where we are shortterm and long term m with our um Investments yeah completely agree I mean I could just say that I'm not about like oh we have it in our Pocky I'll spend it all I'm no right I agree also yes right at a time of declining enrollment for 15 years I don't know we want to go out for a bond to say we want to spend 20 million 10 10 20 whatever the number millions of dollars on improvements so that's that's my hesitancy is until enrollment is moving in a different direction I'd be hesitant to go out for a bond is my only Point living within our means yes oh okay we'll look forward to uh being presented with the list L remind me of the timeline of when next steps might in the coming months I'm looking at probably the end of March the second meeting in March to be able to bring you something along that line okay so again that for for us that will allow at least initial input from the administrators your building leadership teams our Athletics hopefully the community for like boosters some coaches different folks along those lines to provide some feedback on our ath uh capacity um then we'll bring you the long list and try to figure out the best way to organize this you know if I'm looking at entrance front entrance safety I may just show these are the different buildings that have the highest need for front entrance areas or or you know something along that I don't really know yet the best way of organizing the presentation for you because what I'm hearing is is this a oneoff or is this like everywhere you know kind of a deal um just one of the little things you would never think of when our buildings were built the majority of them have three outlets in the room a classroom oh three Outlets all the kids going to charge their cell phone can't even you know you have stuff that you have power strips and different and and you know so we have these huge um panels that we're using for for teaching the teacher has their computer and monitor and and it's like where do everything get plugged in to run yeah I me it's little things like that not so little but yeah and not so cheap right so I just those are going to be some of the things that will start percolating up here as we go through this as well and none of that's part of the long term facilities maintenance you're not replacing it it would be an ad so we could do this through our operations budget and by about 2100 we should be done with all of our classrooms cool for that I yeah I did not I mean if you realize how many classrooms we have and how you know how expensive and the the doing little things like that and the example you can see in the state of Minnesota is what's happening at the capital with their renovation M it was just not built for the work the constituents that want to come and engage it wasn't built for that right they're all in little Cubbies right and I guess the only and I think I heard this Stacy um the only ask right now in terms of input is making sure that um you have a um Rich representation um from our community um Beyond admin BLT staff Athletics you know we have families that have different ways of plugging into the schools and and if we limit input just from you know I don't know if they're the the standard groups but you know our our our school Community is more Rich than some of what you just listed true and and the we're looking at inviting portions of our community for like our Athletics because they actually use the majority of that space the the experience that our parents have inside the buildings for the most part during the instructional days fairly limed and project kids cuz they use it they actually have to use the entrances they that's just one group we're going to expand it to other community but I I want to be cautious we'll we'll do it I'm more than likely we'll do something online I I just because the feedback that I am getting from our principales is like okay so how how is this received and it's like well as staff we do everything we can to be very welcoming at the front door with folks and and folks are trusting us with their best child and and so the it's the experience in which people are having with people I'm not so sure that our some of our community members are picking up on what's going on in the classrooms or what that looks like but I'll work with Aaron we'll try to open something up because if somebody says hey here's some things that we're we're looking at well and I guess you know my point is there are lots of different type of uh parent volunteer groups right that are engaged MH Beyond boosters oh like the PTO pto's the family groups um there are boosters for other activities that are not athletic um see and we're well where I would roll them in would be when our design team starts working and coming up with options is reaching out to the different communities and saying okay here are here's what we're addressing here's some of the different options give us that input at that point in time I I mean it's a it's for me it's a big ask as far as what the needs are for our buildings I think the folks that use them the most often are able to identify that to get us started sure that's all and I think that parents who have opinions on that have already shared them with the admins and probably I just want to be respectful of time because once we do start in this process I don't want people said I already gave you input now what do you want well I need your input on the important stuff and they get their right hopes up for so another example cuz I've been on several of these in my career uh when it comes to playgrounds we had a room of students what's your vision the way they play is very different from the way I played I'm glad I survived the way I played Safety was not a big issue we're glad you survived but that's the design team so that's when it came in let's see what the children what they really want and how they're using it and of course we tell them safety um so I see that's the design team process you'll have a lot more um so thanks for that I was going to just say to seek the input of the communities or groups that rent our schools and Facilities to CU they might have a different experience cuz they pay to utilize our buildings maybe they would have some input I mean that that'd be a unique different audience and then yes and I'll work with Kyle on that that's one of the places like for our morass Center that came up um Mor couple of couple of other places that came up is well is Gem space for from our community rentals and also our athletic field so those those Place those have been moved forward already okay cool yeah CU I was thinking of like even like because we host the south of the river paow and and stuff that be good good all right good discussion um this concludes our work session next on our agenda we will move to a closed session to discuss superintendent Dr battle's midyear evaluation as permitted by Minnesota statute 13d do5 subdivision 3A is there a motion to close the meeting at this time so moved sorry moved by director Anderson seconded by director mikkelson all those in favor say I I I oppose nay the motion carries unanimously the meeting is now closed and we'll move to the human resources conference room H having no further agenda items after the closed session we will not return to the dis this evening for