All right, welcome everyone. We're going to call to order the October 14, 2025 meeting of the Lake Area School Board. If everyone would rise with me to say the Pledge of Allegiance. 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. >> All right, we're going to start by taking roll call starting with my right. >> Amber Cameron, Brett Nicholson, >> Paul Carbone. I'm Matt Swanson. >> Michael Bowman, >> Kim Baker, Carly Anderson. >> All right. Are there any additions or amendments to the agenda? >> Director Baker, >> I have a request to add um an addition to the agenda for discussion. Um I submitted a um resolution regarding special education and the recent cuts to the federal department of special education and I would like to add that to the agenda for discussion with the board. >> All right. Is there a second? Second. >> All right. There being a first and a second. Any discussion? All right. If there's no discussion, uh the motion is to add the draft resolution to the agenda for discussion. Uh all in favor say I. >> I. >> Any opposed? >> All right. It is added. [Music] Uh any other additions or amendments to the agenda? All right. If there are none, I'd entertain a motion to approve the agenda. >> So moved. >> All right. There's a motion by Director Anderson. Is there a second? >> I'll second. >> And there's a second by Director Carbone and Baker. All in favor say I. >> I. I. >> Any opposed? >> It is approved. >> Let the minutes reflect that Director Thompson is now present. >> Um, Superintendent Bowman, good news. Over to you. >> All right, Mr. Chair. Thank you. Uh, good news for October 14th. uh principal, assistant principal, and dean appreciation week is the week of October 13th through the 17th. We want to take this opportunity to recognize and thank these school leaders for their dedication and commitment across our school district. They each play a vital role in guiding our students, our schools, and supporting all of our families and all of our school communities and helping fulfill our district's mission of preparing every student for academic, social, civic, and personal success. Thank you to all of our principles, assistant principles, and deans. We appreciate you. >> Mr. Bowman, can I add something in there? >> Oh, sure. Since you're saying thanks to the principles, a special shout out to uh Lake Marian's Brett DMstrand because I saw him get covered with a Sunday this week and I thought that was a that was a good laugh for me. >> All right. Uh any any others? >> Okay. >> Uh two Lakeville South seniors have been named National Merit Semiinalists. Uh, Lakeville South High School seniors Danielle Abetti and Alice Yei have been announced as class of 2026 National Merit Semi Finalist in the 71st annual National Merit Scholarship Program. They are among 16,000 semi-finalists across the country and next spring they'll compete for one of 6,870 scholarships totaling nearly $26 million. Four Lakeville North and two Lakeville South seniors were also awarded as National Merit commended in recognition of their outstanding academic promise. You can read more about some of the amazing things happening in our district at isd194.org/news. And that is good news for this evening, Mr. Chair. >> All right. Thank you, Superintendent Bowman. Uh we are going to move to public comment. Uh so the board will open up the floor for 30 minutes to allow the public to address the board with comments and concerns. Uh to participate in public comment, individuals must have registered in advance using the form provided on the website by noon on the Monday before the scheduled public comment section. Uh there will be no board response during the session. Public comments framed as complaints and or concerns about students and or staff are not appropriate in a public forum due to data privacy laws. These comments should be addressed to the administration outside of the public meeting. Likewise, complaints about schoolboard members should be privately directed to the board chair or uh the superintendent. If there are any complaints um about specific individuals, staff members or board members, I will ask you to stop and the live feed will be cut. So, please try to avoid that. Uh no formal action will be taken on a topic presented during public comment. As necessary, the administration will follow up with the appropriate personnel on any concerns that need to be individually addressed. Also, if necessary, the board will follow up during board communications at the next regularly scheduled board meeting. Individual remarks are limited to 3 minutes and the board will provide a signal when the participant has 30 seconds remaining on their time. Uh please try to keep audience noise to a minimum so everyone uh can hear what is being said. Uh we do have 12 people that are signed up. Uh, like I said, there's 30 minutes and 3 minutes a person. So, uh, if there's anyone that wants to forfeit their time because I understand there's some, uh, students that might want to speak, uh, you can definitely do so. So, with that, call the first one. Kimberly Sincler >> and then just try to speak into the mic. Okay. Uh, my name is Steve Nolander reading on behalf of uh, Kim here. Um, am I going? >> Yeah. >> Okay. All right. Uh, good evening. Um, for those of us that are here to support Coach Kachever and the Lakeville North girls hockey program. >> Can you make sure you speak? >> Sorry. >> Thank you. >> Um, I'd like everyone to stand or at least raise your hand to to show who's here for that purpose. All right. Um, thank you. Um, this group of girls here tonight and the ones that couldn't be here but signed a piece of paper that they'll deliver to you guys here in a minute once they have a chance to talk says about all you need to know about this situation. Coach Kachchever and the Lakeville North girls hockey program. As a lot of players standing united here to show their genuine support of their coach, it's these girls here that want to represent the girls hockey program. These are the players that are excited about the upcoming season, working together to achieve whatever goals they may have. And these girls want to be coached and play under the leadership of Coach Kachchiver, who has led the Lakeville girls hockey program for 25 plus seasons. At the end of the day, it's 100% about the student athletes that want to be part of the program for the right reasons. These girls here is where the focus should be with the season starting October 27th. What this should not be about is a parents vendetta against a coach stemming from daughter's playing time and or role on the team. Should not be about a select few upset parents and players that aren't even part of the program or don't intend to play hockey for Lakeville North. It's about this group of players. This group of girls have put in the time and effort over the years in this offseason to prepare for their season. These players deserve to not have their season disrupted by a lastminute coaching change, especially since they'll express a multitude of reasons why they want coach Kachchever as their coach. It's a great group of girls. They bonded well in the offseason. Program culture has been great with no drama. It's truly a group of players working together with coach Kachchiever and his staff to prepare for a season that will be full of great experiences and lifelong memories under the leadership of Coach Kachchever. Please give this group of girls and coach Gachver that opportunity this season. I'm beyond proud of these girls for speaking up for what they believe in and are passionate about. Standing up to support their coach, maintaining a good attitude and team and coach chemistry while this process continues to get drawn out is amazing. That's a sign of good character. And these girls will all be successful in their lives because they're good people. They take ownership and accountability for their own actions actions versus pointing fingers, blaming others and/or playing a victim card. These girls are the type of students that the school district should support and promote in the schools and community. The school district needs to make the right decision and let coach Kachiver coach. Thank you for your time and consideration. >> Thank you. [Applause] Kim Manard going once, twice. All right. Um, Mike Person. >> Hi, my name is Mike Patterson. I uh have the unique situation of having two girls that play Lakeville North girls hockey. Um one is a senior this year, a captain, uh was line two and a leading scorer last year, was out on all the varsity things, and then the other one was a seventh grader and she never got to play a single varsity game. Not that she didn't want to. She very much wanted to play with her older sister, but she didn't get the opportunity. I'm proud of her because she didn't complain to anybody about it and we we made a plan to try and work on skills that can help her earn that spot on that team. And that's what this team's culture has been about. And I've been I've been lucky to be a part of the captain's practices this fall. Um, I I've I mean, I'm just out there pushing pucks and nets around for for for Coach Shrik, who has done an incredible job. These girls have gotten better. They're all supportive of each other. There's nobody complaining. They're they're all working their tails off every single day to try and get themselves better, make their game better, and try and earn the spots on these team on this team that they that they want to be on. This is the culture that's there right now. This culture will be destroyed if it's if it's the people that complain loudest that actually get their way and not the people that put in the time and work. The the the toll has already been taken on these girls. The emotional damage since Friday has been significant. My daughter cried her way home from Blaine all the way to Lakeville after a game. My oldest one, when we got home and told the youngest one, she was so upset she went to bed without dinner and cried herself to sleep. They're their heads have been spinning for four days. You know, the season has basically started. It's not about to start. It's started. We're we're a week from triyouts. It's all that's on everybody's mind. They're all getting ready for triyouts and now they're all dealing with this. I mean, I'm not supposed to be here tonight. I'm supposed to be cooking a good meal for my oldest who's got a tournament starting tomorrow. And instead, we're over here doing this. To remove a coach right before the season starts is is ridiculous. Unless there is something really egregious. And if there's something really egregious, why wasn't I told about it so I can protect my daughters? Like, what has been going on for 6 months that that this hasn't been wrapped up and is being dealt with now? So, I I think we owe it to these girls to allow the coaching staff that they've come here to support to continue through this season and this be dealt with on a better timing than when the season's starting. This is a varsity program. It's a serious hockey program. It's a double A program in a big state. It it it it deserves the the the seriousness that the girls are putting into it from this from the leadership in the district. Thank you. >> Thank you, [Applause] >> Jeff Sincler. Uh thank you board for taking the time to listen to us. I'm going to talk about a little bit about what it means to be a varsity level coach. Okay. So being a coach, especially at the varsity level, is not an easy job. It means making tough decisions and sometimes telling young athletes who have poured their hearts into their sport that they won't make the team. No one takes joy in doing that. On top of that, coaches face criticism and pressures from parents who may not agree with those decisions. A varsity coach's responsibility is to build a competitive team, to prepare players to perform at a high level, and to win. Not every athlete is ready for that, and that's part of the process. Still, coaches dedicate countless hours and energy to these programs, not for the recognition or the reward, but for the joy of seeing the players grow, succeed, and the love of the game. Coach Kashiver has done that for more than 25 seasons. He has devoted most of his adult life to the Lakeville North girls hockey program, giving his time, his energy, and his heart. Many would have walked away from the challenges that come with coaching, but he continues to come back year after year because he loves this program and believes in these girls behind me. We cannot afford to lose good coaches because of a few unhappy voices. No coach is perfect and not every decision will be will please everyone, but that's the nature of competitive sport. As parents, we should be teaching our children