It is 6 o'clock on Tuesday, Jan June 3rd, and I would like to call this meeting of the Robbinsdale Area School Board to order. Will the clerk please call the role? Thank you. Director Basset here. Renee Bowman is here. Uh, direct uh, Chair Evans Becker. I am here. Director Hillenbrand here. Director Holmes absent. Director Long here. Uh, Director Wuto here. We have a quorum. Let's get started. Okay. Uh, the first thing up on our agenda is approval of the agenda. Do I have a move to approve the agenda? So moved. Been moved by Director Hillbrand. Seconded by director Basset. Yes, I'll second. Thank you, Director Basset. Thank you. Uh so, uh chair, I would like to add on our work session agenda a discussion about the superintendent's evaluation. Okay. Is there a So, and we can discuss it after if Okay. Um, we have a move to approve the agenda, but your second is contingent on it being adding that to the agenda. So, to the work session to the work session. Yes. All right. Is that all right with you, Director Hillbrand? Well, I mean, it's for approval. Well, we can wait till I have to pass some motion first to say we're going to approve the agenda and then but but why approve the agenda? We can just amend it. Exactly. So, Director Hill, that's that's acceptable. All right. So, we have a motion and a second on the floor to approve the agenda with the addition of a discussion of the superintendent evaluation um on the work session. On the work session and this is a voice. Yes. Clarity for tonight's work session. Tonight's work session. You're not talking about the actual evaluation. You're just talking about absolutely the process or the timeline or the formatting or something. those things because as you know we typically talk about those things at a different time and we have not done that as yet and as we have the superintendent evaluation coming up uh this month I think on the 16th it's only fair to our new directors we have two brand new directors and we've never gone through the process and so to to do that would be good uh director Bowman I don't have enough information to really un vote on that piece of it I I want I am interested in knowing what's lacking, what has not been presented, and I don't think that that's part of what we're discussing here at the table. I mean, if I if we want to add uh the item to the agenda, that's just the general evaluation process, that's one thing, but it's my understanding from my own attendance to the meetings and the other things that I've been to that the evaluation process was approved by us uh almost a year ago along with along the way with work six months ago. I know we have two new members, but um and I don't mind looking for clarity. I just don't want to go looking for things that aren't there and I'm don't want to chase after sort of allegations that we haven't done a due diligence or something's been missed in the process because I don't agree with that. So that's my concern right now. I'd like to clarify this would be to discuss how we came to this format. This was all decided upon last fall, but just to inform the board about the process and so that there's an understanding of what was already decided and what we're going to be doing. Correct. And chair, thank you so much. But this since this was my motion, let me just speak to it. Uh the the fact of the matter is is that historically we always the board as a whole comes together and talks about the elements. We did have a meeting back in September as you know and we talked about elements and those kinds of things. We were scheduled to have another discussion about it in May, this past May. That did not occur and and so well from what I read and so I mean I I don't want to debate it now. I mean it's it we're just talking about let's just make sure we have new directors. Everybody understands that we're clear on the process and what prompted this also is that I got a revised document. It said revised on it and I look back at the original document and I just think just for us all to be clear about what that is. There's nothing mystical about it. It's it's just to review the documents. We've always done that. Uh so and we have two two new directors. It makes sense to in involve them in that process. Okay. What was revised was just uh the time the timeline. None of the goals none of the No, we're going to look at the documents that we had before. We're going to talk about the processes that we're using and we're going to have agreement on that. And so whatever director's questions that come forward around that issue, we'll talk about it's not controvers. It shouldn't be controversial. I just don't want us moving the goalposts. Well, that's a different conversation. If somebody has if somebody looks at it and has something that is coming to their attention that they want to talk about, I assume they'll do that. That's not what I'm suggesting here. I'm very clear about what I just asked, you know, and so I see a hand. Okay, Dr. Long. Yeah. So, just kind of point of clarification. We're asking that this be put on the agenda. We're not having the discussion about it right now. So, can we, you know, vote on whether or not we're going to add it to the agenda and then go forward with the discussion at the appropriate time to have the discussion about that? I think that's very appropriate. Great idea. Thank you, Director Bowman. Great. I can fully support a discussion as to the process and the procedure of what we're doing around the evaluation. Um, and I would appreciate if we could put a time certainty to the discussion such as 10 minutes. It shouldn't take us more than 10 minutes to get through the information that's already been uh worked on, decided upon, and and bring up any uh pertinent points. So I would hope that we could add a time certainty of 10 minutes to this time certain of 10 minutes. Director, the last last comment that I will say is that as you know, I did send a note to you saying I thought the agenda for the work session was too long. And one of the things I hear all the time, I'm not the one always saying it. Others say it all the time. We should be doing board work. Board work. One of the most important and singular things we do is hire a superintendent and evaluate the superintendent. That is one of the and the budget. Those are the two most important things that we do as a board. And so, excuse me. And so, um, so if we're talking about time certain, if we have this as one of the early items on the agenda, and I I I'm not I don't think we need to talk about I mean, we can just generally talk about if let's try to be timely, but some of the other things that are on there, I I don't, you know, I'll just won't say more than that. I'll just say this is board work. It's happened for the 23 years I've been here. We've always had a discussion together as a board about the elements. We have two brand new directors who've not been through it. And in the in the last time we had the midyear and just checked on things, I'm just going to say this. One of our directors got up and walked out. Okay. I think we should vote whether or not we're adding this to the agenda. And I would like to be clear. We are we cannot change any of the elements at this time. Well, somebody revised it. I'd like to know who did that. I did. Who? I did. Oh, well. Well, then let's let's move on to what we And I guess the other thing I would just like to offer is I believe you were referencing something that happened during close session. So, um I don't think that's public knowledge. Thank you. All I said was, can we talk about it? Okay. So all in favor of approving the agenda with the addition of talking about the superintendent's valuation, please say I. I. I. Opposed say nay. We will add that and we will put it as number nine. Jesus Christ. Agenda is approved. Moving right along. Excellent. We are delighted to have students with us tonight as we do some celebration of our day proud. Uh, Principal Phelps from Zachary Lane has a whole team with him who is going to inform and share information with us about the junior master gardener program and we are so excited to learn. So with that, I'm going to hand it over to you, Principal Phelps. thanks for being here and to your honored guests and we're going to hear from them shortly because uh they've got things to say. So, thank you for having us. I really appreciate uh you giving us the time and the invitation to do this. This is something we're really proud of at our school. Uh my understanding is that we were also going to do the land acknowledgement and the mission statement as well. So, if we can have that, thank you. Um and I'll just read it. Normally, we would ask for volunteers, but I think it's just easier to do it this way. We acknowledge Robbinsdale Area Schools is located on the homelands of the Dakota and Ojiway people. We recognize the painful history of genocide and forced assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. and we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ojiway languages, land-based education, and tribal sovereignty. And the mission of Robinsdale Area Schools is to inspire and educate all learners, develop their unique potential, and positively contribute to their community. And I feel like that's what we do. We are going to contribute to the community. Um I when I was thinking about this um two of the places within the the subsections after our mission statement talk about uh strategic partnerships and student engagement and this junior master gardener piece hits those right on. Um we have some partnerships at our school already that have been kind of long-standing. Uh, fifth grade has been uh, partnered with Northrup Grumman for a number of years in part of the STEM education uh, that we're providing and they give us some great resources. Fourth grade this year just uh, partnered with Dyken which is also a local business and that's been a fantastic addition to what we do. Um, our family and community PTA is a strong partner and they work with us in a lot of different ways to support our school and our students. Um, and we have a mass of community volunteers that come in and help us. This green team is what we're going to work on tonight or or talk about tonight. This is a partnership with the Henipin uh Henipin County and the U of Master Gardeners. the um the I'm going to come up with the better words for it, but they have partnered with us um in making sure that what we are doing aligns with our curriculum and it fits with the bigger picture. So that's that's what we're going to get to. This all started a number of years ago. In 2019, we got a grant from Seven Dreams, which uh has supported us a number of different times. Um, and these raised garden beds were built by uh former ZLE um parent Scott Stove during the pandemic. So, this is a way for our kids to get hands-on and get back into doing things together. Some of the first crops were planted in 2021. And um families will actively, you can't just plant a garden and then expect nothing to happen. You got to weed it. You got to water it. You got to stick with it all summer long. And so our families would sign up and come in and tend the garden all summer, even when we're not away or even when we are away. This is not the order I was expecting it to be. Okay. Uh so in uh fall of 2021 um we had a story done about us with CCX and I'm not going to play the video but uh that is certainly available to you um which talks about the addition of these and the uh the work that the kids started doing when they sto uh some of the first crops and kind of get really excited about that. So we are cultivating good growing habits. We got a second grant. Then we decided this has really taken off. This is something worth seeing and growing. So we got a sec grant from seven dreams uh that included adding a pollination and a sensory garden. And the sensory garden feels a certain way, smells a certain way, uh some of the things you could taste. Uh which was a great thing for a number of our students who have some sensory needs. And as well the kindness rock outdoor space. uh all the students were involved in decorating rocks to add the kindness garden to that. Another community partnership was with uh Josh Daniels. He's a ZLE student and an Eagle Scout. And for his Eagle Scout project, he started to contribute uh to our outdoor classroom. So, he created 30 benches. The benches were then painted by Zachary Lane students, fourth and fifth grade Zachary Lane students along with Armstrong High School art students. So, they came over and painted with us. Uh, that was a great day and uh worked in the hot sun to keep those um get those things painted. But the messages were all, you can kind of see the little puns there, uh, were planted here or, um, a number of those, and I'm not sure who came up with those, but great, uh, great slogans on the benches. So, where we are now, we have some budding scientists with us here, and in just a minute, we're going to hear from them some of their own messages. Um, all K5 students have at least three lessons per year with the master gardeners who come over and teach these lessons. It's aligned to the standards, the partnership with the U ofM Arburedum and Henipin County. Um, these are some of the green team uh here, but some of those people that come over that are the master gardeners are former parents. Some of them are volunteers. Um, they love coming over to see what we're doing. It's just taken off. So, we're gonna hear from our students here. What I want you to know is this. These students were chosen because all of our students do this, but these students give up recess time to work in the gardens. Say that again. They give up recess time. They could go play outside on the equipment with their friends. But when I noticed I was looking at who's signing up, they sign up again and again to work in these gardens. It must be making an impression. So, I'm going to have them come up. Freda and Kase and Brooklyn and Violet. Will you come up? We're going to use the microphone when we speak. Yep. You got it. Right up here. right here for you. Right here so you can say your message together and we're gonna get kind of close. There you go. My name is Freda and I go to and I go to ZLE. I'm in second grade in the Gorab. I have learned that fruits and vegetables are very important to the earth. If we did not have fruits and vegetables, then we would not be very healthy eating junk food. Fruits and vegetables keep us healthy. They give us nutrients. The reason I like the Grow Lab is because they teach us all about plants, how to grow them. They teach us all about what plants need and what they don't. The people teaching at the Grow Lab are great adults. I think the Grow Lab is a great way to learn about nature. Evening. It's a great My name is K and I'm in third grade. Um, the reason why I like the grow lab is because uh they grow plants and me and my mom and my whole family likes plants and they also help the earth. Um, we uh and plants help us breathe with oxygen in the air and um that's why I like the ZLE garden. Hi, my name is Brooklyn Hanskim and I'm a third grader at Zachary Zachary Lane Elementary. I'm here to tell you about Zachary Lane School Garden. I love working in the garden that I I love working in the garden so much I'd skip recess for it and that's exactly what we do. The master gardeners show us how to work in the garden. For example, planting seeds, picking up sticks, and my personal favorite, digging for worms. Kids of all ages like helping in the garden because it's also helping nature. We get lanyards with magnifying glasses attached to them. The coolest thing I've ever found with my magnifying glass is a caterpillar. I I'm proud to be a Zachary Lane student working in the Zachary School. Thank you. Hi, my name is Violet and I'm in fifth grade. And the reason why I like being in the grow is cuz I like planting seeds and vegetables. [Applause] Hi, I'm Jenny Ellis and I'm in second grade. Um, I have been with the green team for as long as they have started building their what they uh called crips. The kids who came back from uh COVID came and they saw the boxes all built and didn't know what they were going to be for. But once they found out this is where we're going to grow our vegetables. This is where we're going to learn about our earth. This is where we're going to apply our science and our reading and our math skills all come together interdisciplinary ways. They are super excited. They cheer when it's time to do explored learning. It's just wonderful to see the excitement. We um I used to walk my kids past the garden and it was hard not to go by without touching, without smelling, without looking, without trying to take a bite of that ripe tomato as they went by. But it is bringing together all the priority strategic things that you are working on. The a the academic awareness, achievement, they are bringing all their knowledge together, how to take care of the earth as an extra bonus. B, they're being um engaged. They're being well, learning how to eat good vegetables. They know where they come from. They want to taste them. We had taste tests. They loved things they didn't even know they could love. Um C, we are collaborating with people. We're communicating a weekly newsletter so people know what's going on. And D, we're developing learners this age and this age. So, we're having a wonderful time with it and glad that it can keep going and growing. Now, we don't want you to forget us. So, we have something for you. So, you will not forget it. These seeds are forget me not seeds. Go ahead and deliver. As soon as you plant them, please come visit our gardens. And then as soon as they bloom for you, please come back and see how our garden has changed and grown as yours. So, we appreciate your Thank you and encouragement. Thank you. That was so sweet. I got one. We're going to give it to Thank you. [Music] Director Bowman, did you get one? No. And I think we're going to have the kids come back. We're going to get a quick I can't opportunity here with our superintendent. This is Thank you so much for being here. I can't wait to see your gardens and see how everything has been planted. Um what a fun way to learn and to actually enjoy what you're doing every day. Okay. So, we've got some certificates for you that for now I'm just going to give you one and we'll make sure parents the green gardeners are those shoes. How do I [Applause] Thank you so much. Ask her about I love my seats. Oh, we have a question. Director Bowman, I do have a question. I just have a quick question. Mr. Dr. Pilts, I'm sorry. I just wanted to know if I could get somebody's email address so that I could plant my flowers and take pictures of them and send them to you uh so that you would have a record of of what happened after I got a packet of seeds. I have pollinator gardens at home. So, okay. Send them to our I would love to send you some pictures. Send that send it to me and we will have it up on our TVs. We love, in fact, when this is super interesting, but we did the same thing with our kind, we had a kindergarten night in May and we sent home these uh little seeds and said, "Plant them and send me the picture so we can have them there for the first kindergarten. Grow with us." And yeah, grow with us. So, send it to me, Matt Phelps at Ardale. Sounds good. Thank you very much. Thank you. That was amazing. Now try to follow that superintendent. Yeah, there's no way that's going to happen. Great job. Uh thank you very much for being here and thank you all. Good evening board members, Chair Vins Becker and all directors uh Robinsdale Area Schools. Our mission is to inspire and educate all learners to develop their unique potential and to positively contribute to their community. Tonight, I'd like to share some of the work in which all of us sitting at this table have been engaged in the strategic priority theme of academic achievement. Graduation season is here and it is the highlight of the year. This past week, we celebrated students from every corner of our district. from adult learners at AAP to our young adults at RTC to the high school graduations from RVA Cooper and Armstrong. Each ceremony was a powerful reminder um of the public education is all about helping each and every student grow into their full potential. Our graduates came to these milestones from many different paths and we are proud of every single one of them. in this photo. The AAP graduation was equally inspiring. Whether earning a GAD, recovering credits for a diploma, or completing a paraprofessional training program, these adult learners reminded us that it's never too late to reach your goals. At RTC, the celebration was filled with love, joy, and pride. The students have worked hard to build independence and are now moving into a community life with new skills and confidence. And of course, our RVA, Armstrong, and Cooper ceremonies brought out the full celebration of the class of 2025. Families, staff, board members, and community members gathered to cheer on graduates as they crossed the stage. Each one carrying their own story of resilience, hard work, and achievement. We're incredibly proud of our graduates and grateful to the many staff who supported them along the way. These moments matter and they reflect the heart of who we are in Robbinsdale. Across the district, the end of the school year was filled with powerful, joyful moments that marked transitions, celebrated relationships, and honored growth. Every school found a way to close the year in a meaningful way. Meadow Lake hosted a vibrant all school celebration that brought families, staff, and students together. It was a beautiful reflection of the relationships that have grown stronger over the course of the year and a reminder of how important the sense of belonging is. We saw similar moments across all elementary and middle schools. events that reminded us of how our students have grown and how deeply our community is connected. Our graduating Whoops, I think we're back. There we go. Our graduating seniors revisited elementary schools and camping gown parades. For example, seniors returned to RSI and they walked the same halls where their journey began. They were cheered on by younger students and former teachers. For our younger learners, it planted a seed. This is what I'm working toward. And for staff, it was a full circle moment of impact and pride. We saw a similar spirit at Sonison where fifth graders handed down their sin spirit to kindergarteners by gifting them with small bee stuffies. A sweet tradition that honors where they started and how far they've come from one hive to the next. The bee pride lives on. As we closed out the school year, our schools created powerful and joyful traditions to mark students growth and transitions. At Noble Elementary, students proudly participated in the first annual improvement parade, a creative and meaningful way to celebrate personal progress. Students carried signs highlighting what they had improved on the most this year, and families lined the school to cheer them on. It was a great way to recognize effort, growth, and resilience. At the School of Engineering and Arts, we celebrated fifth graders with a heartfelt moving on ceremony. Families, staff members, and students gathered to honor this key transition, and Mayor Rosalyn Harmon joined as a guest speaker to offer words of encouragement and inspiration. It was a proud moment for our students and a memorable day for the entire C community. And these are just some of the great end of the year uh events. Tonight I was hosted or earlier today I was hosted by R uh RSI at a fancy lunch. Uh so that was a really fun way for me to spend my lunch today. To staff we want to thank you for these memorable moments. Your care, creativity and commitment are evident in every detail and your impact um on students will last far into the final week. In the strategic theme of student engagement and well-being, last week our Indian education program hosted its annual honoring ceremony, a powerful evening dedicated to recognizing the accomplishments and culture identity of our native students. This event is more than about awards. It's about affirming the presence, strength, and future of indigenous learners in our schools and communities. It's events like this that deepen student engagement and connection and remind us that when students see themselves reflected and valued, they thrive. In the strategic theme of collaboration and partnerships, this last week, Robin Area Schools had the honor of participating in the 2025 National Community Schools and Family Engagement Conference held right in Minnesota. As part of the event, Cooper High School and Robbinsdale Middle School served as official site visit locations, welcoming nearly 90 educators, administrators, and community partners from across the country. There they are two of our designated fullervice community schools, and the visits gave attendees a firsthand look at what equity-driven community centered education looks like in action. At RMS, I was proud to welcome visitors alongside our full service community schools coordinator, Nisha Smith. Uh together, we shared how we're reimagining what schools can be by placing students and families at the center of every decision. These images captured just a portion of what made the visit so powerful. Authentic conversations, community partner engagement, student voice, and school pride. Staff from both buildings helped make these these uh visits meaningful and memorable and our community partners played a critical role in showcasing how collabor collaboration leads to real impact. In the strategic theme of staff investment each spring we take time to recognize the incredible contributions of our staff through our years of service and retirement awards. These moments allow us to pause and reflect on the commitment, care, and consistency that our educators, support staff, and leaders bring to our schools every day, year after year. This year, we were especially honored to celebrate Susan Manacowski, who has given 55 years of service to Robbinsdale students and families. Susan is currently at Cooper High School and has been a steady, caring presence across generations. Marcus Han, our 2025 teacher of the year, leads the band program at Cooper High School with passion, precision, and heart. He's known not only for his musical expertise, but also his ability to inspire confidence and creativity in his students. His classroom is a space where students find