[13:41] [Music] [13:59] Good evening. Evening. I would like to call to order this In Noa Henipin School Board meeting for today, May 19th, 2025. [14:05] Please join the board in pledging our [14:11] allegiance to the flag of the United States of America and to the republic [14:17] for it stands. One nation, indivisible, liberty andice for [14:24] all. [14:30] board. Our first order of business is to approve the board agenda. Is there a motion to approve the agenda as [14:36] presented? So with a motion from Director Langenfeld, do we have a second? [14:41] Uh thank you. With a second from Director Adet, is there any discussion? Hearing none. All those in favor of [14:46] approving the board agenda signify by saying I. I. Any oppose, say nay. With six in favor and zero opposed. The [14:53] agenda is approved. Our first recognition tonight is Champlain Park High School International Balorate and [15:00] Advanced Placement Honors Student Recognitions. We welcome Dr. Annette Ziggler, assistant superintendent for [15:06] high schools, Ashley Brown, and Georgia Larson, the IB and AP honors coordinators from Champlain Park High [15:12] School. Welcome. [15:22] All right. Good evening chair co-chairs to Shane and Arco and members of the school board and superintendent McIntyre. I'm here tonight to share [15:28] share celebrations from our high schools and recognize staff and students for their excellence and achievements. We [15:33] are going to start with Champlain Park High School and I have Ashley Larson and Georgia uh right next to me. Ashley [15:39] Brown. Sorry, Dr. Larson. I knew I was going to mess that up. It's all good. Hello everyone. Hi chairpersons Shane [15:46] and Arco board members and superintendent McIntyre. My name is Ashley Brown and this is my colleague [15:51] Georgia Larson. Together we coordinate the IB programs at Champlain Park High School and I coordinate our AP program [15:57] as well. I'm proud to celebrate this year's group of AP scholars, international balora career related [16:03] program candidates and international balora diploma candidates. In the AP program this year we have 356 students [16:11] taking 441 exams. Within the IB program, 280 students will earn IB exam scores on [16:18] 469 exams. We've also registered an astounding 83 incoming juniors for next [16:24] year in our IB career and diploma programs. Additionally, we have 31 students achieving the status of IB [16:30] certificate scholar. And in to accomplish that recognition, students test in three or more IB subjects as [16:36] well as take a course called theory of knowledge. We are incredibly proud of the accomplishments of these students [16:42] and we affirm how these programs continue to provide valuable opportunities for them to grow in their [16:48] knowledge and critical thinking as they become leaders within our communities. The first group of students I will [16:53] recognize tonight are this year's group of 17 AP scholars who have earned a three or higher on three or more AP [17:00] exams. Nine AP scholars with honors who have an earned an average score of 3.25 [17:06] 25 on all AP exams taken and have scored three or higher on at least four exams [17:11] and three AP scholars with distinction who have received an average of at least 3.5 on all AP exams and scored a three [17:18] or higher on five or more exams. So our AP scholars are Nora Allen, Maya Arc, [17:27] Logan Bahiba, Elias Campbell, Peter [17:34] Cohen, Olu Abbohan, Ezekiel her, Devin [17:41] Kamong, Merritt Krauss, Zakiyia Malam, Dahier, Will [17:49] Mayor, Destiny Mus, Yasia, Elijah [17:54] Moore, William Olsen, Rebecca Richie, Brady [18:00] Shen, and Teresa. Our AP scholars with honors are Samuel [18:09] Ferborn, Leilani Hansen, Cecilia Kelly, [18:14] Logan Martinez, Jake Palman, Kamar Sati, Rachel J. [18:21] Talatala, Samuel Wilhelm, and Nash Woodward. [18:27] And our AP scholars with distinction are George [18:33] Leo, Jedric Lundy, and Elizabeth Mayor. Congratulations to all our AP [18:40] [Applause] [18:49] scholars. Next, I will recognize our 13 seniors who have completed the requirements for the status of IB [18:55] diploma candidates. These students completed the requirements for six IB subjects in the 11th and 12th grade [19:01] year. Additionally, they took two years of theory of knowledge, wrote a 4,000word extended research essay on a [19:08] topic of their choosing, which I will also read the titles of tonight, and completed 18 months of experiences [19:14] beyond the classroom in the areas of creativity, activity, and service. Students were asked to give some key [19:19] aspects of learning in their program and many said they learned time management skills, how their actions, even the [19:25] small ones, can have a big impact on others, how to push through difficult times, and how to adjust their success [19:30] when success doesn't come immediately. Congratulations to our IB diploma candidates. I will now read their names [19:37] and their titles of their extended essays. Maya Ark. How do the different environmental and hereditary causes of [19:45] hyperyroidism affect its impact and severity? Hunter Capers, an exploration [19:51] of individual versus societal determination through literature? Katie Dion Forino. To what [19:59] extent did Carlton's war on drugs cause a solution? Khloe Kuzy. To what extent is [20:06] psychedelic therapy an effective treatment for alcohol use disorder? Cecilia Kelly. How does having [20:13] alcohol dependent parents affect an individual's motivation to drink alcohol? Merrick Krauss. Death, desire, [20:21] and grief in Asteroid City. How does Wes Anderson explore themes of desire, death, and grief through the characters [20:27] of Asteroid City? Zakiya Malam Dahir. To what extent [20:33] was the Congress of Vienna successful in achieving its goals in establishing peace in Europe? Elizabeth Mayor. [20:40] Humanization of antagonists in the Hobbit. Kamar Sati. To what extent was [20:47] violence necessary by the Algerians in the Algerian revolution of 1954 to [20:53] 1962? Rhett Simson. Analysis of the eth ethicality of cris 9 on the mice against [21:01] ticks project. Brier Stoer Stonewall's catalization of the LGBTQ rights [21:08] movement. To what extent did the events of the Stonewall riots serve as a catalyst for the LGBTQ rights movement [21:14] and what specific changes did they bring about in the behavior of the LGBTQ community in the United States from the [21:21] late 20th to the earliest 21st century? Rachel J. Talatala, the impact of [21:27] wildlife crossings as green building on the various species and humans. Alyssa [21:32] Walker. To what extents does trauma contribute to the development of binge eating [21:38] disorder? Congratulations to our IB diploma [21:45] students. Uh and finally, I will recognize our 21 seniors who have completed the IB career certificate [21:51] program requirements. These candidates have studied at least two IB subjects during their 11th and 12th grade years. [21:58] Additionally, they have taken a series of pathway specific career related coursework within a field of their [22:04] interest. These include certified nursing assistant, culinary, cyber security, construction, education, [22:11] pharmacy, sports medicine, veterinary studies, and aviation. They also took two years of a personal [22:17] and professional skills course, completed a reflective project on a self- selected ethical dilemma within [22:23] their career pathway, which I will read the title of tonight, and completed 18 months of additional work in a second [22:29] language and participated in at least 50 hours of service learning opportunities where they applied the skills used in [22:36] their selected pathways. When these students were asked about key learning they were taking away from the program, [22:42] many highlighted their service learning hours, working at a local elementary schools, working in a hospice for [22:49] children, saving thousands of dollars for our school in computer repair, and giving back to the community in many, [22:55] many ways. These opportunities have pushed students out of their comfort zones and helped them realize what they [23:01] are capable of and helped them develop valuable communication, research and collaboration skills which have helped [23:08] them become compassionate lifelong learners. Congratulations to our IB career program certificate and they are [23:14] as follows. Antella Aia she and this is their reflective [23:20] project. The title is should the government be in or excuse me, should the procedure of K9 devocalization be [23:27] considered appropriate? Peter Bimo, should the government be involved in [23:32] affordable housing? Abigail Burns, should students have the ability to use their school [23:38] voucher at any type of school? Dana Gal, should patients in end of life care have [23:43] the autonomy to choose physician assistant euthanasia? Ezekiel her. Should the [23:50] government regulate ethical hackers? Chiai Kang. Should the world's default [23:56] farming system change from conventional farming to organic farming? Najib Muhammad. Should HIPPA be revised to [24:03] include consumer data from companies? Emily Wyn, should medical simulations [24:09] replace hands-on training in nursing education? Kaylee O'Brien. Should [24:15] artificial intelligence be used to make clinical decisions? Kelly Odiaakosa, to what extent should [24:22] there be restrictive limits on the availability of artificial intelligence resources utilized by teachers and [24:28] students in the education space? Aubrey Enshiri, should the US [24:33] government change organ donation laws to presumed consent instead of an optin [24:39] system? Demiola Uad, should the use of military drones in warfare be restricted [24:45] on moral grounds? Cameron Plantenberg, should there be limits on prescription [24:50] drug prices to ensure afford affordability for all? Danica Perkott, [24:56] should athletes be required to see a sports psychologist before returning to play? Sammy Segba, should hospitals have [25:03] an obligation to lower the dosage of pain medications? Grace Sadi, should [25:09] team physicians be less involved with sports organizations? Alex Speltz, to what extent should [25:16] athletes have control over their treatment plan with an end of goal to of returning to sport? Pauli Vang, should [25:23] health professionals be required to respect patients cultural, religious belief in medical procedures? Uh, Sienna Shang, should [25:32] nursing students be compensated for their clinical hours? Paris Sea, should [25:37] the working conditions of hospitals be reconstructed? and Evelyn Zimur. Should [25:42] adolescent minors have full autonomy over their sexual health decisions or should parental input be required? [25:49] Congratulations to our career program [25:55] candidates and school board. We'd like to thank you for the time to recognize these students tonight. This is an [26:01] exciting time for Champlain Park and we are very pleased with how AP and IB programs continue to grow and shape the [26:07] Champlain Park community and provide students with the opportunity to excel academically and grow into citizens who [26:13] will make our world a better place. Thank you. Thank you. [26:40] Tell the parents they can come [26:47] up after these photographs. Parents can come up and take photos as well. [26:56] [Music] Say cheese. [27:11] Cheese. [27:26] [Applause] [27:33] Congratulations. Congratulations. Congratulations. [28:05] All right, board. Our next recognition is Rapids High School, Blake Bowdenberg, Minnesota Secondary DECA [28:12] outstanding adviser and DECA program national competition. Uh we welcome back Dr. Annette Ziegler, assistant [28:19] superintendent for high schools, and Blake Bowdenberg, business teacher and DECA adviser and Minnesota secondary [28:24] DECA outstanding DECA adviser from Rapids High School. All [28:42] right. Good evening and thank you again for letting us recognize another one of our high schools. At my table here on my [28:48] left is Mr. Blake Bowdenberg who has been a teacher at Rapids High School for quite a few years and has um [28:54] a wonderful career and outstanding awards that we are going to actually recognize him for this evening first. [29:00] Yes. Can I stay here or do you need me to stand? We will see. Okay. So, he has two awards this evening. He is the [29:06] Minnesota Secondary DECA outstanding DECA adviser and he is the 2025 best [29:11] prep educator of excellence award. So, thank you. Thank you. Congratulations. [29:23] board. Thank you for having us again this year. Um, just so excited. My 27th year of teaching. Um, and it just [29:29] continually challenges and these students continually amaze me with everything that they do and how they do [29:35] that. Um, we're