that disappointment is part of life and that how they respond to it is what builds their character. Tonight, I urge you not to fail these girls. The young women who have worked tirelessly for the chance to represent Lakeville North on the ice. They've dreamed of becoming varsity players, of leading their team, of achieving their goals that they've trained so hard for. They stand together tonight in support of coach Kachchever because they believe in him as not only a leader but a mentor and a role model. That unity should mean something to all of us. We must also ask ourselves what kind of message are we sending to the community if we dismiss a coach who the players so clearly respect and want to play for. Appreciate your time. Thank you. [Applause] Tom Bojan. Boen. B O Gen. Tom Bojan. We'll move on. Allison Clement or Allison Clement. All right. Paula Schwarz s wir in case I'm pronouncing it wrong. Paula I'm going to pull from the other side of the stack. Claire Sincler. Okay. >> Go ahead. Hello everyone. Good evening. My name is Karly Hansen and I'm proud to be a senior captain for the Leagueville North girls hockey team. I'm here tonight as a player who loves this sport and cares for my team. I'm speaking on behalf of all the Lakeville North hockey girls who are here and everyone who signed an agreement to this statement. These are some of the high school students at North who know and care about Buck and agree that he is our coach and this is my team behind me. I have been a part of this program for five seasons and will be speaking on oh sorry throughout those five seasons I have learned a lot and one of those things is to stand up for things that matter the most to me. There's been a lot of talk about removing our coach. I'll be honest, it's been hard for everyone to watch this happen and even harder to stay quiet about it. Our voices and opinions need to be heard and considered because we are the ones who see and interact with our coach every single day and this decision is directly affecting us. This is why I would like to take this opportunity to tell you a little bit about who our coach is. Our coach pushes us on and off the ice to be a better hockey player and to be the best versions of ourselves. He believes in us even at times when we do not believe in ourselves. Yes, he teaches us how to skate faster or shoot harder, but at the same time, he teaches us life lessons. He holds everyone to a high standard. He expects us to give our best effort, stay disciplined, and work together as a team. More importantly than all of those qualities, he cares and respects our team. During times of setbacks, he reminds us the importance of being a strong leader and believes in us. When we lose, he does not tear our team down. He helps us figure out how to grow. When we win, he reminds us to stay humble and most importantly, he's built a team culture where everyone feels valued. He is the reason this program feels like a family. If our coach was removed, it won't just be a change in leadership. It'll break the bond that made this team what it is. We've built something special here, something based on trust, hard work, and respect, and we don't want to see that be taken away. Coach Buck shows up for us every single day. He's come to the rink every day and has been coaching for over 30 years. He has been our head coach since the season of 2005 and 2006 and he's been to every single practice even in 2011 when he suffered a major injury where he went through many surgeries and overcame things doctors said he couldn't. He did that for his team because he cares a lot about us. The year after the injury and surgeries, Buck led his team to the state tournament. This is one of the examples of his dedication, love, and respect he has for each of his players on his team. We understand that not everyone sees what we see, but if you remove Buck, you are ripping out the heart of this team. Our season starts in two weeks. It is disappointing, upsetting, and frustrating. This is happening weeks before our tryyouts in our first game in early November. Please consider this team, our voices, and our experiences before you make this final decision. We are asking you keep our team together, keep it keep our coach, and keep the heart of the Panthers alive. It is tr It would truly be disappointing and a huge mistake to remove the heart of this team. We are a family and we are the Panther Bunch. Thank you. [Applause] Uh, Sydney Patterson. >> Come back up, guys. Okay. Ready? Good evening, everyone. My name is Sydney Person and I'm a proud member of captain of the Lakeville North girls hockey team. I'm here tonight as a player who loves the sport and this team. Also someone whose life has been changed by our head coach, Coach Buck. I'd like to start off by saying how devastating it was to receive the news on Friday night that our head coach was being fired. The past few days have been incredibly difficult, emotional, confusing, and frustrating for all of us. I've only been with Lakeville North for one season, but it's forever changed my life. I wouldn't trade this past year for anything. And a huge part of that is because of Coach Buck. In the summer of 2024, I was searching for a high school hockey program that had a strong team culture, great teammates, and most importantly, a reliable, supportive coach. When I met some of the Lakeville North girls at a hockey camp that summer, they told me about their amazing coaches and how the team culture is really strong. So, I decided to give it a chance. And I loved how the girls were so welcoming and the environment felt like it could be a home. Coach Buck has built a team that feels like a family, one based on honesty, accountability, and hard work. He pushes us to be better players, but more importantly, better people. His lessons go far beyond hockey. He teaches us discipline, respect, and how to support one another. No matter what's happening on or off the ice, of all the coaches I've ever had, Buck over the past year, Buck has become my favorite. If Coach Buck is let go, we're not just losing a coach. We're losing a role model, a friend, and a found the foundation of our program. We've grown so much under his leadership, and the culture he's built is something unique and hard to replicate. Please don't take that away. We're losing. We're asking you to see what we see every day. The care, the commitment, and the difference he makes in all of us. Thank you. Thank you. [Applause] Jason Bloom. >> Hello. Can you guys hear me? >> Yeah. >> Perfect. All right. Um, first I want to say um I I am not here um in regards to why 99% of the people are here, but I want to acknowledge um the fact that um I appreciate when students come before the board um and voice their their support or or or beliefs or opinions. um when when I watch board meetings or attend them and see students on on any subject uh speak um I'm encouraged that that that they have the courage to to speak up and I just wanted to let them know you know myself and others in the community you know are are behind you um and and and stay you know stay strong and um you know keep your voice heard. So, with that, um, I'll I'll get to why, um, the topic I'm here is district policy 501, the school weapons policy. Obviously, I think all of you know who I am. Um, I've had some very good conversations with district personnel, including the superintendent and the principal of um, the school that my kids attend. So the community knows recently a student in the district violated policy 501 which is a school weapons policy. Um basically what happened is a classified weapon was brought on the bus and brought into a school. Um most people don't know this. Um and no immediate action was taken unfortunately. Um I understood you know why from the perception of of some people involved. Um so what I am asking the board to consider and has already been asked is a review of the policy um of the of um a complete review um of the policy of the minimum consequences. Um and just so that everyone knows um there was not an immediate action taken here for for quite a while. Um and the superintendent did not know of the incident until I informed him of the incident about 11 days later. Um he understood that was not appropriate and should not have been the case and I appreciate those dialogue I've had with him and he encouraged me to open that dialogue with the board and to see what we can get done because you have to look at from the perception of the kids. Um, I spoke with my two fourth graders and a fifth grade friend of theirs. They didn't understand why I had discussions with their principal because no one got hurt. >> 30 seconds >> and and the and the student kept on, you know, being able to have the privilege to ride the bus. Um, again, knowing that they they brought um a classified weapon, which was some type of knife, onto the bus and into the school. um their perception was no one got hurt and nothing happened to the the the the child immediately. And that's a tough perception to overcome because as you guys know in the district does a great job. They hammer home be safe, be safe, be safe in the school. >> And so thank you. Appreciate it. >> Uh Kate Madonna Good evening. My name is Kate Madonna and I'm a mother of student in this district. And before I speak to my student safety, I want to begin with something that affects every family here. Earlier this year, the Minnesota Disability Law Center issued a January 30th, 2025 letter finding that Lakeville Area Schools violated state and federal privacy laws through its use of heart zones, heart rate monitors in gym classes. The district collected children's biometric data, their heart rates, linked it to their names, and even used it for grading without parental consent. The findings cited Minnesota statute 13.32 and section 504 of the rehabilitation act concluding that this district acted first and thought about the safety and consent later. That same disregard for consent, safety, and transparency has dis defined my family's experience for more than 5 years. My son has asked for one simple thing to feel safe at school and instead has learned to survive in a system that confuses paperwork with protection. Since 2021, he's been bullied and assaulted. A safety plan was drafted, but never enforced. And in 2023, another student put his hands around my son's neck on the playground and strangled him. There was no Title 9 report, no mandated follow-up, just silence. Through 2024, he was excluded from a field trip because of his disability and told to ignore harassment. And watched his IEP quickly dissolve. Even when staff admitted they were weren't following it, nothing changed. And then came October 2nd, 2025, a soccer practice that ended in trauma. Another student exposed himself and grabbed my son's genitals enough to pierce the skin. When my son turned to his coach for help, she looked at the other child and said, "Did that happen?" And then told him, "I'll try to do something." And walked away. That was my breaking point. A Title N complaint is now open on his behalf, a step we were forced to take only because the district failed to act. On repeated reports of violence, we counted 27. Between October 2nd and 8th, I filed formal complaints and begged for a safety plan. For nearly a week, there were no supportive measures, no investigator name, and no written notice of allegations. And when I copied the school board asking for help, I was told by the Title 9 coordinator, "Please do not copy additional staff on your messages as that slows down the process." But during a fire drill on October 3rd, my son was placed directly beside the student who had sexually assaulted him. And I had no one no one to back me up. My son has only received supported measures today, October 14th. If you're doing the counting, that is 7 days. I've had five acts for a safety plan and nothing to ease his mind. Yesterday, after the investigator finally interviewed us, my son sat on the curb and begged to go home. He said he didn't want to go back inside and didn't want to see anyone. and the Title N coordinator wrote, "I have been fully responsive to your concerns. What my most people don't know is my son holds a 50-year order of protection against someone who was supposed to protect him. He has spent years in therapy learning to trust adults again." >> Thank you, Miss Qu. >> I want to leave two things with you. I want to leave a copy of the Title N supportive measures plan, which does not include a safety plan. And I want to leave the Minnesota Disability Law C Center's findings. >> I'll take those if you want to bring them. >> Thank you. >> Thank you. [Applause] >> All right, that concludes our public comment. Um, thank you everyone who is