belonging, challenge, and joy. Kelly Larson exemplifies what it means to show up for students with consistency and care and kindness. at Fair School Crystal. She brings her full heart to the role of education assistant, supporting students academically, emotionally, and socially. Her present helps create a positive, inclusive learning environment where students feel safe and and safe and seen. We're proud to recognize Kelly as our 2025 EA of the year. And that former slide uh recognizing Marcus as our 2025 teacher of the year. As I end my first academic year and 11 months as serving as your superintendent, I feel humbled and awed with the incredible responsibility and privilege I have to serve this school district as the school ends. Um, being with students and families and staff yesterday, uh, being in our schools, um, a lot throughout the year, um, as we end this year, uh, I've absolutely fallen in love with Robbinsdale Area Schools. Uh and I'm really proud of the amazing work that we are collectively doing in service to our students. Thank you. Thank you, Superintendent. Uh great comprehensive good heavens busy time. Yeah, wonderful things happening. All right, let's move on to number five, the legislature legislative report. Our report from our legislative director Anthony Williams. Good evening, Chairman Vince Becker. I'm superintendent Stylo, members of the board. Um, yes, I'm here to give a a brief update of the our legislative platform and um what we currently know at the legislature as we as many of us know that they are still in they haven't called a special session yet. So, the session ended without much resolution. Um the purpose of this presentation, you know, is just uh to update the board of education and the community on the district's 2025 legislative platform and the outcomes of of the legislative session. Um as I referenced already, this session, we're waiting for a special session to be called to tie up things this year. Um if uh just a brief recap, we had two major buckets when it came to our platform. Um one one was around maintaining and you know um increasing the formula to ensure districts have adequate funding and our other uh priority was enhanced educator workforce or uh just quick I got some so within the funding component of that we wanted to uh we asked for um fully funding of extended time uh increase the funding to cover the cross subsidy for sped in ELLL as well as increase the safe schools levy and allow for more flexibility. And then we asked for uh MD to maintain and enhance teacher work pathways. Okay. Uh we knew early uh in the year that uh there was a deficit projected you know um at the state level. Um so we met with myself and Dr. Talo and I think Amy went as well. Um, direct executive director O'Harn. Um, and we went to the state capital on uh, AMSD Massa Day and we met with senators Anne Rest, Bonnie Wesland, as well as Representative Cedric Frasier um, Mike Fryberg and Jannine Cleorne um, to just discuss our platform but also to recognize that they had a long and hard session ahead of them knowing that there wasn't a huge surplus this year um, as we had hoped for. Um that being said, you know, we still uh shared our thanks and appreciation for the years of support that they've given to to Robbinsdale and to school districts, you know, around the state and understood that they were once again in a tough situation. But that was that was some of our advocacy efforts that we had taken on. And you know, as I mentioned in when I first opened, uh the session has adjourned on May 19th without a approved budget. Um but they are working towards you know some uh some resolution. I I've got the an update today from NASA um that they there's some language that has been has been not passed but has been agreed upon um in the sessions and we're waiting on the governor to announce a special session to see um if that bill is officially passed. One thing I do want to highlight within that robust language is out there is we did ask for for as far as our platform was the um special education cross subsidy um to be you know more revenue for that and it looks like that's going to not not going to happen. Um there's a language in the current proposal to reduce spending on the transportation for special education. So that will impact us um going forward if that passes the way it is. But that is the legislative update um as it stands today. But we're still really just waiting to see what happens at the with the final budget or final bill. Thank you. Uh directors, do you have any questions? Thank you for advocating for Robin Stale and for the presentation. No questions. All right. Thank you. Moving on to number six, operations district 281 2025 levy planning with Christian Hoisel and Michael Hart our CFO. Good evening uh Chair Evans Becker, Director Superintendent Stalo. I am actually going to uh hand this presentation over to Michael Hart. Michael is our uh financial advisor with PMA and I will be in the in the background to help support questions as we move forward. Thank you. Good evening, Chairman Becker, members of the board, Dr. Salo, happy to be here with you tonight. So, uh tonight, uh I'll kind of start with where we're going to end. We had a lengthy discussion with the school dis school FAC a few weeks ago on this topic and ultimately we're going to share with you their recommendation and kind of an a bridged version of what we talked about um in relation to levy planning. So, as you know, the levy process, the property tax levy process is uh really kicks off in the summer with school administration submitting um information into MDE that is some of it's on a preliminary basis to drive the formulas. It's about 40 pages of formulas and there's decisions that are made that that go into that. And one of the first parts of that levy process is in relation to your long-term facility maintenance plan, which will come before the board and needs to be approved before the end of July. And so that kind of triggered this to be the right time of year to have this particular conversation about planning. And when we look at this going forward, one of the largest parts of the levy for for many school districts is in relation to to your your facilities and the capital part of the levy. So I think about your levy in kind of in in a couple of different buckets. One of those buckets is there significant levy dollars in relation to your operating referendum and other significant funds that support the general operations of the school district. And then there is decisions that have been made uh to support your facilities. And I know you're going through a process kind of a long-term visioning process um in in in your schools that could have impacts on your facilities going forward. And so we're mindful of that in this discussion. This chart um is uh important and this shows every bar on here shows your debt obligation or debt payments that you have uh going out for each uh fiscal year upcoming. And it also includes the general fund levy. There is a portion of money that you bring into your general fund each year to support your long-term facility maintenance program. So that's money that's restricted for facility maintenance. That's the green part of this chart. What you'll see on here is that you have a reduction between fiscal year 2026 and fiscal year 2027 on this chart. There's a a reduction there. And that is caused by some of your bonds are being paid off. And there's also um some adjustments on the the long-term facility maintenance levy that we expect to see as we go through the process. And so the discussion we held at the FAC was uh in order to meet to to manage your overall levy and we want to be respectful of taxpayers over time and the investment and contribution they they make to supporting the school district. Whether or not you consider uh putting an additional levy in place to maintain that property tax levy. Um and what that would look like is you could do a couple of different options. One of those options would be to increase what we call your pay go long-term facility maintenance levy. So instead of doing bonding like we have done, this would increase the amount of money that you bring out and spend within fiscal year 27. So we're not talk I know later tonight you're going to talk about your budget for fiscal year 26. This is really the first action in relation to the budget that you would consider a year from now for fiscal year 27. So you could inc that that payo amount or the amount that you've been spending on your facility maintenance has been one that 1.872 872 million. And in order to keep t property taxes the same as they are in taxes for 25 as we go into taxes for 26 for payable in 26, that levy could be increased by $2.3 million so that it's that you have, you know, about $4.2 million to spend instead of that $ 1.9 million to spend. If you wanted to go even further than that, we calculated for you every million above that would would um you could choose to do more and that would give you uh a property tax increase or tax impact of $22 on your average home, which according to Henipin County is $330,000 in your school district. So, what this looks like, this kind of puts a chart into numbers and and for those of you have been in the school board, I've showed charts like this many times in the past. This is isolating only the part of your levy that is supporting your facilities really the capital parts of your budget. And so I'm showing here four historical years and these are based for your median home. Different types of of home values would have a different experience. But in terms of that capital portion of the levy, if you increase that levy to that uh 4,172, you could see that the property taxes we'd expect for this part of the tax levy to be the same in 2026 as what is being currently paid in 2025 for for the school district. So the the whole concept here is it provides you some additional funds to maintain your buildings. I know from looking ahead in your board work session, you're going to see a pretty large number in terms of what is um an assessment that has been done on your on your buildings and the hundreds of millions of dollars that of potential maintenance. And so this is sort of a drop in the bucket on that, but uh by adding $2.3 million, but it's a move in the right direction in terms of supporting. The other thing in terms of the discussion and certainly you know chime in I know a couple of board members were heavily involved in this FAC discussion but we talked about um usually this time of year you would have heard from somebody like me about doing a new borrowing and that's not being proposed this year as you're going through this reinvisioning process and I think we want to be mindful and careful of making the right investment in the right places and um it you know we're not at the point in time yet where we can can say that with certainty in your overall process. And so this is an interim step to something larger in the future likely is is uh how that discussion would go. If you said look we don't want to spend more money on our buildings. What option other options do we have in terms of maintaining the levy if it was a priority to maintain that levy? The other thing that we did discuss was that you have some bonds that we are are called callable which means that you can prepay them or pay them off early. Um, it's the school district bond debt is different than a typical home mortgage, which most people are familiar with. And most home mortgages is if you have extra money or you you can make a choice each month to apply that. With a bond, um, you have to wait a certain period of time that it's been outstanding before you can pay that off early. But you do have some bonds that could be paid off early and we could have the board take some action that would put you in a position to to pay down um that debt early and and potentially save on some interest expense. And we talked about that that at length um at the FAC. Ultimately after that discussion, the community members that were there um with the the contribution from the broader group, their recommendation was that the board consider increasing the long-term facility maintenance payo levy as we have discussed here to bring some additional funds in knowing that you have a very long list of maintenance work in front of you. And this is a good first step to prepare you to tackle some of those things as you move on to to what's what's next. And that would come so tonight really it's it's uh to to make sure the board is understanding of this. This would come in terms of formal action as a part of your long-term facility maintenance plan. This would be a part of that plan that needs to get approved and submitted to the state prior to the end of July and then ultimately approved by MDE and put into your levy which you would see uh the impact of this when you are presented your preliminary levy in September of this year. So with that I'm happy to take any questions. Hey, does anyone have a question? Need clarification on anything? Director Long. Yeah, I'm just wondering were there anything that um the FAC felt that maybe we should consider besides this PO or were there any concerns that they had that were brought up about any of the things that were discussed there? Any warnings for us around this? We had some discussions and and Kristen and I had some discussions prior to the meeting with the FAC if there were other options in terms of what's in within your discretion on the levy. Uh because there are sometimes other choices and the the LTFM is really the primary place where you have some discretion with where you're sitting right now. You're utilizing a lot of the other sources of funding. Um and you know certainly happy to hear from your board colleagues if they have if to make sure I summarize it accurately. But I think you know we hit the high level points of we discussed about whether you know where you're at in the process in terms of of uh identifying facility maintenance needs and how this would help further that goal and make the next right investment given what we know today. Dr. Bowman just to sort of be clear um and maybe um Miss Hel can sort of answer the questions. I I I want to just understand the expectations of this points of this presentation. So I know we're listening and learning, but then when we get into as we go into July, are we going to have a uh more information added to this or as we walk into July, um our choice is going to be the uh PGO uh um a motion to do a PGO or Can you Does that make sense? the question that I'm asking it's a process question does it absolutely so teen off the framework um the conversation truly for me was is it is it the goal and it it and the FAC uh agreed to this is it the goal to keep the taxpayer experience as neutral as possible meaning you don't have items falling off one year being added the next so people's taxes are going up and down and up and down. We discussed that at length coming out of committee. It was it was stated that the belief is that we should do our best. Um and and certainly the recommendation to the school board is they believe that the taxpayer experience should remain as neutral as possible as not to experience in the big eb and flows because people typically are you know um happy when their taxes go down. But then if all of a sudden there's an irregular spike because adjustments are made every year based on what you levy and what actually happens um then they're not so thrilled with that. And so the goal is to keep the levy consistent. In doing that, the levers that we have to pull were discussed. Um, LTFM is, as Michael had said, is the is the biggest, the most prevalent. In what capacity is it? Where do we adjust what we're doing on an annual basis, which is the pay as you go? We currently have a pay as you go levy. We do health and safety projects and different things with that and just add to that that would level out the the debt/c capital piece of our levy. Um Michael and I discussed behind the scenes, you know, is there something that we could um look at capital like our lease levy? Is there something there and maybe do dollars there? And there just isn't a lot of other alternatives that we can use to necessarily keep our levy flat. Now again, we're talking about a component of our levy, not the overall. If our if our student count goes down and different things go down, we're not collecting as much money. We're not taxing. So, it really is trying to level it out. That's step one. If the board says yes, it makes sense to keep the levy neutral or do our best, then we move into, and this is the method, then we move into the discussion about long-term facility maintenance and the projects, which is really the first thing you approve in the levy cycle as we move into fiscal year 27. So Michael's presentation and in absence of a decision instead of doing LTFM you go with the road of let's buy down some debt or do some callable debt. If you do that he's back in front of us like where there's a formal action. Otherwise this is a for your information as you move into the long-term facility maintenance discussion on some on a document they're you're ultimately going to need to approve. Does that make sense? One follow up on that. A follow You want to follow up? Wanted to follow up on that. Um, which is does is there is there one way or another does this allow you more does this allow the decisions that you make uh more flexibility uh as you move forward to the future? I think of that in terms of discussions we've had of possible buildings being closed, that kind of thing. Does this sort of stabilize things out a little bit and allow reimagining to continue and it just holds us steady and it's holding us here? Is that kind of the intent? That's the intent. That's the intent. So that when we go to make longer term decisions, we make them from a spot that's been neutralized as you say and then we have space to make different long-term res decisions if we find that necessary. That's the intent. Great. Thank you. That answered my questions. I appreciate it. Thank you, Director Hillenbrand. And just to um you talked a little bit about the callable debt and and part of the discussion was that we could pay that off, but the interest rates are so low on that compared to what we would get if we borrowed today. It actually would cost us more money to do that. Um and it wouldn't in the long run if if we ended up having to bond for additional debt, it actually might cost us more than what where we're sitting at today with that interest rate was the discussion and the committee agreed to. So, just in case anybody's wondering why we didn't um consider that we did consider that, but why we thank you didn't recommend it. Yeah, Director Long. Yeah, thank you, Director Hilling. That was great information to hear. So, um yeah, I guess that was what I was kind of looking for and my answer that I asked earlier to hear kind of if there were things like that that we should kind of know as a board. My other um question that I had was um so will FAC then be discussing the exact amount because there was talk about a possible additional amount in one of the uh slides that were there or or has the amount already been discussed by FAC about what that levy amount would be that we asking uh the what what is coming forward as the FAC recommendation is to keep the levy neutral and do that by means. They didn't discuss like you could go higher or is neutral in the levy in its capac total capacity which in then is it not four million is it five. They didn't get into that finite detail. They're coming forward with a recommendation saying we we would we recommend keeping the levy neutral. We also recommend using the payo as your option to do that. That's what they that's the recommendation coming out of committee. Nothing beyond that. Thank you. Okay. So even though there was that option of increasing it, that's not recommended for right now. It It's not that it's not recommended. It's there was no opinion on it. Okay. Thank you. You're welcome. See, I don't see any other questions. So, great job. Thank you very much. Very informative. I appreciate it. Thank you. Don't go anywhere, Chief. because you're still up there. Now, we're moving into the uh fiscal year 26 preliminary budget and resolution. Take it away. So, this always gets to be the challenge. Not only do I seem to be um I monopolize a podium for a few months, it's we're also bouncing between years because as you heard um Mr. Hart say that we're as we planned for fiscal year 27. We're looking at fiscal year 26 right now and we're trying to close out fiscal year 25. So, it gets to be a little bit confusing. Um, but this is a conversation that that we've been having for for a while now about uh what does it look like as we move into next year. One thing that I would like to call your attention to um that looks a little different uh it is available on on the website and to the board members you have a printed copy is a budget book. I know that budget books have been um provided in the past. This is a brand new version and I it it is in draft form. um it is not completed in its entirety but hopefully it helps um maybe fill in the blanks a little bit for the summary of presentations that I will typically get. So moving forward if I'm standing up here giving presentations on budgets the devil's in the details and this you again this is draft there was hard copies available but I also know that it is available um in board book as well. No. So the called the 2526 preliminary budget. You did not post that. Oh, that's right. Because it's in draft form, but you do you have you should have a hard copy available to you. No. Friday. Okay, perfect. It was sent to us on Friday. Sent us on Friday. Okay. On Friday. It's a good read. I I I was hoping you guys had the opportunity to do it over the weekend, but I per personally would like to have a copy of it in front of me as we make these discussions. Is that possible? We have these intros. Not okay. Uh we don't need it for this presentation though, right? And you do not need it for this presentation. No, we will get it in front of us for future, but for tonight, we're good with what we have, right? You absolutely are. Thank you. You absolutely are. it it unfortunately would have provided some some greater detail um but you do not need it for tonight's presentation. So we're going to be going over the timeline, what has happened, the review of the timeline and the key assumptions in the budget development and ultimately uh the broad overview of the budget. So taking you back to last fall, this is a timeline again, not necessarily of the budget cycle, but certainly the lived experience of what has happened since September. um moving through it was when realized that there was a discrepancy um in September October uh presenting that to the board in November and this is for the 2425 school year with a town uh town hall meetings um leading up to the starting the develop developing the list of potential reductions which was in November of 24. Now, that list of potential reductions admittedly came to you peacemail. Um, that's how it rolled out. Uh, we did then have another town hall meeting to give more of the state of the state and where we were with information. And then March through June, we've been talking about it the budget again in its entirety and moving towards the adoption of the preliminary budget. Now again the uh the preliminary budget needs to be voted on and approved by the end of the month. It is if it is not approved um we are unable to uh continue to pay bills quite honestly because until you have an a a board approved budget that cannot legally happen. So back to again the process and this is a process that won't change year to year to year. Um I want to get to a point where things become very to director Bowman's uh question about LTFM there there just becomes a rote cycle of when expectations of information is being presented and why because it's all interconnected. Um it's just really hard to see that when you're living it until you can take a step back or you've experienced it for over a year. So our budget is based on enrollment projections, budget reductions, and current law and regulations. And again, my apologies. I had thought you had the material. All of that is within the book. you can see what the enrollment projections were um or what we've used uh the list of reductions and and that includes things like what is the class size ratio? What is that's all embedded in this book. Some of the key assumptions or one of the key assumptions is assumes 2.74% on the general education formula. This was an inflationary factor. this is our our our big revenue driver. Um and there is nothing that I have seen legislatively even though this session hasn't adjourned that indicates that's going to change. So that is currently already built into the budget as we move forward and have future conversations once uh the legis uh legislative action happens. We aren't balanced. The information in front of you is not our our expenditures are greater than our uh our revenue. This does not include contract parameters. Now that said it does include employment steps. So if we have a settled contract already for 2526 that is built in. If we have, which most of our contracts are not, if they are not settled, it it it indicates the average employee step throughout the district, but nothing more. So, as we move into conversations about parameters, please know that that is not built into the numbers. And then again, the legislative changes are not reflective. So, anything that's coming out of session that could impact 2526 is not going to be reflective in this budget as preliminary. the overview. So when you are provided an overview, it is saying what has happened from let's say 2324 actual. And this is my plug to say this is why we want that audit done as soon as possible. 