I'd like to call I'd like to call this meeting of the Robinale area schools school board to order. Today is Monday, April 20th, 2026. It is 6 pm. We are in the boardroom at the Education Service Center and I would like Director Bowman to read the land acknowledgement. >> Thank you very Thank you very much. With pleasure. Um, we acknowledge Robinsdale 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 people 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, landbased education, and tribal sovereignty. >> Thank you and welcome everybody here and online. Um, I would now like the clerk to take the role. >> Yes. >> Director Basset >> here. Here. Director Bowman marks herself here. Director Brennes here. Chair Evans Becker >> here. >> Director Hillbrand >> here. >> Director Long >> here. >> Director Wuto >> here. >> Dr. Stalo >> here. >> We have a quorum. >> Yay. Okay, let's begin. Uh, first item up is approval of our agenda. Do I have a move to approve our agenda? >> So moved. >> Moved by Director Brenden. >> Second. >> Seconded by Director Basset. All in favor of approving the agenda, please say I. >> I. >> Oppose say nay. >> We have an agenda. Okay, moving right along. Uh, district systems of continuous improvement. Chair, I mean, Superintendent Sal. >> Excellent. Thank you very much. Good evening, board chair, directors, uh, community members. We've got a team in front of us tonight who is going to help us walk through one part of our district uh, continuous improvement process as we look at our strategic plan and the priorities that we have in front of us. So, tonight they'll be talking about under theme A, academic achievement. uh their charter is working with a whole slew of folks behind them on enhancing an equitable learning system from early childhood to adults. So with that uh Bridget, Shannon, Sarah, thanks for being here this evening. I'll let you go ahead and take it from here. Good evening, Dr. and uh the rest of the boards and um our senior leadership. I am Julie. I am proud. Thank you. I was like excited. I thought I had another person joining me. >> All right. I have two other uh colleagues here. I would love for them to introduce themselves. >> Hello, I am Sarah Tinkllinberg. I am an early learning supervisor um based out of New Hope Learning Center but for all early learning programs in the district. >> Y thank you. >> Hello. I am Shannon Morris and I'm the comp coordinator. >> All right. So, um as we continue, sorry, I'm like looking in two places. Um to begin with our mission, the mission of Robbinsdale Area Schools is to inspire and educate all um learners to develop their unique and um potential and positively contribute uh to their community. And so with that, the lens that we continuously are looking through um when we are looking at the work of our continuous improvement is working through that mission through our district vision um all through that lens of the strategic plan. Specifically, as we look at our themes, we are operating under as Dr. Stalo said um academic achievement. We are focusing on specifically. Yep. >> We're gonna go the next one. There we go. >> Yep. >> This going over here. Yeah. >> Are we skipping all the way to there? >> Oh, we're right here. >> Here we go. So in our continuous systems of continuous improvement, we are looking at all the um unique ways that we as um systems, buildings, leaders, teachers, uh students, parents, community work together to continuously get better at what we do at our craft. to look at where our gaps are, to look at how we can um look at areas where uh the strengths are and where we continue to grow. And where those growths are, we continue to strengthen. For those that are continue to strengthen and get it, there's still more and more ways that we get that. In addition, we are also looking at how do we build that? um as colleagues we know some of the greatest ways to do that is peer-to-peer and so that is an angle that we're continuously looking at that connects through the work that we do in our professional learning communities. So the lens that we are looking at um as we get into this in A2 is really looking at uh that lens of what we do as adults and how that supports birth through adult. We'll talk a little bit more about that. So in our group with let's see >> is it right here. >> Okay. With our strategic theme we are focusing on how we are enhancing um the an equitable learning system from early childhood to adults and our focus. >> Can you go to the next one? Thank you. >> Different order. >> It is. >> That's fine. >> There we go. Um we are focusing on how we implement with fidelity specifically on an effective teaching framework and that framework is focusing on our student engagement and our purpose and that is through the lens of what our adults are doing. or adult actions. >> Okay. When we get into this, the Danielson group framework for teaching. Robinsdale Area Schools uses Danielson group framework for teaching as district as the district's framework for the teachers evaluation process. The framework provides a roadmap for effective tier one instruction focused on adult behavior and adult actions within teaching and learning. The framework tool broken down into a rubric for four domains, 22 components, and 76 indicators. The four domains are planning and preparation, learning environments, learning experiences, and principal teaching. Teacher development and evaluation. Minnesota teacher development and evaluation statutes requires probationary teachers are evaluated three times annually. Continuing contract teachers have a summitive evaluation every three years. Quality compensation Q comp also known as Minnesota alternate teacher professional pay system is driven by Minnesota state statute voluntary programs designed to improve student achievement by enhancing teacher performance including professional development, teacher evaluation, performance pay for teachers. Robinsdale has implemented the Danielson group framework for teaching as its evaluation tool. >> All right. So, as mentioned, the Danielson framework for teaching helps provide a a road map for um effective tier one instruction. And Danielson and MTSS are deeply interconnected systems that together ensure that every student uh receives high quality instruction and the right level of support. So, that includes not just students that are maybe struggling a little bit and need some interventions. It also includes enrichment for students that are maybe getting it a little quicker. Um, and so when the Danielson framework will define what effective teaching looks like, the MTSS ensures that all students will benefit from it. And MTSS really depends on a consistent highquality core instruction before interventions can be considered meaningful. Um, by implementing the Danielson framework to fidelity, that's how we get there. Um so when we look more closely at tier one practices, it again includes those core universal instruction supports and procedures. And so this would look like instructions that is standardbased um differentiated to meet the different needs and also making sure we're being culturally and linguistically responsive to all of our students. Um really that strong core instruction is the best intervention tool we have. If we have, you know, all of our teachers doing that tier one, two fidelity, we would have uh a reduction in the amount of students that would level up and need level two supports. In addition, um highquality universal universal instruction is equitable because we are looking at all of our students and all of their needs and it's the first step in closing achievement gaps. Uh we are considering the whole student and the whole school that encompasses academics, student engagement and empowerment. the relationships that we have in our learning environment. So if we look more specifically at the four domains of the Danielson tool, what those look like is we have domain one with planning and preparation and that is how we're getting ready for our students. Um and that we're aligning what we're doing to the core academic um while we're planning. So we're looking at that making adjustments before they even get into the classroom. Then um then we're setting up our learning environments. I'd like to say the learning environment is the second teacher. I mean, it's really how um the environment that we are teaching in and how we set up is is very critical in providing solid tier one uh interventions. And then we also want to make sure we we're being respectful and affirming of all of our learners different needs um and that we're supporting universal student success. So, all students. Um and then we get into the learning experience that the students have in our spaces and we are really looking at engaging again all students. So that looks back at that differentiation. It's making sure we're reaching uh again those students that might need a little more support and also um providing enrichment for those students um that have made it through the the main lessons. And then um finally it's that principal teaching. This is like who you are at the core. And it's important that we are acting in service of students always and building um that relationship and that relational foundation of MTSS. Again, that tier one that builds out to make sure that we can then provide um to students that need uh additional supports. >> Your turn. >> Thank you. So as we look at the implementation of this framework um we're looking at the professional learning that happens um to increase that service for our students. Um so this year or how it continues to flow is that our Q comp coaches um receive extensive training um on the components and coaching techniques. They continuously do that throughout the year. Each week they continue by looking at actual samples of artifacts and then uh going through those looking at the examples of evidence and um reviewing where that fits on the rubric um and looking where does that fall once you're on the rubric that's type of evidence and where might fit and what might be the language that makes it fall where it falls. s um and those conversations we know can be quite interesting. Um we had presentations to all teachers during the first week of workshops back in August. And then um this was one of the first um this past year with administrators and um our PLC, our professional learning communities leaders coming together um and attending the training together around how to support effective PLC's um in the buildings. In the past they've been separate um and this was the first time really coming together to learn together ask questions together and be a part of that hear the same language um and then in addition we have done some interrator reliability professional learning for administrators where we've done um looking at some of the key areas in domain 2 and a little bit of domain three um again similar to what our Q comp coaches has peer coaches have done where you take look at a similar element and then you're looking at that again that evidence and trying to determine exactly the weight of that evidence and it is it giving us enough solid evidence and where does that fall within the rubric and that is something that continuing um to grow and as much of a glow we it's an area of to grow as well. So we will continue that work. Um along continuing that with the professional learning community, um the training included how do we build capacity around tier one instruction and as Sarah talked about that really understanding the the importance of that core instruction. really looking at data cycles and what does that data indicate and tell us to be able to drive our core instruction as well as uh collaborating um with principles to align PLC work with school improvement plans. We have had more of that. For example, um our PLC leads have had opportunities to come and meet with instructional leadership teams to give a little um just check-ins on how things are going. Um let you know just questions that they might have or areas that they're working on, growth areas um of strategies that they're trying. Um again, aligning it all back to where the school improvement plans are at each building. And then finally we have the interrator reliability professional learning for administrators that has been focused on two domains and that is domain two again the learning environments and then domain three which is the learning experiences. So effective implementation and evaluation ensures the fidelity of our MTSS um framework. And again that is really looking at how do we build, plan um execute, implement a really strong solid core instruction. So, our next steps as we continue to to really look at this area um is to as we increase our student achievement and strengthen our MTSS framework is by building capacity at sites around our tier one instruction. um strengthen strengthening our data cycles and then looking at our intervention tools as well as our enrichment tools and then our coaching support. Uh, as we talk about next year and one of the pieces with our sites for next year is we have instructional coaches that are going to be with our sites and really looking at how we can provide more specific job embedded coaching and using that piece. Um we have seen incredible success in elementary with our bridge to read by having that that followth through and um again going back to our peer um peer-to-peer. There are classrooms where teachers are opening up through their conversations in PLC saying come into my classroom or can I come into yours? I notice you're doing this and seeing great results when that happens. So um that is that's a piece that we will continue um to strengthen. And then we are um continuing to look at how do we increase collaboration with human resources um administrators in UC comp to ensure we have effective implementation of teacher development and evaluation program. And then finally, establish a team of teachers and administrators to create recommendations for instructional framework implementation. And >> that is it. Opening it up for questions. >> Thank you. Do I see a hand with questions? >> Basset. >> Hi. Thank you for the presentation. So, um, we've had QC comp now for some years and we've practiced MTSS for some years. So, I I from your presentation and then from just that history, I feel pretty confident that there's a system in place that folks know how to access and use. What I'm wondering about and this is the place in our continuous improvement plan and strategic plan where we talk about academics. So, so what I'm wondering about is and this may or may not be a fair question to what impact you believe that now that we have so much shift in students going to different buildings, you are teachers How can the system or what attention is teaching and learning giving to how to support teachers during this change? Because that's a lot and and I don't see that, you know, I mean I I maybe it's reflected here and I I'm not a teacher so I don't know. >> Why don't you start with a Shannon? to Q comp I can't speak to teaching and learning areas >> with um with Q comp with the shifts for next year it won't be as radical with the UC comp program the Q comp coaches work with the continuing contract teachers and they also are there for a resource for probationary teachers and they are doing things this year that was kind of a shift and where they're going to teachers and saying you know if you want I can watch your class for a little bit if you want to go observe another teacher providing supports like that with the Q comp it's the peer on preer support so they go in they have the pre-conference and they're checking in on teachers how are you doing and providing that support but also really giving the education on the framework of of teaching if I don't know if that's properly answering your question just giving you a little more insight into it so as far as with all the changes next year the case loads might go up for the Q comp coaches I don't know yet because I don't know how many teachers we have versus how many coaches we have. So that might be something that does impact it. >> I think that's one of the I'll just go ahead. Is that all right, sir? I think that's one of the the reasons systems matter so much is because >> it you know at the end of the day whether it's Q comp or MTSS system, it shouldn't matter what building our teachers are in or staff are in. It shouldn't matter if we've got a strong system and we're using common language. um we need to continue to support teachers as they're implementing that, but the actual content of how we do interventions, how we ensure a guaranteed and viable curriculum, how we have common assessments, that's what we're trying to build. Um and so while we've had I think comp for a long time and MTSS for a long time, I know at least the team that's leading MTSS has found as they've done their um audits, there's gaps. There's not consistencies across the district. So that's some of the work that the teaching and learning um with building instructional leadership teams. That's what we're we'll continue to work on. >> Oh, thank you for that. Uh so um I I you affirmed what I said when I started, but we've been doing this for a while. So I assume that there's a system in place that will do the kinds of things the superintendent just said. Um, and so I guess I just would say uh my question really kind of had to do with the increased numbers, people moving and shifting and just the sheer volume classroom sizes may or may not change. So in terms of the academic support achievement for the students and then support for teachers the system to be responsive and aware of that. So, uh, I I'm asking that question because I think it's an important question and maybe it's not the fairest question for you. Maybe it's a question for director Brodier, how do you say her name? >> Burdier. Maybe it's a question for her. And so I'll just ask that question perhaps to go back because I'm really interested in that because it's a it's a big part of what's happening in 2026 27 for this school district with all these shifts and and potential closures and then how does the learning get supported? It maybe it already is and there's no need to do anything different. I I I'm not suggesting that there is a need. I'm just asking that question because that's what comes up for me because we're going through a cycle of hearing about around that circle of it's more than just a graphic that strategic plan and the circles that we go around. So I try to keep my questions attuned to the section we're in. This is the academic achievement section and so those questions come up during that time. So perhaps we can have some future information about that. You know, I mean, I think, you know, we need to be able to kind of even tell our teachers, how do we how are we supporting you in a different way so that we know that's our job is to know that we're providing the environment and the resources so people can get the work done. That's the job of the board. >> And that's a fair question. Um, and I think it it's one that's the work that we're doing is evolving. And um, as Dr. Stalo mentioned we're building systems. The tool that we use, the effective teaching framework is the rubric that we're using. If we look at it in terms of when we talk about MTSS, MTSS is happening all day long, right? It's core. It's it's building those interventions or those enrichment pieces to support our students for what they may need throughout the day. Um if we look at the actual um criteria, the the pieces to support the evidence, you're really looking what we're focusing on is as we're looking at that, what's pointing out in the effective framework is really the pieces that we as a system continue to look at and go deeper and learn. It really brings out the core. The effect of teaching that we would be doing brings out the strength of what it means to teach at the core level. And so we are just really um evol starting to evolve with that. And so bringing this in and and really being mindful of what our MTSS looks like to be able to support our students is really where we're at. So as teaching and learning and our role in this continues that that is a lot a lot of the work that will continue for us to look at. >> So I'm hearing you