willing to speak. Appreciate it. Um, we're going to move on to the consideration of the consent agenda. Any items that anyone wants to remove for discussion? If there are none, I'd entertain a motion to approve the consent agenda items. >> So moved. >> There's a motion by Director Baker. Is there a second? >> I'll second it. >> All right. Being a first and a second. All in favor of approval of the consent agenda, say I. >> I. >> I. I. >> Any opposed? It is approved. Uh down to our discussion section. Um Mr. Homegrren, we'll start with you. Fiscal year 2025 preliminary budget update. >> Good evening, Chair Swanson, members of the school board, Superintendent Malman. Um yes today we get to talk about actually fiscal 25 now is finished and uh we'll have the auditors will be in the next meeting to go through a details in uh in last year's finances. So today though I want to just kind of give you a an overview of 25 what's happening. First I just want to look at the enrollment. As you know, enrollment drives all of our revenue um in the district. And we saw this little anomaly last year that we didn't quite have an answer to, but we hardly had any increase in in >> Chair Swansson, point of information. We're going to be review the the board of education is going to continue on with their agenda where we are going to review the preliminary budget updates, uh board member updates, the superintendent update, and then a recommendation for the board to review and approve board goals. And then after that, we will move to a close session. And so for those who choose to continue to stay, that's what they will be hearing for the duration of the however many hours this meeting may take. So for those >> Thank you. >> It's all It's very enthralling. >> You're welcome to stay. It's very exciting. We assure you. But >> thank you for that. >> Thank you. >> Thank you. >> Thank you. Do you need something to sit down? Like are you okay? >> I'm good. Okay. >> Yeah, it looks worse than it is. Okay. I'm I'm almost four weeks into this, so we're getting there. >> Um so anyway, um as of as of today, um we actually have 12,140 students in our classrooms. Um and we expect to go to hit that 12,150 before we get to the end of this year. So we're back on track. We're seeing a 1% increase in our enrollment um in the year that we're in. Now, when we talk about audits, uh, one thing I just want to remind everyone, when the auditors come in next week, what they're going to talk about is they're going to study our our numbers that we presented, uh, to them, and they're going to tell us whether they're true or not true. They don't talk about any type of management of our money. They just tell us that the money, the dollars that we bring forward and report to you in our statements are true and correct. and we will be receiving an unmodified opinion which is the best opinion which means they didn't change anything. Okay. And then a few other things that you were going to um also see. Now if you remember this past year we had a um audit with the state of Minnesota with our food service um department going through and there was some small findings. I just want to give you one example talk about how small they were. um this in the elementary schools in order for the kids to have easy access to their to their ID card to go ahead and buy a meal. Um we bought some lanyards for them all to hang those in. Well, they told us, well, the food service department can't pay for that. Um so that was the finding. So it was about a $300 expenditure, but since they found it now, the auditors will come through and tell us the same thing. So that's the one material weakness that you see on the top. Um otherwise we have no instances of non-compliance when we look at the uniform guidance. We'll have an unmodified opinion also with no internal control findings and we have no findings with any legal compliance with the state of Minnesota. So I feel very good about how the audit came out. It's always a big job when we go through the fall. We always tell every audits are auditors are here but you know everybody goes on with their business and we're they're dealing with those guys for about six weeks. But we got to the end of it. So now we get to talk about the fun stuff. We talk about the actual actual results of what happened last year with our budgets. Now and our the auditors will tell you that if you stay within 2% of your budget, you're doing a very good job. And you can see our revenue there is within 800s of 1%. We feel very good about that. The uh expenditures were actually under budget by 2.7%. So very very close to that threshold we talked about. So when we look forward, we always like to look back, you know, what happened with our the years that were passed and how are we comparing this year with what's happened in the past. So you can see our property taxes um 2% under if you remember though um every year we can we can um levy one one% so 5% extra in case someone doesn't pay the taxes and this is exactly why. So not all the taxes were collected on a timely basis. So, we're short that little bit. So, but we have enough funds to take care of that. When you look at our local sales and other, you'll see, you know, 24% is a pretty big number, but it's really only two things. Um, we are very pleased to say we we have more um interest earned this past year than we anticipated. So, that's that's about half of that um extra I shouldn't say extra. I mean, it's money we're going to use for the future. The other thing is our thirdparty revenue and we're able to go to the state of Minnesota with some of our special ed students with our nursing needs and so forth and they reimburse us for that. So that's uh again another area where we receive more funds than we anticipated. Now the state of Minnesota you'll see there we're at 98.1 so 1.9% uh under that's really two pieces. First of all, as you remember the enrollment did not go up at all last year. So, it's about a half million dollars that uh we're missing on what we expected in revenue for our from the state of Minnesota. And the other place is in some special ed. Remember, special ed is based on what we spend. Okay? So, yes, we're down with special ed a little bit, but at the same time, we're down with expenditure. So, it's not like we're really losing any funds when it comes to special ed. They're matched up. Uh federal um that's been slowly shrinking over the years. And again, that's a reimbursement program. So if if we don't spend the dollars, we don't get the dollars. So we spent a little less in federal and that has we are down now to before pandemic uh the pandemic timeline where we now only really get some title dollars and we get some special ed dollars from the federal government. All the other federal programs are done and gone. Um other that looks huge 160% but I'll show you in a second. The dollar is very small. about a very small piece of our our budget. So again, we look at the actual dollars, you see the state of Minnesota, that's where we're down about 2 point 2 2.6 million. Again, about a half million is our is our um enrollment. About $1 million is a change in the in the in the special education. Um the other piece is remember we do a summer unemployment now with the state of Minnesota and again there we spent less than we thought we would. So, it's down, but it's because we didn't spend the money. So, it's just a it's just a wash out. And the other the other piece is some health and safety dollars. Again, we levy health and safety dollars. And then if we don't spend all those health and safety dollars, again, we give it back. So, there's about $300,000 uh there. Uh property tax again um down that 2% again those dollars are coming in our rears. And uh when we look at down in that other see that 60% that $9,000 is some is some um some sales we did on some old equipment that we weren't using. So we didn't plan to do it but it's only $9,000. It looks like 60% that's a great big number but it's $9,000. Um move on to the expenditure side. Again here good news pretty much across the board we're under budget pretty much in every single category. Um in the in the administration area there are some retirees where we received some some money back through some in um through through our through our funding of our oped we received some more dollars to cover that. So the actual expense was down uh district support that's a tiny tin tiny bit over um there. Um really the only thing that is we did have quite a few fees in our attorneys last year and that's really what's what's um pushing that up over our elementary and secondary there again you're seeing about 3% um under budget um that is almost entirely we have some severance we didn't have to pay um if you if you remember and as we pay our TR over the years and we we do a study every year of how much TRA is out there to pay our teachers that are still working for is really an it's a liability for the state of Minnesota, but the state of Minnesota doesn't put that liability on their books. They have us put it on our books anyway. We're spending some less money there than we anticipated. So, um, all is good. Otherwise, we just had some savings in our salaries and benefits. In most cases, when we were hiring throughout the year, we were hiring at lower salary amounts than we budgeted for. So, that's all good news. Um move on to special well we touched on the special ed. Okay you see they were down about 4%. A community education that is the community education portion of the summer unemployment. So that's why you see a zero there two years ago because we didn't have the program wasn't there. So again that's that's not really a true savings that we didn't get the revenue either. Um when we look at our student support um this is where the curriculum sits where we're under budget in curriculum we are under budget you know some IT purchases mainly that's a timing piece that we didn't pay for those before the end of the school year that go into next year's budget so it looks like a savings but we will spend those dollars um and some and we underspent in some staff development and nice thing about staff development dollars they roll over and they save for the for future years so that's all that's all good news our pupil support area. Um this is one area where we were over budget you see there by 2%. And that is um the the amount that's over is entirely special educa is special education transportation. Um that's another area every year we really don't know what's going to happen. We don't know what students are coming into our into our district and school need transportation who won't. It's about a $300,000 piece. >> Bill, is that area where they cut spending or cut um funding at the state level too >> for next year? Yeah, we are losing um half million dollars in revenue for special ed transportation. >> This is last year's budget. >> Yeah, this is 25. >> It's coming. >> So, we've built it into the 26. So, >> okay. >> Okay. Okay. So, you see you can see here see here the more exact dollar amounts, but overall you see that we're under under budget by 2.7%. So, I feel very good about where we came out um uh this year. And this will relate to the fund balances here in a minute. So here are the fund balances. Now you see where the budget that's where we expected the fund balances to end up up to the end of the year. So you'll see our non-spendable really what non-spendable are prepaid something we've already paid for what we use in the next year. That's 100 little over 100,000 higher than we anticipated. the assigned dollars, the money that has been set aside, if you remember, um the change in taxes with the decrease in enrollment was about $2 million. So, that money has been set aside here to take care of that that missing missing piece in fiscal 26. Uh restricted dollars you see are up a little bit. Um restricted dollars that are have increased as capital. We didn't use all our capital funds this yesterday year. So, just they sit there and wait for us to use it in the future. staff development and the capital projects levy. I think what we're seeing there is both in technology and in STEM um some nervousness from the from the teachers saying are we going to have this money? Are we not going to have this money? Are we going to renew it? So we we spent less money there than we originally planned carrying it over to use in case we don't don't pass that levy. So that's why you're seeing that increase by $2 million. Um the unassigned um has increased. I mean, not as a big a number as we saw last year, but we're very pleased with a a higher number there than we anticipated. So, overall, I'll just hit all the all the different funds here. As you see, the overall general fund is up almost $4 million. Student nutrition a little lower than we anticipated, but remember, we're working very hard at spending that down to get to that three-month level that the state of Minnesota wants us to get back to. And I can say with that 3.6, 6. We're right now at three at three months. So, we've we're back to where we need to be and we don't have to worry about losing any funds in the future there. Community education. This is one area where we saw the fund balance decrease. Um talking with uh uh Steve Porter, um the real main um thing that he saw happen this last year, again, they're having much difficulty with staffing. And what's happened is in their before and after school uh care primarily is they can't get enough staff. And because they can't get enough staff, they can't take on as many kids. So we're not we're not getting as much tuition. And that really is the shortage that they're seeing uh this this past year. Uh building fund when we're talking about $1 million at 300. That's again timing issues. Um we all the projects came in pretty much red on budget. Um but some of those invoices showed up before uh before June 30 of that without repay in July. So um debt service fund again we talked about this you see an increase there but talking about the levy which you'll certify again in in December we'll be giving that money goes back to the community trust fund small increase here but this is all our scholarships set aside for our students that sits in this fund. Now the internal service fund of course is our health and dental um fund. This is an area we do have some concern um seeing what happened this past year. This increased expenditures happened in only three months over the summer months. We're right on schedule going through the year and then in June, July, August, um which we see a little higher at that time of year because people are home and they're going to the doctors and taking care of things. So, um we had much higher claims during that period. When we look at September now, it's back back down to what we had expect. We had some credits that have been come in a little late. Um, you know, we have a stop-loss. So, if we get a really high claimment, that money comes back to us. Um, it didn't come back till September. So, even though this uh internal service fund balance has dropped here by $5 million, which we're concerned about, um, we expect going forward this year to be back online, um, with what we expected. So, we're watching that weekly to see if there's any other issues um going forward. So, we'll keep you a breast to that too as we get down a couple more months whether that's um coming back up. >> Were there any large claims that affected that I mean specifically or was it just >> Well, I can't talk specifically about any you know certain person who >> but what happens you we up to the stop loss we pay all the claims to we get to the stop loss and it pops over well and then we get the credit afterwards. So, we hit >> So, it's a timing piece. Yeah. >> Yeah. >> Yeah. Again, just make sure I understand this. You know, we were budgeted $7.3 million after all the claims that we' paid out throughout the course of the school year because again, we're self-funded. We only have 1.6 billion million in in the account. And generally, we were targeting roughly 8 to9 million to put us in a kind of a safe cushion. Yeah. And if we would not have had the $7.3 million, we would have had to take roughly $5.7 million out of our general fund. Is that how I would interpret that? >> You are correct. >> To pay for the self-funded health insurance program that we have because of the claims costs came in higher than what we were projecting. So I think the the part that I want to just make sure that I'm assuming my hope is that you've got controls in place where like this should not have been an alarm. We should have known this nine months ago, six months ago, three months ago because I'm assuming claims don't just show up at the end of the fiscal at the end of the plan year because they just show up periodically. Correct. >> Yeah. Like I said, like I like I just said though, it was the last three months of the year. It wasn't earlier in the year. We didn't see any Okay. >> any type of an anomaly, anything extra. the last 3 months, there was a big claims expense that came out to be $5 million or more that really >> pretty much decimated our budget in in this at the from what I'm seeing. Okay. Okay. Thank you. Okay. So, this is the graph that I show you a year ago. Um, we're expecting our unassigned balance to push up to 6.3%. And in reality we are and not up a huge amount but we are up to 6.9. So I feel good about that that we are better uh than we anticipated and we continue to um have that fund balance climb and uh of course we are shooting for that 10% number. Okay. Is there any questions? >> Director Thompson. >> Yeah I just have one more of an observation. I think on slide 18 you were showing the general fund uh balance and and again this is something that I think I've been very keenly keenly aware of since the past two and a half three years uh again the unassigned fund balance 13.6 million of what we have in actual. So that's great that we were able to save an extra 700 uh and gets us closer to kind of our projected fund balance target which is roughly 15 to $20 million is where we would want it to be. But I'm I'm glad to see the restricted go up a couple million dollars and and can you provide the public as well as as well as myself like restricted means that we can only spend it in those respective categories. And then ideally we'd only want to spend the $ 8.3 million if if we need it on one-time expenditures, not recurring expenditures. And so, for example, uh, how I'm interpreting is that there must be some sort of maybe I'm making this up, like a curriculum budget or something that that would be considered maybe restrictive where the dollars are set aside for curriculum could only be spent on curriculum and that could be that and that could be drawn from the 8.3. Correct. >> Well, um, curriculum is not a restricted area. It comes out of the general fund. >> Oh, it does. The restricted areas, like I mentioned earlier, our capital dollars, um, which we use for equipment needs. We need vehicles for our custodian staff. Um, you know, those type of big purchases or we're going to we have to add on to a a build a room. We're going to change change some walls, doors, whatever. That's that's those capital funds. >> Does that include furniture too or >> also includes Okay. Furniture. >> Yep. >> So, all our furniture that we have been able to buy comes out of the capital fund. Staff development is a restricted area. So, any staff development we haven't spent, that rolls in in here, too. And then the capital projects levy, like I mentioned earlier, that's got a relatively good um fund balance and we didn't spend a lot of it this this past year. Just waiting to see what happens in three weeks. >> When does the uh final come out? >> We will we will have the auditors actually here on site to give you a report in two weeks. >> Okay. >> Um the actual final will be the two weeks after that where we ask. So they'll they'll give a presentation, go through their numbers, and then you'll approve it two weeks after that. >> Sounds good. Oh, >> Director Anderson, >> totally. I don't know if this is an appropriate question or not, but um in the past, if I think we've used the staff development uh dollars to cover subs and things like that. Is that correct? >> We we use staff development dollars for subs. If they're subbing for teachers that are on staff development, they're gone out of the building. They're gone to some type of training them. Yes, those subs are paid with staff development dollars. >> I'm just trying to think about how we can encourage our staff to actually take care of themselves throughout the year rather than just in the summertime when they're off. Um >> that's just a um if if all of this is coming kind of unexpectedly in these summer months, I just am >> I but I don't think they have time off. I mean, if they're got to teach, like, when do they have time to take time off? And so, I mean, the time when they have to go get care might be >> they would have to have subs >> subs in summertime. So, I I mean, I I get it. I could I could make an assumption on why, but that that might be for another topic. >> I was just asking if there could be some creative use of those funds, but it sounds like it has to be for professional development. >> Yeah. Has to be for staff development. Yeah. Itself. And and might I add that like it's almost more work for a teacher to make plans for a sub than it is to take time off and and be sick. So that's probably why sick time doesn't get used as much as it should during the year. >> Thanks, Bill. >> Yeah. Thank you. >> All right. Let's hop over to the um director Baker's draft resolution if you want to introduce and chat about it. Uh so this is a resolution that I wanted to bring before the board. Um I take uh my role as an advocate for special education uh pretty seriously and I understand that there's a lot of misinformation and misunderstanding about uh special education, special education funding, uh things that are going on in the state and federal government. Um, so given the recent news with um the federal department of special education and the cuts that uh that department experienced on Friday, um I drafted a resolution um asking um our our federal government and then also there were some issues in there with the state particularly with um cutting the special education transportation costs um to consider um bringing back those supports. Um, it's hard for me to try to figure out how to explain some of this to people. So, it might be just be best to open the the board up for discussion on this. And I be more than willing to share the information that um that I know on on this particular topic and why this um series of I I don't want to say layoffs within the department because that's really not what it was. um is different than uh that's happened in years past with government shutdowns. And I I'm more than happy to to go through that um not only for the clarity of the board, but for the clarity of the public um and knowing how to advocate to support our district. >> Shoot. Director Nicholson, >> um, >> didn't we talk last meeting about sending something to the state over how they budget and that kind of stuff? Um, asking them to think about us and maybe consider not passing resolutions in the year in which we have to now figure out how to deal with them. And did you not say that that would be worthless? I mean, and I'm not saying we shouldn't do this, but I'm asking the question, is anybody going to read it? Are we going to like is this different? Is there is there a better way to do it or >> I would like to say it is um for the reason that I mean that's the same resolution that we pass every year asking them to actually fund special education services. Since 1975, the government has supposed to provide federal government 40% um of the funding for special education. um they notoriously have always offered around 7 to 12%. I think right now we're sitting at 13% on what the federal government is funding. So that's never happened. So I'm going off since 1975 and today well actually this year is the 50th anniversary of the Individuals with Disabilities Education Act. So the federal government in 50 years has never funded special education. What we're experiencing now is not just a lack of funding for the program, but it's actually been decimated. Um, in fact, I can I can give you the numbers of the staff that are actually left in the department. Um, I don't even know how it's it's running at this point. In fact, it's really not. So, >> and I completely understand and I I don't disagree or don't think it's not warranted. I guess my question, I guess I didn't answer. >> My question is is can we like is there a way to be a bigger part of a voice? Can we partner with other districts? Can we make this like a joint petition? Can we like >> I would love to. Would the state of Minnesota get on board and say, you know, as a state, we need this funding and can we get every school district in the c, you know, in well, state of Minnesota to maybe jump on board and agree? >> Yeah, I I would I would say it's a starting point to advocate and I'm more than um more than willing to share some uh letter drafts that I've already written to representatives within the state and the federal level within the state of Minnesota. Um, I think the issue that that I'm kind of struggling with right now as not only a special education parent, but a special education um, teacher and administrator is that um, I