2324 actual, 2425 revised, and then 2526 preliminary. and looking at what is the changes between them, you will see an increase in general education aid. The reason even though our student count is going up, the amount of aid as you saw in the previous slide or excuse me, even though our enrollment is going down, the amount of gened aid by formula is going up. So, we will result or our our estimate is still an increase in GenEd aid even though our enrollment numbers are going down. increase in special education aid. Um, this is increased cost. We're we receive even though it's delayed, we receive revenue uh based on a formula on a formula allowance of costs. And so as our costs climb, so do our revenue. It's counterintuitive, but again, if you're just separating the categories, increase in our operating referendum and capital projects. There's inflation factors. It's why you're seeing that. and then a decrease in federal grants. What was reflected in 2324 was esser co money that money that's coming in that's falling off had fallen off. So when again when you see this book and can compare the rows of numbers this is what's going on. As I said we it is reflective of employee contracts that are settled and then steps there is the budget adjustments that have been presented to date are embedded within there and then an increase in transportation contracts. Now, this is where it gets squishy where you start looking and saying, "Hey, in the presentation, you're going to show that it went down, but we also approved a contract that every year those contract costs go up." So, ultimately, there is an increase because of uh the transportation contracts. So back to the timeline in March through June, what was presented to the board at that time was the list of what we believed we were going to get out of the uh reductions that were presented. These were the estimates and at that time the range was 15.76 million to 17.76 million. where we are today with our best actual costing is 15.819 million which is better than the low um but not much not a surprise because coming out of the school-based reductions you are eliminating people on the lower end of the salary schedule. You're eliminating more of your new employees, not your most senior employees and so therefore they're making less money. So that that number and why the range um existed once it played out as we went through the staffing process that is that is our estimate as to what was actually reduced. Now to the preliminary budget and what you see on these slides again is going to be in the book. It's going to be on one page, so it's going to be more visually appealing, but I wanted to break it out because, uh, in Robbinsdale, you're used to, uh, approving a resolution. These numbers are how they would look on the resolution and what you see. So, our operating funds, what we need to run every single day is what's kind of included in your operating funds, which is the general fund, the food service fund, and the community education fund. And you can see how we project based on the revised budget, the first column, how we project the endofear fund balance to be if those numbers come to fruition. You can see that we're a negative in the general fund, 4.5 million in the uh food service, and then uh just under three million for community ed. then add the revenue budget less the expenditure budget uh and the projected fund balance. Here is where the challenge lies and I'm hoping the budget book helps explain. When you look at that and you say we are 3 and I'm going to round 3.4 negative in our general fund. The general fund when looking at the SOD calculation, the general fund has five categories. It's non-spendable, assigned, restricted, committed, and unassigned. SOD is based on unassigned. So when I talk we're going to be an SOD in that calculation it is not taking into account the four other categories the restricted whatever this presented as such takes into account the entire general fund the budget book will lay out what is truly the unassigned and what we expect that it'll pull out the categories that are restricted like capital um staff development those items that need to be set aside that you truly don't necess necessarily have working numbers for. So, it's kind of an illusion to look at this and say that's where our general fund is. True, it is in totality, but it's not our unassigned. Um, and then moving forward, you can see that the other funds um even though expenditures are outpacing revenue, still a very healthy fund balance for those accounts. We move into the nonoperating funds, building construction and debt service. The building construction, again, that is where our long-term facility maintenance is. I will tell you this, the expenditure just says we're going to net it out to zero. I fully anticipate that that is going to change. It's just saying if we believe we have this much left, we're going to get close to spending it all. that's how it's going to look until the board makes decisions on, you know, what does long-term facility maintenance look like, what projects are we going to do, that sort of thing. That number will change again with the revise. That's why it's so big right now because it's saying that's that's what we have available to us. Um, and then we have OPED Trust, other post-employment benefits. That is a trust account that is money paid out for essentially retirey health. Um and then internal service which is it's not actually a fund balance it's a net asset and that is reflective of our self- insurance program. So our health and dental and then the total of all funds and so in totality we are we are almost a $300 million operation. Where does the money come from? Now this is specific to the general fund and you can see back to the revenue breakdown. what are we getting in state aids and credits? What our property taxes supports? So, back to when we're looking at neutralizing a levy, you know, it 24 cents on the dollar of revenue that comes in is is what our is is what our um community is paying in taxes and then federal aid and other revenue. And other revenue can be literally donations gate from events. I mean various things with the other revenue. Where does the money go based on program codes? And again, this will all be in the book. It won't have the cute little dollar slit, but it's going to be listed out in true accounting fashion. Um, when looking at program codes, you can see that 41 cents of this budget is uh regular and vocational education. 19 cents is special education. Um, we spend 10 cents on sites and buildings, 15 cents on pupil support. And I will say that 15 cents pupil support uh that is where our transportation lies and I'll get to that. So then you can uh instructional support is it's like in supporting our teachers supporting the instruction um district support services um that is where like finance any finance payroll HR anything that keeps the district kind of running is what falls under district support services and then district and school administration are are your building level principles not your APs but your building level princip principles, again, definitions all in this book. Um, uh, superintendent, that sort of thing. And then fiscal and other fixed costs are like our property and liability insurance, those sorts of things. Now, object codes, you can see our salary and benefits, and they total um, 56 cents. Purchase services 16 cents. So, what do we spend on things we contract out? What's interesting about this is again this is the general fund in its totality. If you break it down and say what if we pull out some of our restricted accounts, transportation used to be an account all on its own. Um, and we know the vast majority of that is contracted services, right? Or purchase services. What if we pull that out? what is a tr what is a a maybe a different reflection of what's actually going on within our buildings that isn't restricted capital projects, operating capital or transportation. If you do that, then you're saying we spend 66 cents or excuse me 86 cents on the dollar for people to to do that. And and then then that's when purchase services drops down because that takes our construction out. that takes our transportation out, that takes those things out. And you can kind of see it's just a different look at how we're actually spending the money when maybe looking at some of the assign unassigned dollars. So the summary and key messages is a budget is a budget. It's a it's a reflection of a moment in time. It can and will change. Um, I have up there a review of legislative action occurs as soon as it becomes available. Um, executive director Williams spoke to what we think can happen, but until that gavvel goes down, it's not real and we sure as heck don't have costings for it and it's not reflected in any sort of budget or financial projection. When that happens, somebody will be in front of you explaining the implication of what happened legislatively. And then um when it's all said and done and the board does approve a budget, uh it they will become all of this will become available on the website. So questions. Wow. Superintendent, I just have a quick clarification. Thank you so much, Kristen. Um, on the email that you all got, board members got from Molly on May 30th, uh, the B under the business meeting, um, item 6B is the budget book draft. Um, it's attached to that email. And then it says that the budget book will not be posted in board book until it is finalized and comes for action at the business meeting on June 16th. So, we'll want you to review that so that you are prepared to take action on that. Um, and it's being shared with you for your review. So, you have that in your email. And then there was also the request that if you wish to have a hard copy to let Molly know and she would have it available. So, if you still wish to have a hard copy of that, we can certainly make that available. But I wanted to clarify, Kristen, you did have all of this to the board members um, as you indicated. So, thank you for that. Thank you for your excellent work. I absolutely have faith that Molly does absolutely everything. I think I lost a little bit of faith in myself. So, I'm I'm glad it's there. Thank you. I'm looking for questions. I see one with director Basset. So, a couple things. Hi. Hi. Thank you for this. I like this book. And so, the main audience for this budget book is the board and the public ultimately, but the board ultimately. Yes. as we're in as we're in draft, as we're in working through it. This is absolutely uh information for the board. It is, you know, I always view my job as educating, right? Like I educating the board, educating the public and honestly, um in absence of me, anybody can explain how a how the budget was built, what was embedded in it, and what happened. That's the goal. So, I'm just making sure the audience right now is is the board. The audience right now is the board. Correct. And that's I was wondering. So, one of the things that I'm wondering about is that um and as you said, we did receive some of the programmatic um suggestions, ideas, adoption, whatever you want to call it, we have received some information about programming. Um you know, uh some going away, some maybe being revised, all of that. So, I'm wondering about um the underlying assumptions that I see here are um very helpful and thank you for providing those, but we don't there's not one clear spot that I that really kind of talks about those things. And the reason I say that is that the the programming adjustments and the gross information that's in here and the gross numbers are are great. They tell us the formula that we're going to use to kind of make sure we walk through the the money as we should. However, the service model that we have, which is a term we've adopted and be begin to use. The service model has more specifics in it. So for example that presentation that you gave a moment ago that some of those information that you provided and a separate document if it's not appropriate for this one it may be a separate document but a separate document that kind of talks about the underlying programming assumptions because at the end of the day I can't look at this and and really understand what did we where's the what's the final thing we agree to or the final thing that the board that the superintendent that you are recommending that we do in terms of programming what is the the new service model? Um, and so perhaps not in this document, but I do think kind of having that all together uh in a document that we can look at and we can understand here here's here's this is it, you know, because I've seen you respond to some questions and there's some things I didn't know and I'm like, oh, good. We have an answer for that. And I'm sure that there's some other things that I maybe not, you know, you've continued to contemplate. we're not in those meetings and remembering that this community uh you've done a very good job of helping us try I don't know how well we've done it but try to separate the fact that we're doing we're adjusting for the past we're planning for the future we're modeling for the future that is complicated and to the extent that we can kind of see what's the bottom line impact on service model you know uh that we're talking about I think would be helpful And if there are some assumptions that that underly that you know the rationale for why that is it would be helpful to have because um first of all we can help explain it to the community you know and then we can ourselves understand it better because I think this I like this book you know there's this and I want to put things in it that don't need to be there. Yes. Uh yes. But um so thank you uh Director Basset because I I didn't think of that and I actually think that's a pretty good idea. Um because again if if we're if the intent of the book is to indicate what went into the building of and and so people can I mean what's in there is terminology. There will be a notes section of back to if dollar amounts change why did they change why did they go up why did they go down there was a curriculum there's planned a million dollars in planned curriculum that's why this budget number went up the whole intent of the document is so people it provides clarity to what has happened without being cumbersome and so I think a section on you know staffing. I think that like that back to it's draft form for a reason. Yeah. Right. I mean, this is your first look. This is my first run. Yeah. At what that looks like. And so, I think that can be accommodated. Oh, that's that's great. And and I'm not I don't know. I mean, you you can you will decide where you think and how you think is best, you know, uh represented here or elsewhere. Uh but I I really appreciate that because I think the ser service model is we've kind of moved along in our thinking about what that means and uh we've had a lot of discussion about programs good discussions and so um that would really be helpful. So I can just feel Can I just ask one clarification? Oh please do. So what you were just this conversation was about um information into the booklet. Well that's why I asked I'm not sure. I mean, I think I'll leave to you, okay, to kind of I wanted to So, my question was because I know we've got another run uh that last we going to be seeking approval on the budget at a meeting in two weeks. So, if there's anything information you need around that before that I that's why I'm asking for it because I wanted So, you want it before that? I do because the reality is I can look at this and I can just go, "Oh, yeah, this looks because it does look really nice." Okay. However, it was not answering the questions that that have arisen for me and I don't understand what that what this budget means to the service model, the students and the families. I don't if you look on page one and for anybody who has it pulled up on their computer page one which is multiple pages in but it is section two page one. Yeah, I saw it. It does have staffing allocations. So there is already a component built in of the service model like it is now it's just saying for every 500 students there's a principle for I mean there's a piece that we can build into that. I I agree and I think some of the things that you talked about even already and uh you know that thing that you had in that presentation. So as you think about what makes sense to have in here then in there what what doesn't need to be in there but that will help the public understand here's what will change the bottom line is this will change the service model will be that we will have oh I I don't even want to give an example because it might be you know I mean there's an example that everybody loves I mean you know there's something so I don't want to just pull a random example out however there are services that we're providing that will change in a significant way. Yes. And so, yeah, I think it's a I think it is a very uh worthwhile ad to the book. Okay. In some capacity, what that whatever that looks like. Thank you. You're welcome. Director Long. Um, so I was kind of wondering about like community and parent input into our budget and also wondering about like FAC's involvement in this and if that would have a place someplace in that uh booklet and how that's I know we need to come back as a board and have that discussion about how we want FAC to be involved with the budget, but is that a place where some of that information should go to? Because then I'm just kind of wondering like how do we get that community input into the budget and the parents input into the budget that we are uh presenting or voting on for the school district and two wondering how like FAC's involvement will be in whatever budgets might be coming to the board in future. Yes. So the FAC's involvement and and that wasn't the case this year because we didn't have a functional FAC. we were missing board members and we were following bylaws that that weren't working for us. Their their their capacity into this budget is honestly non-existent. That's right. Um what it would be moving forward is that the budget assumptions that are listed in this are we going to assume again what is the inflationary factor we think is going to come on the gened formula? What do we believe our enrollment is going to be? What do we believe making it up? Utilities is going to go up. Their involvement in the in the assumption comp absent contract negotiations because we're not going anywhere near that is going they're going to build all of the assumptions that ultimately create the budget. At least come forward to the school board with saying this is what we believe as we're as we're actually creating all of the assumptions. That will be the role. So they don't need to be identified because they will be this assuming the board you know moves forward in that direction of following that advisement to the component of how were parents um and and others uh involved in the budgeting process. Again the revenue assumptions unfortunately you know back to there wasn't involvement. it was doing the best situation um that we could with the information that we had and and and the it it it wasn't how it should be. What I will say is as far as and I think we've been speaking to this since November, how we were going to be looking at reductions is we were going to be going off of the the former um parent community member survey that was used for the 2425 reductions. we were going off of the board approved list of the 2425 reductions and so that what was is what was um driving the input into the 2526 budget as it relates to reductions. So you kind of have two components. You have your assumptions and you have your reductions. The assump assumptions unfortunately were standalone. The reductions were based off of prior year um input in some capacity. I guess the other thing that I would add while well while well while director long it wasn't the purpose of what your question is you know I'd also offer that the the two town hall meetings that we had were an opportunity not specific to your question in terms of what was the impact or input um but I think it was an opportunity for input and perhaps moving forward that's something that becomes part of our cycle is that at some point in the year we do a budget town hall to specifically get some of that I found great value I enjoyed our town halls. I found great value in that. So again, even though it wasn't the intent of specific to budget, it was the budget overall, not different categories. But so to be clear, the resolution that's adopting that budget that is in our board packet, that is the budget that we're going to be voting on in slightly less than two weeks. Correct. So, if anybody has any questions in order to be able to vote on that, they need to get them to you, our superintendent, who will get them to you. Director Basson, I'm just assuming that once I get what whatever you craft, then I might have some then, but but because it may help flesh this out. So, well, that's why that's what that's I'm glad you I'm glad you asked that question because that was my clarifying question because I want to make sure we deliver on what your expectation is. So, please help us before the next meeting. So, is it a review of what our base staffing model and then our service model was? And and and I can't remember what date we presented that to the board. January 6th. And actually if I could you know as you know we have kind of been walking down marching down the path of we need to make some changes and you need to make decisions. So as your team is working with you the cabinet and others uh to kind of craft here here's here's maybe what makes sense in this in this situation or here's what maybe makes sense in that situation and as a result of that here's what we're recommending here's where we're going. um you know and so um because there have been some decisions that have been made that will impact programming. So you know so I'm not sure how that gets and I just want to I want to be sure that we've delivered because I I believe I believe if I'm right in January we presented what that base model and the service model would be and then the board also received maybe last week um the additional FTE that we allocated. So, I just want to be clear that we're delivering. Well, we may be talking about the same thing, but I'm I'm just I know what I'm talking about. And the fact is is that just as you just said a presentation in January with a lot of conversation and uh dialogue and back and forth with the board members as well as with your cabinet, things have shifted and changed. They haven't though. the the the base model. I I just want to be really clear that the the the base model that we use for staffing and the service model have remained consistent, okay, to what we shared with the exception of the email that I sent last week that talked about those additional FTEE. So, if if it's good to summarize this again, we can we can certainly do that. I just I don't want at the last minute to get a whole slew of questions. I want to be sure we're clear right now what you have. So I'm that's why I'm ask I'm asking my question right now. My question and my comments have to do with there are some programs in this district that will change. Now uh just a summary of what those are is all I ask for. I'm not talking I mean I'm not talking how many FTE or any of those kinds of things because that that's not landing with the that won't land with public you know that's what we need to build a budget so we know we've got the right amount of money and all of those things but the programs that we are going to retain change shift and I'll give an example if we're going to have fewer um special education centers that it may be a poor example but if we're shifting and changing some programs in a major way. And I I don't I'm not sure I have a handle on understanding of what all of those are, okay? You know, and the assumptions that are underneath those things. And and I don't I'm not I don't I'm not asking for war and peace because I know that that's a lot of work. you've already done I I assume you've done the work if you've come to some landed some places but there's not one concise place that I know of where I really feel like I know that you've this is the final decision or that's the final decision with regard to se various programs so maybe everybody else knows and I'm just speaking for me that's that's what we're supposed to do I'm just speaking for myself we do have I I think unless it's been removed uh conversation at the budget are we doing is budget just a part of the work session tonight. So maybe it's just identifying and creating a one-page document of the summary of that. I love an executive summary. Perfect. Dr. Long, did you still have something? Yeah. So, and maybe we could talk about this more at the work session, but I'm just wondering about, you know, we've gotten several emails and some input from community around our budget and some of the budget decisions, like when do we as the board sit and discuss some of that uh information that we've gotten from community and parent members about some of the worries and concerns they have with some of the budget changes that are happening. I don't see those emails necessarily. Um, I would say I would say that's I don't know how to answer that other than the the work session. That's a place question. Okay. And I think I think that's an important question, Director Long, because if the board um as an as a full board is giving us direction to reinstate decisions and that we've already communicated, then what that will mean is we will have to figure out where to make additional cuts and certainly won't have the time to vet some of those things as we have through the process. So, so I think that will be very important to know if the board is again and this has to be a full board making decisions if there's one or two individuals who who don't agree with decisions and and I would guess in a $21 million budget deficit, there's going to be disagreement with um how we've done things or people who don't like how we've done things or the decisions we've made. So again, if there's direction about whoa, whoa, whoa, whoa, whoa, we will not as a full board approve this budget unless you bring back X. So So we just need to be really clear tonight because we have a two weeks, less than two weeks to come forward again. Dr. Bessett. Well, thank you, superintendent, for you just feeling the the spirit of this is and and as you know, every time I've talked about it, I was saying we need to talk about this in a work session because I don't want to get to the last minute. I mean, the board as a whole needs to talk about these things so we land someplace so we don't have unnecessary churn, you know, it's a full board discussion, you know, and it takes at least four up to seven to pass it. Yep. And so there's no point in waiting till the end to find out stuff that we're going to get there and have big and I'm not suggesting that that will happen. Okay? Or or the or the finding out stuff. I just I just I just also know the I just