recognizing our DECA group. DECA is a group of marketing, [29:41] management, finance, hospitality, tourism related students who are looking to go into future careers in those areas [29:48] as well as entrepreneurship. And so, um, they are some of our best and our brightest here at Rapids High [29:54] School. Um, I'll go through a number of the different things that they did. We are recognizing our seniors, our [30:00] students, not our seniors, our students that went on to the international conference. We just got back from it [30:06] about 3 weeks ago now. And at the international conference, there were over 26,000 students at the [30:12] international conference representing 25 different countries um in business and marketing. And we did very very well. I [30:20] should say they did very very well. I was not in on any of their presentations while they're doing them. Um but I did [30:26] see them all before. So it is a it is a great joy to be able to be here and to [30:32] honor them. The first student I'd like to honor um is a ninth grader, JL Roberts. Um JL um did our community [30:40] service project. She qualified for the Minnesota um state career development conference and was an international [30:46] qualifier as a ninth grader, one of two ninth graders that we had. Um the second ninth grader could not be here tonight, [30:53] but that is Elise Yang. Um she did our ethical leadership campaign um Minnesota [30:58] State career development um conference qualifier and international qualifier as [31:03] well followed by 10th grader Julia Smith um she did worked on our gold chapter [31:09] campaigns um Minnesota State Career Development Conference qualifier and international qualifier as well. Connor [31:16] Pierce. Um he was our um DECA promotional campaign. Um Minnesota State [31:22] Career Development Conference qualifier and international qualifier also as a 10th grader. Um moving forward um [31:29] Liliana Ga. Um she did our membership campaign. Um she is Minnesota Career [31:36] Development Conference and International Qualifier. Um second time as an international qualifier for her as well. [31:43] Um she would also earn the Minnesota DECA DECA speakers bureau award um which [31:49] was awarded to students who give four spee speeches um to to people outside of [31:56] our high school um promoting the benefits of DECA. Um Callie Barker who [32:02] could not be here. She was the other side of the gold chapter campaign Minnesota state career development [32:07] conference and international qualifier. Denise Roberts, she's a senior uh [32:13] Minnesota Decker Speakers Bureau award um that she earned at the state conference as well as Adriana Folks who [32:20] qualified with the school-based enterprise food operations event. We were certified as a school our [32:26] school-based enterprise, our school stores um in food operations. She was also an international qualifier um [32:33] two-year international qualifier for her. She also earned the speakers bureau award at state. Justine Vu, she worked [32:40] with Addie on their school-based enterprise food operations gold certification [32:46] um project and everything that they did there. Just fantastic first year DECA member as a senior. Um Peter Brelle uh [32:54] who um did the school-based enterprise retail operations. We can get certified in two different levels. So the kids [33:01] went for it and did it. Um gold certification international qualifier. [33:06] Kamora Freeman um partnered with Peter in the school-based enterprise retail operations gold certification [33:13] international qualifier uh for that she is a 2year she is a two-year um [33:19] international qualifier for that. Kamora also was our Minnesota DECA district 4 [33:24] vice president of publicity served in a leadership role for at our district level. She also earned a Minnesota DECA [33:31] speakers bureau award and she was recognized as a Minnesota DECA outstanding DECA member award um in her [33:38] senior year. She is a four-year DECA member. Um Kelsey Kohler, she was [33:44] awarded the Minnesota DECA outstanding DECA member award as well. She is a [33:49] Minnesota DECA speakers bureau award. She also was a um vice president of [33:57] business and industry for the state of for DECA. So she served as a state officer um throughout the entire year [34:04] representing um district 4 at our state level. She also qualified for the international conference in multiple [34:12] events. She had to choose one. She chose professional selling where she was an international qualifier. She was an [34:19] international f finalist and she placed top five in the world in her event. So [34:24] did very well. Um one of our four-year members. And then Maggie Camwendo could not be here today. Um she had to be at [34:32] work. And she also qualified for the state conference. She is a 10th grader, [34:37] an international qualifier. As a 10th grader, she was also an international finalist and placed ninth in the world [34:44] in her event um which was hotel and lodging management. It was quite the [34:49] year for our DECA chapter. We also as a chapter placed um top six in the world [34:54] for um donations to musculardrophe, the musculardrophe association. Um we [35:01] completed all of our November camps campaigns. We were one of 22 chapters in the entire nation that completed all [35:08] five campaigns. So a good year again. Congratulations [35:13] [Applause] [Music] [35:23] Yes, we do. Let's do the photo first. [35:40] Sure. [35:51] Any parents want a photo? Yeah. Families, please feel free to come front and center and take a [36:03] picture. All [36:25] right, great job. Congratulations again, students. Well done. [36:31] Can we get a photo of you over here on the wall? [36:57] All right, our next recognition is Blaine High School, Business Professionals of America. We keep Dr. [37:03] Annette Ziggler with us. And we add Holly Boy Bojlet, sorry. Uh, business teacher and [37:11] BPA coordinator from Blaine High School. Welcome. And apologies for the name. No worries. I'm gonna mess some of these [37:17] up. Well, first before we start recognizing the students from Blaine High School, I'd first would like to recognize our [37:24] teacher, Holly Bojlet, for her award for the 2025 Best Prep Educator of [37:29] Excellence Award. Thank you. Congratulations. Thank you. [37:37] Uh, Superintendent McIntyre and schoolboard members, thank