I'm not hearing anything from anyone, right? And and the silence is, as I as I've said on social media, deafening. Um, where is the outrage that that this has happened? Where is the support um, for special education? And this is not a Republican or a Democratic issue. This is a human issue. Um, and I'm just looking for any anything that we can do to start the conversation so that people are made aware of the situation and how to respond. >> Director Cameron. >> Um, Director Baker, I appreciate you um, drafting this. I, um, I haven't I have to be honest, I haven't had the chance to like fully read it um, just with my workday today, but I I would like to and um, to consider it fully. And so I'm wondering I where I'm at is um I just need a I think a couple days or maybe next if if if this came to a future meeting. Um >> we're not voting on it. Just so you know there's no vote. It's just for discussion right now. Yeah. >> Okay. >> No no no vote right now. Just discussion. >> Well to that point um I appreciate you you talking about um why you drafted it and I think I will need time to to read it fully. Um >> Sure. And I know one of the questions that you had asked me was what are the implications of this? Um and I'm more than happy to share some of those. Um for background in history, the Department of Education at the federal level is the smallest department. Um recently, I want to say uh the first round of layoffs or firings that happened in this department took 50% of the staff out. Um, with this most recent rec recent one that occurred on Friday, um, we lost 95% of the staff. Uh, there are 20 people left in the office of special education and the elementary second secondary education department to oversee a $44 million budget. I want to be clear that um, the funding is there and the federal government works on a fiscal year that's different than the school district. So, the federal government, their fiscal year starts on October 1st. That's why it's so important for um them to finalize the budget on September 30th. Those things are still going out. Funds are still going out. Um the thing that is different with special education is that um I know a lot of people say, "Oh, it's going to the states and they're taking care of it." Um do you know why the law was written in 1975? Is because the states were not providing special education. And today, 43 out of 50 states have compliance issues with IDEIDA. So, the fact that um we have less people in the Department of Education right now than that it takes to run a Target store, those are the people that we have for the entire United States to make sure that the law, the federal law is actually followed for special education students. Um this this shutdown is different. In years past, um when we've had a government shutdown, those those employees are furled. That means that as soon as the shutdown is complete, then those employees get their jobs back. Uh this this was not done that way. They were given an RFI. So that means at the end of the 60 days that they have notice of that they lose their jobs. Um so then again, does the does it switch to a different department, right? Okay. So we can have that conversation and I'm more than happy to have that. Um there's something in special education that we call the cliff that happens at age 21. The reason parents call that a cliff is because that's the age when the Department of Human and Health Services takes over services for individuals with disabilities. We call it falling off a cliff because it's non-existent. Those services do not happen after age 21. We do a wonderful job in education making sure that people have those services up until age 21 and then they literally fall off a cliff and I know that because my son has fallen off that cliff right now. We've been sitting on a waiting list for two years um to receive services for v for for vocational rehabilitation which again that is another office that received cuts. There's one employee left in that office one for the entire United States. And then when I look at the fact that okay so the department of education we don't have people to enforce the law or to enforce IDEIDA. That's okay because we have um the department of civil rights. There are 13 offices for the department of civil rights in the United States of America. Seven of those offices have already been closed. So there are that many offices left to oversee laws. Six for the entire United States. So again, there's nothing there. Um there's a legal obligation to implement a federal law regardless of whether the federal government shuts down. These employees are essential employees to make sure that this law is violated or that is followed and that there are no violations. Currently, there are no investigations happening in the United States of America for violations on IDA. That should concern every single person, especially when 43 out of 50 states have violations for following IDA. I want to say as a special education parent that we learn right away from the first time your child is diagnosed that you need to fight for services. You need to fight to get diagnosises, for waiting lists, for medical evaluations. And I want to say that um I 100% support Lakeville schools and ran for school board because of the wonderful relationship that I've had with this district and being able to sit at the table and actually have a discussion on what I can do for my child and and we were partners in the process. Um but I've also sat as a parent leaison in this district with parents that didn't have as great of a process with as me. held their hand, gave them a shoulder to cry on, worked with teachers to try to make sure that those supports were um provided to students. Not every district or parent has those opportunities. And what I see here is something that's that's a tragedy. >> Director Anderson. >> Yes. Thank you, Director Baker, for your thoughts on advocacy, and I appreciate you developing this. I think I um am just wondering um how we might in the next before I guess before our next meeting how we can work to kind of gauge other districts interests in that. So I guess I just want to volunteer myself to help you if if I can in terms of just how we can collaborate with other districts. >> Sure. I'd be more than happy to um send this draft resolution out. I I would really appreciate other board members to take a look at it, read through it, make any changes. Like I said, this was just me kind of rambling in my state of um devastation on what happened to this department um to make sure that uh that we're doing the things that we need to do. And and when I think about resolutions, like we're writing those to try to support the work of our district. This is a little bit bigger than our district. This involves something that that goes a little bit um farther beyond our district borders because it it does involve a federal department. So, um, I would appreciate the support of other other entities within the state to to say that, you know, okay, so no one else is saying anything. That doesn't mean in the state of Minnesota that we agree with this. >> Uh, Director Baker, can I ask you some questions just about it? Um, so the first whereas clause, I mean, essentially saying that we're we're going to follow the law, right? >> Yep. >> Um, which which I assume we already do. Hopefully. >> Yes. But I think it needs to be stated when we don't have any supports to help us follow that law. >> And then I guess that was a question and maybe you would know or Miss Director Humphrey would know. Um what what are the and we're looking down to the third paragraph second whereas class you're talking about diminished federal support? Um I mean their agents actually interact with our our schools and provide services that we would need. >> Yes, they they provide techn technical support. We also get um support with um answering questions anytime we uh come up come on an issue that we don't know there's a lot of gray areas in special education. So there's a lot of collaboration that needs to happen for some of these things. Um also like with the grants uh the the people that write those grants are not not employed right now. So they have to know how to apply the monies to those grants. You can't just willy-nilly give people money for grants. So um I don't know how some of those grants are going to be funded. And when I've asked questions about that, I have not received answers on that. So, that is the one area of funding that I'm the most concerned about is the grants that we have um supporting some of our programs. >> And I know that the funds are appropriated by Congress um and the DOE is the one that will administer them and send them out. Are we I mean, are they not giving us the money that we're supposed to be getting? I mean, is that an issue right now or is it just a lack of staffing is your concern? lack of staffing, but I want to say the October 1st funds that went out did did go out to um states. Uh that is that is for sure that did happen. As far as like um based on some of the individual programs where there's no longer employees within those offices specific to grants, um that's where the questions lie. >> Okay. And then >> as far as funding goes, >> I just had a general question for our board too. Um, and just generally speaking, like I advocate for state support, you know, paragraph 3, I'm all about that. If we can do some advocacy at the state level where I think it might have some impact, um, I don't know if telling the federal government that, hey, you should go and hire back more employees is going to do any good. Um, but just as a board, I mean, is this the kind of thing we want to be doing? You know, bringing resolutions on a multitude of issues. I know we talked about it a couple weeks back when we were trying to encourage the state to better align our deadline for approving our budget with uh their budgeting. Um, and I know that was Yeah, we we did not move forward with that one. So, I'm just wondering what what you know as a board what we're going to do here. I mean, is this something where anyone's going to bring a resolution forward and or do we want to have some parameters on this? Director Thompson. >> So, so this resolution was brought to the table just for discussion and so >> correct. >> Uh I I have no issues with with uh discussing it and so thank you for bringing this up. Um you know, the the resolution calls for us to express support for special education obligations. Uh the the board of education of Lakeville area schools calls on the federal government to act. Um, we advocate for state support, request partnership and collaboration, and then for our district to communicate and advocate where we would forward the resolution to our Minnesota US state senators about this, uh, including district communications as well as engage in local parent groups, community organizations, and advocacy groups to raise awareness. And so I want to be cautious around how much time and where we want to deploy district resources and something that may or may not be within our control. Uh and so I do know that the federal government is shut down and maybe the best course would be to ask our elected official in our congressional district and I believe that is um Senator Angie Craig to say can you help get the government back on track. I mean, >> you did. Yeah. >> Yeah. And so, as board members, uh, I think if we share Yeah. a similar activity and and send out communications, uh, like like that's why we have a senator and that's their role is to get the government back and open. So, uh, but in regards to our district and our resources and our capacity, uh, is this where we want to allocate dollars and and time. So, those are a few things for consideration. Be aware that um, the special education population is about 16% in Lakeville. So if we don't have resources or dollars to support those students, it would be a significant impact to our budget. >> Any other comments? >> Yeah. Uh Director Nicholson, then Director Carbon. >> Okay. >> Are we missing any funding yet for since the government shutdown, that kind of thing? Are we concerned about that piece of it yet? Looks like >> I understand the the other side of it, but I mean, is there anything that we're we think we're not going to get over the next quarter? >> So, we're we're in a um the way that special education is funded in the state of Minnesota is that the district pays for everything first. Yep. >> And then we're reimbursed by the state. So, it's all on us right now. And the ISS is we won't find out until July when we actually get our money from the state if we're going to get that free re or that full reimbursement of that based on if the federal government pays the state. Now