say just to summarize my question. So if I'm understanding you uh what you're saying to me is that the multi-tiered systems of support which is really what that is you know that acronym. Uh so what you're saying is that still a very viable approach is effective. Yes, >> we think it's effective. I'm asking you, you know what I'm saying? >> I mean, but we think that's effective and it's an approach we're still using. >> Correct. >> Kind of help us diagnose >> Yes. >> where kids are. >> Yes. and and it's being strengthened and as mentioned um as we continue to look there are gaps and we need we're strengthening and we're trying we are looking and being intentional about ensuring that we're using common language ensuring that data cycles are going to be stronger more impactful um and uh looking to see we know some sites are really strong some sites are just coming um getting stronger. Um and so all of that is is part of this work. >> Yep. So >> yeah, and I just to add to that kind of going back to Dr. Stallow too is it is different. I I have a very well I guess I'd say narrow perspective because I'm in early learning so I don't go to all well know all of the other buildings and I believe in early learning and we have a very strong MTSS system and there's been a lot of work put into it and we have really strong coaches but you might get a little bit of difference from coach to coach just like you're going to get difference from building to building and I think that's the purpose of what this very narrow bit of work that we're doing is getting that framework and those systems in place so that when I'm looking at someone and she's looking at someone we can then kind of agree that this is the same. And so I would say as an administrator in the district, >> this is my third year that coming in starting the year with that meeting together and that we've done some of this work with um with administrators meeting to talk about where we would place someone has been great because I didn't have that my first year as a first year administrator, right? And so I'm grateful for those things being brought in to the district and I'm grateful that we do have such a strong collaboration with Shannon and um and I know it's there's always room for growth. There's always room for growth in my job. And so I do think you're going to see a little bit of difference between building to building. But the hope is that as we continue to work on that that you know when teachers are moving or students are moving that they'll have th those systems will be in place. It might not happen right away but we're working on it. So, um, but I am, you know, shout out early learning. I'm very proud of my folks and I know you you're proud of your building, too. So, but I can't I know there's a few of them in the room. So, >> thank you. >> Thank you. I don't see Oh, I do. >> Yeah. >> Dr. Br. Thank you so much for coming and sharing. Just a simple or I think a simple question. We'll find out. Um at the end you talk about strengthening MTSS framework at building capac like is there barriers or concerns that the board should be aware of that would prevent us from reaching these goals in the short term things we should be on the lookout for? >> Well, I'm gonna pass it to you. It is about I level setting to I I really believe that's what it is that we just we need to um really come together to level set to have a clear understanding um of what you know tier one is truly about. tier two, tier three, um, and the terminology and how we're using that data, um, and, uh, how we are, you know, those cycles and all of that and, um, being consistent. So, I I I think sometimes we um best intentions and we had it all set. Um and and it just perhaps looked a little different from building to building and some buildings um really embraced uh jumped in uh their PD was really based around that. Other buildings PD perhaps was based on something else. And we know secondary looks a little bit different than say elementary. Um and so again that's another area and I know um teaching and learning has really started to uh unearth that more this year. So um that's where the whole idea of bringing this in to look at how our effective um you know uh framework looks and is a part of this which was a new angle for us to really look at this and go oh wow this is there is a connection to this and if we look at this and start using this not just as you know three times a year you're being observed as opposed to like here is a tool that can really guide us and support the work that we're doing every day. Um, and seeing it as a resource that way. It has a whole different lens. >> Okay. So, I mean, it's fair to say then the the coming together then kind of so where there were these gaps, we start to fill those gaps by coming together. Awesome. Thank you. >> Hey, I don't question. >> I don't see any other hands. I just want to say thank you so much for this great report and this important information. And it also looks like Charlotte Danielson has been updated in the last few years and I'm really glad to see that too. So, thank you very much for being here. >> Thank you. >> Okie dokie. That brings us to the consent agenda. Items on the consent agenda are routine in nature and are generally enacted with a single vote, a single motion, and a single vote. Um, any item on the consent agenda can be removed at the request of a board member and be considered separately. Um, otherwise we'll enact them all with a single motion. Items on the consent agenda tonight are quite a few actually. Um, the building improvement long-term and the LTFM bids for building improvement LTFM bids. Uh, moving service quote acceptance, Arctic Wolf managed detection, uh, monthly professional development report, meeting minutes, nutrition services tenative agreement, uh, the bimonthly dispersements record, business office monthly contract, community education monthly contract report, dispersements for March of 2026, monthly budget to actual reports, the licensed staff personnel report, and the non-licensed staff personnel report. Those are the items on the consent agenda. Do uh, Director Long. Um yeah, I'd like to pull um one A a1 the building improvement long-term facility maintenance and six the >> nutrition services tenative agreement. >> Yep. >> All right. I see no other Oh, do you have a request? >> I don't have a request, but >> have a motion. >> It's uh we haven't we moved this already? >> We have not. >> Okay. So, I will move approval. >> Okay. You're going to move approval of the consent agenda minus items 1 A and >> I mean >> A1 and A6. >> Correct. >> Okay. Do I have a second? >> Second. >> Director Brendesen seconds it. >> Okay. And we generally don't have any discussion on that part. So, uh, let's take a roll call vote on those items on the consent agenda. >> Okay. >> Could I make a comment or are we not allowed? Um, I also have a little comment. >> Pardon? >> Is yours about the retirees? >> No, my my comment is about a couple of the agenda items that have a couple of the items that have really changed and really improved in their nature. And I thought it was really an important thing to point out to the public because it had been public um requests like three years ago to have this information here and it's now here in a form that's and now it's routine. And I just thought it was really important to point out, but I didn't know if that was the important I just think it's important to point it out. >> Well, thanks for pointing it out and um can we take the vote? >> Sure. >> Thanks. >> So, I don't get to say any more on it. >> Pardon me. >> I don't get to be more detailed >> about it. >> Well, did you want to be more? >> She has more comments. >> Oh, you have more comments. >> Well, I just wanted to be able to >> before we vote. Sure. you know what it was that I think is really important for the public to see and that would be the monthly professional development report and that was also the uh monthly uh office monthly contract report and the um dispersements because the information that's included in these reports when we first you know in 2023 when new board people were seated we were looking for this information and never received this information and never received it um consistently and it sort of had no rhyme and reason. And what I've seen in the changes is that not only is this information in there, but the tracking of the data includes whether or not these expenditures deal with uh achievement or student engagement or collaboration or staff development. And I think it's a really um important pivot for this board to have that information uh like we've not had before in the past. And I really wanted to um just thank the staff who does the detail work of that because I know what it takes to build those kind of reports. They're now sustainable and it'll be information we'll be receiving as time goes on. But it's really really nice to finally receive the professional reports that are so important for board members up here at this table. And I just want to say thank you >> and I would just like to clarify one thing that you said. uh we have always had the dispersements part but it's the monthly budget to actual that we hadn't had in the past I think >> right and there was even questions about dispersements uh you know at the beginning of four years ago they're just it's much more clean and the information is better uh if anything else so >> okay >> uh that's what's it's noticeable so >> Dr. That's it. >> Um, I just would add uh I do think that the work that hap that uh that was put in and the detail and the questions that came from in particular I remember uh director Holmes being a a big champion for the kind of data that she wanted. You're correct uh chair the data has always been provided but I think fresh eyes say well I want to see this this and this and I want to give credit to Director Holmes. She did a lot of that work. >> Thank you. Okay, >> as many of us did. >> Okay. So, since we're discussing before the vote, I would also like to mention that we have two retirees. Uh, Sandra Farnum, 14 years as a licensed teacher. Thank you. And also Karen Tim, 34 years at the Education Service Center is retiring. >> That's a lot of time. So, thank you very much for that. I'm ready for you to call the role for this vote then, I believe. >> Sounds good. Director Basket. >> Well, Director Basset says yes. Basket. No, not so much. Excuse me. Thank you. Uh, Director Hillbrand, >> yes. >> Director Long, >> no. >> Director Brennesen, >> yes. >> Director Bowman votes yes. Uh, Chair Evans Becker, >> yes. >> And Director Wuto, >> yes. >> Great. Okay. Motion carries. >> Motion carries. Six to one. All right. So, let's do the building improvement long-term facilities maintenance LTFM bids. Uh, Director Long, did you want to say something? >> Yeah. So, I would like uh kind of if we could have a brief overview on that. Um uh it's 8 to9 million of building um fixes, right? I don't want to say necessarily improvements because it's like for like, right? Um and it's around, you know, I hear a lot about the safety and security referendum. People ask where where how are we spending that money? So, I would like to briefly go through that to talk about that. There's also in here some improvements to a kitchen and the bus garage, too. >> Kitchen. Yeah. >> Oh, sorry. Like for like I don't know what what word do I use to sum that up. >> Repairs. >> Like for like >> repairs. Okay. Repairs. Okay. >> Maintenance. >> Okay. >> Oh, it's right in the title. Okay. CO Hisil, can you give us a few words? >> I can. Thank you. Good evening. Uh, Chair Evans Becker, Superintendent Stalo, school board members. Uh, I would I'm actually going to break this out into a few sections. Um, I know that it is bundled as one item on the agenda, but it is multiple pieces. And so just to provide some clarity um for the board and for the public, the first two items um listed in the board packet are uh met improvements to secure entrances to Meadow Lake and Fair Crystal. And just for note, Fair Crystal, even with uh board approval tonight, is contingent upon the conditional use permit approval that will uh is going to vote for the city of Crystal tomorrow. Just I'd just like to call that out. Um we are working on secured entrances both at Meadow Lake and at Fair Crystal. This money, we don't have a safety and security levy. We have a capital improvements or excuse me a capital projects levy and in embedded within that we do have uh safety and security improvements um whether it be tech uh technology related or infrastructure. So the first two items the meadow lake and fair crystal will be a component of the the capital projects levy. Then as we move along um there is another and that in total that was about I I believe Metal Lake was and I'm going to I'm going to do estimates 330,000 and then uh Fair Crystal was 550,000. So just under 900,000. Between the two they're relatively within budget. Um, Metal Lake was over, Fair Crystal was under, and so they're within budget. Now, moving on to the next sum, which director Long had uh referenced specific to the dollar amount, that is an amalgamation of a series of projects. There is I if you were to look at the cover letter provided by Nexus Solutions there is and I'll use a for example uh Sandberg what is being done um when you're talking replacement of dust collectors and exhaust fans that's the LTFM work yes there is work um to replace a freezer and a refrigerator that will specifically come out of the the nutrition services budget so even though it's listed as long-term facility maintenance there are items within this cover letter. Even if you were to look and say hallway security, doors and hardware replacement at Cooper, that could be we could use our capital projects levy for that as part of an element of safety and security. So, it's presented as the vast majority is us doing repairs and maintenance, long facility maintenance. Um, however, there are items in there that will be specific that are, you know, new that food uh nutrition services can cover. So, we're looking at projects at Sandberg, Cooper, the bus garage. Again, that is um more just making sure we have power backups and uh update finishes and replace plumbing. again with with buildings that we are uncertain of of um what could potentially happen with them. We're we're scaling back and making sure we're don't we're not making investments into something that would be undone or to the best of our ability, we're trying to limit that. So that is what is in front of the board tonight are kind of those two buckets um with a little bit of crossover if that makes sense. >> Would you pass Basset? Um, so, uh, I I'm going to make a request because we are having so much discussion at the board level and even out into the community about our long-term facilities maintenance planning and because this is coming to us and even as you say and thank you for clarifying for just affirming that it is peacemeal out and it's kind of you have to kind of dig it out. I I am going to request that and and actually one of the things that I had on mind was work session. I think and and before I'd like to have some thought about how do how we present information around the utilization of LTFM dollars in this interim period. So I think that that conversation lends itself well to a work session because as you say there are buildings who that have been pulled out of it uh and some that will remain and then there's a mixture of the kinds of funds we can use because one of I we don't often hear about capital levy and so my my belief is that a capital levy does not have carry a fund balance. Is is that is that kind of charge as you go? >> Uh with a with our capital projects levy, we can re retain a fund balance. >> So we don't even know what that is. >> Well, and and again, it's it's a it's a reserve account. >> That's more that's my comments are indicative of this is I think this is with everything we've got going on that talks about facility. I think that my my request is for you to, you know, help us think through a better way to to express it and perhaps in a work session you might get some input from the the full board about it if you need it. I I don't know. I'm just saying what I had on mine was that should have come to a work session because there's so many questions and and I had it and I sent questions. I'm not even asking all the questions that I sent to the superintendent because I have more questions related to it and I don't really want to belabor it right here. >> Dr. Brendenson, >> the only thing I I would kind of piggyback what Helen was talking about. I think it would be good every six months yearly. I don't know what it is like when we have capital levies to say here's here was the spend the last six months just so people know just so that you know we can it's a whole document kind of thing. That's all I'd say. Thank you. Okay. So, do I have a motion? >> I had one more question. >> Okay. >> So, my other question was, did we get estimates on some of this stuff earlier? Because I know we had gotten a overall viewpoint of like all things that needed to be fixed, but I couldn't remember exactly if there were dollar amounts attached to some of those. So, when and and you'll see it tonight when we when we work through the um intermediate 287 long-term facility maintenance plan because you can it kind of refreshes you on what the 10-year plan and and what that looks like. When you're looking at that plan, there's items in there um that talk about um particular areas specific to health and safety. Um and then there's other areas that might be more of a you know, is it site improvements? Is it different categories? Typically, when the board is reviewing that and approving a 10-year plan, you're approving not not only the dollar amount, but conceptually the projects that are going to fall within that. The uh we're in a in a particularly unique situation just given us uh reducing our footprint and what does our building layout or structure look like as we move forward. And so it unfortunately it is uh maybe more gray for us than it would be on a normal in a normal district at a normal pace and time where you're not evaluating the uh facilities that you have in your inventory. If you always know like those are those are our 10 buildings and these are this is the rotation and the investment we're going to make is a little bit easier than where we are today. Again, we just don't want to spend it. But as far as the long-term facility maintenance plan, yes, you see that. It's just not, you know, we're going to we're going to invest money in um site improvements, which again could be parking lots or roofs or paint or what have you. Um you're just not seeing the fine detail that now you are when when you get a list of here's the work that we're doing. Like the um HVAC work is in there. It's just not itemized as here's Sanberg HVAC work. So, but I do understand and and appreciate what the board is is requesting for them. It's it makes sense. >> Thank you. Uh, Superintendent Stalo. And just as a reminder, Kristen, just for folks who um and I know tonight's a really good example because we're going to see the district 287, but will you just remind all of us of the time of the year that the board comes forward to approve that overall long-term facility maintenance and then to your point, we work through that and sometimes things happen where even though we said we were going to do this, that's actually going to be now in year three instead of year two. And then the board gets a chance to um to approve that the following year. Just will you just remind us of that process? >> Absolutely. So long-term facil our long-term facility maintenance plan, it is incumbent upon the board to provide a 10-year plan to the state of Minnesota. Um and that process will be starting essentially right now. You'll see it with uh with intermediate 287 tonight and ultimately work our way to um the board approving it in July. Again, it's a 10-year plan. It's intended for the levy cycle and you to say, "Yes, we believe we are going to be, you know, this is what whether it's a bottomline dollar amount, whether it's by category, this is what we're going to um this is our plan. this is what we're going to um