you for the opportunity to recognize the incredible work our business professionals, America [37:43] students, um, of our students. We just returned from the BPA National Leadership Conference in Orlando, [37:49] Florida, where students compete against the top members from across the world. I'd like to start by recognizing senior [37:54] Kareem Ibrahim, who has done an outstanding job this past year as the Minnesota BPA VP of communications. [38:00] We're so very proud of the way that he represented our chapter in our state. I'm excited to share that two juniors um [38:07] at Blaine and in the SEMS program, Erica Miller and Naloi Gib Gibbe were elected to the [38:13] 202526 state officer team this past March. Nalawi will serve as the VP of communications and Erica was elected as [38:20] the new state BPA president. They both ran fantastic campaigns supported by their campaign managers Sundara Shiovang [38:26] and Reema Krishnan. We're excited to see all the great things Erica and Nlloi will bring to BPA members across [38:33] Minnesota this coming year. Although we have a few students behind us, we did have 56 students that competed at [38:39] nationals um and made us extremely proud. We brought home five international champions, one third place [38:45] finisher, and 12 students who earned top 10 recognition in their events. Beyond the competitions, our students gained um [38:52] so much attending leadership seminars, networking with peers and professionals, and earning industry certifications. [38:58] Many were honored with the ambassador torch awards and uh for leadership and service and our chapter received the [39:03] marketing communicate marketing award, a community service award and chapter involvement award. Our inv uh ambassador [39:11] torch award recipients which recognizes professionalism leadership at the highest level went to Marina Roby, Izzy [39:18] Fan, Teddy Asam, Jordan Blair, Ali Khan, Bethl Techlu, Maggie Devanni, Tenny [39:25] Edugan, Omar Haloi, and Azi and Jordan. The user experience team of juniors [39:31] Tristan Harris, Erica Miller, Nataline Barry, and sophomore Derek Ooya won [39:36] first place and are now international champions with their design um and presentation of a digital shopping [39:43] platform for a new cafe. Sophomore Vladimir Dita uh left as an [39:48] international champion in prepared speech where he spoke about swimsuit technology and compet um comp [39:53] competitive swimming. Junior Aayushnake took home third place in graphic design promotion where he designed branding for [40:00] a new energy drink. We also had finalists in a variety of events meaning they placed [40:06] top 10 in that event. Um advanced interview skills with Sarah Hen, computer modeling, Sydney Green, digital [40:14] communication and design concepts, Shread Patel and Ella Thompson. Economic [40:20] research individual Mark Aloo. Uh economic research team Jacob Ellson, Nolan Olsen, Andy Hang and Tripod Patel. [40:28] This team was also the top 24 virtual financial portfolio investment team [40:34] graphic design. Um Karma Funtock funtock intermediate word processing uh [40:40] Elelliana Zri website design team Karma again [40:45] Nalawi Gibbe Sundara Savong and Karima Krishna and then virtual interview and digital portfolio was Kareem [40:52] Ibrahim as I shared we were successful at the state and international level and I'd like to name those finalists that [40:58] you will see on the list with their specific events um on the minutes uh for [41:03] state finalists we had a non An Abdi, Ali, Aljimali, Sebastian Brack, Nia [41:09] Douglas, Gabriella Dubois, Ketwa, Sarah Asaba, Fernando, Fernando Fun, Batista, [41:16] Sienna Grants, Omaro, Omar Haloi, Albert Holman, Leah H. Homeman, Haley Kaufman, [41:22] Abdul Baset, Muhammad, Desmond Namdu, Anushka Sin, Isabelle Wgner, Aurelia [41:28] Wilhouse, and Ariel Yasher Thao. National competitors who were not named [41:34] earlier um Rouses Busousel, Deur Brown, Lannon Chang, Jada Chen, Ben Darta, [41:42] Natron, Gibbe, Leila Jon, Ishel Chimera, Hiba Kemer, Vimeia, Vivien Wyn, Tolson [41:50] Alasami, Omog Patel, Isabel Fan, Van, Fahimo, Rasheed, Omar, Rakan, Lopez, [41:57] Omni, uh Sakai, Nelson Sherman, Anita Simmons, Surieta Singh, Feneti Sultan, Justin [42:04] Swar, Bona Torfasa, Emily Tran, Rosland Trang, Chupervu, Barack Yousef, and Mary [42:13] Zins. Um, Anoka BPA also had an impressive year. While they couldn't be here tonight, we want to recognize [42:18] senior Mia Kkai, who competed in computer network technology at NOC, and [42:24] she is supported by her adviser, Chris Haye. Champlain Park also had BPA students compete at state with their [42:29] adviser April Hutchel. Uh big thank you to Jane Chisel Mlin and Morgan Stevenson [42:34] for all managing all the conference payments and logistics which is a big big uh job right there. We're also great [42:41] grateful to the district and Jess Leapa for continuing to support BPA students not only in competing but in growing [42:46] into future leaders across a variety of careers. The experiences students gain through BPA and our CTSO program [42:53] programs prepare them for success in college careers and life. Our students leave high schools with skills, [42:59] confidence, and memories that will last a lifetime. Finally, I'd like to thank Superire McIntyre for recognizing me for [43:05] the best prep um teacher of excellence award at last month's month's Metro North Chamber of Commerce um council [43:11] meeting. It was unexpected and very meaningful and I truly appreciate it um for sharing that with those at the [43:16] meeting. Thank you. Congratulations students and their adviser. [43:45] Yeah, parents and families, please feel free to come take photos. [44:24] Congratulations again. [44:49] We're going to pause for just a minute to let the crowds change um over. Be right back. [45:44] Thank you. [46:19] All right. All right, members. The next item on our agenda is item five, the consent agenda. As normal, members can [46:26] remove items for special consideration and discussion if that's their desire. Uh, is there a motion to accept the [46:32] consent agenda as presented? Uh, thank you, Director Langenfeld. Is [46:37] there a second? Second. Thank you, Director Simon. Any discussion? [46:43] All right, hearing none. Uh, would all those in favor say I. I. All those opposed say nay. With six in favor and [46:50] zero