want to be really transparent and clear that there should be nothing to this point. Well, I agree that is a surprise to the board or that the board doesn't know. So, so if if if there is, we have to know. But you mentioned we've had cabinet conversations, but there's been nothing about our budget and decisions that haven't come before the board and the public. And so, as you know, I asked for us to have a work session about it just so we can get a summary to say, okay, where are we? And so, I wouldn't be asking that question if I felt like I knew. And I wouldn't be asking for a summary of what what happened, where the programs, where do we land, uh, if I knew that. And so I'm and I I'm haven't been asleep at these I go to sleep a lot, but I haven't been asleep at these meetings. So I'm not suggesting that anything's going to change. I'm just saying just to make sure we know where we're landing. Okay. Well, we'll end at the work session. Thank you. Thank you very much. Action item C, a resolution for membership in the Minnesota State High School League. This is routine. Director Williams, executive director Williams. um thing and chairman Becker, superintendent, members of the board. Um yes, I'm here to request approval for the 2526 resolution for membership in the Minnesota State High School League for Armstrong and Cooper High Schools. Um as chairman Becker stated, this is routine uh process. So just here and I believe we have to do two separate resolutions, right? one for Armstrong and Armstrong and one for Cooper. Pardon me. It's one There's one for Armstrong and one for Cooper. Yes. Okay. So, you have the resolutions. Do I have a motion? I'll move the resolution for Armstrong and wave the reading. Thank you. Um, Director Basset has moved the resolution for Armstrong and the Minnesota State High School League. Is there a second? I'll second. Seconded by Director Bowman, waving the reading of the resolution. If I don't see any hands, we can vote and it's a roll call vote. So, thank you. Um, Director Basset, yes. Director Bowman votes yes. Uh, Chair Evans Becker, yes. Director Hillenbrand, yes. Director Holmes, excuse me. Uh, Director Long, yes. And Director Wuto, yes. Motion carries. All right. Do I have a motion for the Cooper agreement with the Minnesota State High School League? Some moved. Moved by Director Hillbrad, seconded by Director Wuto, and we're waving the reading on that one also. Okay, I don't see any hands. Let's take a roll call vote for the Cooper resolution. Great. Uh, Director Basset, yes. Director Bowman votes yes. Chair Evans Becker, yes. Director Hillbrand, yes. Director Long, yes. Director Wu, yes. Thank you. Six in favor, none opposed. Motion carries. We're good to go. Thank you. All right. Now, we are on letter D, the second read for the policies. U members of the policy committee, these policies are 101, 101.1, 102, and 103. Is someone speaking for the policy committee? Um, sorry. We This is something I wish put on our agenda for tomorrow night is to discuss who will be doing these things. But um uh yeah, these are basically um all changes that have to do with um just updating to be in line with um uh the schoolboard association. Uh there's nothing no major changes in the content of these. Thank you. Okay. Just tell me, do we approve each one individually or do we do them as a group? It's not action tonight, is it? Can we do it in one? We can do them in one. Okay. Yes. Approval of the policies that are on tonight's agenda. Okay. Director Bowman has moved approval of 101, 101.1, 102, and 103. Is there a second? A second. Seconded by Director Wuto and policies get a voice vote. I see no discuss. No more discussion. So, they don't get a voice vote. Yeah, they do. Oh, take it away, clerk. Oh, voice vote or roll call. Oh. Oh, wait. Yeah, it's a voice. Oh, thank you. Yes, we use our voices for both of them. It's just All right. All in favor of the rest of u approving these four policies, please say I. I oppose say nay. We have the four policies approved. Policy committee report. Um we worked on these particular policies and we have more coming up um when we meet tomorrow. So there's no no news really meet tomorrow. Okay. Ad hoc safety security committee report. Um yes we have sent an email to uh the attorney. We had given a due date of May 30th to get a draft back from him. We have not received that draft back yet for going forward with that. We also have not received um any dates for our next committee meeting. Um so that's where we are right now. We're waiting for dates uh when our committee can meet and we're also waiting for that draft back from the attorney so that we can move on with our work. Okay. Thank you. Administrative reports. Dr. Solo, I don't believe we have any administrative reports as I am looking at the team and I'm getting shaking of heads. There are no administrative reports. All right, then moving right along. The item number seven is an action item. It is the consent agenda. Items on the consent agenda are routine in nature and are acted on with a singular motion unless there's a board member that would like to remove one of the items from the consent agenda. Do I have a motion to approve the consent agenda? So moved. It's been moved. Second and seconded by Director Hillenbrand. The items on the action agenda of the consent agenda are the QC comp annual report, our draft of minutes, personnel reports for night licensed and non-licensed staff and financial reports. Okay, I see no hands. I see a hand. Director Basset, um, so legislatively, I thought I heard something in the session about changes to Q comp. Uh if that's true then at some at a future time could we hear about it? I mean I didn't pull it off the agenda because we like it. I don't know what chair you're done right there have been no changes suggest nor the house is going to be funded even better. Okay. So, with that said, really good news. It is good news. Um, with that said, it's time to vote. And I know the consent agenda is a roll call vote with our I am ready. Uh, Director Basset, yes. Director Bowman votes yes. Chair Evans Becker, yes. Director Hillenbrand, yes. Director Long, no. And Director W, yes. We have five yes, one no. The consent agenda has passed. And this brings us to we're done. Future events should scroll on the on the screen. And is there a move to adjourn the meeting? So move. Moved by Director Basset. Second, seconded by Director Bowman. All in favor say I. I. Say nay. We are adjourned and it is 20 minutes to eight. Go team. And we're back. Welcome to the hook session for Robinsdale Area Schools. It is Tuesday, June 3rd, 2025, and it is 7:54 p.m. I'm Greed Evans Becker, board chair. introduce yourselves while this way. Renee Bowman, Robin, school board, superintendent Hill, school board, school board, vice chair, Bob, assistant superintendent. Preston Home, chief financial officer, Moren Mullen, director of facilities and operations. Em, executive director of human resources. Anthony is executive director of community education, athletics, and activities. Hello, school board school board. Lier, attorney, Molly Olsson, executive assistant to the superintendent and school board. Thank you. And in the back, Nicole Armstrong, community member, and Sarah Taylor. Thank you. All righty. Um, first things first, um, when we get to this or just barely touched on it a past meeting, the land acknowledgement statement. Let's do that part first. I would like for the board to consider reading the land acknowledgement statement before each meeting. It comes up in so many presentations and I think just sets a tone. We talked about it two years ago. I wasn't at the meeting. It was a work session where it was brought up. I was not here. But I think that as a board we have grown since then. And um I want to know your feelings about having a board member read a land acknowledgement before meetings. Anybody? I think where we landed was that it was the admin I can't remember who actually said it but it ended up being that we it was the administration. That's what we was elected. It was administrative. Okay. Well, I would like it to be a board thing also. I understand but I heard what you said. You started out with what you thought. Okay. So, this is not an argument. I'm just sharing my view and bringing up some information. Good. Lord, why is everything so hard? Um, Dr. Long, I think. Oh, I'm sorry. I was looking this way. So, whoever raising their finger first and go. Well, I just I think it's a great idea. I think it it sends a statement to our community about our support and an understanding of the harm that institutional racism has done to our native community. And I think it's um one thing we can do to show that we we understand and know that we have to work on repairing that harm. Dr. next. Yeah. And then my um contribution to this is just that I feel like we need to talk to the makers of the land acknowledgement and have their permission um to read that because the school board did not um create that land acknowledgement. It was created by uh parents, community members, uh staff. I know that I talked to Beth Ter and uh she thought it would be wonderful if we could do that when we were sitting at the PO and I said what would you think would it be all right if the board discussed it and did it again and she was thinking that it was a good idea would do you think um so that's I was going to follow up on on director law so Apac would be the next topic Okay. Chen has it. Well, I just if I just understood you to say you would go back and talk, there would be some discussion with APAC about that. I would be happy to or I'm just wondering about that. That was it. That's appropriate. How about too? Because it wasn't the boarding creative, you know, they did, you know, and actually with some of our staff like American Indian education staff was involved in that. So, it was a more of a big production. And at the time it was decided that it would be implemented by at the district level because part of the conversation was if it was going to be expected out of the buildings it would really take an ad administrative leader to really kind of lead the charge because schoolboard members are not in the buildings because it was the hope of further conversation if I and I've been one of my comments. I'm just kind of remembering from the conversation a range of directors one of the things talked about was what what how do the staff feel when people all of a sudden they have this and do they even believe in it so I'm just sharing the background since did you say you are here I was not here but I I'm here I I'm just saying I just was sharing background with you said that okay uh but so it was a full conversation it wasn't one person one person saying do this it was That was the full discussion of it and I think Apac is in a bad position. They shouldn't you know and and moreover I guess my own personal input because that was just sharing back with you. My own personal input is that I think the chair you know having it be read by the chair if you want to do that I think that's fine. I mean that's my personal perspective is the chair is running the meeting. if the chair wants to start doing that. Okay. I mean, so that's my personal perspective and so I'm just sharing the background for others because I think that was a great suggestion. Thank you for we might be able to talk about the Dr. B. Yeah, it was kind of a contentious meeting. Um and from the very beginning I supported reading the order of engagement. I ditto to everything the director at one time said about um attempts to reparation type of things. And I and I think the other thing interesting to note out that I pointed to Beth was we sort of think that that institutional racism is gone until you do what I did this past year and I sent off to North Dakota for their travel guide and then you see the institutional racism still within the 2025 travel guide from the state of North Dakota that completely discounts natives completely in that travel guide. So, um it's heartbreaking and I can't wait till we start doing this. I would like to see it rotate around the table uh for all of us to speak those words out of our own moment. So, Dr. So I'm just kind of wondering so will then we have a discussion with Apac at a business meeting at a work session about this or will it happen I don't know through an email or something? I I'm just wondering how we're going to go about getting the approval. I guess I prefer it to be in the public but I don't know. I would like to make sure that board members are or at least a majority of board members are on board with having it read before we approach APAC. I'd be happy to invite them to I would like I'd be happy to talk with them. I would h be happy to um have them at a meeting. Maybe invite them talk to them about it and invite them to the first meeting that we'll do that. But I want to make sure before we take any step toward APAC that I have a majority of the board supporting reading that meetings director I just you know I mean it kind of presupposes I'd like to hear what they have to say first before I make decision. I mean why are we going to invite them we already have you know I I would like to have them come before I make a decision. Not more complicated than that. [Music] I would decide now I would like to have this read and go to them to let them know the board's mind the board's will has changed and we if they're still willing to have us read it at board meetings we'd be willing to read it. That's what I That's not what I heard Director Long asked for. Director Long said, "Can we invite them here to a meeting for a dialogue?" I would really really appreciate that because I would really like to hear from them. And so the majority of, you know, you said what you had to say and I I didn't really pay attention if other people said, "Yeah, I want to do it." But I know that I have a different opinion and I'm I'm not a I'm not a detractor, you know. I'm just saying I'd like to give them respect of hearing from them first. Is that your thing? I mean, I would like us to ask their permission since it is theirs and not ours, you know. But you know, I mean, who I don't know. You're saying Beth is saying yes, but I don't know, you know, who she represents, right? Or I don't know what this committee's response might be. So, it might be a deeper conversation that we end up having with them. I don't know. But I mean, that's just throwing all possible possibilities out there. There's infinite number of possibilities of how that could go. I don't want to invite them to a board meeting and have us not always on the same page about reading it because I do not want to do any more harm than that than they said happened. Yeah. And for me, I feel like I'm for it. I just want to know how they feel about us doing that. I that is how I unders what I understood you to say. Yeah, I think for the most part I think I'll agree that the best thing would be to for us to agree that it's worthy of us reading it at the board table and then reach out to them with a proposal and if they said no, no harm is lost. If they want that conversation with us, then they can still join in that conversation on the table. And if they just say if they just say yes and to to Director Long's um question, are they okay with board members saying it and they say yes, you could offer? Is there any more conversation you'd like to have with the board or if they say yes, that might be enough because I also don't want them to feel they have to come. I mean, you could certainly for a conversation. This came from you. This was your idea. That's what you just said. That is, you know, that is the epitome of people other than native people coming and asking for something. It's you saying this is what I want to do. I want you all to agree to it before we do it. That's how it's hitting me. And I feel like that's overstepping. You may feel that way, but I think hearing from them first is is respectful, you know? So, I mean, it's not there's nothing sinister about that. is just I mean I think it's respectful to say we'd like you to come because we want to talk a little bit more about this we led at some place in the past we want to talk about it again that's highly respectful yeah but I think if we are not agreeing to why they are coming then it can become a discussion that will do more damage than could excuse me I want to move a motion that the board takes the board to either agree that we will be able to recite the land land acknowledgement and if the board decides to do that then we can extend how we get the approval. I would second that. Thank you. Okay. Not seeing any hands for more discussion. No, that's I was just saying that well I guess one thing to say is that clearly this is a statement that they're invested in and that they want to have spoken, heard and seen because they're putting it out their staff are putting it out there. So it's just a question if we have permission to use their language or if we don't do we draft them if if we don't put a lot of time. No, no. I'm just saying that. Okay. There's a motion on the floor and every presentation that we are getting has the statement and Okay. So, um if you're in favor of us agreeing to approach APA to say we would like to read it before meetings and see what their comment is, please do say I. If you're supposed to say n hearing no names. Sorry, I was Were you thinking I were you thinking I while you were coming? Yeah, cuz I'm not a pirate. Thank you. Okay. So, if it's all right with the board, do you want both director Long and me to talk to them or just one one of us to talk to them? the church. I will I will take I will take care of me. Pardon me. We'll get to that. Okay. Um we'll we'll take the next steps at the next time. First we'll talk to All right. Let's move on. Number three, vision team. No, no, we saw the flags. Yeah. Oh, the flags. Thank you. Okay. So, there are tribal flags. There are 11 tribal nations in Minnesota and each one has a flag and they're being displayed in uh school at school events. I know that the Minneapolis school board has them displayed behind them, right, Dr. Lum? And um I was approached to see if maybe we could display them in the wardrobe. How do people feel about the 11 tribal plagues being colorfully displayed behind us, respectfully displayed behind us as another step that you would be? How do you feel? I'm 100% in support of it. I again we speak it, we need to show it, we need to live it. So 100% in support, Dr. Yeah, absolutely. I mean, I think to the imagine the message it sends if you're a student who is a member of one of those tribes that um that our culture, our country, our state has done so much to tear down to show to have that up there off of these so many. Yeah. And my thing is too, I just want to make sure that we're not imposing something on somebody. You know, I I think um Director Bass had a good point about like, you know, we're asking this, not them. And so making sure that they're comfortable with the ask that we're asking because that can be really uncomfortable for people of color to feel like uh what we're trying to gain in our equity is being um taken over by other people and they're more or less kind of then it kind of starts to feel like it's things are being imposed on us or this equity is being imposed on us or look you've given us we're giving you this now you you should be happy. So, I just want to make sure that they're not going to feel like that. That was a good point that Drake passive brought up. Thank you. So, I just feel like that um the American flag is something that people really take exception to. Many people do America, just America, blame Americans. Well, I I just want to know what do you mean by take Can I just make a comment, you know, just just say what I'm thinking and have it just be oh, listen to made clear. Okay, I wasn't finished. I was just beginning to talk. I would really appreciate that. And so what I'm saying is that a couple of things. When I when I saw that, the first thing that I did is I looked in my little, you know, uh, booklet that we got from, you know, when we had people come from the tribal from Tene. Uh, and so I looked at that kind of to see if there was anything to hear about that. I then uh you know also consulted some other things and what I know is that in government buildings in government agencies that's often they're often displayed. I don't know that there has been and what is there and I wondered if there was a formal request from Tene about this cuz that's what I heard when it was mentioned to me. Tene was sent in the same breath. So if TNET made a formal request that we do that, I'm interested in knowing that and seeing what that says because they're and then they work within the Department of Education. So if if we're breaking new ground and it's good not so much breaking it Minneapolis is doing it, but remember they're they're they're big. So saying, well, so whatever they're doing, I don't even know, but I do know this. If T-neck has asked for it, then I would want to know that. And that's the way it was represented to me is that Tina requested this. So I don't know if they did or not. I wonder just a second. So So that's the question. So did Tina represent it and if they did, can we have a formal request? I think that kind of goes to the point we were just talking about. It's just respectful, you know, uh is that's all. It's just a matter of respect instead of us arbitrarily decided that we know best and we're going to start doing that. And I will also say another thing that came to my mind is a sensitivity that many Americans have about the American flag and we have a we have our American flag here. We have the new Minnesota flag. So I just think that deserves some thought because I thought about it. I wanted to clarify that. What did you mean by taking exception to the US flag? Just like they just like they take exception all the time. I see for people if somebody does something to the flag and people take exception. I mean, who knows what it's going to be. I I'm not in that camp, but I'm aware of it. Thank you. Um, yes. And then you I just wanted to talk. Yeah. I mean I think just like the land acknowledgement we allowed a whole idea if they will grant the approval but I think we should go through the right channels to make sure we are getting the approval before proceeding. Thank you. And I I just want to add and I think that Dr. Stal can support this and the other staff members who were at the T-C meetings the two of whom I think you've been to this year. Um uh one of the things that shines through in our T-C uh meetings is the tremendous amount of pride that the T-C uh committee has for the work done here in Robbinsdale. uh according and I gave out that booklet. Basically, uh most of the work done by our T- people here uh that committee is asking other school districts around the state to take the work that's being done here in Robbinsdale and adopt it for themselves like the dashboard that's within that book and many of the other things. Our creative program is growing in this district. We have this incredible staff in this district working for the uh working with the Tina group. And when you sit and listen to the T-C um elders that you know whoever runs T-C uh the amount of accolades that they uh have laid on Robbinsdale School District for the work is really um humbling and I would hope that that could sort of be taken into consideration also because they stand our team our group here in this district stand as a shin shining example of building that program within a public education uh district. So, and that might be the value if we bring them in here. Maybe some of the value is to even bring in some of the um statewide uh people from TAC that uh could address that. So, because it's very impressive. So, I I just checked and the next APAC uh meeting is June 9th. So I wonder to the earlier conversation if that would be the most appropriate place for the chair to go to share the contents of this conversation in the tone and and with you know the messaging that you all shared about that to see what their their comfort and support is and if this is something that would be um would would land well with them. And then um again that invitation could be if they wanted to have a conversation with the board but if if they're in support that may not be necessary. And that's did you say t9 or APAC? Apac I meant a I meant APAC. Our American Indian. Okay perfect. Dr. Basset. Um well of course I've served on Tina too and so and this district has come a long way in the last couple years. I I really appreciate Director Bowman's comments about how team how our own staff have been good examples and are doing good work. I I certainly agree, you know, uh but I also know how touchy that some of some of the discussion can be with tribes as you as you know if you've been involved with teen act each one of the tribes has their own council. So I don't know that they would be opposed to it. I like the idea of having a conversation. This is all I've been saying since I started talking is have a conversation with that person before we just decide to do something and being aware that there are people who take exception to things that are happening they think is encroaching on the American flag. That's real in America. Yeah. So, this is what I'm going to do. I'm going to go to the next APAC meeting on June 9th if they'll let me attend and I will tell them that we are interested in reading the land acknowledgement and I will ask also about uh the flag get my the flag information there. I was under the impression that Tene provided the flags to the school district to be used in buildings. What? We'll find out. We'll learn more about I will find out more about it June 9th and I will report back. Would Would you like me to make the request from Beth uh to get on the agenda? I think that'd be wonderful. Okay. Thank you. Good. All right. Number three, vision team 2030 catchup. Excellent. This is going to be a very brief catchup. Um I think we've caught you up since the April meeting. So the May meeting uh what we did with the team is um continuing we actually started showing some of the stakeholder data especially as it pertains to some questions around um daily lived experience of our students and really continuing um to discuss that academic visioning piece around teaching and learning. So, we did just a brief bit about that, but the major and then the majority of the meeting um was really taking a look at some of the