granted, like I said, the first funds went out on October 1st, that did happen. The longer the shutdown goes on and the longer um we go without employees within the actual office to distribute the funds, that's questionable. Director Carbone. >> Yes. Um, Director Baker, this is a noble cause. It really is. Um, I I nobody knows this first time I'm saying it, but um I have special needs in my family also. Uh, and I understand the the aspect of what you're talking about. That being said, um, to me it boils down to impact. If if we can't get leverage and impact with this cause you're trying to bring forward, I'm I'm not sure what the value is. You know, I I like something that Director Thompson said in regards to moving it through the political process because I think really this really does in my mind go through the political process more than um you know a non-political board if you will. And you know, maybe that's the direction to take or the approach to take as opposed to coming through the board with it because I'm not quite sure the federal government is going to to listen to us. Uh and if we have any capability of having any influence, it would be with the state of Minnesota. But but I I just don't see us impacting the federal government whatsoever. I I I understand your um your thought process there, but I also look at it as that um what is our what is our purpose as a board? It's to develop policy and to um like our conversation should always be about what is best for our students. And if I ask the question, is this what's best for our students? The answer is no. And then I also come back to as a specialed parent um you know I sat here and had a whole room full of people about hockey team but I haven't heard anything from anybody about this. This is our most vulnerable population. These are students that um that don't have a voice and some of them the only voice they have is the voice that we give them. So, I guess when I think about my integrity as a person, it's when you see something that's not right, you stand up and you say, "This is not right." Um, and I'm just looking for people to stand up and say with me, "This is not right." Um, and I get it that it's that it's political, but if the tables are reversed and special ed was funded and we lost funding for general ed, would we be would we have be having this conversation? >> Director Anderson Yeah, I do think um sometimes there's a question of what's most powerful in terms of individual versus group voice. And I guess what I would say here is there have been plenty of times that I have emailed my local officials and personally as myself and as a schoolboard member and not heard back. And so this is where if we as a board make a statement, it is going to be far more impactful. And if many boards get on a resolution that will be more impactful at the state level. And if Minnesota is a leader in education and this makes national news that can impact other states to do the same. Um and that's where it has impact at the federal level. So, you know, I think there's opportunity here to use the weight of the board as opposed to the weight of our individual voices, which at times is not very heavy. So, >> Director Cameron, >> um I agree with that sentiment. um director um Anderson and um maybe chair Swanson to your point earlier like should we engage in these types of activities or not. I think the resolution that was discussed for forgive whatever meeting that was at I forget what meeting but I think there were merits to it. It was just some of the language we we were I I remember I said I would I support it if we strike this section. And so um I mean I I do think that we can as a as one voice provide leverage to either MSBA or or to the state on certain thing or even federal. Um, and so I'm open to us as a board, if we agree on a resolution or whatever the document is called, advancing it to the appropriate um, governance board. Um, so especially if it affects the students in our district, um, which I think, um, Chair Swanson, what you brought did um, I think this does. So, I'm I'm open to that, but I do think it'd be a m much stronger if there were other districts interested in um going forward with like a revised draft of of this and or the other resolution. >> Okay. Maybe um in the near future you can explore that and then work on a revised draft or come back if we want to talk about what the board would approve if we're going to move forward with something like this and work on amendments to it. before. >> Can I ask that we set a date so that it does come back? >> Well, how long is it going to take for individuals to go contact other school boards to talk about it? >> We only meet twice a month. So, >> probably do some work in the interimm and bring it back to the next meeting. >> I don't know if this is I feel like this is more like work session discussion around how we might want to edit it. So if there's an upcoming work session that we can devote some time to it. >> Yeah, let's shoot shoot for 30 days. >> I don't feel like that's acceptable. I I mean I'm sitting here as a parent and I don't know whether my kid has services. I mean he has Voke rehab services. He's a student in this district. Our VO rehab services were already cut once this year. Um so now we have no support at all. The only way we can get support is if I apply for MA for him and we go through the whole process. I've applied for MA. We've been on a waiting list to get the needs assessment um to even see if he qualifies. And that's just so he can get employment just so he has support um supported employment because he has interviewed and interviewed and interviewed for jobs within this community. He's not been able to get that. Um and why has he not been able to get that? because we send our our Tessa students to 917 uh for those services and so they're in communities that are other than Lakeville, which I love the business community and and the fact that we have those connections in Lakeville, but we send our students to Rosemount for those services. So, he has no direct involvement with any of the employment opportunities within this community. So, he has had literally zero interviews. Every interview he gets, they they deny him. We had an interview once. He got all the way through the process. They were ready to hire him. He gets a survey that says, "Have you received vocational rehabilitation services?" He had to check yes. And then all of a sudden, the the job was done. We're not going to hire you. But they wouldn't tell us why. Okay, that's discrimination that's happening within our community. These are supports that help people be productive members of society. Like, do you want kids working or do you want them on social security disability? I for one want my son working. And so like another 30 days to wait when I've been on the waiting list for two years just so that we can email people in our spare time. 30 days isn't enough. We have our audit report as Mr. Homegrid said coming back here. Auditors in two weeks. I'm we don't have a meeting scheduled for next week. Uh so again without knowing exactly what our agenda is going to be in two weeks. uh and whether or not we'll have time to you know again set some time to I'm assuming I have some proposed edits I'd want to do. Um maybe others would as well. So Director Cameron >> um I'm I'm wondering I hear what you're saying um Director Baker and obviously I'm I'm I empathize with with challenges related to the bureaucracy that we live in. Um, that being said, um, I'm wondering if we could ask the superintendent and executive cabinet that I recognize that there's probably things beyond um, what's happening at the federal level in the last week that that needs to be improved. So, don't get me wrong. I know everything's not great to start with, but if if services or programs need to change as a requirement or are forced to change because of what's happening at the federal level and or state in our district, could we be alerted to that? Um and and if not, my assumption is like we we will continue our services like we always have, but if if that needs to change, I would appreciate a heads up and maybe that just I mean I think I want to ensure that yes, there's changes getting made in the government. Lakeville 194 at this moment is operating as if nothing has changed. >> But if services need to change in our district, I would like to know. Is that am I making sense? >> Yeah, that makes sense. >> Do you understand? >> Okay. >> Your request. >> Okay. >> All right. I >> think my request was just to have it at the next meeting instead of 30 days from now >> for discussion and vote. >> Yes. All right, we'll consider it. Thank you. >> Uh, any board member reports? >> I have several, but I'll let him go first. >> You want me to go ahead? >> Okay. Um, so I'll start with um I was invited to a meet and greet for the special education programs at Christina Huleston um a couple weeks ago. Um this is for their setting three programs. They had the fire department there so that kids could um look at the fire trucks. Um there was root beer floats for all of the kids. That was really cool. Um and I was invited by Gina Mayahhoffer um just to give a thank you to inviting a board member to that. Um, one of the things I want to offer some kudos to to this team at Christina Huddleston was that um, the way that that was set up, like they brought their family members and they brought their siblings to that event and they were able to go through the building and like show off their classrooms. Um, now granted like during a regular uh event where the building is open, they would have the same opportunity, but it is also very difficult for students with disabilities to do that in a loud and crowded environment. So, I thought that this was a great way to um let the students be leaders, let the students like show their family and their siblings like their program and they were so proud of it like showing off their rooms and all of the different things. And then just also I really appreciated um that there were other administrators within the district that attended that event. So for example, I saw a principal from Lakeville North Kimboody at that event. Um I love to see other building principles showing up to support administrators and and their buildings. So uh I thought that was a really great event. So that was one event that I attended. Um I also responded to the invitation from um a Cherry View teacher and I went to observe um Mrs. Spanovich's third grade class for a morning. Uh that was really cool. I got to see some math and interact with the students a little bit and talk to some teachers and staff within the building. Um it was really nice to be in the building and see some of the things that are going on with within our classroom. So again, thank you again to reaching out to the board and inviting um a school board member into the classroom. Um finally, sorry I said I had a lot. Um on October 8th, the um the board uh public engagement committee met. That's Carly, Director Anderson, and I. And uh we've have some events set up for the board and some things that we are working on um for more uh opportunities for the board to engage in the public. Uh so our first event that we set up is November 13th at 6:30 at Lakeville South in the lecture hall. We will be meeting with the family connection special education PTO. uh they have some information that they want to share with the board and then we'll have some uh open dialogue with the parents of that um that PTO to uh talk about the different things that they've um experienced with special education within the community. Um Director Anderson and I had also talked about um some different areas that within our school district that board members may need um to see. So, one of the things uh that I reached out to uh Superintendent Bowman this week was setting up some um walking tours for schoolboard members within some of our buildings. Um we asked to specifically see the buildings that are over capacity right now given that um board members need to start thinking about boundary adjustments and what that looks like within our buildings. So, uh Superintendent Bowman is working on getting those set up. Uh we're hoping to have at least two options for board members on those days like a morning and an afternoon time. Um to kind of help number one with like your work schedule, but number two with thinking about quorum and making sure that there are more than three members there at a time. Um so we're scheduling those walkabouts. And then um director Anderson, you were working on following up with some student groups, correct? um I emailed the our principles and so I think there's some additional discussion about how we