opposed, our consent agenda is approved. Our next agenda item is communications, [46:57] delegations, and petitions. This is time for community members to provide input directly to the school board about [47:03] issues that fall within the school board's authority. We plan this agenda item for about 15 minutes. And our [47:09] policy allows for community members to speak for up to 5 minutes, but if there are several people who would like to [47:14] speak, um the the co-chairs have the discretion to reduce the time of comment in order to hear from everybody and keep [47:20] the meeting on schedule. And we have been flexible in times of large community input to uh allow the meeting [47:27] to run late. Tonight we have nine cards. So to keep the meeting [47:33] on time, I will ask individuals to keep their comments to 3 minutes and I will ask co-chair Arco to monitor a timer. Uh [47:39] and if you're running over time, he will ask you to wrap up your comments quickly. And we do welcome your written testimony if you have more to say than [47:46] the time allows. Um, if anyone else would like to speak, you can please complete a yellow card now and provide [47:52] it to Miss Kofsky here so that we can provide a written follow-up to you. Uh, a couple of procedural reminders. Our [47:58] meeting participation procedures are in place to asssure that we have open and orderly comments as well as to protect [48:04] the due process and privacy rights of individuals under the law. If speakers use specific names or identifying [48:12] information of students, um, staff or board members, I will need to interrupt and stop the speaker. Please remember to [48:19] direct your comments to the school board co-chairs and members of the audience, if you could please listen respectfully. [48:24] Uh, if the board cannot hear speakers, we may have to reset the timer to allow them uh to be heard. Audience members [48:30] that disrupt this portion of the meeting may be asked to leave for the remainder. Uh, with that said, we'll go ahead and [48:35] get started. Our first speaker is Greg Kimble. [48:54] Welcome. Thank you. Good evening members of the school board [48:59] and superintendent and communications. [49:05] Um, I'm here tonight as a grandparent with two grandchildren in Blaine High School. Um, through programs like DOJS [49:12] at Madison and mentoring for the SIMS senior projects, I've seen the dedication of our teachers and the [49:18] potential of our students firsthand. I recently retired as a CEO of a successful international company. [49:24] In my business career, I learned a great deal about what makes organizations thrive, including the critical [49:30] importance of following core values, mission, and vision. We hired based on competence and cultural fit, not [49:36] individual personal beliefs because losing sight of our core values negatively impacted our success and our [49:44] people. I've heard the social and emotional learning curriculum described as poisonous. In my experience as an [49:50] employer, social skills and emotional intelligence are vital for employees to be hired and to succeed. If there are [49:57] specific concerns about this program, I think they should be discussed constructively. Simply labeling it [50:03] poisonous isn't productive. Another term I've heard used to question programs is [50:09] diversity. My company success over 100 years is built on diversity in our products, our markets, and our staff. [50:15] Embracing diversity was a strength that brought different perspectives and drove innovation. In education, preparing our [50:22] students for a diverse world means valuing diversity within our schools. Our teachers are highly trained [50:27] professionals. They understand that students learn in different ways. When teachers are forced to teach in ways they believe are less effective, it [50:34] hurts their ability to engage students and enhance learning. We need to support our teachers expertise and allow them [50:39] the flexibility they need to best serve our students and fulfill the district's mission, which is to effectively educate [50:46] each of our students. 15 seconds. Thank you for your time and consideration. [50:52] Thank you. [51:00] Our next speaker is Kathleen Secorn. [51:15] Welcome. Thank you. I feel right at home because I have been a [51:24] member of the Inoga Henipin family since we moved to this area in [51:30] 1977. At that time, our son Jeff started fourth grade at Ramsey [51:37] Elementary. It was about a year later when his sister Rachel started kindergarten at Ramsay Elementary. And [51:44] then about another three and a half years before Allison followed her older sister and brother. They went from [51:51] Ramsay to Sandberg to Fred Moore to Anoka. In the meantime, I was subbing at [51:57] all the schools, all the elementary schools in the district, all of the middle schools in the district, [52:04] sometimes full years, sometimes just a maternity leave. And finally, I had my [52:12] last 13 years at Rapids Middle School. I taught social studies there [52:17] for all of the years and some reading block and some math. When I was a social [52:22] studies teacher there, I had the privilege of being on the curriculum [52:27] committee. We worked so hard to pick what was going to be the [52:34] best curriculum for our students. And I learned so much from that because [52:42] I had the opportunity to preview materials that came from all of the different people who really wanted the [52:49] Inoca Henipin money and we carefully selected and recommended what we thought [52:55] would be best. I also want to speak for the social and [53:01] emotional learning. I found that very valuable as a teacher that the most [53:07] important thing was building relationships not only my relationship 15 seconds between my students and [53:13] myself but the relationships amongst them. So I support the curriculum [53:18] committees and urge you to support the social and emotional learning. Thank you. Thank you. [53:31] Our next speaker is Cedar Kilby. [53:43] Welcome. Hello everyone. Um, so my name is Cedar and I am a student in this district. I am a leader of my school's [53:50] GSA and I am in multiple different clubs, an active member of the community and I am scared. Getting rid of DEI [53:57] ideas and policy in schools will only hurt students. It will not help any students learn more and it will not help [54:03] students from being bullied or harassed. And it will certainly not help you. Picture this. You are a student in [54:10] school, a student who wants to learn and likes some classes and not others. You are a student who goes to school every [54:16] day, but you are not accepted at schools, not tolerated by your peers for what you are or what you represent. They [54:23] make fun of you, call you derogatory terms, and harass you. This is the experience of a queer kid in schools [54:29] from 2009 to 2011 because of the environment created by people in power. [54:34] This is the exact same environment that could be created now by some of the decisions and ideas you can make as the [54:40] people in power. From 2009 to 2011, multiple students of this district ended [54:46] their lives because of the environment. And I can tell you right now, the same thing will happen again. By creating [54:52] unsafe environments by t stopping talk of pronouns, gender constructs, and other simple everyday topics, students [55:00] won't feel safe to talk to talk to staff about their problems, concerns, and issues. By getting rid of affinity [55:06] groups, you deny students a place to be surrounded by people who look like them. in turn getting rid of safe spaces by [55:13] failing to uphold safety in curriculum and schools. Children will be harmed. On [55:18] top of that, there is frankly no purpose to getting rid of any sort of DEI policies other than pushing one-sided [55:24] views. One-sided views that some of you may say have no purpose in schools. So why is it that you get to dictate the [55:30] views that are heard within schools? A school's place is to educate the youth on things. Give both sides to a story, [55:37] both sides to an issue and ideas so that future of the school system and the entire world can come to their own [55:43] thoughts and decisions. Getting rid of both sides creates uninformed, uneducated youth who have only been [55:49] taught a single thing. The thing some of you believe is correct. If you enforce these things, nobody wins. You're at [55:55] time. Nobody gets to feel seen and heard and understood by those around them. So, please listen to me, to my fellow [56:02] students, to teachers, to our educators, for the betterment of our schools. Thank you. Thank you. [56:20] Our next speaker is Nicole Hedman. [56:30] Welcome. Thank you. Good evening members of the board, [56:36] superintendent. I'm an alum of Anoka Henipin and my children all graduated from Anoka High School. So I have many [56:42] years of experience in this district. As a taxpayer and community member, I am deeply concerned about recent decisions [56:48] regarding curriculum development and im implementation for social studies. [56:54] First, I find it incredibly frustrating that thousands of taxpayer dollars are [56:59] have been spent paying teachers to write curriculum documents only for this board to refuse approval of the work. This is [57:08] a wasteful use of public resources and educator time. Second, I am disheartened [57:13] by the refusal to approve the piloting and writing of other courses. All social [57:19] studies courses have to be implemented in the fall of 2026. Piloting, purchasing new materials and writing [57:26] curriculum documents has halted for the other courses. This slowdown in the process is frustrating. Not allowing two [57:34] only allowing two grade levels, grades seven and 10, to get new materials is problematic. Every classroom deserves [57:41] highquality standard standards aligned materials. I understand that teachers [57:46] are now going to be writing curriculum documents that use the newly purchased materials but align to the old 2011 [57:54] standards. Teachers will need to rewrite curriculum documents again next year to align to the new standards since those [58:01] standards must be implement implemented according to the law in 2026. I am [58:06] alarmed that this board is choosing to invest even more resources, time, money, and energy into writing curriculum that [58:13] aligns with outdated standards simply because some members do not personally agree with the 2026 standards. 15 [58:21] seconds. It is not your role. It is not up to the board to override or substitute the [58:27] state-led process that defines what our students are expected to learn. Your job is to support educators in implementing [58:34] state policy and ensure responsible stewardship of public funds. I don't see you doing either of these things. I urge [58:40] you to reconsider these decisions and refocus your actions on what's best for our students. Thank you. [58:55] Our next speaker is Max Marcial. [59:05] Welcome. Thank you. Uh hello members of the board and superintendent. I sit before you and my [59:12] community as a student with anger and with disbelief. The school board is actively trying to rip apart DEI and I'm [59:18] sick of it. I'm sick of the bigotry, the selfishness, the fact that school can seem horrible for some kids and I'm sick [59:24] of the fear that is invoked into students every day because of this act of discrimination. And like I said, I'm [59:30] not only sick of it, but I'm mad. I'm mad at the fact that you were okay, you were okay with putting a sense of fear [59:35] into students and minority groups. I also wanted to bring up the idea of 30-minute lectures. I think that it's a [59:42] horrible idea for students. You provoke fear into students at their schools and then expect them to sit at sit and learn [59:47] for 30 minutes each class without disruption. Not only does this worsen the school environment, but it goes [59:53] against the average attention span of students. Now, I know that our district isn't isn't perfect. None is perfect. [59:59] But you present yourselves as a board who prioritizes money over teachers with budget cuts, book arguments, and you put [1:00:05] political beliefs over students. That doesn't show strength, and certainly doesn't show a good board. It only shows [1:00:11] how much of a coward some of you are. Not only do you disrespect students, but you disrespect our very teachers. [1:00:17] Teachers of this district go underappreciated, underpaid, and mistreated by a school board. You mock [1:00:23] teachers by trusting yourselves rather than the actual teachers who give the students what they need. We can't exceed [1:00:29] your expectations when you try to shoot us down for who we are