results of our comprehensive facility assessments and to start seeing and this was referenced um when Mr. Hart spoke just the the large amount of building um needs that we have uh across the district. So the group did some activities to to just start looking at that data. And again, what we wanted to do is scaffold some of the information so that as they continue to learn, they were looking at both um the maintenance needs of the building, starting to talk about some of the capacity of our buildings as just a couple criteria areas. as we continue to talk about um you know what their recommendations may be, we'll be overlaying that with a whole lot as we're looking at geography of the district and where some of our buildings are. Um but it's been really great to have that conversation grounded first in teaching and learning and what we want that experience to be for kids and now we'll be talking about buildings. So, I know uh right now as soon as I'm done talking, you're going to hear some more of that data and information as we talk about long-term facility maintenance. Uh the other thing I just wanted to let y'all know is that we have an extended time period with the team at our June meeting, June 18th, um where we're going to be uh taking a few visits to some other school districts. Um some build some districts that have renovated buildings to see what that looks like. and then um also a couple of uh new buildings. And again, that's just an opportunity to help bring to light and have our team see some of the things that they've been reading about in terms of what does it mean to have flexible learning spaces? What does it mean, you know, so they'll see some of that in action. So that's what June looks like. Um we're going to have to see if we need to add some more buildings because there's a buildings. We're not adding buildings, people. um but to add more meetings so that we can make sure that we are moving along at a pace in a way which still brings us into that goal of recommendations to you all in September. With that I am happy to hand it over unless there's any questions I'm happy I know director long there's a question. Yeah. So, I'm wondering if there is any possible way of creating like a little folder or something where you could put this information in there that you're sharing with them just cuz I know there's like a huge amount of stuff that you guys have been going through, but just so that you know when we get the recommendations, we can see where the history of these recommendations came from. I appreciate that question. Um, yes. And yes, and what we also want to do, you know, just like we were able to do to be on pace with it, uh, we had Hazel Reinhardt right after she presented to the vision team, she came and presented to y'all. Um, I think there's some of the teaching and learning stuff that I'll definitely catch you all up in. And I think tonight there'll be some information that you get caught up on, but I I appreciate you saying that. And absolutely, I think we can give you the information. I'd even rather have an opportunity to talk through these things throughout the summer to make sure exactly what you said doesn't happen that we get to this spot and without some of the context you're not sure where it came from. So, I appreciate that for sure. Yeah. And I think it would still be helpful to also though have like a Google folder that we can have a history of that information in there. Yeah. Because I think there will probably be some pieces that maybe they talk about, but maybe they aren't as integral for the board to talk about, but we might want to just see it, you know. Thank you. Okay, now that leads right into our tenure. Yes. TFN. Could you bring that up? Um, Dr. Sal Becker Marie Mullen, members of the board. Um, I'm looking forward to talking to you about facility conditions assessment and our LTFM update. And I think it's really um timely because um our visioning team process is so tied into um our facilities piece and with our LTFM process and where we're at with that tenure plan right now. Um so our site conditions are always assessed every year as we update our plan every year, our tenure plan which we were required to do. And this year with our revisioning process and bright sizing the district, we're gonna have some special um challenges with that. So we wanted to do a really deep dive, make sure we have really accurate data um and current information on our buildings and our sites. So um that's what we engaged in over the last months. Um there were tours with our um at our different sites. Um and we kind of go into the information that was gathered um how it's been assessed and how it's been compiled. um to give us some data. And this presentation is um almost exactly what the vision team saw um last at the last meeting. Um with the caveat that when we did some of the comparisons of buildings, we used fake names so that wouldn't influence their their their impressions. Um but we have the real names of the sites in this presentation. Um so the conditions assessment um again a deep dive. that that looked like is that we had teams going to every building um being accompanied by our maintenance director or another facility maintenance person looking going up on the roofs, going into every boiler room, going through classrooms, through the hallways, into the tunnels, um out on the sites, into the bleachers, into our theaters, looking at those um uh sites from mechanical, an electrical, a plumbing, a finishes, whether it's a floor finish or a wall finish, a lighting, that sort of thing. looking at those conditions both in how they're being used, their age, um are they efficient, whether it's from an energy or or a um an operational perspective. So, um experts from many different um areas doing those walkthroughs. The um site admin were amazingly patient as I would send out these emails saying, "Uh, Wednesday at 2:00 you're having a group of four people come through. It'll be about two hours, etc." They were really great, but it was team after team of experts going through the building, whether it was a pool or a theater or um a set of bleachers and um a really important deep dive. They took photos. They gave ID numbers to every piece of equipment. Um just really just a vast amount of data that is going to serve us well for years. Um so important to get especially at this point. Um so they um then prioritized it as you see in the last bullet point into the urgency of the needs. Um the first bucket one to two years um second bucket 3 to five and last bucket six to 10 as we know we have a 10-year plan and then our job was to kind of spread that out over 10 years. So um systems evaluated um physical hazards you know bleachers surfaces indoor air quality um so the cubic feet per minute of air moving through a space the quality of that air um condition of our pools conditions of our building hardware whether it's a door handle or um a hinge or um a movable wall that sort of thing. fenestrations, which are our exterior doors, our windows, flashings, our brick work, the tough pointing, um the roofing systems themselves, the cladding on our pen houses. Um everything was looked at really, really closely. Many, many different systems. And here's some examples of those what we're calling deficiencies. So the first picture you see up there is a um rooftop unit kind of showing its age. You can see it's been under for quite a few years. We have um rooftop unit, HVAC unit replacements on our LTFM plan currently and so this is one of those scheduled. The second one is a stadium. You can see the gates um are are definitely in need of some repairs. The one on the far right is an exhaust fan um well beyond serviceable lifespan. It's pretty rusted out there. Lower left corner, that's a some duct work, peeling paintwork in the foyer of one of our buildings. Um the middle bottom photo is a pool. Um you can see the tile deterioration inside that pool. And that lower right is a cabin unit heater and an entryway in one of our buildings. Again um definitely showing it age there. Um these photos, that upper left is an exterior door that is dented and damaged um and is doesn't latch effectively every time. That middle photo, you can see where that water is pooling. That's a roof that's not draining properly. So, um, again, uh, there's a few different concerns with that, but, um, the photo on the right is an interior door. Um, there's also damage in each painting. Uh, lower left is a restroom. You can see the floor is in very poor condition. Um, middle photo shows a pavement in a parking lot at uh, one of our middle schools that is in really poor condition. And the far right is um, it's an odd photo, but it's a piece of duct work running, and you can see the ceiling above it. You can see ceiling tile is missing and some damage. So, um, not a great look on us there. Um, some other items on the far left there is an exterior cabinet at the bottom. You can see the veneer is peeled off and damaged. Uh, the second photo from the left is um, wall tile that you can see has been damaged. Like it's it's there's some in there that's broken. The next photo is carpet in a elevator and the far right photo is a rusted out door jam on an exterior door. Um so the next um show photos, excuse me, are going to show um some eval of the evaluation tools that were um that the data was put into. So one of them was floor plans. So each site has a set of floor plans. This is an example of a flooring floor plan that shows um a gradient red, yellow, green. So red is it needs attention now. Yellow is we better do it soon and green is that um that third bucket that six to 10 years. So there's a floor plan like this for the floor finishes for every building. There's a floor plan like this showing the um wall finish condition of every building. There's a floor plan like this showing the roof condition every and everyone is graded um in that red yellow green um uh descriptions. Um here's the floor roof plan showing that. So, our our roofs are actually in pretty good shape um overall um in especially in comparison to some of the conditions of the interiors of our buildings. Um but this particular roof has one that's in red. Um and this is one that is being done soon. Um so this is what a the roof documentation would look like. Again, details about the square footage, the type, the age, and then also some photos. So there's a lot of photo documentation of the evaluations that were done. This is a documentation for our site conditions. So this is a different color scale. We have 10 years. You can see on the left hand side. Um hard to see at this scale I understand but showing what years those um surfaces should either be resurfaced or done a melon overlay or done a crack seal and a chip seal. So depending on the condition, this is a document that shows how we should address each of those hard surfaces. And each site has a map like this showing those hard surfaces. This is another tool. This um it's a spreadsheet and each one of the sites has a spreadsheet like this. So it's um the it's broken out by site needs by finance code. And as you can see that third column is an ID number. So every piece of equipment was given an ID number. It identifies the site and the type of piece of equipment. You can see that on the second to last column a priority level one to two years, six to 10 years and then a 20 26 um project estimate for what that repair or replacement would cost. So every mechanical system is listed in the spreadsheet again by FIN code, by site, by estimated amount in today's dollars and by per level. So these this spreadsheet um again these next three slides show the assessment uh results in different ways. This one shows both the urgency of the needs by defer and and also by deferred maintenance categories or systems. So on the far left there's a FIN code that goes along with the life safety with accessibility with building envelope and then the urgent needs the dollar amount and then on the far right is the dollar amount for those life safety for those over 10 years and then the column the vertical column is that in those 1 to two 3 to five and six to 10 years. So this was again by by system by mechanical system or um or building system. The next uh way that data was sliced and diced was by based on the urgency of needs and this is where your presentation differs from the um the visioning team because you can see the name of the school here. So this is the dollar amount by site in those buckets of one to two, three to five, six to 10 and then totals by bucket and then to overall total. So all of our sites that way and then the last one is again using that um red green scale. Um darkest green identifies the lowest cost. This is by per square foot. And then the darkest red identifies the highest cost per square foot by building and then also by divided by those city of needs. The next slide we're going kind of rolling into current LTFM. So, we had some big LTFM projects that we put on hold earlier this year as we realized the financial condition was much different than we thought it was at the beginning of the year and that we were going to have to re-evaluate how we looked at our buildings. Um, so some current um projects that we identified that we definitely have to keep moving on are our projects. We need to make sure our our buildings are dry, our lights stay on, our heat works, our cooling works. So um some of those other project those um operationally essential projects we continue. So these were already on our LTFM project and so we continue moving forward with these three. Uh these were also um on our LTFM project um or the first two were rather. So the forest elementary um mil pavement mill and overlay and say parking lot and a drive lane. um at Forest. The elevator replacement was part of a larger project at um Lake View. We pulled most of the project, but the elevator had to be replaced. So, we kept that project on for this year. HVAC repairs. We've been doing ongoing repairs at um Robbinsdale Middle School and the HVAC system throughout the spring and summer. And we have some other projects that were not on our LTFM plan, but are urgent needs that we are addressing this summer. I Oh, I did something wrong there. I have more slides here. Could you help me out? I'm not sure. I don't know what's going on. Okay. Oh, there we go. Awesome. Thank you. So um without our large projects going on, we have other various projects going on at small. These were not specifically identified at on our LTFM plan, but they are all eligible for LTFM dollars. So we've got pavement work at Neil, Zachary, Armstrong High School, ESC, and bus garage. Again, smaller repairs and patches. Um we're uh doing repairs at the loading dock at Armstrong High School, repairing a set of stairs at the receiving door there. We're doing fencing repairs at Fair Crystal and at Cooper. We are doing a dumpster enclosure repairs at RSI Metal Lake and Sonos. Uh we're doing some storm replacements, some at Fair Crystal, PMS, RMS. We're doing some painting at RMS um and various other electrical mechanical plumbing projects um around the district this summer. Um, and as things come up through as we get into the summer, I'm sure we'll find more as we begin to kind of brings us up to date. And I think where we go from here is is yet to be seen. That'll be up to you to decide. So, questions for me on any of this? You have a question? I have a question. I'm just curious on the small LTFM projects at the various sites. Are those done by contractors or are those done by our custodial or our janitors, you know? Yeah, it's actually a variety. So, for example, our dumpster enclosures, those are going to be done by our carpenters because they they can do the welding for the post, they can do the woodwork. Um the mechanical projects at um our RMS, those have been done by contractors through the winter um and spring and our large projects we have. Um there are some um projects that we could do in-house but right now our capacity is not that great and the the need is quite great. So um what we can do in house we'd certainly grab this is a very impressive study list. Actually, it's related to something that director Bowman just asked you and so I wondered if you still had some people on staff who could do who would some of that maintenance and I heard you say cabinetry. Did I hear you say we have two carpenters? Yeah. Yeah. So, we have a finite group of people in amount of talent. Yes. You know, different skills that they might have. That's correct. Um when I first started with the district, we um talked about kind of how we're staffed. And one of the things we talked about in terms of how our district is staffed for our needs, we have a very low maintenance staff per square footage ratio is very industry standards is it's very very low. Um we have some good skills here. Um and we have much greater needs than we have staffing for. So we do um source out a lot of the work that we do. I am wondering about it was the first slide you had talked about um 45 consultants 14 companies yada yada I'm wondering about what was the cost in 45 consultants 14 companies address that would be so this was as part of the nexus contract I'm trying to remember what the terms of those agreement that agreement was yeah we discussed it here and I don't recall that at this point either um part of that was the professional services contract you know we brought that here we were talking about having Alyssa step out just to support some of the reimagine Ardale and we had had um different facility assessments over the years but not a comprehensive one happy to get that information to you but not prepared to answer it right now Yes, that would be good. Sure. Absolutely. So, the urgent one to two years total is 72 million, but then the urgent one to two years total is 76 million. Is that just I'm sorry, which slide you um between slides um 11 and 12. the urgent and the urgent is that just because we're just that's ballparkish 72 that one is 72 in the next page the urgent one is itemized out of 76. Um, that is a good question and I will need to look into I'm sorry to fine. Thank you. I just want to thank whoever put this together because this is the most comprehensive building information I have seen under this district in a number of years and it's uh very detailed. I'm just very impressed with the fine tooth comb at which things were looked at and assessed because for me as a board member I can only make decisions based on what I know and if only part of it has been gone through or only part of it utilized um it it doesn't service and I can go back to my first term on this board and what I know about information like this that provides us with a road map for a good 10 years which makes for decision making uh from the board table um easier because it's in better smaller bites that can continue to improve. So I just can't say enough about the report. I'm just really really impressed with it. So thank you. It's a ton of data though. Yes, the data we need to use to make decisions. So, what best guess when looking at the assessment results, you're switching between long-term facility maintenance codes and sites identified. So, I'm not wondering if there aren't costs built in to the sites identified that don't qualify under the categories of under the long-term facility maintenance. It's gas, but looking at the two differences, that's where my health and safety Oh, okay. So, mine is quick though because on this paper then for the LTMM the expenditures are significantly less for the next two years than 72 million. So, so this this is not our plan. This is the assessment and their recommendations. Yes. And so from this we they did three buckets. We needed 10 buckets, right? So, we had to take this information and say, "Okay, what are we going to do?" And this is where we landed. Well, and and and I'm going to piggyback on that because it comes down to what Michael Hart had said as far as a bridge plan, right? We do not know, and I know people even believe by looking at this list that the district has a preconceived notion of what buildings are going to be operational in three years and what aren't. We genuinely don't have a preconceived notion. This is you know again it's in front of you. It's in front of the visioning committee the best information that we have as presented. The intent of this document um marries itself to the earlier conversation and back to if the board says that's not the direction we want to go. That's why this is the preliminary preliminary. Then we pivot and change. The intent of this document or the plan that we put forward because because we needed to come up with a plan was to say if the board agrees with the finance advisory council and says at least in the capital operating debt component of the levy, we want to remain consistent. We're looking at four to5 million. We already do 1.8 pay as you go. We always have. There's been adjustments to that. So, this was built on the concept of maintaining that levy. let's say right around the five the pay as you go or adding creating the pay as you go of what was presented and continuing to use the debt that was issued last fall because back to the big balance that was sitting in that building construction that I said there's a big balance there because we're pretending we're spending it all down. We're going to say we are but that's going to be adjusted. It will be adjusted based on conversations here. if we're looking and saying cuz right now when we look back to if you remember we're looking at FY27 that's what we're going to be levied for. So that's the column you want to be looking at. So we're trying to meet our projects to make sure we're minimizing investment that we would lose or undo should a building close. But we need to continue the work in some capacity somehow. We need to be planful of again if it's maintaining the levy and doing that through a pay as you go and oh by the way we still need and have issued debt that we have three years to spend at. So the focus was on here's where we are the next few years to bridge us to a place where the vision, the board, the community, the everything comes together to say this is what facility speaking wise Robinsdale is going to look like. Then you start grabbing like then you start getting into really the depths of whatever buildings are still um in service and start addressing them in future years. That's what this document represents. So if you say on a 10-year plan all of the things you just said we we have a different plan for we want to do things different by all means we should do that. Please tell us this was a starting place for us based on the FAC and what came out of there and trying to minimize spending money that we shouldn't be spending yet still having to do we still have to maintain 22 sites at this point to some degree. Does that make sense? [Music] Thank you. Thank you Georgia. So, in going through this, were there any buildings or parts of buildings that when they went through them, they were like, "No, not even repairs will help this. This is a total re." So, we were very careful to ask for data and to not ask for their opinions. Okay. And that is and that is what my stance has been with anyone who's asked me what I think about the buildings. And I can I will tell you the condition, but not my opinion. It's not my decision to make. It's for us to put the data out there. Yes. I want to follow up with that. Um so the one of the exercise to to bring this back to the vision team, one of the exercises we did give them um was without the name of the school to look at all of the data and only knowing this data, not knowing geography, not knowing a lot. Um having them start asking those questions. instructor long about from a financial standpoint and they also I guess looked at capacity as well, right? So from those two standpoints based on this assessment. Um so that's right some of what we're all going to have to grapple with as we move closer to recommendations is where our investments that make sense align to geography of buildings align to what might it cost because this isn't this is just fixing. and maintaining. This is not renovating. This is not adding on. This is not doing some of the other things that likely may come out of um the work that we're doing to say, "Hey, what do we need to do to invest in our our buildings to make sure that they are representing the learning needs um of our kids?" So, can I add a followup to that? So, like for instance, our bus garage. In past years, we've had lots of discussions about our bus garage and all the issues there. And pretty much that's not unavailable. That would be something that if we were going to continue to use it as a bus garage, it would be better that we invest money in building a new one versus trying to fix all the repairs that need to happen there. So there was there were no there was nothing that really stood out in any of our other buildings because I know we've talked about bus garage being pretty bad, but so I'm just wondering if there are any of our other buildings that are like pretty bad. I would say maybe look at your heat map a little bit here for comparison. Uh it's about for to build a new building about $450 a square foot and we're looking at that. So our range for repairs goes from $557 per square foot to 266 per square foot. But the caveat to that is a new building presumably doesn't need repairs for a decade. Mhm. So it it would cost you more per square foot to build, but in theory then you're not spending it moving forward to have to fix anytime soon. The other component and and again for some people it's easy to to uh to understand in your mind back to what Dr. Salo had said, long-term facility maintenance can only address like for like. It cannot um add a wing. It cannot remodel a classroom. It can truly replace an HVAC unit with an HVAC unit. So, whatever existed existed. So, there's there's different funding. So, if you're doing different things, we very well could be out to a vote to repair back to remodel, renovate, as opposed to repair what already exists. And that's also another dynamic to this whole thing. But uh Director Long, I too have heard the same thing that you're hearing. Same with this building too. I mean again, but it's weighing that to everybody has. We're trying to be very cautious not to exercise our individual opinions into the into any space at this time. Superintendent. as we're also trying to make sure that there's nothing left off the table to discuss. So, could we