might given our student groups often meet before and after school what would might be the optimal way to engage them and also I think probably input from the board would be needed in terms of what is the outcome of doing such a a gathering. So let's say they give us feedback, what are we going to do with that feedback and making sure that it's it it has utility, >> right? That would be like for a future working session topic, >> right? Yep. Right. >> Um some other things that we talked about were representation at chamber events. Um the next one coming up for the chamber and just so you know like the public engagement committee will try to let you know on these events coming up would be um October 22nd with the state of the schools and obviously there's access and issues every monthly Friday morning at 8 a.m. which is an online one that that board members can attend too. just making sure that we are um scheduling things and um again like anything that the public engagement committee schedules you're not required to attend um but it is an opportunity for board members to interact with different aspects of the public and our student population. That's all I have. >> Thank you. >> Oh, sorry. Um our next meeting is October 29th at 6. >> Director Nicholson >> also had an opportunity to visit Mrs. is Spanovich's class. Uh it was fun. We had uh good chat and uh got to do some math facts. So that was a that was a blast. Um appreciate the invite. Uh Paul came with me today. Uh the other one that I had a chance to go sit in was the uh literacy standards review and that was a very interesting situation. I was very impressed with the way it was facilitated. I thought the group had some strong opinions. They seemed to come together well and from my perspective, they made pretty good progress in terms of aligning north and south from a literacy perspective, moving in the right direction, talking about common assessments and the way that we can all kind of move forward with some of the directives that they've been given. So I was I was happily happily pleased with that scenario. So good job to teaching and learning. >> Director Anderson. >> Yes. Uh teaching and learning advisory committee also met for the first time this year. Um and that was uh I would say the majority of it was Mr. Bowman presenting on the levy. So that was fun to see the presentation. He's doing a great job advocating for the levy or I shouldn't say advocating notifying people of the levy. Um correction there. Sorry. Um, and then, uh, otherwise just kind of get to know each other moments and that was good. And then, uh, I also wanted to just, uh, thank our staff who put together the digital citizenship and safety, social media safety. I can't remember the exact title of the topic, but uh, this was a presentation that was done a couple years ago and I attended it. I was really happy to see it come back. So, um, Stephen McDonald came from, he is actually in Canada, but, uh, came to, uh, do some education. He's from Safer Schools Together. Um, and this event was organized by Holly Ryan and Karen and that was, um, under the leadership of Michelle Humphrey. So, thank you to all. Um, other panelists on the the discussion were Todd Williams and Brad Wuben from the Lakeville Police Department, our SRRI, SRRI, SRO's. Mariah Kellington and Drew Lindberg. And then um we had some principal representation as well. Uh CMS principal uh Jason Baky and North principal Kimooti. And so um great attendance by our um administration. Unfortunately, not huge attendance by the public. So that was sad to see. And I think um such important content in terms of how to keep our kids safe in this day and age and what parents can be doing. And so I guess my followup to um our administration was how can we get this information out to parents in a way you know parents are busy. Um it's hard to attend and how do we get this information out? >> Did we get that on video and can we send it out in any way, shape or form? Yeah, we've had a couple of conversations about um because I was there. I agree 100%. I want I think my comments were I wish we could fill the whole auditorium. Um but uh maybe we need to bring the mountain to the people. Uh and the mechanism to do that. One of the things is if you give them the whole video of the presentation is very long. So, we're thinking about doing um short like training type videos um and trying to figure out how do we how do we package that and then >> yeah, we something like that because we think that uh it'll be more digestible and also people will be more inclined to actually consume the information. So, we are trying to figure that out. Um, but I also think we should offer another opportunity for a big group, but um, you know, try to do more to market it, I guess, would be my word. But, um, so we have had some internal conversations about that. We haven't figured out a full-on solution yet. >> I I forgot to thank Grace Holen. Obviously, she was there and and very much involved as well. And she has managed to figure out how to take a video of me and Matt and break it into about 15 different embarrassing segments. So, I'm confident that they can figure out a way to do some small snippets that I do think those are things that if you can make the shorter videos, people are going to be drawn to that to in their in parents own tendencies to scroll and click on things and that's probably going to get some attention. But I think with how busy busy parents are, just asking them to come on a week night is tough. Um, so Are you suggesting a Saturday? >> No. I think I think the idea for the video segments, you know, nowadays like the thing we're actually advocating for um in terms of everybody putting their phones down a little bit is that might be actually the way to reach the people >> since they're not putting their phones down, >> right? Because nobody is. So, >> Director Cameron, >> uh, last night I got to attend, um, the Culver's night at, um, for Oak Hills Elementary. Um, and I just want to, I know I mentioned this before, um, when I've attended a different one, but, thank you to Culver's for, um, letting the restaurant get taken over by elementary students and families um, multiple nights per week and then of course supporting our schools through that. Um, but also to last night it was the kindergarten teachers at Oak Hills. Um, but I know the teachers rotate and they're volunteering their time um to be there to support our schools and I think that um is well above and beyond what they um need to be doing. And so if you see a teacher at a Culver's um they're definitely volunteering and so extra thanks um to them for creating a a good school culture and supporting um supporting our elementarymentaries. >> Director Carbone. >> Yeah, thank you director. Um few Fridays ago I attended the uh Chamber of Commerce gayla with some of the other board members here and I had the opportunity to speak with some seniors from South High School. And it was interesting because they were getting into a conversation in regards to what do I do when I graduate? What what are the steps to take to find a job? Um so anyway, long story short, it was an interesting conversation with with a number of them. Uh the other thing this morning I was also as director Nicholson mentioned we were in Mrs. uh Spanovich's third grade class at Cherry View and uh had a good uh uh session in understanding the types of things that go on in the grassroots if you will and and all day echoing in my head is um when dividing always start with the largest number. I I can't get that out of my head. That was one of the lessons today. So, all right. Anymore, Superintendent Bowen? >> Yeah, thank you. Uh, just one report item I want to make sure I address. Um, we're about three weeks away from election day on November 4th with our capital projects renewal. Um, and uh, if capital projects levy is renewed, there will be no tax increase. And I just want to um emphasize that point. Last night, I hosted the uh second of two community meetings that we've conducted here at Lakeville Area Schools to share the detailed information about how this levy's been used, what the return on investment is, and will be used uh in the future to maintain our educational technology, security technology, cyber security capacity. Um, and anyone who missed these meetings, uh, you can watch a recorded version of a a meeting, um, on our website, uh, if you go to isd194.org/levy-presentation. Uh, I think just the bottom line is anyone who lives in the district, you can vote early here at the district from 8 to 4, Monday through Friday. And we also have voting uh, at the district office on Saturday, November 1st from 9 to 3. Uh, election day is November 4th and all of our normal designated polling locations uh are uh open and if you go to ISD194.org/voting-info, you can pinpoint where that is for you. And uh again, we can find any other information, frequently asked questions uh also on our website at isd194.org/levy-renewal. So hopefully uh everybody for or against will get out there and vote uh their conscience and we appreciate you. Thank you. You >> change your mind. Director Thompson. >> No, I have I have a question for him. >> Mhm. >> Uh I did receive an email yesterday and I didn't have the answer off the top of my head. If the levy does not pass, uh there is a four it's about $4 million. What is the savings for the for the property property owner if >> I think the median home savings is $147 on the year. Is that correct, Bill? >> Okay. But $147 $147 a year >> annually on a median income on a median home >> median home of like >> but we have to cut the four million out of our FY2627 budget. >> Agreed. But taxpayer savings would be $14 like $13 a month for an average size home of >> $4505 something like that. Okay. Thank you. >> Ju just to add to that it's just so the consequence of that is $4 million cut from our budget. Um and remembering two years ago when we sat here and cut 7 million just trying to find things and all of the things that we lost from that $7 million cut. We haven't been able to fully bring those back yet. So, um, just want to keep that on on the forefront of that conversation, too. >> It's significant. All right. Uh, moving on. Recommended actions. Review and approval of proposed goals for the district. Um, what we're looking at here is just approving what the goals are. I understand there's some questions about formatting. Uh we can clean that up later, but uh specifically looking to approve the recommended goals set by the district for spring of 2026. Uh Superintendent Bowman, I'll let you take it away. >> Well, I have nothing to add other than I would uh like your support and again I would emphasize that if there's a formatting uh modification, we're obviously open-minded to that. >> I did have one question um on the MCA goals. I see we're we're essentially bumping up a lot of these just 2% um for the spring. Does this align with the ESSA goal that we that the district had already set? >> I'll ask uh Tracy Broald, are you here? Yep. If you want to share um on that matter. >> Um we are bumping it up 2%. Um, each of our individual schools have their approximate goals set for how much they have to bump it up to get to 85% by 2030. 