and don't give us what we need to succeed. So I ask you to [1:00:35] please consider the feelings of the students and the teachers when you do your job. When will we get what we deserve? And why are you so against [1:00:42] inclusion and teachers? Thank you. Thank you. [1:00:55] Our next speaker is Juan Vasquez. [1:01:06] Hello. Welcome. Thank you so much. Very exciting. [1:01:16] This is a little um about a year, a month, and 17 days ago, a Facebook post [1:01:21] was published raising concerns about the school budget and for the 2024, 2025 school year. I believe everyone in this [1:01:27] room knows exactly what I'm talking about. I found out about this news with a friend. We were hanging out at their house and as we sat on the bed reading [1:01:34] through the Facebook post, all we could say was, "There's no way. You got to be kidding me." And many more things I [1:01:39] cannot say out loud. I guess some of these things that really hit me were the removal of gender identity issues, [1:01:45] equity, DI, but there were so many things in that post that I could go over, but I mean, what haven't I said [1:01:51] that the school board hasn't heard before? How many people have been here where I'm standing, not standing, [1:01:56] sitting, and complain about the same things I'm complaining about right now? I'm not really here to complain, or at [1:02:02] least that's not my intention. When I was reading through that post with my friend, I felt powerless. There was so [1:02:07] much I wanted to say to the board, so many arguments I had, and just so much anger about the situation. I kept [1:02:12] thinking about all my friends who might be affected and how everything that makes Anoka High School in the district such a special place could just get [1:02:18] removed. Through high school, a prison spends about 4,320 hours in the building. That's around 720 days, which [1:02:26] is almost two entire years spent in the building. I mean, this is basically my second home. I believe that if someone [1:02:32] spends such a long part of their life here, they should have the right to feel welcomed. And that applies to every single student, LGBTQ, straight, black, [1:02:39] Hispanic, everyone. Understand that to your religion or personal abuse or how [1:02:45] you were raised or many other factors, you might not agree with other people's ideas or lifestyle. I like to put myself [1:02:50] in the schoolboard shoes. And I understand where they come from. They might think, "How do I feel about my kid [1:02:56] going to a school where they teach this?" 15 seconds. Um, it just doesn't sit right with me. I don't I don't think [1:03:01] you made that Facebook post because you're evil. I I think you did it because you want to fight for what you believe it's right and and people put [1:03:07] there because but they believe you're gonna fight for what they think it's right, you know. But I just got to say things don't work that way. You cannot [1:03:13] just take things away from people to make them more comfortable. Thank you so much for your time. [1:03:26] Our next speaker is Janine Yuki Hansen. [1:03:35] Welcome. Thank you. Good evening, members of the board, [1:03:42] community, educators, and those of you that are online watching as I know this district means a lot to you. I've been a [1:03:49] teacher in the district. I've been teaching for 36 years and I've been in an noipin for 35 [1:03:55] years. All of the those years have been at the elementary level. Everything from [1:04:00] first grade through fifth grade, math, science, reading, writing. I'm here [1:04:08] tonight to speak to you about the SEAL curriculum, specifically character [1:04:13] strong, that yes, it is not poisoned. Thank you for listening [1:04:20] tonight. As we make decisions that shape the direction of our schools, I want to bring the attention to something that's [1:04:27] just as vital as academics. How we teach our children and our students to treat [1:04:33] one another. Kindness, respect, and inclusion are not extras. They are the [1:04:40] essential life skills. When I say we, I want to be clear. I mean you board [1:04:48] members, the six of you tonight, you hold the power to influence what values are [1:04:56] prioritized in our schools. Last year, I personally invited you into my classroom to see the work in [1:05:04] action because I believe what I'm teaching and wanted to share with you. [1:05:11] So I ask, how many of you have sat down with a classroom or a group from our community [1:05:20] to truly engage with character strong to dig deep into what it means to [1:05:28] prepare students, not just for tests, but for life. 15 seconds. Character [1:05:34] Strong is built around values we say we all care about. Respect, responsibility, [1:05:39] and readiness. If we're serious about preparing students for the world, we must teach [1:05:44] them how to be good people, not just good test takers. You're at time. Let's lead with courage and clarity and ensure [1:05:52] our classrooms reflect the values we want to see and how we are respectful, [1:05:58] responsible, and ready to be different. Thank you. to be opinionated and to [1:06:03] believe that no one whether one, three or six of us has more power worth than [1:06:11] others in our world. Thank you for your time. What would you want for your child? Thank you for your extra time [1:06:17] tonight. [1:06:27] Our next speaker is Patricia Risdom. [1:06:42] Welcome. Thank [1:06:50] you, members of the board and Superintendent McIntyre. I I'm here tonight to read a statement from a staff [1:06:57] member and a parent of two who was not able to come tonight because of a health [1:07:02] uh issue. So, these are their words. [1:07:07] In all of my 25 years of working in schools, I have not seen another curriculum so easily understood and [1:07:15] hardily embraced by teachers, students, and families as character [1:07:20] strong. It is based on nine key words: courage, respect, perseverance, [1:07:27] gratitude, empathy, responsibility, honesty, cooperation, and creativity. [1:07:34] Each month, students learn what these words mean and ways to display these attributes. I have overheard my [1:07:40] elementary daughter and her friends encouraging each other to be responsible and complimenting each other on [1:07:47] perseverance. A principal sat here two meetings ago and gave actual statistics [1:07:53] on the decrease she has seen