put forward for our taxpayers to support. This is what is already financially supported if we had issued debt. That's how it rolls out. So that work is done um the summer and again levies are a year ahead of themselves. So we will be even with 287 you're looking at projects that are FY28 and we're in 26. So, it's it's it's our it's the board's best estimate and the district's best estimate of the time of the work you're going to be doing. Sometimes the unforeseen happens and you have to prioritize a little differently, but that is the timeline of how we work through it. >> Thank you. Do I drive long? >> Yeah. Can I ask a point of clarification? >> Sure. >> Okay. So, when we vote on this >> No. On number one. >> Yeah. >> Yes. And then, you know, because I I guess I agree with Helen, like I feel like I like we should have had like more of a conversation about this because I don't know that I totally understand the whole plan um that's being proposed in here with everything. So, if I abstain, then it's okay. >> Okay. >> Okay. >> Um Director Basset, >> I thought I saw Director W, but maybe you didn't. I did. No. Okay. So, um I do think that um having this come to a work having the long-term not maybe not necessarily these projects that are on for tonight but having a discussion about it because one of the things I was thinking about as as you were talking is one of the first conversations that we had when we talked about the learn long-term facilities maintenance plan. Um, and you were very frank with me and told me, it's a private meeting that um, there had not been a deliberative focus that you could see that was discernable from the district's perspective because the question comes up is why has my question was why has RMS been so neglected for so many years? So that urges me to say I think a me a work session to talk about the long-term facilities maintenance plan which the board approves is the board's business. And so these things that you're talking about now seem to be kind of moving along and need to maybe keep moving. but talking about how we might want to see information differently, what kind of updates we may need because having us be uh uninformed or unsure is not okay. There too many dollars involved. And so, um, and I have a problem saying I'm not sure. I don't know. I mean, I kind of know what you're talking about right now, but as I started out, this is there. We've got things from all over the place. and and in a place where we're moving forward and closing additional buildings. We're going to be talking about the SA at some point maybe the sale of property. There's a lot on the line. So having things come through peacemail on a consent agenda is not my preferred way to roll. I'm just saying I mean as we go forward. So, I would just >> I'd just like to add that last year on June 3rd, um, there was a study session on long-term facility maintenance where we Yep. And that's so that's the way we always that's again the flow normally. That's what's happens is the board reviews the overall plan >> and then they approve it and then they do it again the following June. >> Sure. Sure. So that's the So I just want to be really clear that what you're requesting in terms of the study session around a long-term facility maintenance. We did do that last year, but you're asking for a midpoint check or something. >> Superintendent, I'm not suggesting that we have I mean not not suggesting anything. >> Nope. Just want to clarify. >> Uh what I am doing is I'm taking responsibility for the fact that this district is going through a lot of changes right now and facilities is at the heart. No, I understand the LGFM plan is mixture of that and with all these moving parts, the board needs more time to take a look at it, to understand it, and to move it. That's what I'm saying. And I think I was pretty clear. >> Thank you. Speaking of moving it, do I have a motion to approve one A1? >> So moved. >> Thank you. Moved by Director Brenson. >> Second. >> Seconded by Director Hillbrand. This has to do with money, so we need to do a roll call vote. Great. Director Wuto, >> yes. >> Director Long, >> stay. >> Director Bowman votes yes. Director Bren Brennan, >> yes. >> Director Basset, >> yes. >> Director Hillbrand, >> yes. >> Director Chair Evans Becker. >> Yes. >> Great. We have a quorum. >> I think we had like six. >> Six. Yes. And >> one abstain. >> One abstain. Perfect. Motion carries. All right. That takes us down to A6, uh, the nutrition services tenative agreement. Um, executive director or Hearn, would you like to just like speak a little bit? >> Good evening, chair of Inspector, board directors, superintendent Stalo. I have the district um administration is recommending a 2-year um nutrition services contract effective July 1st of 2025 through June 30th, 2027. Salary increase um in year 1 would be 2.5%. Year two would be 2.5%. Um there will be a 50% or $50 a month increase to insurance benefits in January of 2026. And then there are noneconomic um changes to the contract. We would be moving to the e-learning plan um for the emergency closing. So every contract in the district would be following the e-learning plan that is online for the emergency closing. we would be removing Easter Monday holiday from their contract and they would add the Thursday um the third Thursday in October as their holiday and all floating holidays >> which would be m the education Minnesota >> education Minnesota that week that weekend. Yes. And then all floating holidays will be used during either winter break or spring break. Um during that calendar year, if an employee needs to travel more than 2,000 miles for a bereavement to attend a family member's um bereavement celebration, um they would have an additional 2 days of unpaid leave that they would be able to take for that travel time. um we would be adding the um Minnesota paid family leave statute to their contract also. And then for an employee who works year round in this contract, there is only one, but we wanted to make sure that we acknowledge that they are working year round, they would have an additional 3 days of personal time added to their personal leave and their account. And then for any nutritious nutrition service employee who is required to seek training, we would be paying them for those hours that they are needing training for their um job duties that they need to perform in the district. So those are the language items that would be adding to their contract. >> Okay. Does anyone have a question? >> Um we get a motion to approve A6, the memo for the tenative agreement. >> So moved. Moved by Director Brenden, seconded by Director Basset. Seeing no hands, let's do a roll call vote. >> With pleasure. Um, Director Long, >> yes. >> Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Basset, >> yes. >> Director Bowman votes yes. Director Brennesen, >> yes. >> Director Wuto, >> yes. >> We motion. >> Unanimous. >> Unanimous. >> Woohoo. All right. Thank you. All right. That moves us down to number No, it doesn't. That moves us over to we don't have any unfinished business. We have new business. And so we have uh the we need to accept our donations. Is there a move to accept our donations for this month? >> Moved by Director Basset. >> Seconded. >> Second by Director Brinen. Um >> thank you. Thank you. >> Not seeing any hands or anything. So can we do a roll call vote on that? >> Of course. Are we ready? >> Uh we are. >> Sounds great. Uh, Director Bowman votes yes. Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Wuto, >> yes. >> Director uh, Basset, >> yes. >> Director Long, >> yes. >> And Director Bernesen, >> yes. >> All right, motion carries. We are accepting the donations and the amount of donations this month that we are accepting is $7,63627. Thank you, everybody. All right. Um, moving on under new business, um, District 287, long-term facilities and maintenance information and discussion. Can I send this over to you, Director Long? >> Yeah. And I'm going to send it over, >> pardon me. >> And I'm going to send it over. >> Okay. >> To Director His. So, here we go. >> Thank you. Um, I feel like, you know, you lo you lose a little buildup for what's coming when we've already talked about the long-term facility maintenance plan. But, uh, what is in front of the board tonight is, and this will be, uh, reviewed tonight, will come forward for a vote at the next meeting, is uh, intermediate district 287's long-term facility uh, maintenance 10-year plan. You were pres pro provided with a series of attachments. One is what the board needs to know. Uh, there was a resolution. there is uh the intermediates 10-year plan which we've already discussed and then it is the member districts and how that the dollars split up amongst districts. Uh a few things that I would like to point out is this flows through member districts because intermediate districts do not have the authority to independently levy. So they have to take their member districts and divide that out. So we levy on their behalf for those expenses. uh they do two forms of a levy. Uh one is a pay as you go. They're covering health and safety costs. Again, I uh believe that they have they have um some parking lot repairs which are identified as sight specific and then there's a geothermal uh project that they are working on that that is the pay as you go meaning it's levied in the year you have to spend it within that particular year. And then there's uh debt that they had issued back in 2022. There might be another debt as well. Uh oh, 2017 and 2022 uh that they issued bonds and then we're annually paying that down again just like the mortgage. And so the dollar amounts that we are being requested to pay or put on our levy to have our taxpayer payers pay, um we are down approximately $49,000 from last year from the work that we um the levy that we put in place. Again, it's a year removed. Um and it's about $11,000 for the pay as you go. And then the debt also decreased by $36,000. So in totality, we're down a little bit from what we were uh with what the board approved last year. And again, I'll just open it up for questions. Um are we approving it tonight? No, this is new business. It will come for a vote on the next meeting. So I'll just open it up for questions. I'm sure Director Long would be happy to answer them for you >> or refer them on >> or or refer them on >> or not. Anybody have any questions? This is pretty routine for us. Um, we always do the 287 LTFM before we talk about ours because there's rules into ours and has an impact on what ours is going to be. Just to clarify. Okay. Any questions about the 27 LTFM? We will be voting on this at our next meeting and everybody will be comfortable with that. If you end up with any questions, send them on over. >> All right. Thank you. Great. Moving right along. Now we're up to new business item C. Um action uh level three custodial grievance. And um it's recommended to do as we have been doing all along uh to move it uh that the board foregoes having a hearing and refers the matter to arbitration. Um executive director, do you want to say anything? >> Chair Evans Becker. I would um agree with you that I would recommend moving this on to arbitration as we have considerable amount of documentation to be able to move this to arbitration to back the district's um decision on this uh matter >> m yeah >> okay >> decision on this matter >> yeah can we ask questions now is that >> um generally we get a motion first >> that you're going to move to move it to arbitration No, I can wait for it to be moved in the next. >> Okay. Moved by director Bowman, seconded by Director Brennesen. What? Now we have now we can discuss. Director Long. >> So I'm just wondering how many grievances is this? And then are is there any audit that we're doing on what what might be the issues going on in that department or those departments? >> I don't have the number of grievances tonight for you. I can get that number, but I don't know that off the top of my head. >> Okay. And are we looking into why? Cuz it's almost been I feel like almost every meeting we've had some kind of grievance from this custodial department. Do we are we doing any audits looking into what it what's going on? I'm going to say that when there is a change in leadership in a department, expectations in a department change and there was um needs in this department and processes and procedures that needed to be put in place that have not been in place for a considerable amount of time. And due to the fact that there are change in leadership, change in expectations and change in um roles and responsibilities and outcomes and all of that. It has been um a a struggle to have a common understanding of what everybody's expectations are. So we are laying a fresh groundwork of what the expectations are in the in the facilities and operations department. And because of that, there have been some concerns from leadership on whether or not people are being able to do the job and accountability and high expectations. We want to make sure that we have high standards not only in our instructional practices, but also in our cleaning practices across the district. >> Thank you, Director Brenesen. And >> just to clarify, because I I think you said this before, this is the only bargaining group that it comes to the board like this. All the other ones go straight to arbitration typically. >> That is true. >> Okay. That's what I just It's hard to compare then the different bargaining groups because it is differently. >> Yeah. The rest of the bargaining groups have removed that step from their contract. >> Got it. Thank you. >> Okay. In that case, we have a motion on the floor that has been seconded and um this is not a roll call vote. It is a voice vote. So, all in favor of moving this matter onto arbitration, please say I. I >> say no. >> No. >> Okay, we're moving it on to arbitration. Thank you. Now we're finished with number seven. We're moving on to policy. >> Uh Director Wuto, can I hand it to you? >> Sure. Yeah. So I think we have a a few second read policies. Uh first I do want to move uh to uh repeal 698. Policy 698. Uh as we discussed last meeting, uh this policy is already embedded in other APS in the district and administration recommends that we pull that one back out. >> Okay. So you're moving to remove 698. >> Correct. >> Is there a second? >> Second. >> Moved and seconded to remove policy 698. And the reason is because it's already embedded in other places. >> Other places. >> All right. Seeing no hands up for discussion. Oh, did you want to say something? >> No. >> Okay. Seeing no hands up for discussion. All in favor of removing uh policy 698 teaching state teaching standards please say I. >> I oppose say no. >> Okay. Gone. >> Back to you director. >> Yes. So we do also have uh the other second reads that are ready to be approved unless board members have any comments. And if there is none I'm going to move for approval of those policies. >> I'll second. Okay. Moved by Director Wuto, seconded by Director Hillbrand. And the policies that we're talking about are 510, 530, 605, 610, 611, and 612, and 623. >> Correct. >> Correct. Seeing no hands up, all in favor of approving those policies, please say I. >> I. >> Oppose, say no. >> Approved. Okay, now we've got some first reads. Back to you. >> There are a couple first reads and the changes are all in the board packet that we've all received. Uh I know there was a concern about some of the financial policies going through the uh financial uh FA and per report that committee has already looked at those policies and so new changes that are embedded here will be referred to them again uh when that time comes. >> Okay. So then plan on asking any questions directing them direct to director w otherwise we'll be voting on these in two weeks. >> Our next meeting will be May 20th >> of the policy committee. >> Policy committee. >> Super. Okay. This is moving us on to number nine administrative reports. Dr. Stalo. >> Thank you and good evening again. Chairs Becker, school board directors, uh those of you who are still in the room with us and the viewing public at Robbinsdale Area Schools. Our mission is to inspire and educate all learners to develop their unique potential and to positively contribute to their community. Our collective work is focused on that mission. And tonight, I'd like to share some of the work in which we've been engaged in the strategic theme of student engagement and wellness. I'm excited to share a powerful and joyful experience that recently took place at Metallake Elementary. In March, our third through fifth grade students had an opportunity to experience a live performance from Sounds of Blackness, a Grammy award-winning group rooted right here in the Twin Cities. This opportunity began with a simple idea, reaching out to create something meaningful for students, and it grew into an unforgettable experience filled with music, movement, and powerful messages. Through their performance, students were not only engaged and energized, but also exposed to important themes of identity, culture, and possibility. Members of the group shared that they are not only perform performers, but they're also professionals, educators, nurses, and community leaders, demonstrating that students can pursue both their careers and their passions. Uh so we're excited for this opportunity, and it shows our commitment to supporting the whole child, not just academically, but social and emotionally through meaningful and culturally relevant experience. In the strategic priority theme of academic achievement, I'm proud to share that continued success in our math masters program. In late March, more than 200 of our fourth and fifth grade students from across Robinsteale area schools came together at Meadow Lake Elementary to participate in this year's districtwide math masters competition. It's a great way to extend learning beyond the classroom in ways that challenge and inspire our students. Through both individual and team-based competitions, students got to demonstrate their abilities in fastbacks, critical thinking, and complex problem solving. This long-standing program, which was actually originated right here in Minnesota, continues to provide our students with opportunities to excel, compete, and grow, and reflects our commitment to ensuring every student is supported, and challenged to reach their full potential. In the strategic theme of collaboration and partnerships, I want to take a moment to reflect on a great engagement milestone that we reached uh last Thursday. We brought together more than 80 participants for our vision team plus focus group uh an intention and design group that included members of our original vision team 2030 alongside representatives from our district advisory councils and committees including teachers, parents, students, and community members. Um they're individuals who have been engaged with us throughout the year. Uh evening was filled with thoughtful conversations, honest reflections and engagement. Um participate participants shared a wide range of insights. Um helped us with what's working well, where we still have challenges, important questions and ideas to continue to to explore. Um and this is exactly the kind of engagement that we mean need as we continue moving forward. uh we want to be sure that we're hearing from our community as we're continuing to plan forward. Um they especially helped with some of the communication, some key messaging that would be really important. So, we're grateful uh to everybody who came together a bridge from where we've been to what comes next um including more opportunities and we will flip the slide to some of those. Uh we're continuing to expand opportunities uh for our community to engage in many meaningful ways. Um so we invite all families, staff, community members to join us for a series of community conversations designed to both share information and gather input. Um so we'll begin our first one on April 27th at Cooper High School from 6:30 to 8:30. Um this b this evening I'll start with a brief overview to help ground our community where we are in the process followed by an interactive format where participants will get a chance to engage directly with some of our district leaders subject