build a new bus garage someplace? Maybe like if that's what the recommendation and the community decides and you all decide. So, it's it's this tricky place of saying what's going to be most efficient, most effective for the work that we need to do in this district. And that's why the complexity of this is pretty intense. And this data really helps at least give us a baseline to current reality of our current spaces being used in the current way that they're being used. Dr. Sorry, I have another question. Um, will there be something similar to this? Like with our other assets that we might have in the district, like we have all those buses and I know some of them are probably aging out. Are there other assets that we have like this big assets like that in the district that we need to look at and be aware of for possible repair or maintenance or doing away with or So I with the buses our inven the district owned inventory is dwindling and aging. Um but we certainly have that um as far as estimating repairs probably not but we certainly have the age and useful life. um every year for accounting purposes. We do within within our financial statements are is essentially the depreciation of assets. So everything that's asset tagged, what we have, what gets depreciated, what what remains existing. What the difference between the assessments what you're seeing now is repair replacement. We don't have that. We have what we purchased. We have what we own. We have how it's depreciated on a an accounting standard. and what remains. That's what we have right now. Like I could give you that today. Um if we were going to do an investment of repair and everything, that would that would be a different look. Does that answer your question? And if you're looking for something specific, please identify that to help me address it because I I'm not thinking of anything beyond the bus list other than what we already have as identified as district assets that we depreciate on the coming schedule. Yeah, I I was just thinking of the buses, but then I was thinking there possibly could be other things I things like buses that are in our district. But if we're doing away with all of our buses, then that brings the question to bus garage, which would probably be a down the road conversation. And we do have like we have district vehicles, right? Like we do have shop trucks. We do have I mean we do have again that inventory okay happy to provide the inventory of those kind of assets that we have again to estimate we can give you depreciation we can give you still what is accounting standard useful life like if it's a 5year asset we're two years in you're going to see there's three years left and it's probably going to need to be replaced that's what we have we can certainly do that like I could I could provide that to you very soon um because we do that annually as part of our audit and I'm happy to do that. That brings me to a question just out of curiosity when you talk about the assets such as vehicles or those kind of things that you know not the building piece but this may be a really slow question to ask but do we have replacement schedules then? And we've been talking about repair schedules, but I had never heard when I was mayor of the city, we everything had a a replacement sort of um end of five years you retired the cop car, end of certain period of time. Are we doing out any of the stuff in our district or is it just because things are so tight it's band-aids and paper clips and wait till it's absolutely um absent I would say absent the a curriculum cycle because I have seen a curriculum cycle like this is when we review the materials and do whatever I have it doesn't see I it's not to say it doesn't exist I have yet to find that document that says we're being planful okay thank you other than tech. Other than tech because the tech Yes. Great. Great. Great. Thank you. That's that's very informative. Okay. Good. Thank you very much. Can can I ask uh maybe a request that as because again the the the 10-year plan um and and director had director Long had come forward with uh 287's plan. The board already approved that. That's going to be the same trajectory we're on, right? I will be in front of you. You will be looking at essentially this document again, the resolution, all of all of the bits that go with that. That's going to start getting teed up at the next meeting. Should you have questions, concerns, adjustments, any other thoughts, I'm going to proceed as is unless I hear otherwise. So, just know that it's coming. It's going to be moving forward to the next meeting. That's the plan. Um, so if you any any other input that you'd like or need me to provide, I'm happy to do so. Just please let me know to keep with the cadence of approval, ultimate approval. Thank you. Thank you. Did you have something to pass? So this that brings me to a thought and that is that at the at a time uh when uh there was a decision that we needed to downsize the district uh because of a combination of enrollment and um cost and other things. Um I don't you know the the pathway or the road to that kind of thought and decision is is murky and one of the reasons is somewhat murky is that when we talk about it in terms of our potential cost-saving measure we realized and and you certainly mentioned it superintendent that the timing for something like that needs to be pushed off. we could have contemplated it in the in the now as we've been moving along with what we were doing reconciling the challenges of the past and trying to envisioning the immediate future. However, the future of where enrollment and capacity or lack of lack of need need is continues to be murky and we haven't discussed it. Um, but I I just wonder about that. Uh, at some point in the future, what is there a sweet spot for a conversation like that? Is it a year from now? Is it six months from now? Because um based on what we heard from Hazel Reinhardt and the indicators that we have about just birth weight and other things and they enroll in a drop that you know everybody's experiencing and we have to um and what the ideal size is for example for middle school there's there's a desire desired sizes for some buildings you know some program. So, I'm just wondering about that and and not for an answer right now, but so from for some for some contemplation about that and some visioning outward about when that might land. Uh because I I'm not a big one about wait till the last minute and start talking about something when you can might need 12 months or you might need 18 months to do it. Well, I'll respond to that. Director Beta, that's the reimagined area process. So I I think going back to director Long's comment is I want to I want to be sure that we are bringing conversation here along the way that question about enrollment. We saw um you saw the the demographer and the data that she brought forward. One of the exercises preliminarily we did with the vision team and certainly is the same thing we could do with y'all is as they studied we said what do you think given what you know given what you heard where do you think we're going to be in terms of enrollment and that's maybe something we need to bring back here so we have your perspective on that as well I think that that then also does flow into the assumptions and the budgeting of that so The time is now. The the time this whole process and that's what we're doing with that visioning team that they'll bring recommendations here is to look at enrollment is to look at building capacity is to look at and say we're going to be operating two middle schools, four middle schools, two K8 buildings, one other middle school, one high school, two high schools. like what are all the things that we've got to vet so that ultimately in September there's recommendations that you're not going to say oh whoa whoa whoa whoa whoa and that's and that's my job is to make sure that I do exactly what what excuse what was requested so you know so that which goes to the point because I think um that was one of the first things that I asked about uh about closure of buildings and at that time the potential for doing that because it's a cost-saving measure and it didn't really turn on the future of the demographers's information. It kind of turned on where we are right now and are we operating at at um optimal capacity for what the recommendations are for certain size buildings. In fact, I I think that's a place that I and we have that information right now. We have the data to say at what buildings are we at capacity? we can we can bring that back to um we know in in our high schools we're really under capacity right now. Okay. I I guess all I'm saying is that we haven't really as board had that conversation. Yep. In the process. So, so just I want to be really really clear, you know, and I I think originally when a question came to me and I don't remember if it was you, Director Basset, but I know when people in the community have asked me early in November about closing buildings, we said we we don't have time from the time we heard about the $21 million budget deficit. We didn't have time to make decisions at that point without studying, without doing this, with with being able to do boundary changes and staffing changes. We did not have time to make those changes prior to the start of next school year. That's why we engaged in this process and created this process so we'd have a community team that would be doing the studying, doing the work, ultimately bringing forward recommendations to the board. And and so let me just say this. Um and and I think that everybody when we talked about it, everybody kind of said, "Okay." And we've moved on. So I'm hearing it back right now. So that's why I'm talking about it now as opposed to bring it up over and over and over again because I heard what you said and I have to agree with it, you know. But where we are right now is I guess I feel like this is maybe a time for us to to think about some dovetailing of the work because I think that's not something that another group of people goes off and figures out. I I I don't believe in that. I think that this is something that the board should be involved in as well because we why do double work if we're going to be talking about facilities and those kinds of things for so that's something to contemplate. So that's direction I need. It's not just something because right now and that's what I'm saying. I need that direction because we've set up a process. I think we've been really really clear about what's happening with that process, who's engaged in the process. I agree 100% with what Director Long said. We I have to make sure we're bringing things to you like we did tonight, like we did with Hazel Reinhardt, like we can with the the capacity. So, make sure you got two things. I think we're talking about two different things. What I'm talking about is if we're going to have to land someplace where the board has to do some visioning, that's a joint thing to vision where we end up and what the facilities look like is a joint endeavor. the carrying it out is something we absolutely will look to you to make sure happens. But I'm saying that I think some of the vision and some of the discussion at some future point down the road the board needs to be involved in that that you know so that that's just again I'll be direction on that because that's not that's how anything happens. That's not how the current system and process but that we're talking about down the road. We're talking about as we go forward to contemplate some kind of change. We're not talking about doing that today and tomorrow that that is supposed to happen. But recommendations are designed to come to you in September. So I and then beyond maybe it's post post that to talk about what does the immediate future look like. I I didn't suggest anything you know to stop what you're doing. I just expressed an interest and not more than just an interest. I think it's important Okay, to be clear, the visioning team is doing I mean it's all these people from the committee representing the entire community. It was it was a careful process that was done to select the people to represent the areas of the community and demographics of the community and they I was not and so they will be bringing their recommendations to us in September and in September we will carefully go through them and examine them and we will have their background information that they are getting which as it comes through we need to be studying But the community input is separate from I mean they give us their information and the board makes decisions based on what we get out of them and and then your hand is up first. Yeah. And then so I kind of have two parts. So I mean when the demographer came there were questions that I kind of had about you know kind of wanting to pick other board members brains about now what does this mean to us that this person shared. So yeah I do think like that would be good to at some point have a conversation about that information that was shared by that person. The other part is too I think yeah we are lacking in like how how do we get there as a board where we're like this is the direction we want things to go in because I would agree I feel like there are a lot of areas where we have just left the superintendent to be like and we're not playing our role as what we should be as a school board and she has even said that tonight about you know us giving her direction and so I feel like there have been lots of times times where we've left the superintendent without direction. So, how do we change that dynamic so that that's something that we are doing? And I just want to clarify. Thank you. And I just want to clarify. I was only asking for direction. If you if all of a sudden there is not support for what we've been doing since November to set up a process and to lead a process and get 17,000 members of our community engaged in the process. So, I just need the direction. The only direction I need right now is if you all are saying we don't support what you're doing with the reimagine and we as a board want to make this decision. And I'm not hearing that. But I also don't want us to get to September and for board members to say we didn't have a role in that, so we aren't going to support or consider these recommendations. I know my role is to make sure that I'm bringing you along and we're your understanding and have the information and have the opportunity to answer questions if you've still got some and that you can have whatever conversations you want around it. I just want to be sure that everyone understands the flow of this process that's been laid out for six months. I don't think she say anything like so I don't need youating for me. Go ahead. Excuse me. Whatever you mean. I was trying to pick you and then I was about to say something. Well, I'm just doing I just want to say for myself that um uh the questions are good except for what I need as a board member is I need to see all the information coming forth first. I know that the that the discussion of what we do with the information comes after we get the information and personally I I support the reimagine committee and I support the information all all coming to us as it is because um the work that I'm seeing being done is providing the data for us to have the discussion about the future of the district that will be the work of the board right now. We've got I mean we say all these things about voice of the community, voice of the students, voice of this and and that's what we're doing right now. a reimagine committee is the voice of the community and they're going to come forth and say we studied this and this is the these are the recommendations we would like to present to you all schoolboard members and then at that point the responsibility of the schoolboard members is to take this volume of information because it's a direction that has been pulled together by our superintendent and then it's time for us to discuss it and come to a conclusion and make a decision and if you don't agree with that Earlier this evening, you told me on a couple of different things what the role of the school board is. I'm going to add at this point that this is now the role of the school board to take the information, excuse me, to take the information that's provided from the various groups that have been pulled together that we ask to be pulled together and then from that pool of information make a decision. If I'm wrong on that as being the process, somebody please correct me. But I but I do believe that that's what the process is. Correct. Point of privilege. Thank you. Your point of privilege. Yes. Here's the thing. You know, director, first of all, the chair and director Bowman, I uh really take exception to you turning and talking to this is a point. I'm listening. I take exception to you addressing me that way. There is nothing in anything that I said that was opposite of what you were talking about. I clearly said at some point in the future when we get to that place when we talk because the board has not talked about some of the things that have been presented to us in in just a free flowing way the board has a responsibility to talk to each other but no matter what the administration is doing it should be in concert with and should should be along with but we have that responsibility and and I really take exception to when I say things anybody else can say something and this is the pattern that I notice and then all of a sudden I'm shushed, I'm doomed, I'm this and all I said was, you know, go just like others have done, go ahead and let director Bowman say go first. We all do that all the time. I take exception to being treated rudely and to get a lecture and hands up in my face when I do. I don't deserve it because I'm not rude like that to anybody else. I and I really take exception to it. Uh had director all due respect you were interrupting and you were speaking without being recognized this evening and you were interrupting and that is why my hand went up. That's not true cuz she would you know you were looking to see who you were going to speak to address and I said go ahead and and talk with her. That's what I said to you know and so that's the agenda. We're going to stop. I my point that I was going to be saying was I support the work that that group is doing and I am looking forward to what's coming from them in September. I believe it will be the voice of the community and if anybody else would like to voice support I would be fine. Well, I had not stepped and I was talking and you kind of jumped in and started talking and so and really what I what I started off saying is that I you know what you're doing now and I referenced when we talked in the past and like we talked about closure if we're talking about the 10-year plan is this a good place for us us to kind of think about when might we talk about that and I believe that's exactly what I said you know I mean I didn't say anything that was contrary to what you presented or that we need to do something different. None of that. We're all good that we're all the same. Let's talk about budget. Excuse me, superintendent. I am speaking out and I'm going to take a point of privilege because one of the things that I have suffered through for quite some time is that when I say something, it gets piled on and misconstrued and then reported as something I didn't even say. And that's not my behavior. Now, I have a personality and I'm allowed that just like every other person in this room is allowed a personality and I'm allowed mine as well. I'm not rude to other people. I might start talking, but that's just a habit. And I quickly stop. I I don't do any of that stuff to other people. And I and I take exception to having all many of the comments that I make being mischaracterized. And you know, one of the things we talk about is not casting dispersions or making assumptions about the motives of others. I have had it when people take exception to what my motives are. When I speak, I talk about what I'm thinking and what my questions are. When somebody immediately starts attacking me about what I think, I don't do that to other people. I let them say whatever. They can think whatever they want to think and then they get to vote. That's the same privilege I expect to have at this table. I am done with all the rest of it and I don't need anybody interrupting me. This is a board conversation and I'm not going to have anymore because I haven't seen you do it to anybody else and I would never do that to you nor did I when I was chair and it is not done to anybody else. I'm going to ask that you can move on to the next item on a super. All right questions. Thank you. Outstanding budget. Great report. Great report. Thank you for your time. Outstanding budget questions. Um there were several questions that came in uh Sunday afternoon, Monday morning, and uh the team spent um much of yesterday between graduations uh getting responses and information to y'all so that you would have all that information prior to the board meeting tonight. So hopefully that's providing some clarification um on some of the questions that you may have had, but we're happy to take any other questions that you have. I'm just looking forward to uh Thank you. I'm just looking forward to reading through uh the document in detail and I'm looking forward to putting it next to the document that you also prevent presented earlier this evening with the really cool graphics with the dollar bills and um that's when at that point that's the document I've been waiting for uh to really come up with some questions because everything else is just speculative until you see the money in front of you. So, um, if I have any questions, I'll have them I'll have questions to you by f uh today's Tuesday, like by the first part of next week. Is that y would that be in line? Yeah. Our goal, like I said, I don't I want to be sure that when we get to the June 16th meeting that questions have been answered up to that date so that as we come forward, we you've got all the information you need. Again, that doesn't mean that you're going to agree with everything, but you have the the information. Perfect. Dr. Long, um, I guess I want to say something as a point of personal privilege, but then I have a a followup. I have a question. But it does not feel good when you're sitting here and then somebody calls a lawyer on you to make you stop doing something. We are all elected officials. I I would really like that practice to stop and us to figure out how it is that we are going to engage with each other. That just has continued to bother me and it feels very picked on, very bullied, very singled out and it happened again tonight, but I'd like to move on from that right now. And your Yeah. So my question about the budget is I had asked this earlier at the business meeting. What are we going to do about the emails that we have received um from community members about things that they are requesting or questions that they have about what the budget is because that's also I feel like community input. How are we addressing that as a board? I don't feel like we ever sat to talk about we got that petition. We didn't sit to talk about what does this petition mean to us as board members. Um we've had the family literacy program come you know and be very active send us several things even a request of could we hold off for a year and then next year they they would spend this year figuring out how they could sustain themselves you know with grants or whatever it might be. like when do we get to have those discussions about some of that information that has been brought to us from the community and what that might mean for the budget going forward. Well, the decision was made on getting rid of the family literacy program and those people are being serviced by other. So, we um first we when we do in community education, we do our budget review, I do my budget review on paper, I bring my advisory council, talk about potential changes that that come forth, they have opportunities to ask questions. um the second third. Um one of the things that came up in that in that discussion was the the mention of family because of the cost and the unsustainability of the program. Um met with staff, met with students and families. Um and then we provided them with additional options, you know, since that time. We've been working diligently to serve those students with other options. A number of those students um will a out of the 27 or so families that were being served um half of them graduate this year and going to kindergarten will be into will be into other buildings anyway. The remaining I think it was 14 families. Of those 14, seven have have already been reassign or decided to either participate in programming learning center or participate in our early adventures programming which is for day care. So there's um seven additional families who opted not to do that opted not to seek those other options. I think that as I sat through the listening sessions and you know hey I've also met with students on site from the family live program um there's this uh message that students won't be able to continue their adult education journey and that that narrative is not true. You know students are very capable of continuing uh their learning through adult education. We were one of the remaining districts to have family day program. Those programs have been cut across various districts throughout the state over the course of year for the same reasons. There's not a lot of students participating overall and the costs are significantly high. Um even the I heard the I read the proposal about partnering with the districts. The number one district that they started partnering with was AIO which is right next door. They closed their program last year. they had four or six students and it was it cost too much. So I've done the research. I've also you know and I support the early learning director and in the process as well and I didn't make the decision just cuz I wanted to just we worked together as a team to make the recommendation based on what was was sustainable. So can I follow up to that cuz still that didn't really answer my question. When do we as a board discuss these things that come to us as a board? That's really what I'm trying to get at. Well, I don't know when we discuss them as a board because it's actually an administrative decision. It's not a board decision. And so, we are supposed