2030. Um, and so we moved as a district um up that 2% um to make sure that um we're on track to try to get there as well. >> Okay. So, it is in alignment with the the ESOs. >> Yes. Okay. Director Cameron. >> Um, one question on the MCA and sorry I didn't realize this before today. Could we also add science? I I'm happy to approve this tonight but get science. >> We didn't have that because we didn't have those results back yet. So, we will add that. >> Director Carbone. >> Yeah. Tracy, um, are there any, if any, changes to curriculum to to help accomplish this? I mean and and I know that's a a very universal question but just you know have you modified some things in the curriculum that needed to be modified for this? >> Yes. So we are working through that at our secondary level. We are putting our systems in place. Our teachers are going through the standardsbased review so that they are aligning their curriculum the um the their curriculum to the standards. We're also looking at purchasing resources that are aligned to the standards as well. >> Okay. Thank you. >> Yeah. Director Anderson >> wondering so I know last um meeting I brought up something that had been approved I believe at the meeting before in terms of the list of things that uh director Cameron had. One of the things that isn't on here is the fastbridge data around social emotional um behavioral indicators is that so that is missing from the student engagement and I'm just wondering if we can add that in >> as we previously discussed >> and I actually Tracy if you know I'm curious because I have seen my kids scores in in that and I'm wondering how is that actually um determined on the fast bridge. Is it just questions about how Yeah, I'm just curious. >> Um I am not as familiar with that as the um academic side of it. >> Okay. >> Um >> anybody over there, Emily, Michelle, are you aware? >> I would have to take a look at the questions again. Okay. It's just a series of questions. >> Our counselors take a look at which students would benefit from interventions. But um my perspective is yes that we could add to that district. >> Have we have we seen I don't know if we've even seen a baseline for that. Right. >> Yeah. I don't >> Yeah. I mean it'd be interesting to see what it's been over the past Yes. >> you know four or five years. >> On the metrics >> I thought it was on the um was on that one thing that was presented to us. student daily experience. >> Um >> I'm not sure if it was fast bridge though. Um so I will uh I think staff will add that uh and we'll get the baseline. I will send the I'll send you an update u in Friday notes so you have that uh visible >> director Cameron and then Director Carbone. Um to piggy back off um director Carbone um happy to approve these and and obviously like to see that there's goals for growth in all the areas. I think as a board member, what my hope and expectation is then is that um in order to help achieve these numbers, if we need to reallocate resources and or um find new resources to support intervention in particular, um I want to I want to learn that and I want to support that. And so this is not just your all's work, right? This is our work at this table. Um, and we need to make sure that we're resourced enough to achieve these numbers. >> To Can I just add one thing before? >> Are you done, Amber? >> Okay. >> Paul, can I just add on one thing? >> Yeah, please. >> Um, I mean to that point, Superintendent Bowman, if there are areas like that, as Director Cameron's saying, where resources need to be reallocated, and I think some of the metrics might might kind of prove that up as we get into this a little bit more and show areas that we might need to reallocate re resources, but I assume you'd bring that to the board if you need any action from us. Well, yeah. >> Okay. >> Well, there there'll be plenty of that coming. Uh I I think when we started the conversation around this that that was one of the key objectives. Uh the challenge becomes identifying that uh and then articulating what it is in in real terms which often times is going to boil down to either funding priorities or funding process for the future. So I think that's absolutely true along with long range facilities. And so I acknowledge and concur and we'll be working that. >> Church carbon. >> Yeah. Thank you. Um you know I understand how you um develop baselines and metrics for math science and reading. I'd like to understand better um social emotional is it is it am I on? >> You're just too far away. >> It's hard to hear you. >> Sorry. Thank you. Um, I understand metrics and how you measure science, math, reading. I'm not quite sure I understand social emotional learning. I'd like to get a better sense of what we do to measure that. What are the questions? What What is it? >> That's probably some information that could be sent out. >> Yep. I might give a Friday notes. I I got both those things. What are the questions? What's the baseline? What do we look like? >> Okay. Thank you. And maybe to that we could review the presentation. There was a whole presentation about this. Um >> yeah, >> like it was over an hour where we went through these types of >> information. Yeah. >> Director Anderson, >> I just also want to clarify um this is a living document that we can continue to come back to. I have some thoughts that I certainly want to follow up with um Superintendent Bowman on with regard to the idea of looking at access to mental health services. You know, um just working in a hospital setting in a hospital setting and mental health access is a big issue, but outcome is also a very important thing to be considering. So I'm curious about um kind of the quality of services in terms of evidence-based interventions and what is happening with those services. So that's not something that I've um followed up with him on but would like to just come back as more to your point uh director Carbone like what is a way we can look at outcomes in this category uh just because we know that uh mental health is certainly important to a child's academic success. Um, so I think we can certainly dig around in terms of what we can be doing in our schools as a more um regular check-in evaluation point survey something as well as what the services we're paying for. What is what is the outcome there? >> There are no further questions or comments. Is there a motion to approve the goals? Director Thompson, >> I don't have a motion, but I do have some clarifying questions. There's a few metrics that I see that that are not listed on here. Um I I would like to see if we're how do we want to add these these additional metrics or do we need to vote on it or do you want me to just kind of share? Do we How do we want to do this? >> So So these are the district's recommended goals. Okay. Right. So if there are additional goals we want to incorporate or if it's just data that we want to track for our own purposes, then I mean that's going to be on the data dashboard. If it's one of those 13 whatever number categories there were. >> Let me let me restate let me ask it like when is so the school year is has already started July, August, September. When will we expect to see the first iteration of the QBR? >> Well, we have uh school started in September, not July. Um so we're in October here. Um I would November time frame maybe early December when we have some >> data to to share and report. Now obviously in some other in in different categories we have you know like right now we're talking finance data. Today we talked about the audit. We've you know we we're going to bring you um pretty much every board meeting moving forward talking about uh finance. So um >> I I I think November time frame is is uh our opportunity to do a quarterly type review of the data. >> So that makes I understand that. I I think where there's other metrics on here that aren't specific to student engagement and and academics like district human resources from teacher vacancy total, teacher absenteeism, substitute, you know, the licensed staff retention rates XYZ. And so as I as I'm envisioning how these QBRs would go, they would go every quarter and there may be instances in quarters where there are other metrics that just aren't needed to be updated because there isn't any data to be associated with that. And so while I'm okay, I guess waiting until November, but there uh then I would view that as part of like Q2 metrics or or something of that nature. Um, so somehow we need to need to incorporate some sort of cadence to these things sooner than later. >> And then part of that cadence, um, I'd like to see some sort of dashboard. And I've sent a note to all you guys around what the formatting of what that might look like from from my lens. And on top of that, I would love to have an individual slide uh that would be kind of a companion document that states the the uh the intent of the metric, the definition, how you guys uh got to that formula of that respective metric, so we're all on the same page. Uh it will say in the baseline uh I mean the dashboard will have the baseline, the Q and and the goals, but also some additional insights and commentary. So every QBR should be attached with a dashboard along with a slide that that has every metric that's associated with it and then some additional commentary where it makes sense because we may not be able to go over all of the 20 metrics in every in every QPR. So that's what I'd like to to see uh in the next iteration. >> Well, and I guess the question because I mean our fiscal year started in July and that's why you're saying hey QBR is one is or the first quarter is done. Um yeah, so the academic year doesn't necessarily line up with our fiscal year. >> Agreed. Then academic year would start in Q2 generally and then >> we have separate reports for finances and academics. >> I I don't see them as separate reports. I see them coming forward in in in those at each quarter. >> There just won't be any Yeah. academic things on the first one. >> Correct. That's how I would interpret that. Unless if you were if you got in September, you might see the reports from Q2. No, I take that back. then you would have seen it at the end of and end of fiscal year Q2 for Q3 and in that QBR. So I'm sorry. Go ahead, Brett. >> Director Nicholson just uh so we got the definitions of all the metrics I believe already, right? So we already kind of have that. So you just want that incorporated like when we send it out also have like tab 2, hey this was all the stuff that was agreed upon, what the formula is and that sort of stuff just for quick reference. I think close. I don't think we have the definition. So, for example, we've got fast bridge, proficiency, reading, and math. Like the average person isn't going to know what that what that means. And when they and then the calculation of whatever they're using to get there, they're not going to know. Um, so that that's that's one that's one thing that I'm trying to like what is give me a paragraph of like what do we what is this and what is this intended to measure? >> You're just saying for public transparency. Yes. Right. Yes. Director Cameron, >> I'm wondering um in in this document or in some document there's a a new column added um director Thompson that would just state how often this metric is updated. So is it a quarterly? Is it a annually? Like MCAs are annual, right? >> Um Bassbridge are quarterly. You could or they're three times a year. But um that way it signals to us to the public to the um to the district how often they'll be updated and I think expecting though if they are quarterly by the end of that quarter. So like December the end of December would be quarter two, right? >> Yeah. In the executive dashboard that shared as a as a sample, I've grayed out the quarters or the sections of when they wouldn't be shared. And so I have it where if it is fast bridge proficiency it would share in you know fall, winter, spring and then but for those that might be grade point average that could be Q1, Q2, Q3, Q4 and so I've got it set up where the uh the white cells are where you would just populate the data and then where it wouldn't be needed it would be in the in the darker cells. I do think it is good to have transparency and we don't want to make it so complicated that it's hard to it's hard to use you know so I think there's like a balance here of usability and um putting out all the information >> I I mean I think if we can work on you know how it looks and what information we're going to put out um I mean the goal of today is to approve the the goals. >> Can I make a motion to >> Can I make a motion to approve the goals and start the process here? >> You can make a motion. >> Please >> go ahead. >> So moved. >> All right. There's a motion. Is there a second? >> I'll second it. >> There's a motion to approve the goals by Director Nicholson and there's been a second by Director Carbone. Any discussion on the motion? If there's no discussion, uh, all those in favor of approving the goals as set forth by the district, um, at 7A say I. >> I. Any opposed? >> They are approved. >> We are uh >> Oh, wait. With the clarifications that we discussed that he's going to add. >> Yes. >> Sorry. Now we just approved it, but Can you restate that? >> Um 7A with the clarifications we discussed >> to add goals to them or just add them as metrics that we're going to review. >> Add those metrics with >> I mean baseline goals, right? >> Yeah, I think everybody agreed, right? We're good. Just let's do it. >> We just don't have a >> we just don't have a goal for it yet, but it'll be a metric that we try. >> Well, let's let's start using it and look at it. I I think add it and let's go. >> Yep. >> Yep. >> Okay. >> Perfect. Done. >> I love it. >> All right. With that, um, we're going to move Well, I'm going to make a motion to move into close session pursuant to Minnesota statute section 13D.05, subdivision 3B, to engage in negotiation discussions. Um, is there a second? >> Second. >> Or a second by Director Cameron. Uh all those in favor to move into close session uh pursuant to Minnesota statute section 13D.05 subdivision 3B to engage in negotiation discussion say I. >> I. Any opposed? All right. What's up? Go ahead.