ma matter experts. Um we'll then also have two May opportunities for our community. May 6th at Armstrong High School, May 13th at Cooper High School. Both from 6:30 to 8. The format of these might change a little bit. We'll see what we learn on April 27th to see what our community um what'll be most helpful to them. Um but we'll continue to to focus on um making sure that we are providing clarity to our community. We're hearing input, ideas, questions, concerns um as we continue to move forward to build understanding to strengthen trust and to ensure that the decisions ahead are informed by the voices of our community. And that is my report for this evening. Thank you very much. Super. Okay, that brings us to future events and adjourning the meeting. So, is there a move to adjurnn this? >> I'll move approval. >> Second. >> Move to adjourn by Bowman, seconded by Basset. All in favor of adjourning, please say I. I. Post say no. This meeting is adjourned and our study session will start at about uh not 7:30. How about 7 like 22 23? Correct. Okay. See you then. Can we do and we're back. Okie dokie. Welcome to the schoolboard study session. Today's Monday, April 20th, uh, 2026 and it's we are five minutes ahead of time, everybody. Haven't done that before. Study session. So uh traditionally in the study sessions we introduce ourselves I'll greet Evans Becker board chair and we'll go this >> Canad vice chair >> Aviva Hillenbrand treasurer >> Renee Bowman clerk >> financial officer >> Bob McDall assistant superintendent >> Amy O'Harn executive director of human resources >> Anthony Williams executive director of committed the education, athletics, and activities. >> I don't know if you're going to go. >> Oh, okay. Executive board. >> DJ Brennan, uh, school board. >> Caroline Long, school board. >> Helen Basset, school board. >> Terrell, superintendent. >> And we only have one person out there. So, >> thank you, Heather. All righty. Um, purpose and agenda. >> Yeah. This evening um board members uh the purpose of study sessions is to have an opportunity for us to have topics of importance that we get a chance to uh discuss and share information around um in order for board members to have information that they need ultimately to make uh decisions and efficiency at the board table. So tonight under the board's role of operational oversight um the two items that we're going to take a look at I first of all want to share with you our uh portrait of our learner which we have been working on for months um and want to share that with you so you can take a look at it see if you have any questions about the process or where we are and um don't know that it needs a final vote or not a final vote I'm not sure so I'll leave that to the board but this will be a document uh similar to our strategic plan that will want to use as a foundation in uh ensuring that our students have what they need. So, I'm going to pass these out to you and then I will share um Oh, if you need a copy, if you don't, that's fine. >> Yeah, perfect. That's right. But I thought like a nice color, right? >> And you know, I think at the end of the day, our communications team will determine if this is exactly what the format would look at, but this is the last version. um the the last version that we have gotten anything any kind of input on it has gone through multiple iterations. As you recall last year when we were going through our community engagement process in all of our staff meetings with our students in our community meetings, we asked three questions. One of the questions we asked was really geared at getting to this place. And what we said is what are the skills and attributes that our students need while they're with us and ultimately upon leaving us um in order for them to have a healthy and purposeful life. Uh so we had mounds of data. Um we partnered with World Savvy on this. Uh we had a Graves Foundation grant and we also have gotten some money from the Minneapolis Foundation to continue some of the work with them. So they helped us um collate some of the data. Uh we took drafts of this back to some of the teams, the advisory teams that we were working with. Um our leaders took a look at the draft. Uh some other community groups took a look at drafts and ultimately the last two drafts have gone through students. My superintendent student advisory council. So they were the ones who put some finishing touches on the order of the traits on the icons on where you see the mission showing up, the believe, belong become. But ultimately what really matters in this are what are those traits um that are important to our community. And the reason the whole notion of a portrait of a graduate, a portrait of a learner came out is kind of that notion of um if we paint a picture of a student beyond achievement scores, if we paint a picture of a student, what are those things that we want to nurture while they're with us and ensure that they have the skills and confidence in as they move forward? So you can see where our community has landed on this is um at Robbinsdale Area Schools, our students are actively engaged and empowered learners. They are well-being advocates you can see who understand and uplift the importance of their own and others holistic wellness which means physical, mental, social and emotional to inspire balanced, purposeful and joyful life. um students. We we went back and forth actually with adults and students around is the word wellness is the word well-being and landed on well-being. Inclusive communicators who use their voices to express themselves by listening to and interpreting multiple perspectives to build connections and a sense of belonging. Our students are curiosity seekers who embrace lifelong learning, take thoughtful risks and adapt to realize their unique potential. This language specifically came from our students. This was not the language that came out of our learning leaders, our administrative team. Um, and when we took it to the students, they thought that that the trait, the wording of that first trait was too similar to something else. So they had about three different options that they thought could work and they ultimately landed on curiosity seekers. Our students are creative and critical thinkers who ask questions, evaluate diverse viewpoints and use verifiable information to make meaning and solve problems. Our students are future ready navigators who are exposed to and investigate a variety of opportunities to explore and develop possibilities to pursue diverse pathways towards success for their best lives. And our students are compassionate community members who actively engage with a lens of empathy and take action in their communities to foster a more just and inclusive world. So, as groups read this and as the students especially looked at this um they just said, "Yeah, this would be great. What's what else does it mean?" And that's going to be some of the next work, right? How do we look at this and say, "Okay, third grader, what are we doing and how do we know? Eighth grader, what are we doing and how do we know?" So that's going to be some of our continued work forward is as we share this now with staff, with families, with kids, um to determine how do we pay attention to this as part of the foundation of who we are, just like our strategic plan is a huge foundation of who we are. >> Pretty impressive. Anybody have any questions, comments? It's a lot. It is. >> It's amazing though. >> It's futuristic. >> So, help me board. Is this something that we want to bring forward for official board approval? It will sit on our website. It will be a part of what we do. Again, I know a strategic plan always would. So, I just I'll I'll leave it to you to see how you'd like how you'd like that to be. >> I'd like to be a champion for this. >> Okay, >> Dr. Bessa. >> Me, too. >> But one word comes to mind and it comes to mind right at future ready and skillful navigators. We have to have skills and you know, I think that's what I didn't thank you. That is what I did not start with. I didn't start with even explaining that. So I'm glad you asked that because this really is in addition right to some of those skills in academics. So you're so so I can work on how I introduce it as well. >> Only one word. >> Yeah. Yeah. Yeah. >> Thanks everybody. >> Um Dr. Hillenbrand. >> Um yeah I think I think this is really great. The only thing I would say and this is just something like educators, we love words. It's really a lot of words and if there it's a way to take this is more communications person, but like to take it down to to um you know cuz you were talking about like third graders, right? If I'm a third grader, I and you're saying who do you know what do we want you to be when you grow up when you leave here? you know, then you want more just easier to grab onto terms, right? You want you be an advocate for well-being, right? Just maybe those top things, but like something that's a little bit more catchy and easier to hold on to. >> Um, but this is great. >> Um, and I this is really cool. So, thank you everybody who put work into this. the board. How do you feel about bringing this up on an agenda and having it be a voice of the board as an expectation for our >> for our learners >> have time to think about it? >> It's not going to be tonight. >> And then superintendent is going to bring it. She's she's >> we just said she's going to look at it a little bit more. >> Objective. Um if we if we do bring it up, it couldn't it then be something that's reviewed annually to make sure or every two years or you know where it's where it because to me it it speaks of being a living kind of a living document >> and uh should make you know I I'm not locked into any sort of a time set on it but if we vote on it once to me it means it should come back subsequently for review and vote. >> Yeah. And maybe maybe it becomes part of the um the same um cadence as a strategic plan. You know, I think about >> I think about when is that time that we get a ton of voice back with our community? Because I but I do think it's important to say, hey, this is in 2026 what the community and parents and staff and students said. Does it still resonate with us three years from now or not? So, for sure. >> Thanks, >> Dr. Brendesen. The only I I think it looks really good. I think the thing to always keep in mind is anytime you put something down like this, the next the next thing someone's going to ask is how do we measure these items? >> For sure. >> Right. And what does that look like long term? And I I don't have the answer to that at this moment, but I mean someone's going to ask that question. >> Should be a rubric. >> Yeah. >> Okay. >> Thank you. >> Super. Thank you. Great work. All right. Next thing is the reimagine Ardale vision 2030 phase one2 update. >> Excellent. I'm going to go ahead and hand this over to uh our assistant superintendent Dr. McDow and uh CFO. Thanks. >> Thank you very much. Good evening board and superintendent. We are here tonight to once again update where we are in the process of the reimagine uh with regard to facilities programming and long-term planning. And the first few slides are not going to be much different than what you've seen before. Our purpose tonight really is to again revisit information to date, the data options in more detail, provide answers to specific board questions that uh we are aware of and examine further some options and get some input from you as a board. So as a whole it's it's again the outcome really is to provide us with additional direction and reactions um to the detailed information and then ask us questions uh provide more what more information do you need. Our short-term timeline has not changed. We are now currently in month three already of this short-term timeline. we are on our way to our first real benchmark which is June or July 6th uh if you remember and so the public remembers the short-term timeline comes as a backwards map from November which would be a a building bond referendum um which means if that were to take place the board needs to make a decision regarding review and comment for that by July 6th which means we have to have all of our information and decisions uh that gets you to a spot that has a number of some sort for you to have that review and comment. So, that's really where we are right now. Concepts, costings, public discussion. Uh we'll get in that a little bit more. Uh Superintendent Stalo talked about that in her update at the board meeting as well. Our extended timeline has not changed. We are still in phase one and phase two at this spot. And as we shared last time we were together, there were questions about the potential phasing details. And again, these are just potential phasing details based on what we know for today. And all that this slide is trying to show is that a decision we make today may not come to full fruition until 2031, 2032. And there's many in between there. And any single decision along the way could change this impact it. So uh nothing set in stone but this was a question uh can you forecast what potential phasing details might happen. Community engagement that was spoken to earlier. Uh last week we had the vision plus meeting that superintendent Stalo spoke of. The 27th we have our first community conversation. May 6th and May 13th, we have community engagement meetings. And then along the way, we're going to be meeting with students and staff at various times. Um, I know our calendars got set today. Uh, Molly put out the the first round of staff meetings. And so, the next few weeks are going to be very busy uh in the hour between 7:00 and 8:00 and 2:00 and 3:00, 4:00 in some cases. As of the last time we got together, what we thought we heard were some general support. Again, nothing new here. We kind of reviewed this once, but we've been following the the general support for the consolidation to one high school as an option, whatever that looks like. General support for neighborhood elementary schools. Uh the expansion of arts and innovation across all of the schools. support for keeping RSI right now with the enrollment of around 700. Uh we talked last time about the Plymouth Middle School coming in as a competition pool if we can figure that out and then the SMS pool becoming an auditorium of sorts and then general support for something on the RMF site, RMS site if possible. But that is kind of a side conversation at this point in time because we generally wanted to hold on any decision regarding that right now. So our vision right now is one high school, two middle school, six to eight elementary schools, creating a district-wide identity and having cons setting ourselves up for having consistent programming for all. That's really the vision. Um, if we break it down in its simplest form, we operationalized that last time to be that we create a single high school through the renovation and expansion of the Cooper High School site and New Hope Learning Center site. We further uh operationalize that to utilize the Armstrong building as the Plymouth Middle School and then other programs. We then would renovate the Sandberg building which would stay as a middle school so that the students in that building had an equitable experience to the students who would now be moving into the Armstrong building. And then we would renovate the Plymouth building so that RSI and other programs could move into that. Part two would be establishing six neighborhood schools. And at this point in time, we kind of landed on Zachary Lane, Metal Lake, Northport, Lake View, and Olsen Currently. Um, and Forest as the neighborhood sites. And then we have Fair Crystal that at this point in time the placeholder is for early learning, adult academic programming, enrollment, and community education. And so, as you can imagine, putting this slide up has caused people to go, "Wait a minute. What? What? What? What? What?" And as a as a way to explain it, we put placeholders in Fair Crystal. So now we're in the process of detailing out what truly fits in that building, not just in concept or by size, but if you actually think about what goes on on a daily basis with those programs, does it make sense? Those are now the type of conversations we're in right now uh with different groups. Same with program relocations that are on the right hand side. These are the first blush locations of these. We could get to a spot where we get down the the decision-making tree and we say, "Wait a minute, that's not really going to get us to where we need to be and we might have to make a change." Um, but this is the first oper operationalization of that plan. From a map view, this is what the district would look like if that were operationalized. just from a building set at this point in time. The blue are the elementary schools, the green are the middle schools, the purple is the single high school. You can see RSI and RTC are on that Plymouth site. And then we have early learning, enrollment, community ed, adult academic programming right now at the Fair Crystal site. And then we still have the warehouse and the bus garage noted on this map. So now where are we at this meeting? Well, we've taken all that information and we've made some planning assumptions based on all the information we have at this time with regard to the middle schools. The assumptions included having middle schools that could house 1100 to,200 students after all of what we looked at and in talking with administrators we believe we need around 51 learning spaces in each one of those schools for the middle school to happen. Uh that includes general ed, special ed, um arts and innovation space, music, gyms. It also includes additional spaces because we have before and after school things that happen. We have our date programming. We have performing arts. That's important. We have outdoor learning that's important. We need space for itinerant staff. We need space to hold meetings. We need space for small groups. And we need space for storage. And then at the elementary level, our assumptions were around creating the six four section middle schools. Those would hold roughly 550 students. That helps us create the efficiency. That's why we went to that that model. Not only in uh section sizes, but also for our specialists uh being able to keep FTEES in buildings more than what we can now. Our elementary schools would then need roughly 29 learning spaces. Again, those are general ed, arts, innovation, prek, music, and additional spaces, special education, small groups, interventions. We know that they need the equivalent of two gyms. We know that we need the ability for two grades to be in a cafeteria at a time. Um, we know that we need to take into account drop off and pickup. We have before and after school, date, performing arts, again, outdoor learning, itinerant staffing, and storage. In addition to that, we also take into account having the one building that's a five section Spanish immersion K5. Five sections allows us to navigate somewhere between 700 and 750 students in a building. And then that building also needs additional learning spaces. So what we have for you tonight are simply what needs to happen from a square foot increase by building based on if we move from the operationalizing the vision slide to the map slide. And then we have Nexus and the and Wald come in and say, "All right, given those assumptions, what would we need to do to the physical plant of each site as far as increasing square footage?" That's the level of detail we're at right now. So, Meadow Lake Elementary School would simply need an addition to their cafeteria. Everything else would be done internal in that building to create the spaces needed. You can see that the assumption is that the outdoor classroom would be in the middle of that building that that area in the middle that would be what would be created as the uh outdoor classroom area. So what's that? >> The current. >> Yeah, the current courtyard. And then what we would do across the the uh top side of this slide was figure out how do we enhance the drop off for uh pickup and drop off for families for buses and for uh cars um because that that probably needs to take place there. It's a little cramped at this point in time. If we move on to Northport, you'll