to be the oversight of the school district. So, when do we get a chance to sit there and discuss it as a board, decide what our feelings are around it, decide what other questions or information we might need as a board about it? Can I take this? Well, I was just say that I I think it's a little bit of a slippery slope though. I mean, are we going to be discussing whether they add another section of AP English at a high school or if they you know, that doesn't that's not our role though. Our role is governance. our role is supervising our one um staff member and you know whether or not we would have made that same decision you know that's why Anthony and right are in their positions um to because they have a better understanding of all the day in day out stuff but I wouldn't know if it's appropriate to have another AP English at Cooper just thinking about but you know what I'm saying like that's just I get what you're saying. Yes. The question that I'm asking. Well, what I what I'm trying to say is that I don't know that it's our role to discuss it. That's that's what I'm saying. When it's brought to us, director does have again. Yeah. I think I will agree that yes, at some point board input is necessary in some of the general discussions. Um however I think timing is also critical uh in such cases. So with this very program when I came or when I joined the board I've asked you know based on the listening concerns and the emails I've asked uh director Anthony you know is this program only here in this district and we were the last one to cut it out and based on what he just you know referenced back to all of us I'm like okay well then you know the decision you made was probably the right decision to make Right. So I think if we want our voice in some of these inputs, our timing should be probably better um and also sooner than when the program is already phased out in this case and the next two years already start. So um I think that uh the reality is that I think that there's some misunderstanding about the board having discussions about issues. Um part of the part of visioning includes both the board collectively and the administration and usually that's in the person of the superintendent but she brings in somebody who has more granular knowledge and she wants them to share some things with with us. That is important because for example uh because the board could say because we have so much diversity people like to say this because we because we have so much diversity in our community and because we have such a high immigrant population. Could we make a decision that we want to really do a robust networking or outreach and bring in more families that might fit this program and market to it? That could be a decision that we might make. Is it a decision we might make? Depending on where we are right now with the numbers, maybe not. But I'm saying to you, collectively to us, discussions among board members matter. It is not a slippery slope. This current board has been teetering and tiring with role and all of that. It comes up all the time. I will I've gone through several budgeting iterations and I'm sure many of you have as well and some of the organizations that you are a part of or have been pe people who make decisions talk with each other and one of the challenges is that when you're trying to get things on the agenda and that and we would clearly mark it a board discussion. It would be a board discussion knowing that any implementation would happen with the superintendent. We cannot cut off board discussion about topics because we pre-identify and think that well it's just the superintendent's job to do it because uh that's not the way it works. Visioning is a joint endeavor. Now people want to just not do that uh and talk because talk how you get to that is talking through things and and hearing what your colleagues say. I my opinion has been changed over the years many times based on what a colleagues has said about a given issue because we talked about it. Talking is there's no harm in talking about something. But when you what ends up happening is when you put something forward to want to discuss it at a work session and it doesn't get any traction then it ends up coming up that somebody has to go another way to try to get something on the agenda and the agenda belongs to the school board and the and the administration. It doesn't belong to only the administration. It belongs to the school board, not the chair, not the vice chair alone. It belongs to the board. That's why you send information to the chair and to the vice chair to have it, you know, to have some contemplation, some way of what you've heard, not to just sumearily say we're not doing this or we're not doing that, we're not doing the other. I'm not saying that you're doing that, but I'm saying that's not the role of chair. It's not. And we're not in school. Everybody's an adult, you know. And if people want to talk about something and we can get it on the agenda and do it in a timely fashion, that should be something that's possible to happen. You have a finger on me. Yeah. Just a just a quick thing. I think for me too, it's understanding the decisions that we can help get that out in the community is one thing as opposed to making the decision. I think that for this example, you know, uh, Executive Director Williams has certainly um explained um both the reasoning and the and the um the impact and what they've done to mitigate impact. So that's why I'm just I I don't I just don't know what else there is to discuss. And I'm not trying to be I'm not being precise. I just I really I I guess maybe I'm just missing a piece here or something. Just to piggy back on that pass. Well, I think that there was a that what I talked about is just an example, but I think what she was asking for is to be able to talk about things, a variety of things. So, I don't think that requires me to say, well, you know, give an, you know, given what you just said cuz you were talking about the specific thing about what director Williams had said and that wasn't what she was asking. I brought that example up. I I brought the example that amongst other examples but yes that's right like I just want us to be able to when when can we have these discussions and yes they do need to happen in a timely fashion but there's been so much happening where it's like we're not being allowed to have those discussions and then the community needs to know you know if a decision is made and we've decided that nobody's going to use red paper in our district anymore and administration decided that and then if we all agree as school board that that's then the community should know that piece that we all agreed the administration decided no more red paper and the school all the school board members talked about it and said no more red paper like then it's it's clear it's clear that where where that's going to go in the community it's clear that we've had this discussion and that's our decision but right now it's Not because we have all these places where it's like, well, where are you when are we going to discuss it as a school board and people bring up things and then we don't and there is lots of questions around this whole budget that people have been asking for discussions around and we haven't had them along with the community input in the emails that we get. Chair, if I can just chime in about the the role of the board. I think that there continues to be some misunderstanding about the differentiation between the board's role and the administration's role. That the board's role isn't to pass make a decision on decisions that administration has already made within their purview. that if there is something that requires board input, the administration would make a recommendation and come to the board with that with that recommendation. But if a decision has already been made by administration on something within their purview, that doesn't need to come in front of the board to be ratified. Actually, that was what I was saying that we have a superintendent that we have hired and trust and she has her cabinet and people who have all of the information and the background and the expertise and they can see the big picture and they have made the decisions and we can't seconduess them because they have more information than we have. They have been hired to make those decisions and they have informed us of the decisions that they have made. And so we can listen to the community but the community does not have the biggest picture like our the people that we have hired to make those decisions. The community has uh the emotions and they have uh experience and they have stories to tell and would we cut these programs if we could afford everything? No. But we are in financial straits and tough decisions have been made by our administrators and I support the decisions that our administrative team is making because this one has to be done. Superintendent. Yeah, I think the other thing that I just want to remind board members, again, I've never experienced $21 million in budget cuts before. I have experienced three, four, and five million. And anytime any district deals with budget cuts, there's going to be people who anything we put out, you all heard some things about, whether it was IB or orchestra or any of the things that we've talked about over the last five five months. There's been emails, don't do this, don't do this, don't do this. And and we fully expect that. That's part of the process. In some of those cases, I think IP is a really good example. um you know talked about it at a study session, got input, we made a I came up with a different recommendation and that was you know community input. It was looking at cost it was looking at at a lot of things. So I also just want to be really clear that well right now you know the the notion of of board and you can talk about anything you want to talk about talk about the petition if you want to talk about family literacy again what I need so that I can direct my team and collaborate with my team is if if there are if there's information that you don't have to ultimately make take action on the board recommendation that we'll bring forward forward in two weeks. We have to get that information to you because the last thing I want is for you to be up here and say, "I can't vote on this because I didn't get the information." Anthony has provided information over and over about the family literacy program. People aren't all going to like it. People aren't all going to agree with it. But if there's information you don't have, that's on us to provide to you. So because and and some of you may decide that you just simply don't agree with the decisions and don't approve the budget. That's your vote. I want to be sure that tonight we have an opportunity because we allocated the time for it to answer outstanding questions that you have related to the budget. So, I just want to be sure that if you've got questions, we get a chance. You've got people here that can answer it. And you know, uh, Superintendent, thank you. I and and I just want to say this again. Uh, I think Director Long's request that the board talk about things is legitimate and is totally separate from us people trying to do the superintendent's job. That's not what I heard, you know. Uh, and I think that it's healthy and should happen and that's just what it is. That's what the board does. Now, um, I I will also say that I also the people who are elected who sit around this table were elected. Our attorney was not. And I too take exception to having comments inserted into our meeting. because people get to have their own opinions and people marshall themselves and if they're treated with respect. What I have observed over the years, there've been a lot of disrespect the last couple years, but what I have observed over the years is that people respect the opinions of others and they speak to what they want to think they agree with. They say when they don't agree with something, they vote on it and we move on. We don't have legal intervention to stop a conversation and it is used judiciously and it's not appropriate at all. This is a work session for the board. And so I I just want to echo that because I feel feel about it too. I feel it's inappropriate and it's disturbing and it's insulting. Are there any other questions? Budget questions. I'm just watching the clock. There's 25 minutes and we've got several other agenda items here that we should be able to get through. I would like us to I I don't but some of the things that were said tonight are so harmful that um I would like to find a mechanism by which uh we can I mean we can address the harm uh that continues to be done. Um these are not invitations to discussions. We are seeing in we are seeing my feelings and opinions is that these are browbeating episodes that if we agree with others then we're all okay. If we don't agree we just sit at the table and beat it and beat it and beat it and beat it. Even if there isn't a majority of people that want to keep beating on it. That's what I'm asking for us to learn how to manage. And regarding asking help from an attorney, it's because if you want to call appointment, which I haven't called one, but I also feel hard at these meetings when we can't get to the business of the students. And right now, we're on the loop. We're on the loop. We're on the loop. And we're also at this point where we in all of our brow beating with this stuff, we never talk about anything. We massage the same thing. So if we can move forward, great. Let's move forward. Otherwise, I think otherwise I'll just go home because I'm tired of being beat. I think that that's probably topic for our professional development that's coming up. I think we need to move on on our agenda that we have. Are there any other outstanding budget questions? Yeah, because I would much rather have them and talk about them here than have a float questions come over here right now. We got one from Director Long. Yeah. So, I had asked at one of the other meetings, can we see the budgets that the buildings came up with for themselves? Yeah. And I'm I'm That's That's not part of this budget or this the decisions that you're making right now. You have all of the district budget. That is leadership role. That is the role of management. The choices, the decisions they make about how to staff their buildings are what we empower them to make. So, so that isn't something that we what we will have given you is what our overall staffing allocation has been. Um, so I don't think that that's appropriate for the board to to have that be part of the information um that you use. We'll we'll provide this 2020 test reaches through the overall budget. Yeah. Yeah. And again, I think that that goes to the role of again management and governance. Just one quick thing about though it would be I think it'd be helpful for us to know where there are things that may be controversial just like the example of closing family literacy which maybe you didn't know was going to be as controversial but um like split classrooms that people have you know so knowing where they are and and why they are you know some of those things so that we can talk to some of that and understand that when it gets brought up. So I don't know what those things are. I just made that one up. Well, no. And that has been a question and I think at the time a question came from a board member, we had seven split class, multi-age classrooms um across the district and I don't know given staffing decisions, Amy, do you know if we still have seven? We currently still have seven, but I can't tell you come fall with enrollment where that will land. Sure. Because enrollment will fluctuate from now until September. And honestly, it will fluctuate until 15 days. And that that may have been a bad example, but if there No, I think it was because that was the counselor. The counselors have been uh definitely, you know, I think the board got another email from one of our elementaryaries that you've gotten several from and that is a building that if we look at the base model and the service model, they didn't have a lot of additional FTE um to make decisions on. I'd say the the weight program was more about where was it going to be moved, right? You know, again, I think the the role of management is saying, you know, especially I want to speak to the and Bob, I might need you on this to speak to the Zachary Lane um questions that we've had um the the about moving that wave program and the concern was and the question that we got is what how is that in the best interest of kids or is that in the best interest of kids and actually Bob helping out with the population of the students in that program, but I think we're moving them back to their home schools. Yeah. So specific to that, right? So as I'm I'm learning specifics and quite frankly going in and asking a lot of questions myself as to the why and what's going on. Sorry. Um so if you look at if you look at that wave program and Zachary Lane the the way that I understand it is the kids that are in that wave program uh make up currently two rooms of center base. All of the the students in that program with the exception of I believe three are either their home school is either Northport or uh uh Lake Metal Lake. Yeah. Meet Lake. Right. So when we talk about how do we make decisions about kids from my perspective, one of the things is does it make sense for our center race kids if we can put them in their own schools? Does it make sense? it it if we can. Yes. And there might be other considerations, right? We've got two schools that are really high need schools in our district. So that comes into play as well. Um that said, we also know that those two schools also provide most of the referrals into that program based on the needs to the schools. So essentially, if you think about that, you dig Metal Lake, we've got students who come in that have needs that they get identified. Once they get identified and they need center base, what what happens right now? We move them, right? So the decision to do this was, can we find a solution where we're not moving the kids and we're allowing for this to take place back at home schools. So essentially then our wave kids that are Northport kids are going to go to center base at Northport. The students that are uh home base is Metal Lake are going to go to Metal Lake. And um the the other three the special ed team is going to make the best decision about what makes sense for those three that don't go don't have a home base or the home base was Zachary Lane. Right. That's that's really the hard part. I think if I may expound just a little bit. So, you know, I I know that that we haven't established tons of relationship between myself and the board at this point. However, the experience that I've had has been quite a bit in reductions, school closures, program changes, program additions, consolidations, all of that. The only reason that I bring that up is the questions that are coming up at the board table are the right questions. Your questions about can I get more information and I'm talking yell that later. Yes, we will watch. But but they're good questions. But this coming new in from the outside, Robinsdale is in a ridiculously unique situation right now, right? Because you don't just have one complex thing going on at the moment. You have the moons have aligned of complex things going on. What the what the problem that I have seen in multiple districts, I work with multiple boards, is because you're not in the trenches doing the work, the anxiety is real, right? It is because you you don't have all of the information all the time, which is why I get back to you. The questions aren't great questions. All we can do is try to take the questions that from at least in my experience if it's from community that you've brought up are those with such concentration and volume that the board as a whole wants us to attack those questions and get them back to you because it's just it's going to in has the potential to influence a board decision or a board changing its mind saying, "I know we said this before to to Superintendent Solo's point, but actually no, don't touch special ed. Don't do anything with it. It's off the charts. We know what we said before. The board as a whole can do that, right? I mean, you all have a vote." Uh, but until that point, we have to take the direction. Mhm. Um and and it it's the difficult part is trying to stay on task with these difficult conversations because it is there's a ton that goes just acknowledging the fact there's a ton that goes into it. Everybody's got their own personal thing they're bringing to the table. Why you ran for the board, why you're here, why you're sitting at the table. And that's the hard part. And it's just staying on track, but asking these questions. We'll do our best to explain them, right? I'll keep going out to the schools. We'll keep going out to the schools, finding what we need to find to give you the information that you believe that you need to make the decisions. Might not be perfect. We might have to go out a second time, but it this is this is going to be messy and it's going to we are moving faster than you would typically need to move because you're not just dealing with one school year impact. You're dealing with multiple school year impacts on every decision right now in this school district. That that is an anomaly for the level of stuff that we're trying to accomplish. And the reality is the decisions that we have made have affect staffing which those staffing decisions were made three months ago and have already been done and we have moved forward with those decisions and those decisions have gone to the board for approval. Yeah. And I just wanted to say um I've really appreciated uh Superintendent and and Kristen uh I really appreciate when I propose a question to you, you hear my question and uh and it's usually about data, you know, and I really appreciate that when it's possible, you do it. When there's a challenge to it, you say what that challenge is and you don't take it personal. None of this is personal. So when when folks take things personal and in a talk to me, you know, and what I feel personal, uh it it brings up stuff that's unnecessary because most of the things that I talk about are just questions. And when other people jump into my question and start challenging me about my question, I don't challenge them, you know. And so I I think that that's very important because when people talk about feeling hurt and beat up that that's other people have those feelings too. They're not unique, you know. And so I listen to if I hear you asking a question, I listen to your question cuz I want to know what you wonder and I want to know what the answer is when somebody gives it to you. I want that same respect. You don't have the question, don't ask. So, I kind of felt the same thing here when I asked about being able to see building budgets and there was a resounding nope. And then Aviva brought up her point about, well, what about the hot topic things? Then it was a lot of Oh, yeah. Yeah. So, how do how then what is it that you need exactly from me? The fine details of what the hot topics are that I'm hearing from buildings and why maybe I want to see that information. I guess I'm not understanding. I just I just feel like there isn't positive intent in things that I'm I'm asking. So, you're asking to discuss the family literacy which we got information on. Is it you want to discuss about the school nurses or Yeah, we could discuss that too. I mean, that's been brought up from other school board members too. My my thing is what would be the point in seeing the building's budgets that they submitted in discussing the school nurses for example to making sure that there's coverage in those buildings and to so that I fully understand what these changes are that we made and how they might not be harmful for students in addition to the information that we have gotten. Yeah. What hasn't been answered? So, what what more do we need? Well, to talk about the nurse thing. I mean, there's a lot of things to talk about, but you're kind of distracting me from what I had asked about. There was a question about are there any final budget things? And my question was, I'd like to see what the buildings did with their budgets. You know, I don't know what the problem is in me trying to understand what buildings are doing with their budgets. You know, I do understand that each building operates differently. I've seen enough of these our deal pride things to know that all of our buildings are different. So, I get that they're going to have different needs. I would like to know see what it was that they did to budget themselves. It's it's already written down on paper because they had to submit it someplace. So what would be the harm in us looking at that? I I just I guess I don't see the harm in that at all. I mean I get today we saw in our deal pride one they do all these garden things, you know, so they're going to budget differently because of the garden aspect that they have incorporated into their school. We had another school come and they brought a lot of tech things and then yeah, I was able to talk to another elementary school. They said that that's not the focus at their school. They don't have a lot of tech things. So then they didn't budget for this tech person to do those tech things. I would just like to see them to know that it tells also a narrative about that school. And I don't know what the harm is in being able to see that it's already done and completed, you know. Well, I don't see harm in it. I just don't see that that is helpful information at this time to vote on the overall budget was my my thinking. You you had your hand up. I I I think it's I think the answer to what I hear you asking about can we see how how building principles have staffed their buildings, programmatically staff their buildings. We could do that. We would most likely need to wait until the fall when we know for sure how everything has fall out and then as a board we would need some direction not on the information. Uh but how do you want to do that? Here's where I I see the danger having been a building principal and been in charge of that. If all you get is my staffing sheet, there are so many things that could be misinterpreted, misread, b read into, depending upon who is looking at that that if we're going to do that, we have to be willing to open