see that Northport uh in order to uh meet the requirements of our assumptions, we would need to add a section in the on the bottom of the slide for student services. So, psychologists, social workers, um those type of itinerate and uh everyday staff. And then we would also need to add a significant section to Northport to make a gym and additional classroom spaces. Again, everything else would be internal of the existing space to make this building meet uh the criteria of the assumptions. The outdoor classroom would be on the other side of the playground area in this building. >> Is the storm water new? >> Uh the storm water is there. My understanding is the storm water and when you see those in these slides are there because we're increasing the non-permeable surfaces and so we have to make sure we're allocating places for storm water drainage at that point in time. >> Okay. >> When we move on to Lake View, you will see that there's significant addition that needs to happen to Lake View which shouldn't be a surprise. Um we need to add a additional gym and then classroom and media uh for that building. And then a lot of questions have come out. You'll see across. What will we do with that current parking lot in the playground? So this one, you'll see that the outdoor classroom and the additional gym actually take place where the current parking lot is. And then parking expands uh to the left there. And then we recreate the hard surface for play area. Um and then we use the remainder of the current parking lot as the outdoor classroom space. Uh so that's how the current configuration could work to get this to be um um meet the assumptions for Lake View Elementary. >> Where's parent drop off? >> So parent drop off would be where that parking expansion um is. So you'll see the So currently if you look at this when you see the main entrance um that wouldn't change. It would just be that the main entrance would come across from the left rather than right now. I guess you would consider where the outdoor classroom area is. That's where that that would be. So it it just be a change in in area. >> Point of clarification >> your own rule. You're asking question while the thing is going on. Sorry. >> Forest Elementary. Uh again, an additional classroom is what would be needed. classroom spaces was is what would be needed there and then the outdoor classroom would tuck in between that addition and the existing building. Uh so not a lot for this building. And then Zachary Lane uh we would need to add a gym and additional classrooms. Uh and then we would have to add an additional classroom section at the bottom of that screen as well. You can see that there would be some changes to hard play surface, the playground, the outdoor classroom would probably simply be expanded on what's already there where they have those raised bed gardens uh going on at Zachary Lane. Olsen Elementary, otherwise known as Currently, would need a large addition on the right hand side. And then we would propose changing the main entrance of this building in order to make this work. And right now, for those that don't know, the main entrance is where it says kitchen and art edition. That would be changed all the way around to the other side of the building. Um, so that whole main entrance would be a brand new area at the lower level of that building. Um, and then we would have to figure out uh details around changing up bus drop off, parent drop off. So, so there would be some things that we got to figure out, but this is a way we can get the addition that's needed for this building and not take up unnecessary green space. When we move to Plymouth, you will see the only thing from an exterior footprint addition would be uh changing up that pool lobby. And that simply is in relation to, if you remember, the plan right now is for Plymouth Middle School to have that pool be the competition pool. And so we would be updating that entrance and making that into the competition entrance. That's a little more feasible than what it is currently. Other than that, all of the other changes would take place inside of the current footprint. However, we are also designated an out designating an outdoor classroom on the bottom side of the building there. And then we move to Sandberg. Same thing at Sandberg as far as uh ma additional square footage to the building is just the main entrance. We've talked about this a little bit. If you've been in Sandberg recently, you'll know that the the main entrance is now on the right hand side of where that orange box is. We would be pushing that main entrance out a bit so that it actually can be a secured entrance when you walk in that building. You go into the office first before you can go left or right. Currently left would take you to high view. Right would take you down towards the gyms. Then what isn't in orange but says performing arts space. That's currently where the pool is. So on the right hand side. So the reason we don't have that orange is it's not increasing the space from a square footage of the footprint, but it would be a significant change to what's currently uh in that building at this point in time. And then again, we would use the courtyard as the assumed outdoor classroom in the middle of that building. Fair Crystal, we put this on the slide just so that we would we would have it as part of the building set, but there is nothing for an additional footprint at this point in time planned for the Fair Crystal site. Armstrong. Right now, as you recall, Armstrong, we are looking at um how do we make that a potential middle school, also house the ESC, and also house High View. And so, if we work from left to right, you'll see that the the initial planning is to figure out how to configure the bottom left corner uh as the ESC and ESC entrance. That's right now um on the other side of that little square box is the loading dock area. Um and so the ESC moves to that that bottom side. The main part of the bigger Armstrong building where you see Armstrong High School has a middle school that would then need to be reconfigured where you see the High View entrance. So, H High View would have its own entrance and could be a part of that section of the building. Um, which is that smaller uh square area bottom left um of th of those words right there. The middle school itself right now would be in the right hand side of that area that says Armstrong High School as a middle school. All all those floors. So the reason that this works in concept right now is if you remember Armstrong High School is different as all different levels. So trying to make use of those levels as efficiency as efficiently as possible but also setting it up so we can divide things out so we don't have crisscrossing. Um so uh again from a footprint standpoint we don't need to expand it. Everything would happen internally. The one thing we're working through right now, you'll notice that the middle school office edition, the first concept is to have the middle school office on the right hand side of that. People are already starting to notice that office is a really long ways away from then where the kids would be. That's the thing we noticed as well. So, we're working right now um to figure out in the in the middle of so the middle part of that building and the lefthand part of that building. You'll see there's a big grassy area in there. We're working to try and figure out could we put the main office for the middle school right there kind of in the center of your of your screen rather than uh where it's at. So basically take that orange section that says middle school addition and put it on the left hand side of that space rather than the right hand side. Uh because then you'd coming in. So that would then trigger how do we do parent drop off? How do we do that? So as you it's a good example of if you move something now what are all the other dominoes that we have to try and figure out solutions to. So, but for right now, what we know is we need to add square footage for a main office to be on the exterior of that building. Right now, the main office sits, as you all know, inside of the the footprint of the building, which isn't a great spot for particularly for middle school. So the other thing that besides drawings and square footage is we want to give start giving people an idea of what can be. Um and by meaning what I mean by what can be is these are examples of spaces that exist in high schools and middle schools. Right? So the first screen what you're looking at when we talk about arts and innovation. Right? You're looking here on this first slide of a couple of art rooms that are art rooms that are future ready. And what we mean about that is you'll notice that everything is movable. Everything is modular. Um it's an art room today. It might be a different room 10 years from now. The bottom part of this slide, those two pictures, what I want to point out is the glass, particularly on the left hand side, spaces that are adaptable to size. Right? This year we might have spaces where we need classrooms to hold two sections of 30 kids. Maybe next year we need one large section uh for the class that's going on. Point being very adaptable in spaces and different ways to configure it. When we look further at more of the uh innovation part on the next slide, you can see what might it look for a updated maker space at the high school, right? An invention space, a um idea space on the top right for automation and auto. And if you look again at the doors, the way that those doors are set up, it can be a single door, it can be a double door on that right hand side depending upon what spaces are needed. The other part of this slide that I want to point out is in the bottom left, the addition of things like glass garage doors where students are inside right now, but you roll up the door and you can immediately be outside. Right? When we talk about how might we do this differently, this is these are the pictures to show to like what does this look like? How how might we do something like this? A perfect example that comes to mind is when I showed the pictures of uh this the aerial view of Sandberg and the center courtyard becomes an outdoor learning space. How cool is it if it would be a rollup garage door that the kids go out to, right? things like that um to get people thinking about what might be. And then in this slide, just really looking at again different ways that rooms that are centered around flexibility can be put together um inside of a building. So in that top left, something like a kitchen lab, a smaller kitchen labs. Uh on the right hand side, rolling desks. Um on the bottom left again, doors to the outside and modular seating. And then finally, just might what might outdoor learning spaces look like? And we have some of this in our district, right? You you go to Zachary Lane, you you see some of that. You go to um C, you see some of that. You go to some of our other buildings. You go to Fair Crystal, you see some of that. But just to give folks an idea who maybe haven't seen it, this is what we mean when we're talking about outdoor learning spaces and what they might be, what they might look like, how they might function. And again, right now, what we are looking at um as of March 30th is all of this coming in somewhere between 370 to 425 million from a building bond referendum. in addition 80 to90 million needed out of our LTFM uh to be able to put all of it together and we're going to hold on the RMS site at this point in time. So, bringing us back to today, right? Looking at next year, two things that that I'm trying to figure out how to just help people make sense of. One is on the left hand side, we have a building set, right? So, next year we're going to have two high schools, the middle two middle schools, the elementarymentaries, RSI, New Hope Learning Center, CLC, which is a lease through 2030, 2031, Fair Crystal Building, the bus garage, and the warehouse. That's our building set. But then we also have our programming set. And by that it doesn't matter what buildings we have, but we have two comprehensive high schools from a programming set. We have two comprehensive middle schools plus immersion. We have six neighborhood elementary schools in addition to three magnet elementary schools that have transportation provided. We have one early learning center. We have an ALC. We have an online programming. We have adult academic programming. and we have a transition program. That's really at the top level of how do you explain in most simplistic form what our district looks like and how our district is programmed. Moving past 26, one of the questions was what what happens if we don't have a b a building bond referendum? And in addition to that, where are we at with reductions? what has to take place regground us in that. So regardless of where we are with a building bond or not, we're still needing to make adjustments that Kristen has talked about several times. It's it's in the SOD plan. And so what we simply wanted to point out here is for the 2728 school year right now the assumption is that we need to make reductions to the equivalent of $2.1 million for the 2728. What's what is in the plan right now doesn't mean it has to be or doesn't have to be is the magnet transportation and the IB programming at the high school. That's what was on those sheets way back. That's what got submitted as the potential assumed reductions. Same thing for 2829, another 2.5 million. And the assumption there is that would be uh we would get that through additional building closures. Now the caveat which is in red is that these are just at that point in time. If anything changes to the positive or negative, these numbers can change. If something something else shifts, if something else um comes in higher from an expense standpoint, we might have to make more. If for some reason we're doing better than what we thought, we might have to do less. But these are the point in time numbers. The bottom half of the slide is really meant to just regground us in without a building bond. We will still have two high schools, two middle schools, 7 to eight elementary schools, New Hope Learning Center, CLC, Fair Crystal, RSI, a bus garage, and a warehouse. That's what we will have if we do not have a building bond referendum. That means that on the right hand side, if we don't have a building bond, we're going to make have to make some facility considerations and changes to get to that 28 29 year. That could include things like with the set of schools that's on the left hand side, how do we reboundry even further? How do we reconfigure high school programming to open up space so we can put other programs into those two existing buildings? Right? As an example, are we able to free up enough space in one or both of the high schools where when that lease comes up from the CLC, we take that programming and we move it into a high school building. There are a bunch of different ways this could happen. The point is we will have to figure out how to reduce our footprint further if there isn't a building bond. And that simply means we're we're going to have to create spaces in our existing spaces for things to be housed. We can reduce elementary buildings. That's going to mean we're going to have to reboundry again. Yet again, we could reduce enrollment of RSI from. And the reason that this is in there is simply the conversation around Sunny Hollow. If one of the decisions is that the Sunny Hollow building itself is a building we want to take offline and we don't have a building bond and we can't put RSI at 700 kids somewhere else. You could reduce RSI to 500 kids, move it into a smaller building and still take Sunny Hollow offline. That's why that is in there is because that type of thing is an option. And then another thing that we can consider um is how do we reconfigure New Hope Learning Center space? Um is there a way to do things inside of that building again without a building bond so that we could move additional programming into that building or does it make more sense to move the some of the programming at New Hope Learning Center to other buildings or another building. So there are this part of the slide is just to demonstrate that without a building bond referendum. There are still things we can do. It simply means a lot of change uh within our existing sites that are on the left hand side of this slide. So with that, those are all the slides that I have for tonight. We as usual are looking for reactions and feedback um things that aren't clear and then any further direction you want to give to us. Before I turn that over though, I will let you know that where we are in the process right now is we are back to meeting with school building administrators and working through all of not just the exterior plans, but now we're working on those interior plans. So, we're meeting with, for example, um high school principles. What is the space that is needed if we were to combine the two high schools? What would you exactly need to have there? Um kind of the same assumptions that I showed on the screen for middle school and elementary school. With the middle school and elementary folks, we're to the spot now where it's the initial drawings of the internal parts of the building. So, as an example, if you take a building and say, "We want innovation and arts space at this elementary school." Where could we carve that space out and still have classroom spaces? What needs to be moved internally inside of those footprints? I'm also then uh I've also scheduled our uh secondary administrators next Monday. will be taking a trip to White Bear Lake for that team specifically to look at the high school there and the middle school there. And the reason for that, um, as we've shared before, is that district is the closest district to what we're considering. Taking a high school and changing it, adding on to it, and making it into something totally new. And then take also taking a high school building and making it an a middle school. And so we're at that point in the process to get the further set of details and reactions from um our building leaders as far as what they think they need for programming in order to get the next set of detail drawings to all of you. And with that, I will turn it over. >> Superintendent D. >> I just thank you, Bob. Great job. Um just a two things that I want to add. I think that as I I've really I'm glad that you added um the pictures both of where potential additions would be and then the importance of recognizing the renovations that would take place inside the building then to get to take a look at some of those modern classroom spaces of some of those pictures. So again, I think that when the question is asked, right, without a bond, what happens? That's really a facility. That slide really talks about from a facility perspective. Here's what we'd have to figure out. What else would happen is, you know, some of the other reimagining and visioning of modern classrooms, of some of the outdoor spaces, the programming that is also provided with those facility spaces looks different. So, I think it's just important to to point that out. You know, it becomes um kind of what we've talked a lot about all along when we started this process is knowing the significant needs um that not just our facilities have in Robinsdale area schools, but also the classrooms, the the programming, the pathways or opportunities for kids, some of those things. That's why as we got that vision team together, it's like that's the vision of what we could be. as we talk about enrollment dropping um people going other places you know we have a little bit of data because we just started connect collecting that but why are some of our students going to Weisetta or Hopkins or some of the other neighboring schools um so I think it's important to say if we want to continue um to be a competitor not just uh not keeping up with the Joneses in any way shape or form but place that we want our resident families. This is the destination district. I think that's where all of this comes into play. So, just wanted to share that. Um, and I also just wanted to mention I'm I'm really glad we're getting um some of our staff to see some of these the other districts, especially right