ourselves up to all of the scrutiny for every one of our building leaders to potentially have that information be conveyed in a say that it was not intended because the numbers on the page do not at all reflect the why. So I would say yes we can do it. We have to figure out a mechanism for how do we get the information along with every building principal right? So as an example, I have done this with elementary principles and school board where we've sat down at some point. Same question. Talk to us about how you as an elementary group have staffed X. I know one of the biggest ones was media at the time. How did we come up with our media plans? So the elementary principles as a group came in, they met with the board and shared just like we've done with other stuff that I've seen here. here's what we did and why. And then I was able to say at my building, I didn't staff it exactly like Kristen did in media because here's the thing, I had a person who was halftime here and halftime here and I could add these two together so I didn't need the extra staff. If you saw that on a staffing sheet, the if you know enough about what the numbers say just to be dangerous, you'd say, "Oh, Bob didn't spend his money the same way that Kristen did." Right? That's the danger to answer the question why. And and I would also say it it under I'm unwilling I'm unwilling to provide that right now because I think it it undermines what we ask our building leaders to do. undermines the process that we empower each one of them to do with their staff to help make decisions. We're a district of shared leadership and our principles spend a ton of time working with their staff to help them prioritize decisions and and I don't want them to then be scrutinized as Bob said because their staff chose a counselor over smaller class sizes or an MTSS coordinator over a counselor or that's why we hire them. That's why we we ensure that we've got really good people who are leading our buildings who make those decisions. We can show you the FTE, right? I mean, that's that that's the model, the staffing model because we that that's different, but again, that's the what that's the question earlier tonight. What's our base staffing model? What's our service delivery model for staffing? Right? We talked about that in January 6th. We talked and again February 3rd. And again February third. So we've talked about that. That's the what how our leaders do that is the management side of things, right? And that's what I hope that we can continue as a team sitting around this table distinguish what's governance what's governance questions and what's management and I think that some of the questions haven't felt to me like governance questions. They've been directing the management and decision making. director kind of a two-part question and my first one went to you. So, we used to get um the school improvement plans and couple years ago they used they're all online. Well, I'm just saying we used to have a conversation about them and get them and have a conversation at point and so at the and whether they all come in at once or they come in, you know, individually as they're able to do it or timing, I don't know. But um but we when we got those we would get a presentation and we'd hear from them. So Mike was there really was to you about if if you're looking for outcome and the school improvement plans at a given building would that help you visualize kind of what's happening in the building. That's what came to my mind not so much the staffing but you know the results. Yeah. Yeah. The results and if they're making progress because it was really helpful and then it also gave those schools a chance to come to the meeting and brag on their school. they come and share their school improvement plan and they talk about here's what we did and here's how much growth we whatever they want to talk about but uh it serves a lot of good purposes because it provides a visual for what's happening in that building so you get to know it and they just magically stopped you know I mean you probably would round around talking about everything else but don't know that in the last year or so but um I wondered if that would be something that would be helpful to you or Yeah, but I would still like to see what building and I I guess I disagree with some of the other statements that were made, but I don't need to bring that up now. I I can move on with my life. Sorry. But it'll still be a topic that I will bring up periodically. Thank you. Okay. I'd be like an auctioneer. Going once. Going twice. Any more any more questions related to the budget? Getting information that we need to make a decision once. Going twice. All right. Number six, 256 district strategic priorities. Awesome. Um, I think I briefly shared this uh two meetings ago. Um you've heard multiple times uh you heard actually nine different presentations throughout the course of the year as part of your governance role of the oversight of operations with the different priority theme teams that were working on parts portions of the strategic plan. Um and I explained to you two meetings ago I think that the team ultimately um each had a charter each had a summary which included recommendations. We came together as an entire learning leader team to look at the prioritization um year one year two further out of that. We also aligned all of that with prioritization of professional development. Um and what's in front of you right now is the recommended priority work uh for next year. Um we uh I would like to bring this forward uh for approval on June 16th. um and know that we're working toward this now. We bring leaders together on June 10th. Um but I I think anything here were things that we talked about as part of those presentations. So I just wanted to be sure that you were aware of that. Is there's nothing in Oh, this is it. Okay. Is this kind of what you were referring to, Helen, earlier when you're asking for um something to be added to the work session? I'm I'm I'm sorry. What What are you asking? I might I hear you. Strategic priorities. No, no, no. I you know we're supposed to actually you know we're supposed to have a conversation about the superintendent evaluation the form that we had that was initially what the goals were that we worked on together and you know just to make sure that we all the process and we're all the same page that was so we okay if I bring this forwarding excellent I am happy to uh excuse my team for the rest of this conversation thank you very much. Thank you. And while they're leaving, I'm starting right away in the parking lot because time is a chicken. Okay. Schoolboard parking lot. Um I want to Oh, I just want to make a suggestion about the process of the evaluation. Does it make sense to do an email outlining that for us? You got it. It's I am happy to speak to this when we get through the next two. I would actually delight in speaking to this when we get to it. Okay. The word parking lot in the old days. Old days. Few years ago when I was on the board, there was always a parking lot for topics that the board kind of wanted to get to, but there were so many other things we couldn't get to it right away. And then we would revisit the parking lot and go, "No, we don't care about that anymore, but yeah, that one we're gonna move up." And so I want us I want to start at a parking lot again. And the old parking lot, the last time we talked parking lot was 2023 in January. And so so if we can't get to something or something comes up that we're really interested in and we don't have time, I want a parking lot and I want to check at the end of every meeting. I I want to list on the bottom of the work session uh for what's in the parking lot or what we should put on the parking lot. And for example, like um the topics for our staff, our professional development, if some of these don't make the top two or three, I I would say okay, then maybe they go on the parking lot. And so I just when I didn't want to like just start writing parking lot on an agenda. I want to have us put things tangible reality. I want I want you to know where that's my ideas are coming from. And it's not like just Rita just thought this up. It's what we used to have. And so you'll still be the cues to it. That's enough. We're going to move to So if everybody's okay with just getting a parking lot and Oh, fine. Move on. Okay. Wait. So, one question. So, if we want something add, is it going to be a document that we're all going to add to or is it going to be something where we just email the chair if something comes up that we might want to or are we going to have a discussion here at the table about things to add to it? I think the board puts it in the parking lot. Okay. Okay. It's not It's not just because I I'm sold on this one topic and I want it in the parking lot. No, the board will put it on the parking lot. At least at least enough people like four people from the board want it on the parking lot that will merit getting put on the parking lot, I think, because and then we can revisit and up our agendas. It'll help us in agenda planning too. Okay, this is a topic we're going to talk about. Sorry. Okay, professional development. We have a date. I gave you all the sheet with the topics that were sent to me. I was on Oh, I I didn't know what that was. That's what Okay. I just gave it to you. So, you had to spare a minute and wanted to look at it. These are the topics that I was given and I was given topics like multiple topics from four different members and I put everything down and I pretty much left it in the wording that was given to me and as you read them you'll see there actually is a lot of overlap in what people are hoping will happen with the board professional development and so um since it's getting Right. How about if you look at it, you can clump them together. You can give me your top is top three. Okay. Clump them together and get back to me since it's not till July. We don't have to figure this out tonight with little stickers and doing things. But I would like to know like within a week. Okay. So by next Monday I would like to have from each of you. I think these topics go together and this is my talk. I think these topics go together and that's my second little by itself. And I think like some of them are not going to take the whole time like a session to learn what edge climber can do that is not going to take the entire but it might be an interesting thing or how to do this or that. And so give me your top three and assume that maybe we can do a couple of these. Say Monday the 9th. Monday the 9th. Give it to me by Monday the 9th. Dr. Long. So where does um I had talked about, you know, we had that session where we had some consultants come in. We met with the teachers, president of the teachers union, president of the uh principal union. And it was just you and I there. And yes, call the superintendent and HR. Yep. So, I'm Betty and Nicole, I did follow up as I said I would and they So, so these are two folks that have worked um with a lot of different schools. One actually is an assessment uh guru. The other has worked um with a lot of school districts implementing um uh different leadership models. But I somehow got connected with them um with the grant and some networking and it hasn't cost us since and they've been amazing thought partners um as we've thought about teaching and learning and one of the tenants that they really use is this notion of if our goal right is to ensure that we have happy and proud and competent kids. They talk about the three-legged stool of that. They talk about the board, the role of governance, the role of administration and then the role of union um representatives. So um in part of our conversation, they invited um us to have a conversation with our board chair, vice chair, union teacher and principal uh um reps and then some of my team. And so they said that they would be happy to follow up with that. Um I I don't know. I I think it can live in some of this, you know, it really is it would really be around some of that academic piece of what is how do we all work together. I mean it could kind be some of the decision making stuff I because then they also kind of talked about what our role was in these different things. So then that's why I'm like well where exactly would that fit in here? Mhm. And also the conversation that we had, we didn't finish up the conversation. We only saw half of that. So, it would be nice to know what the rest of their presentation was. Okay. So, I will add I will send you a new one tomorrow and I will add that part on it. You are correct. I forgot to put that on. Can you say who they are? [Music] Yeah. But I gave the two names. Yeah, the two names and we'll learn about them. You know what? Professional, not that they golf well or they golf poorly. Jen, I I mean, honestly, I I don't have a ton of it. I mean, I've been really It's been amazing. They've been great thought partners and they really if they're going to go on if they're going to go on one of our boards list and we're going to pro, you know, mix them in with everything else. If they look like they got something to offer, I'd like them to. We'll get some. Thank you. We smith that. So don't worry about this piece of paper. I'll get it to you. Director Holmes isn't here and so she wouldn't have the papers. Right. Right. But I will I will email this a fresh list to you to clump together and rank. I mean one two three but you can clump them together ones that you feel because I had clumped some let them clump their own and so they are. Okay. Next thing is superintendent evaluation. I'm happy to take this. Okay. If you'd like, just so I because because I'm the one who changed the timeline. So So here's what I'd like to say. I went back through uh on September 14th. We talked about my goals and the process and the timeline. Again, on November 18th with Barb Dorne, she went through kind of the dos and don'ts of an evaluation and the MSBA three-step process. Nothing from any of that has changed and I'll share with you the change of the timeline on January 21st, but from the beginning the goals have been the same. The rubric with the standards and the elements that we discussed has been a part of everything that you've seen. None of that has changed. Amid your evaluation, you had all the materials attached to it were the exact rubric criteria that you saw in September, that you saw in November, that you saw in January. Here's what changed is I took the timeline that I had established from my last district, and I'm not sure if I made an error on it or not, but I I had a six-w week gap between the time I gave you the materials and you were going to get information back. I had May 5th as the original date. That would have given me 10 months of time. Um, our learning leaders didn't even come together around that priority work until that week. So, I wouldn't have been able to include that. Um, so I didn't do the evaluation as I'd said in May. As I looked at the timeline, um, it was off. So, I revised it because it wasn't I wasn't doing it. And you know, hopefully you understand that I also wasn't sitting around twiddling my thumbs. Um, I think that so I changed timeline and so you still are getting my materials two weeks in advance of when you're going to meet in a closed session. I believe it gives you ample time 10 days to review the materials to determine the process of which you all individually do an evaluation you get it back to the chair and the vice chair and then as you come to the close session um in two weeks I'll do a presentation publicly um and you'll have the close session to talk about uh your feedback. I have uh artifacts for all of you uh with evidence of my goals. Ken, let's take a look at that timeline for what is it attached to? Well, it was emailed to us last it's these out right now. There you go. And so in the timeline, we review the information and then we fill out our rub the rubrics and then it says that you will send your rubric scores to director Long and me. And here's my wonder. Would you rather send them to Barb Dorne and have her compile them since she's facilitating our discussion in the close session? Because I think some people have trust issues maybe with is that exactly what was said and so she's completely neutral. And so um I was talking with her today and I said, "Is this done? Would you be willing?" She said of course we would do it at no char no charge if that is what the board wants. If that's not what the board wants you can send them to director long me and we will meet and compile. And so what we will be saying is there was in this element it was a 4432 in this element it was whatever um and we will get you back so that we can discuss it in the close session with the superintendent. So the timeline is on the on the So the first two pages are just my text and then there's the cover page and then on the back side of the cover page is the timeline. Everything up until June 3rd is the exact same. June 3rd uh replaced May original timeline and then I just took the timeline from there. Like I said, that still gives you 10 days to um to review. Uh it'll be a little bit more of a shorter turnaround for Breida. Um and uh and Caroline, unless that is exactly like you said, if you choose to have Barb do that, um ultimately then uh for the 16th, um you'll have some kind of summary document or Barb will create that summary document and then we'll go into close session to discuss my evaluation on the 16th. um you'll share with me at that time what those summary documents are and then you've got two weeks until the next meeting to uh summarize conclusions um in a public statement. And so if we are turning in our rubrics to Barb um to get back to us on the 16th, we need to get them to her by the 13th. If we want them back to us before the 13th, we have to get it to her by the obviously give it to her by the 11th. She'll get it back to us by the 13th for this meeting on the 16th. So, it depends on if you want to see what everybody rated before the meeting or during the meeting. So what would be helpful to me is that um thank you uh superintendent for sharing your thoughts and this information. What would be helpful to me is uh first of all just trying to put this into some context of how we've done evaluations in the past so I can just get my own mind around this. This is a lot of information and historically the superintendent has provided developed their artifacts and then handed them in separately. I can't tell from looking at this right at this moment if this is all integrated, you know, because so that's a question. You could ask me. Well, I'm just sharing with her what my thoughts are. Okay. I just if you had clarification, you know, I'm never shy about asking. No, I just I just don't mind why you'd be confused with how it's laid out. Yes. Okay. You know, but I was just saying so because in the what we've done in the past is and and agree that's why I was so surprised because in the past it's been a kind of a conversation between the superintendent and the board of directors about how it was going to go and we kind of knew some stuff already from working with Barbara but I haven't seen her talk to Barb since then and we haven't had our meeting that we typically would have that that that was it. So I was surprised when I saw revised is we haven't had a meeting when do we meet you know so that was the genesis of my questions now and so I am asking you now but you know so I just wanted to share that with Rita uh because you know I'm see this is laid out exactly as my mid year was it's laid out this one so this first part you got your cover memo and then the timeline and then what what you'll see is each of the goals. Uh, and underneath each of the goal area are the rubric and the standards that you'll be rating. Underneath that for each goal is all of the evidence. Um, and that's how it works through each each one. And again, the only reason I brought up is we have two new directors and so for them to get a packet like this and not have any opportunity for the board to go through it. That was that was all I was there at the midyear so she would have seen that. Okay. But I'm just saying that's all I asked and and still relatively new but director who does is and so you didn't hear go through this and very bright man but still at the same time it's helpful to go through and and have a if you have a process that you've used in the past I believe in using the process and actually the super evaluation is a shared thing is between the board and the super and I know you know that I do know that and that's why that's why this is now the fourth I mean we we talked in September spent time in a study session in September together, November together, January together, which is more time than I've ever spent in the seven years I was a superintendent with the board about the process. Wow. But everything else has gone on been lost to me. I'll just be real honest with you. There's been a whole bunch of other drama going on, but it has been talking about the super evaluation. That's just real. And so now, where where are we starting this thing? So maybe I'll ask for a tutorial and you can walk me through it because this looks like some foreign language. Okay. Okay. Yes, of course. Are you done? Okay. Yeah. So are we agreeing now who to send the preliminary information to? Yes. Who would you like to send? First decide who and then we'll decide the date. I vote for Barb Dor. Yeah, I think that I think you made a good point about taking out any sort of partiality and just willing to do it. Yeah, I think that we as school board could do it, but then we break out into a big fight uh afterwards accusing each other of this isn't what was said. This wasn't you and I had been out into a site when we worked together about stuff like that. I don't think I don't think they were Karen kicked us out the other day. I would vote I would I would go for bar doing it because she has a staff of people who would compile it and get the information to us and it would take director long and me hours and hours and she said they would do it for free. Yeah. So it's free. So what would you free? It's free. She goes he goes to buy that. Oh yeah. Okay. Then again that case um it goes to her. I think I would be okay with her bringing back what we said with the numbers that night. Okay. Um that because that gives us a little more time to work on this lovely little stack of papers. So, in that case, we get it to Barb Dorne by June 13th, and you will all have Barb Dorne's email because she sent you a video today. Okay. I'll trust it. Okay. Well, she said she was going to send you a video today. I watched Anyway, we'll get you will get the video about uh superintendent evaluation. I found it very helpful from her point of view and so you'll get that. So you'll have her email that you can send. We don't have this on a document though. How will they be able to Oh yeah. Yeah. Yeah. Excellent. Do we have these electronically that they could? No, we I mean think this through what we we could we could we could create this is what we could do. If you had if you just had the copy, this is what we'll do. There's the first copy you saw. If you look at the the page right after the timeline, the first copy you had was just the goals and the rubric. So, why don't we why don't we resend you just that so that you can have that over here as you're reviewing everything. that would make a lot more sense than you having to go back into the document after 18 pages to have the rubric. So, we'll send tomorrow just the it's called established goals and standards. It just has the goals and then the standards underneath it. So, it's like in a rating. Yep. Yep. That'll be right there. Yep. And I would appreciate also as we're going through this not only the rate a space for the rating an area for comments to trigger. So where where would you like that? I if anybody else doesn't think that's okay. I mean I think go standard if you can just have a standard space. Yep. Under each standard a place for comments, right? Yep. Sounds good. I think that makes sense. So you see any value in this having a conversation about it? That's a direct question I was asking. It's not it's not a trick question. Are you talking about a conversation? This conversation we just had. You think that was helpful? It was helpful to me if nobody else and we just cl No, I think it's important. Well, that's what I thought. And so this was going to be part of the conversation all along. This is what I was thinking was going to happen. Just a little technical question, I assuming. But will we each have our own document to work in that? Yes. Yes. Thank you. Yes. And a simple point, all of this is completely confidential. All of this is completely confidential. Uh it's HR information. It's employee data. And so it cannot be shared. It's only between us and we send it to Barb and Barb brings it back to us but it's all confidential. Anything honest on that? Yes. How are we going to get our filled out form then? We will get a emailed copy of this. Okay. So we'll be able to do it electronically and we'll have the that's do it electronically. Yeah. fill that and so we will have this to fill out and then we will be able to just send that to Barb, right? Yep. Okay. Anybody else have a question on I mean we have the support these are the supporting documents. It's a lot. She was a busy person. So, a lot of work between then and when we fill up the sheet if we're going through this and we have questions and we'll call you at midnight and be like, "No, just you text. I'll call you at 5:00 the next [Applause] I won't answer at 5 a.m. at midnight." Yes. I just want to point out the time and so we are amazing. Yes, we are. Are we done? I don't see anyone hands up. More questions. If you end up with a question, if you need a clarification on a process, I can answer that. If you have clarification on the backup data, it's our superintendent. Get it? And I will resend the remind. When you send the document out, Molly, will you remind them to get it to Barb Dorne by June 13th? Yes. Is it end of the day June 13th? Yeah. Most be. Um, well, let's be specific. She wanted it by June 13th. 12th. End of day on 12th. They can work by end of day, which could be midnight. They that way they can start working on it on the 13th. All right. Thank you very much everybody. Thank you. That's what my kids do and they it's due by midnight in school. makes a difference in your mortgage payment.