White Bear Lake. when we took the vision team to do that, you know, there were a lot of people who hadn't been to schools outside of Robinsdale Area Schools and once they were able to see what some of these other learning spaces looked like, I think that helped them understand a little. >> Thanks for sharing all that. >> I have a quick question. So the um furnishings for the flexible learning spaces, is that part of the building process or is that separate that's included? >> That would be part of the building bond process called FFN. Um and uh CFL Heisel can speak more detail to that. >> No. Uh yeah, furniture, fixture, and equipment is usually a line item when uh constructing a referendum question. So yes, it should be included with it. And what's really amazing in the design phase, should we go out, should it pass, in any of the building project phases that I've been in, once we get to that place, it really is those user groups coming together to help look at try out different furniture, what would work best in the science classrooms. We need science teachers to tell us that. Um, so that's how that works as well. >> Dr. Brentesen, >> two things. If we go back to the slide with the 2030 footprint with the map >> with the >> map >> the map >> the district map >> I am just curious. Yeah, that's the one. >> Are we concerned as I you know it's one of those as you put it on a map and you start looking at it more. Um there's only one elementary south of 42nd Avenue and it's really south of 42nd Avenue. Is there really a neighborhood school anymore? Like I'm just trying to think of boundary area, right? Like, and obviously we don't know what the boundaries look like yet, but I mean it just feels like we got a lot of elementaryaries on the north side now and we got one on the south side. And are we concerned about that at all? And >> so geographically, yeah, like I I don't think you can look at the map and not notice that. I would turn that question back to the board on what is the board's prerogative when we start talking about neighborhood schools. Um, this becomes like right competing interests of I think it's a fair question, right? It's it's where do you where do you believe you want your elementary schools to be? We administratively see that. um and would would want to take consideration and direction from the board if the board wants us to make recommendations of potential. How might this look different? Um because it get there it's all do it's like everything else. It's all dominoes, right? Um because not all buildings are created equal and they're not all in the right locations. >> Right. Yeah. I I just think, you know, you start again, not that we're going to draw boundary lines here, but you start thinking about right with Northport and Lake View there running all the way down south and where Olsen is. >> Does it make you know I know we talked about fair forest last week. you know, now that you see on the map like this and you're looking at it, does it make sense actually for fair to be the neighborhood school because it's more in the middle, right? Like I think I don't know. I I just it it's it's very striking now that we've added colors to it. >> But now it's very and I'm I'm glad you brought that. That's that's the exact purpose of this is for me I'm trying to find ways just to articulate it differently so that it you can look at it and if something is striking to you it you can say wait a minute let's let's have a conversation about this >> um so that was question number one question number two and this is more of a general question so like I've been in the district for a long time I've gone through the sandberg renovation for example, right? We renovation, I'm using air quotes there. It didn't look any different when it was done. Like, would we classify this as a fairly significant change the inside of these buildings when we're talking about this? I think every building that is on this map would see a significant change to what it looks like for sure on the inside and potentially parts of the outside depending upon what's done at each building. Of course, that and why I say it that way is um right, Metal Lake isn't going to look a lot different on the outside if all that's being added is a cafeteria section. Um, however, Olsen's going to look really different. Um, Lake View Elementary is going to look really different, right? Uh, on the outside and the inside, particularly because the gym space gets reconfigured. Um, and as as those of you know, Lake View gym is on the second floor currently, and so that would have an entirely different look to it. uh the middle schools for sure. Um just by nature of what's happening um you know uh Armstrong High School currently as Plymouth Middle School is going to look much different inside and out. Um so I I would say every building is going to have something that looks and feels different about it. >> I just wonder how many people also have that same thought. Like I I just remember walking into Sanberg before and then afterwards like >> they added some conduit like nothing really changed. >> And I think that's important. I think it's important not just for this community. I think that's one thing that communities all over now are expecting is if if we are going to support doing renovations like this, every building needs to get touched. We we need to improve all of our sites. It can't just be some sites and not others. I think the Sandberg one, wasn't that most likely an LTFM change, though? >> It probably was, right? It was two, right? Yeah. It was a like for like, but I mean, everyone called it, you know, >> but we haven't had the referendum thing since the >> 80s. Yeah, exactly. >> Yeah. >> Okay. Questions, observations, thoughts? Director Basset. >> So, uh, without the building bond, I see seven to eight elementaryaries. Why are would we not be even reducing more? >> So that's what that's what we start with. So with so when you look at how the what the question is that's asked which is what does it look like if we don't have a building bond referendum. So we fast forward to November. >> There is no building bond referendum. Our footprint at that point in time is two high schools, two middle schools, seven to eight elementary schools. We will have to make some decisions about what does that look like then. >> So it's the seven to eight, you know, is that R there's, you know, it it could go either way. >> Sure. >> I mean, that's what basically you're saying. We I don't know what you're saying. That's why I'm asking the question. So >> to clarify, isn't the issue like the reason we get to six elementary because we're adding on to all these buildings, right? So if there's no bond, we're not adding on to anything. So how do we fit all the elementary kids? >> It might take seven. >> Well, that's one way to look at it. I mean, I'm just Exactly. But that's why I mean, but seeing it here made made me wonder uh if we would still have 78. And because it's on the future reductions, uh it doesn't say we're going to go down to six. I mean, you know, you know what I mean? It's not definitive, and I don't know that it could be, but still, >> I'm not sure it as of today, I'm not sure how you could go lower than seven elementary schools given the programming that we have and the special education needs that we have. >> Seven is going seven will be tight. Um, doable but tight. Um six again is based on um having a a building bond referendum. >> And if we don't have one, we still would have to Yeah. >> Yep. So we would have to switch to making use of we you'd start with your larger buildings. You'd figure out how to reboundry. Uh your reboundering would be based on the size of elementary schools first, then location second. You might have to look. we'd be back to to do our smallest elementary schools, and I know it wasn't popular last time, but does it from a from a operational standpoint, does our smallest elementary schools stay small elementary schools, or do they become something else so that a larger building can be an elementary school? I mean, really hard decisions. >> Um, that's why it's seven to eight. It just depends. Just to clarify, even in the plan with the bond, it's seven elementary schools because RSI is an elementary. >> Yeah, this has RSI called out as extra. >> Sure. Okay. So, you're saying seven to eight in addition to RSI. Okay. Just to just want to make sure we're all >> Yep. >> thinking the same thing. Thank you. Sorry to interrupt. >> Okay. Back to you. >> Yeah. Well, anybody else has a question. So, um I believe based on the presentations that you've given us that you have a as good a handle as you can have with the unknown of a referendum. I mean, I'm just saying. I mean, so you I mean, you you've nailed it down. You're doing all the work, all of that. Great. I really do think that for me uh it would be helpful to have if there is no bond what the best thinking might be and what boundaries might look like and that becomes important because we we will have been on this journey for two years and uh and I'm assuming that there'll be some phasing of different things that we will need to do we can't do everything all at once. I don't I I I would like to know more about what what phasing looks like a recommended phasing should we not have a bond a referendum and because in phasing one of the things that happened in the previous year when we had a referendum that failed is that we came back the next year and ran one again. So because the community said do it and so um it's possible that there can be a vision retoled vision based on what we have to retool it. So with a retoolled vision it's possible that we might come back at it to director Brennenson's point if there is some significant improvements that we believe are necessary to really get us to arts and elevation. And I have a whole set of questions. I'm not going to really pose them tonight. I'm going to think more about it and maybe send it to the superintendent, you know, but uh about programming because for me, I I I think you've got a great handle on the facilities on all the things we need to be thinking about. I I do I feel less certain about the arts innovation. I don't even know what innovation means, you know, to us, you know, it's just a word. uh until I understand what that means then I'll know what we're getting and uh and so is it STEM is it just more environment is it what do we do at M I mean it's all those questions and I I you go down that road right now but that is just as important as the physical stuff and so um because we've been immersed in this work it it's taken priority be you know needs to I know the timeline that you have set out and what we're hoping to do and all the rest. However, should it not to be able to be on the ground running with some phased thoughtfulness about what it might take to get us to whatever because that will even impact how many elementaryaries we have and which one we check you. We're going to get advice about which one we should take based on how big it is and all the rest and what fits. Those are things that you will know. You know some of it already. you know, I believe, you know, and so, but helping us understand uh some of that and helping us kind of step out what Fazy might look like, I just think is is uh very important. Now, maybe it's not important to anybody else, uh, you know, and I that's not a negative comment. I'm just saying I could be all wet but uh but it but it becomes very important to me because it helps me kind of decide when I can look at this and look at that then I know where we're going if um I can because a lot of pe there is some noise I won't call it noise but there's some feedback that we're getting that talks about spacing timing all the things uh so with our sod in balancing the demands of the SOD plan and further reductions. There is some justification for reducing the footprint further. There's pressure to do that so we can hit the numbers. Since we already know that, then I think some planning, some think thoughtfulness about what that looks like with no referendum is important in this next year, next November, because it may very well be that the following November, the one right after that is what is the ideal time to go out and it's ideal because we are clear about what we need uh um because we've already did a lot of visioning and what we want, you know. So, I'm wondering about that. So, in that question, did you did you hear a question in any of that? >> I have a response, but I >> Okay, we'll hold that response because I really want to hear your response. Uh, >> oh, I see the mic first. >> I'll go third. >> Yeah. >> Uh, so I one of the initial um items that you brought up, Director Basset, was, you know, kind of like what is the plan? consider the boundaries, um the transition, the phasing. You heard it in the long-term facility maintenance conversation tonight. Every iteration that changes for us, and it is entirely the board's decision, like we recognize that, but every time something pivots, we're creating a new plan. And so when you say, "Can you?" Well, of course we can. We can do the work. The challenge comes in is when something switches >> along the way. I mean we are um whether it is believed publicly or not, we are trying to do what is best for the students. We're trying to limit transitions, right? We're trying to do different things. Um so when we look at boundary draws it's exceptionally helpful to know the like if the board is locked step that if if this is going to be this is the the set that's in play that's helpful to everything that we present to you. The challenge comes in is when it's well and again and and I think it was a fair statement tonight. Please don't misunderstand that. But this the the challenge comes in is if we say if one meeting it is Forest Elementary and three meetings later it's a different elementary school because we looked at a map and we're at the stage where you should be. But when you're playing that out as far as all of the scenarios of whatifs, it's it becomes exceptionally challenging and and to pivot on every ounce of planning that we're doing. That's that's the challenge when you when you mentioned it and said I mean that's the reality of what >> of what we are trying to do. Um I'll turn it over to uh >> if I could just quickly respond to you. the the key in what you said to me is that when you hear enough energy around something, you try to accommodate that in your planning. That's you know I I expect I believe that I mean I I expect it. So, but to director Brennesen's point, I too have thought about that gap down there in the southeast and I too have thought about well doesn't it make more you know I don't want the kids to move two or three times you know and so if noble families are closing their schools closing why aren't they going to fair crystal I mean it's closer it's more centrally located all the things I believe that I'm concerned about it so you know I I'm not asking for anything right now but I'm just saying that's uppermost on my mind and uh one of the big things that's on my mind. So um but this this phasing and I I I hear what you're saying about the SOD I'm going to stop. Bob was going to say something. >> I I don't need >> No, I mean I know you were going to say something. I don't want to just keep ra I don't want to ramble. So >> the only thing I was going to say is probably piggybacking on what CFO Hoisel said is the place at which we are is so large of a project. This is not a option A option B. The the reality is no more. However, that said, the reality of you the what I see as the root of your question is as simple as this. Without a building bond referendum, the only thing that we're going to do is keep doing what we're doing. We're going to shrink our footprint and we're going to fix what we can fix. That that is the phasing plan. Period. There's no more complexity to it. What can change in that, as we talked about earlier with the map, is the board might say, you know what, instead of this building closing, we're going to close this building. Doesn't change anything else. We're still going to have the buildings we have, and we're just going to fix what we have. What changes with a building bond is we're going to fix what we have. We're going to increase our spaces to have equitable building spaces for all of the kids at all the different levels. We are going to attempt to get to the spot where we have arts and innovation for sure at the different buildings in an in a more equitable way. as an example, putting an auditorium at Sandberg, having an auditorium at AR at uh Armstrong site that's now PMS, having a competition swim pool, not just for our teams, but for our community. Um having spaces dedicated at every site for outdoor learning, not just saying, "Here's a forest, go figure out how to do outdoor learning." But having investment in money and resources to say, "Yeah, this is our space for outdoor things like that." That that those are really if if we're getting to the spot where it's well, what's it look like with and what's it look like without the vision is what it looks like with. We're just going to keep fixing what we can without and we're going to reduce our footprint until we are to the spot where we can't reduce any more footprint. Um and and so that that really is that's as that's as simple as I can make it. And um every decision that the board makes if it changes that can cause a whole a whole another set of circumstances. I think to your point, Director Basset, the role that I have right now is just is knowing enough about the system as a whole to be able to pivot if there's a change. >> Without Bob and I having any conversation, my language might be a little different, but that was exactly what I wanted to say. There's a vision out there um that we've been working toward. if a bond if the board decides to go out for a bond and it passes over the course of the next several years to do the programming piece, the opportunity piece, the classroom piece, the the facility piece. And we've talked a little bit about that as as and we did all of last year with planning that that's the opportunity to transform the school district into a modern facility and school district um for our students. And I think of the notion of if it doesn't as exactly what Bob just talked about, we'll tweak. We'll make some things the best that they can be. But from a programming perspective, there's there can't be promises of large huge pathways and opportunities ofmies for kids or some of the the innovation and arts. it just without spaces, without additional funding from some of the closing of buildings and some of how we're currently spending operational funds. Um, so I think that's just important and again ultimately that will be up to what the board um and the community want for for our school district and our students. >> Dr. Long. >> Yes. Can we go back to the Armstrong one? I just have some questions wanting to >> Yeah. Wanting to get my bearings on that. >> So that first building by the Falcon Pride Field, right? That's a football field. >> Is that the gym? >> Y >> and only the gym is in there or is there something else in there? >> There's some classrooms in there. Not many. >> Basically, it's like athletic There are classes. >> There's like two or three there. The gyms and Y locker rooms. >> Oh, go finish. >> No, I was just going to say that the middle building is the auditorium. the auditorium. >> And there's choir rooms and bands around that >> back one with all >> like on three levels. >> Yeah. Levels. >> Okay. So, if the middle school is there, the gym is just going to that space is going to stay the same, right? Mhm. >> And and but then that other the second building then in that one will be will that stay the same? >> Musically. >> Okay. And then so then the next building the third building over that's where the middle school classrooms will be along with high view classrooms. >> So >> you need to get a pointer. I was going to say we got >> Yeah, like the cat. >> I need this screen to be facing that way. >> I don't think the laser will pick up, >> right? So, >> well, right where we're hiding. >> Oh, yeah. Right over there. Yeah, I go over there all the time. >> Yeah. So, if you think about lives in in an area that is one we get to the profile view, it's hard to see how it Rather than having the middle school entry here, you'd put the middle school entry in here. So then this these floors and the one floor on top would be the middle school like core areas or wood. >> And then Oh, go ahead. >> Oh, go ahead. >> Then we need to change bus now. >> Yeah, we'd have to reconfigure. I mean, that's all going to have to be reconfigured. What would that look like? Where does it come through? Um that that all that stuff would have to be figured out. Mhm. >> Yeah. >> It's exciting. >> Okay. Any more questions? >> Well, I just have another comment. You know, we live in the land of the flying mosquitoes. And have you ever been in a classroom of high school, middle school kids when bees come in there? >> I don't know if I like that garage door. We'll put a screen in front of the garage door. >> Yeah, maybe if we had a screen in front of the garage door, but otherwise >> I would have never thought. >> All right. >> Bringing it indoors. >> It is so fun for teachers. >> Dr. Bhut. >> Yes. So I have two questions for the board and the administration. I know here we go again. Right. So looking at going back to that slide with the footprint >> uh the the map. Yeah. >> We have talked about the RMS site and not knowing or we don't want to address that right now but we have a dollar amount of 40 million to 45 million. What what is that really for or what could it be for? And I I think looking at in my mind I am thinking is possibly if we do decide to move Lake View into a newer building at the RMS site that could possibly house other things like the dome that was discussed, right? And if that is what it is, if we shift that and bring it down, will that solve some of the northward projection that we are seeing up here? I know it is extra money, right? We are talking they have a building now but looking at what we are seeing right now I don't know if the lake view site and all the renovation that we are going to do there will be that conducive if we can give them a new space at the RMS site and drop that down a little bit lower. Now why am I having flashbacks? Mhm. >> I remember this Lake View talk. >> Really? >> I was going to say that was our original recommendation if you remember. >> I know. I remember that talk very well. And I think yes, just like you said, when you move one piece, the other pieces will have to fall in place. So can we have that as a projection where we know or we just say to the public we want this to be part of the proposal and start cutting and stop cutting it out as if it will be a different discussion for the future. If the board doesn't agree with it, fine. But I think if we are going to the community to request for a bond, the best look I will propose that we drop that lake view current site and build something new where we can add things like the dome and factor all that into the cost at once. >> In the long run, that makes more sense. >> It will make a lot of sense. >> I I'll just jump in and say the answer is yes. Of course, we can factor that in. Um I what I would what I would think it would then be time for is tax impact, right? Because then it comes down to back to the job of measuring here's what this dollar amount impact is. Here's what an LTFM dollar amount impact is. Here's what doing something to that site impact is. And it's, you know, is it a one question? Is it a two question? like is that you know what I mean? So, so >> right and that's why I'm asking why they keep pushing that forward and putting the dollar amount in a bracket. I I want the board to decide. Can we just talk about what it should be so we can factor those in or say, "Yep, we are leaving Lake View where it is and nothing else will be done besides renovating that site >> because I'm just going to bounce off of what you're saying. looking at the substantial amount of work that Lake View needs and wondering how many millions that is when we know doing the whole RMS thing is what 35 to 45 >> to 45 I thought that was just to get the site prepared to do something or is that to build something >> two to five million just to get it prepared >> two to five >> got it okay >> and then it would be the cost would be indicative of an elementary site that was the like the raising of the building to get it prepared and to put an elementary I believe it was an elementary site there. >> Yeah. >> I I'm not sure if it was an enrollment center too. I know for sure it was an elementary site. >> Okay. Thank you for clarifying. If we're going to invest that much in Lake View and not be nearly as happy as we would be with a really fine place at RMS of the act, >> right? Why wouldn't we want to choose the best for our kids? Not that much. I mean, few million here, a few million there. I mean, it's real money. >> It's real money. Do we know what the Lakeville Lake View I mean what is the cost of what we're seeing on that slide roughly? Do we know? >> I can get that for you. I don't know exactly where they're at because it all that's configured now are the like I said the exterior footprint like what additional space, right? >> So it would be that plus what does the interior look like? >> But the assumption I'm from the board you would we would just that that site would disappear then. So there would be no cost. So theoretically that your 370 to 425 would be coming down >> to >> some degree and then you're adding the 40 on to it like so it's it's not going to be 45 million more. It's probably going to be I don't know what the number is. I don't know how much that >> it'll be a net right. It'll be a net change. It'll go up but not by 30 >> full amount. >> Okay. >> So >> you could sell that anyway. Director Basket. Well, you know, as long as you know. Anyway, um so um I like that idea of uh because if we link View would still live on in Robbinsdale in RMS in a new site and one of my first uh dreams was a brand new early childhood blah blah blah building. You know, I I I quickly abandoned that, you know. So, uh but anyway, but uh I I did feel that way. So I think that that's a good idea and I think we are talking a one or two question thing uh because uh it is quite you know I'm not a naysayer but um my immediate response to a bond for a brand new state-of-the-art elementary building is really more where my heart is and I think the two high schools for the moment I see more as a phased move down the road quite frankly. Um, now does that make sense to have another, you know, a referendum if you can put it all on one and then just see what what goes and what doesn't? I mean, you get more for your bang for your buck if you can just do it all at one time and just see what let the public decide, you know, uh, which is, you know, I mean, that just common sense, you know. Um, but or or my own preference would be I just want the two high schools. So, I'm just everybody already knows that, so I'm just saying that out loud. Uh but if uh we're going to go out for this referendum um I think we have a better chance of identifying something that people can actually get behind and uh and it's a lower cost. Now in the meantime I really believe that uh site improvement numbers that we will have should have already have we we have some probably some ideas about what it costs to improve some of the other other elementary and other sites that's known. So if we are at and but of course a referendum to improve those sites the whole dollar amount is not that 300 whatever it is that big number it's something short of that because if you're not asking for a new build for a brand new high school but you want to improve the rest of the elementaryaries to a place where we can where we want to do the best we can for all our we can know that number and we can ask that question and if we ask that question if we get it we can do it and so uh if we're able to do that uh we're going to find out tax impass impact on all of it but I do think that understanding how much it costs to improve our educational spaces for all our elementarymentaries is is very important. And if we continue to have our two middle schools, then they I believe will need some improvement as well. So I think understanding what those numbers are marries up quite well with a brand new state-of-the-art elementary in my mind. And even though we may, you know, it just may be that we'll have the information, we won't go anywhere with it, but we already have the information. We already know how much it's going to cost to improve these buildings. And uh I respond well to the thought of improving our elementarymentaries so that we can have more equitable spaces for everyone. I respond well to making sure we have a state-of-the-art early education and elementary if we can located on the site we already own at Robindale and it keeps one of our cities whole if you want to say it like that. Um, but I'm I'm not as um you know, I mean, that's where I that's kind of where I'm at because an ask in dollars that does that as a clear message, a clear path and clear values. If we are saying that we want all of our elementarymentaries now to have equity and if we are saying that we want our elementarymentaries to be as best as they can be for arts and innovation and we are putting our ask toward that and that is the holy grail I think that we will get that so That's, you know, um, my pitch for that. So, if we're going to come back and we're going to understand what it costs might, we already know what the cost is. I think you already have that down there for the for the brand new elementary for RMS. We we kind of know that. If we know that already and we already know how much it would cost minus the high school, if we have improvements for all these elementaryaries, we know what that is. So, I'd like to see those numbers and see what that does in terms of an overall referendum ask. You know, now at some point we'll decide what we're going to put in a referendum. The full board, you know, the majority of the board, the board will vote for whatever they want for the questions to be, you know, but having the data, I think, is important >> and I'd like to know what that is. >> Director Bass, where would you put RSI? Well, you know, I mean, I think we'll get some recommendations from the the team about it, you know. I mean, and so that the qu because I think a director um super assistant superintendent really kind of spoke to a little bit when talking about Sonis, >> you know. I mean, he go ahead, Carrie, you want to say? >> No. Yeah. I guess we don't know like what what you asked. >> If you're saying we know how much each building needs for deferred maintenance, long-term facility maintenance need, we know that, but we have no idea >> how you would define what upgrading an elementary would be. So I I don't I'm not understanding. Yeah, thank you. Because I'm not understanding. >> So what I'm saying is this. If because I understood what superintendent was saying, I'm calling him superintendent, but I know he's >> good. >> So I I understood that we are talking about and if we are talking about that this ask that we have now encompasses all of the new stuff we would need to do at the elementarymentaries. it must because we can't use LTFM dollars to do some of the improvements that are being projected as needed. So, we've got some projections and uh Nexus seems to have a whole lot of, you know, I mean, they've got, you know, they've given us a lot of stuff. So, they've given you all some stuff, you know, but um and they have more. But I get to roll it back to your point. That's what I mean when I say we know. And do we know down to the finite dollar? Nah. But we have some sense of what we mean when we say we want to have equitable spaces. We want to have all of these things. We want to have good landscaping. You know, I mean, you know, I'm not saying, but I mean, we want all those things at our elementarymentaries. So we we have some notion that's how we came up to the third 388. That's embedded in that. You're not just saying one high school is going to cost us $388 million. >> Nope. I can answer your question when you're done. 80 to90 million. >> Perfect. Sounds like a plan. 8090 million and 45$175 million. >> Is that for seven or eight elementaryaries, Bob? What What is that? That that is the initial rough estimate just for six elementaryaries plus RSI. >> But we'd need more than six elementaryaries if we're not adding on to them. >> Exact. I'm saying in the plan that we've presented. That's the that's what I heard was the question. In the plan that we've presented, which was six elementaryaries, >> it's a it >> it's going to be somewhere in that that 80 90 100 million. I mean it's it's all ballpark right now to do the because each of the so when you go back so here's why >> and this gets to the point of why is it hard to go any any more in depth of that is >> this building is a much different cost >> than this building >> and that's just the outside okay >> so I just want to be sure that I am hearing what you asked for because I didn't hear it. What I heard you say, and I could be very wrong, >> is that if we don't do anything with the two high schools, if we don't move then anything into PMS, you're asking what would it cost to renovate existing elementaryaries, which we would need more than six of like like parceling this out. like I'm starting to get very worried about >> an additional plan that I just want to be sure that the board as a whole is giving us direction about how we use our time and energy to prepare for with you. >> So let me let me just respond to that >> because I might not have it because what I'm saying is that the work that's already been done when we've estimated out what it's going to take for these elementaryaries to be improved upon with new dollars. That's really the question. And so we know what that information is right now. We know what it is. We understand that we are still in the formative phase. We understand that, you know, but but but we also know because you've given us some estimates about what it would cost to do Lake View. I mean, to do, you know what I mean? RMS. So those are I mean, I'm just asking for known stuff. I'm asking for known data to really look at that and to have it be your numbers, not something I just dreamed up, but your numbers based on what you already know. That's what I'm asking. So, that's not that's not a new plan. That's just consolidating some additional some information in a particular way. That's all it is. and it's not really accommodating um you know changes to the new whatever you know high school thing you know going down to one high school you know because I think that that means you get rid of new hope learning center you start improving and so there's some improve now that doesn't preclude some that's all I want to talk about that's all I was talking about now I'm not I'm not even into the high schools that's a different conversation I just am interested in what do we know about the elementarymentaries what does it cost for us to really go out and get what you know what are the estimates you have included in that in the is the RMS question that's it >> so in a comprehensive plan that includes not just facilities is the reality I'm sorry the a comprehensive plan not just including facilities um and and upgrades to facilities and that capacity is the fact that we are in SOD and we have to reduce our footprint and in absence of doing anything other than creating a new a new elementary school and t just taking one offline you don't achieve that with you don't achieve that and we have to be able to we have to be able to achieve reductions that's that's the only what I would say uh Helen is the only kind of flaw in the ointment there is we have to continue to gain efficiencies with our footprint >> and ju and just to to that to your point I'm sorry I know there's a list and this is the last one I have to this because I raised it. So this is the last kind of point I have to that. And so that's where I talk about phasing because uh the SOD plan is not time limited to five years. >> Correct. >> Okay. So the SOD plan can live on and the SOD plan can be phased to where the enrollment actually falls to a level that we feel like it's needed and well before that. You're not going to wait till the last minute before you build a building if you need to do that. So, I'm not suggesting that at all, but I'm just saying phasing things out and having our the the bar be these things that I've shared. So, I'm going to stop there. I think I think um director superintendent um you understand what my kind of question was. So >> I I would just like to say to say again, yes, you are correct. And Helen, I said this at the at the community meeting last week. The SOD plan is a five-year plan. We are in no trajectory to get out. I mean, we're going to be lucky to see a decade. That's the that is the reality. But what we need to do is we actually need to we cannot be deficit spending every year, which means >> I mean, you saw the projected reductions without us doing anything. We're going to have to continue to reduce. So where are we reducing if we're not doing that's that's my point >> and and I agree totally and and and because I'm because I'm responsive to what you're saying if that means that we can't have eight and we can't have seven we got to get this number that's what it means that's not I mean it just means what it means if we got to keep reducing that we just have fewer elementaryaries that's it you know so >> I'm just simply going to clarify the number that I gave you was based on like I said before was based on the plan that we have presented which assumes one high school, two middle schools, six elementary schools, RSI making the move. That's where that concept number comes from. It does not mean that you can do something totally different and then that's all that it's going to cost you just to do elementary schools. And so I would put this out here because I I I think for all for the whole board we are to a spot where it is really really really important that we do not layer and conflate things right. We can't we can't it I don't know how else to say this but the we can't just do something like everything has a tentacle. It has a an a tradeoff. It has if we say as an example we're going to do two high schools that changes everything period plain. That's why I say the the way that I've been approaching this is trying to understand all of the chess moves so that if you as a board say wow I don't like where lake view is at this and that. Hopefully at least I've got at least 70% of okay if that happens here's what this could do and this could do and then we could come back and say what is the potential estimated cost in that scenario. The scenario that we've again presented right now is not a like it's not a small move. This is this is a large complex multiple move. It's why so many people are are anxious about my kids's going to have to move here and then here. Yeah. Because like it takes three moves to get to 2031 for this program. It's so we really have to be careful to try and not be in that mode of well what if we just do this. There is no we just do. It's if you want this here's the tradeoff tradeoffs for that. Um, Director WHO. >> Yeah, thank you for explaining that again. I think that was my main point of just going back to that RMS site and taking that dollar amount in the bracket, right? Because I I know even just hearing from other board members that there may be a drive for what I proposed, right? But if the board doesn't agree to it, let's just say that is not happening so we can move on with what we have, >> right? but accepting that we need to renovate Lake View where it is now and then in two minutes later or next month come back and say well if we are going to ask for a referendum bond then why don't we just build a new one if that is the case let's decide that now and that's all I was asking >> right so that we take that bracket and say let's add it to the millions of dollars that we already asking the community to spend And I do think that your your thoughts around the the RMS site are spot on to what you had last time. And to to Kristen's point, that is the one place in this whole puzzle that it can be a separate question because you can make all the other stuff happen and work. Even if that question the the community would say, "No, we we don't want to do that." you could do the rest of it's the one move I can say 99% for sure that it it's it doesn't impact our ability to pull the rest of it off. >> Dr. B. Oh yeah, go. Sure. >> I think though that and this was mentioned earlier talking about the systemic issues that we face in the district. Separating that question from the other question as a whole creates that system issue again. Right. So, I'm just going to say the the voters in the district then can decide that part of the district that may not be able to pull as much voters don't get to have a new building. So, my ask for the board will be if we are going to ask for it, we should decide to add that dollar amount to the whole amount so we can ask the public for it. >> Dr. Bowman. >> Um, uh, Director Wu, I, uh, I'm fascinated by what you're saying because I can clearly see the vision and I like the larger school size and and that sort of a thing for that site. Uh, I'm also feel like we've really confused the conversation a little bit tonight and I'm concerned about that. um for myself um uh we keep using the word we and I don't know if it we is really appropriate. I think we have seven different uh voices up here and I don't know that we're completely in the term uh space of using we. So I found that to be confusing tonight. So the 80 million to 100 million that you're talking about um uh that number was based on you threw that number out because that's a number just if we remodeled or just if we did some baseline >> wait excuse me >> that number was what? So, like I said before, that's the initial starting spot number as part of this to total plan with six elementary schools and RSI. Okay. And that's the number that would be needed to do just a minimal of uh upgrades to the building in addition to long-term facility maintenance. In addition to LTFM, is that >> LTFM would come on top of that? on top of that. So it' be 80 to 100 million really really rough ballpark that you're saying that uh and then the LTMF would be on top of it. Correct. >> Correct. >> Okay. >> And what you're saying with that 80 to 100 million that's what you would bond for or is that that's where >> so no >> that's where we're confusing numbers. >> There was nothing. So the answer to the question was simply what part of the bond dollar >> the bond ask was the elementaryaries as part of this plan. Okay, >> that's all that that number was the initial before we've gone down anything no different than the the total number as a so when you look at this number on this slide 370 to 425 million as a total piece in this package those six elementary schools and Spanish immersion would take you take up between 80 and 100 million of the 425 on the top end. That's all that that re answer was provided for. >> Okay. >> Nothing else, no other plans, no other configuration. That's it. >> Okay. With then then there would be LTMF on top of that, right? As far as >> that's only the bond part. So whatever the LTFM would be for all six of those sites in addition to that >> that clarifies that. My other thing that I have I mean I know that this is presenting us with more and more detail of the information. Uh are you are you really just you're looking more for feedback this evening from the individual board members? Correct. Is that what we're asking this evening? >> Yep. tonight is just giving you the next layer of detail that we have as we're scoping through this. Give you an idea of I kind of shared what we're going to do next here in the next week and a half. Um and then um if there's any additional pieces with regard to the RMS site, we can start working on things like that to bring those back next time. Um, as we get towards the end um, of April here and into May, uh, we once we get the next layer of internal concept drawings back, we will be able to start honing in on that number more with more detail. You know, does it go up, does it go down? Um, and then that's where you as a board, as we've been talking about, will have to get to the spot where you say, "Okay, kind of to uh Director Wuto's comment, here's what we believe we want to put out there and test um as part of a tax tolerance." And then that will lead you into the review and comment if that's what you so choose to do. Um, and then once we have that information, then as Superintendent Stalo said, then we are to the spot where we start bringing user groups in and start figuring out the actual concepts of the schematics and the drawings and what does this space actually look like in detail and what furniture and and all of that. >> Okay, great. Thank you very much for helping sort of level set uh where we're at. Appreciate it. Okay, I want to just reiterate that as a board we support one high school. That is what we have done. And so this talk about two high schools is not moving us ahead because two high schools costs us in the long run a lot more money every single year that we have the two high schools. And um it's So to backtrack to keep saying well what if we but if we had the two high schools is not helpful for us because we have already given the go-ahehead for one high school and laid the the planning work. So when there's the one high school, Plymouth Middle School moves to Armstrong, RSI moves to Plymouth and that is what we have agreed upon. So uh the next person is director Long and then uh director Hillbrand and then director Basser. So, I was wondering with the buildings, could we get a breakdown of the cost of each of those extensions for those buildings on each slide? >> Yeah, they'll be working on that as far as the each one of the build. Yep. >> Yeah, >> good. That was my question. Okay. Uh, Director Hbrand. Yeah, that pretty much is it just was to see if um director WO's um idea of the building an elementary on the Arma site. I mean I assume then it would be a net of you know taking you know between 10 and 20 million off the big chunk but it'd be good to see what that net would be but it sounds like you can bring that next time. So that's all I was going to ask. So thank you. >> Good. >> And then it's director Basset. >> Thank you. So I think I have framed my whole question when I started was if the a referendum fails. So I I just want to be clear the majority of the board did give the go-ahad for the one high school. From almost the beginning I have said that I prefer to have two high schools. So it's not new comment. I just want to just put that out there. I'm not trying to derail anybody. I'm fully sitting in my seat and expressing to the public or publicly not to the public to you all really and to the public concerns that I have just like all of you talk about the things that are on your mind from the beginning my question was fa phrased what if it fails that's a common sense kind of question it could fail and if it fails what are some other things we could do and you've been very responsive and really quite frankly in providing kind of some information and talking to us about that. I appreciate it. I do not appreciate being cast as somebody who's trying to pull people back. I'm not not at all. I am planning forward. It either will either whatever we put out there will either pass or it will fail. And if it passes, it'll pass based on whatever we have the questions are. If it fails, then having a plan. I think I've said this from the very beginning is what would be our plan. What would be the things that could be possible? So, I don't appreciate being cast as somebody who's trying to pull things back, mess things up. I appreciated Director Wah's comments because one of the first things I talked about was putting everything we could in RMS and redoing RMS. That was one of the first things I ever thought and wrote. So I'm not an obstructionist. Uh you know and I some of the same you know so same pe same things others have said then they get a good response. If I say it it's a problem you know that's kind of almost a joke but it's real you know and I'm very conscious of it and I'm very sensitive to it and I don't like it. I don't do that when anybody else has their idea. I just listen to it. If I agree I agree. If I don't I don't. I don't need a lecture you know. And so, um, so just like director Long asked for those specific numbers for those specific buildings, that will help you get closer to what the cost might be. And I assume, and I don't know, I mean, I'm asking, she's right here, you know, is that's with the improvement. So, it's not just doing LTFM stuff to those elementary buildings. To director's point, we want them to kind of have a little more pizzazz. I think he's, you know, said something like that, you know. So, we want them to be as state-of-the-art as they can be. I'm on that I'm on that bus with everybody else. And so, if we know what it costs to do all of that, that information could just be put on the table, you know, and just just like the 45 million is for the um the RMS. It's just information, you know, and we already have it some some semblance of it. Um, >> so that's what I'm talk that's what I'm asking for. >> Director Brennes, do you want do you need to go before Director Beson? Director Bunes and then the superintendent. Can >> we go to slide four? Back to the timeline, short-term timeline. I just have a question based off of what director Basset was talking about and we've talked about this before. So, we come to a decision. We're gonna we're push forward for this all that good stuff to the second half of this, right? What if it fails? what is our grand plan? Where would that fall at this time? Like, you know, would we spend time in June, July, say here is the here is the alternative? We would go to these seven schools. Like, what would that timeline look like? I'm just curious. Or would we wait until after the referendum failed and then show up in December and be like, "All right, now what do we do?" I'm just like personally I think we should have a facilities plan to say here's closer to what we'll have. Maybe that's not realistic enough. >> No, I'm going to just go back to this slide. >> Yeah. And you've got and and you've got the start of it down there, right? Where >> So, there are two ways you can do this. >> Okay. >> Right. You as a board can say, "All right, we're going to put out to the public. Here's what happens if you don't pass this bond. End of story. This is our plan." Love it. >> You as a board are going to have to decide what on the right hand side, >> you're going to have to then say, "Here, here's the reality community. If the bond doesn't pass, we're going to need to reboundry as an example. we're going to need to reconfigure the high schools and then what will be incumbent upon us is to say here's what reconfiguring the high schools looks like. Here's the programs that will need to go away. So ultimately it will be part it's going to back into the SOD plan because what's going to happen is you're going to trade programs for space at that point in time >> because you don't have enough space to have everything. So if we get rid of this space that means this program either needs to function differently or it can't exist anymore. >> That's one way of do I mean communities do that boards do that or you you don't have to do that. You could wait till November and then you that this is where you're at in November. Then you wake up the next day and you say all right the bond didn't pass. So now we're starting with this slide administration. what are your ideas? And then that's when you so so you you can this gets back to really I think why we're trying to have the conversations the way we're trying to have them with you is great question. We serve at the board's pleasure. >> Sure. >> Right. So if you tell us come up with that game plan that is truly for us to chew on to then present to say here are our here are our best guess moves if a bond doesn't pass. We can do that. I will tell you this. You got to be ready for the outcome of that because you won't know for sure what decisions are going to be made. And I can already tell you that just showing the slides for tonight have caused people to think that their building is going away for sure their program. So there I say all of that with a giant caution of balance. >> Sure. Because again, it back to my statement of you can't just do something. It it that that's not going to work. There's impacts to everything. >> And what I would add to that, we do serve at the pleasure of the board. I just want to remind you all, and you'll never hear me complain about the hours that we put in and the work we're doing, but the reality is, and you've heard this before, what we are doing, closing the number of buildings, moving the number of classrooms and schools, helping to support our leaders both in the student transition, the family transition, and the staff transition. this becomes we can do it. It's it's a capacity thing that I want you to think about. I think the other thing that that is important to think about is we could have all of the best plans to Bob's point if this doesn't pass this doesn't pass by a 100 votes. Is it then a different something that if it doesn't pass by 5,000? Like there's there's so many whatifs that I think it is important to be able to say that to the community without threat >> because it sounds like threat sometimes to the community. I think it's really important to be able to say >> this would be the plan knowing what we know today. >> This would be the plan. >> The detail of it, the degree of time that we spend on that. Again, I I think we would need to understand more how important that is to y'all. Um, but I I I so I want you just to think about that as well. The third thing that I just do want to go back to is I think that right now as much what we're really trying to do and this was so why last Thursday was so good. We want to ensure that we are as clear as we can be with our community. And so we got some great feedback around where we weren't as clear and what we need to be clear on. So I appreciate that in this conversation here we've come back around why the the question about the elementarymentaries really it's as a piece of this one option that we're moving towards. So I just think that that's important that and I think this piece around the RMS is is a really important conversation right now. So that's all just wanted to add those things. So, so what if the referendum does not pass, we will not be able to do the do the programming that we are hoping to do. We will not be to able to offer options to our kids or be able to opt offer this this um if we have to close another school. We will not be naming any schools because nobody wants to hear that their school is going to be closed, >> right? But definitely a school will probably have to close if it doesn't >> if it doesn't pass. And that needs to be communicated that something will clo one of the schools or more will close. >> But I mean, if my kids are at Happy Valley Elementary and I hear Happy Valley Elementary is going to be closing, heck no. I'm not voting for that. Uh because nobody wants to have their school closed. >> And my question is just how far I it was more of a question to to right how far are we going in this like I do think that is >> 85% 90% of what the future looks like right like I don't disagree with that there's probably some like >> you know we could probably do some thinking ahead of time be like well we can probably stuff these three things into a building you know some of the things we're planning for the referendum probably also apply or applicable in a nonp you know what I mean like we're already doing this mental math how many things fit in a building. Some of that would still share, right? But that was more of a question like how far do we think we're going with this? Because I know >> explaining the cost of running two high schools also as all of it. >> Dr. Basset, you're next up on the list. >> Thank you. >> So, um, one of the things I really like that you said, Superintendent Sto, was uh not fear-mongering. You know, I think we I feel like we all respect Well, I know I do, and I, you know, I don't want to be saying we we, you know, but I I really do respect our the public. Uh I really do think that um most of the people I know uh when they have big things to plan, they already talk they they do plan in terms of contingencies. what if that's part of the planning, you know, and so um to talk about and I like the way director Brienstein talked about this. If that referendum doesn't pass, we do need to have some framework or some idea about what we're going to do. And the fact that we still are wrestling with SOD is not going to go away. So, and I don't think you're going to come to us with any information that doesn't factor that. I mean, I have that much confidence in you. So I don't think that coming up with a plan that really kind of talks about if it does this doesn't work well this doesn't work bad language if the referendum fails uh all parts of it because I'm believe I'm I don't know but I I know that I like the idea of including as a question a separate question RMS the RMS question and to director Hillbrand's point that that takes away the lake view cost and all of that that information all of the information will be woven together and so we'll know it's going to affect the long-term LTFM plan. It'll affect that the numbers, you know, we don't have to do that and and so much more. Uh, and I like the fact that we fleshed out that we are talking about when we talk when I talk about the elementaryaries, I'm talking about all the things that you've kind of helped us see vision forward that can happen with those buildings, you know, I think that's worthy, you know, and so I think just like we don't want to um downplay or we don't want to be naysayers or we don't want to be doom and gloom and fearmonger. I think we should just be upbeat. We can still get some good things that can happen in this district and we may have to wait on some other things, you know, cuz that's what we're going to have to do. If the public says no, we're going to have to wait, you know, and decide what what are we going to do now? I mean, so we're not in charge. We're not in charge. So, you know, and so we're not since we're not in charge, what we can control is making sure we're ready. We can control that as ready as we can be. No, we can choose not to, but you know, I'm not an advocate for that. >> Do you need anything else from us? >> Okay, in that case, we're going to move on. >> Okay. >> And what where we are is uh the next item on the agenda is the close session pursuant to Minnesota statute 13D.03 03 for labor negotiation strategy. >> Thank you. >> I will entertain a motion uh that that meeting recess to a close session. >> So moved. >> Okay. Moved by uh Director Wuto, seconded by Director >> Bridgetesen. Okay. And before we take the vote on this, um it's been brought up that perhaps we should move to a different room. Uh board members expressed concern that uh maybe a smaller closed in space would be more conducive, more confidential. How do you guys feel about it? >> Let's stay here and get a warm room. >> Yeah. I mean, it's freezing in here. It's freezing in here. >> It's cold in here. >> So So what what do you It's freezing in here. What do you mean by that? Move. >> Sure. >> Yeah. >> Yes. >> Move. Move. Move. >> I don't care. I don't care. Don't care. There's a plan right here. >> Yeah. Okay, fine. >> It is. >> All right. We're going to Was Was the meeting posted in the ESC in the boardroom? >> No, they don't never care. >> Uh close session. >> It doesn't matter. They can't be in it anyway. >> Session pass over. >> Just recess to a close session. >> Mhm. That's all it ever says. >> So, all in favor of recessing to a close session, please say I. I. Oppose. Say no. >> Okay. We're going to recess to the HR office. Oh. Okay. I did make a stop. >> Okay. >> And we're back. Okay. The close session is over. It is 11:04 p.m. and it is still um April 20th, 2026. Do I have a move to adjourn this meeting? >> So moved. Second. >> Moved by Director Bridges, seconded by Director Basset. All in favor, please say I. >> Oppose say no. We are adjourned. >> Thank you. >> Thank you. >> Thank you everybody. Good night everyone. >> Thank you. >> Good.