in behavior incidents and suspensions since implementing this curriculum. [1:08:01] Despite teachers demonstrating actual lessons and the board having the opportunity to review the curriculum in [1:08:07] its entirety, they have yet to be able to identify any specific content that is of [1:08:15] concern. Co-chair Arco said a couple of meetings ago that he wants to end this curriculum because it has become quote [1:08:23] controversial in the community whether that is earned or unearned unquote. [1:08:28] Specific members of this board, their Facebook groups and the national [1:08:34] organizations that funded their elections are the main source of that controversy and the primary distributors [1:08:42] of misinformation. Director Adet said, "Let's refrain from using names of board [1:08:47] members, please." Okay. Another one said, "Just Google SEAL controversy and you'll find it." [1:08:54] I can also Google flat earth controversy and find plenty of information on that. [1:09:00] It has been stated that we need to write our own curriculum to better align with district priorities and values. Thank [1:09:06] you. You can leave the rest of the written testimony with Miss Kofsky for us. I just have one more thing. If these [1:09:12] nine things do not align with our district values, then I think the [1:09:18] community deserves a much clearer understanding of the values of this [1:09:24] board. Thank you for your time. [1:09:35] Our final speaker is Emily Neworth. [1:09:46] Welcome. Thank you. [1:09:53] Sorry. My name is Emily Newharth. I'm a resident of Rapids. My husband, my [1:09:58] 2-year-old daughter, and I live around the corner from Sand Creek Elementary School. My husband has volunteered with [1:10:06] Blaine High School Robotics for the past four years. I want to speak to you today about the decision you face about the [1:10:12] SEAL curriculum. I ask you to vote for option one to keep using [1:10:18] sorry the school board approved curriculum. I believe that not approving [1:10:23] the curriculum in a timely fashion will burn out teachers and other curriculum writing staff. You'll burn out teachers [1:10:30] if you ask them to adopt a new curriculum every year. In the survey, 51% of teachers said that they had did [1:10:37] not they felt that they had enough time to do the character strong and leader and me curriculum. The more familiar and [1:10:43] comfortable they are with the curriculum, uh, the smoother and faster the lessons will go. Additionally, if you approve [1:10:50] the curriculum does not mean that you necessarily agree with what's being taught. My peers and I were the first [1:10:55] among to grow up in a world with the internet at our fingertips. If you heard a new slang term or a dirty joke you [1:11:01] didn't understand, all you simply had to do was search the internet. The information is out there in the world, [1:11:07] and our students are going to find it one way or another. Exposure through school lessons or assignments is more [1:11:14] likely to engage students critical thinking, allowing them to decide for themselves if they agree or disagree [1:11:19] with what's being discussed. I believe wrestling through tough topics in the SEAL curriculum will develop st students [1:11:26] who are resilient, curious, empathetic, adaptable, innovative, collaborative [1:11:32] problem solvers, and critical thinkers. Lastly, using expertly developed, evidence-based programs enable students [1:11:38] to address mental health concerns. In high school, I was struggling with undiagnosed depression and and I didn't [1:11:45] have the skills to work through the grief I was experiencing. My mom asked me, "Please never commit suicide." And [1:11:51] she didn't know that I didn't have the skills to wrestle through what I was going through. So, I ask you, please [1:11:57] vote for option one. It will help prevent teacher burnout. Time. It will develop critical thinking and develop [1:12:04] skills in our students to aid in their mental health. Thank you. [Applause] [1:12:19] All right, board. Our next agenda item is the board calendar and district updates. I'll turn it over to Superintendent McIntyre. [1:12:27] Thank you, co-chair Dashaine and board members. Good evening. I'll be presenting some items of interest for the board and our community tonight. The [1:12:35] there are events that we're proud of in our district. And with the end of the school year rapidly approaching, we have [1:12:40] a number of activities and events happening uh that I want to highlight for you this evening. So, and we do this [1:12:46] as always to celebrate our students, our staff, and our community members who are contributing to the accomplishment of [1:12:52] our mission, which is to effectively educate each of our students for success. So to start us off tonight, Oak [1:13:00] View Middle School is set for its 29th annual Memorial Day assembly on Friday, [1:13:05] May 23rd. This event includes patriotic music and readings along with presentations on the historical [1:13:11] significance of Memorial Day. QCTV will provide cable television and streaming [1:13:17] coverage of the event. Uh clearly a very powerful event and um many of you have probably seen this before. The assembly [1:13:24] is a is a school tradition and features significant participation and planning by the students at Oakview and through [1:13:32] the music leaders at Oakview Middle School. We also have a birthday celebration for Anoka Henipin's long one [1:13:39] of our Anoka Henipin's longest serving schools. The community is invited to join in as Lincoln Elementary School for [1:13:46] the Arts celebrates 75 years at a special event held on Thursday, May 29th [1:13:52] from 6:30 p.m. to 8:00 p.m. at the school located at 5:40 South Street in [1:13:57] Anoka. The Lincoln PTO has organized a high energy event com complete with free [1:14:02] cake and lemonade while supplies last. Uh school tours and a community art [1:14:08] mural with the Rum River Art Center and many more uh events planned. Food trucks will be on site from 5:00 p.m. to 8:00 [1:14:14] p.m. And the Anoka High School pep band will lead up to a short presentation at 6:40 p.m. And we do have a QR code there [1:14:22] that can be screened uh or shot for the uh event information about this historic event. [1:14:29] All right, the Anokum Henipin Mustangs advanced to the state tournament in the PI or physical impairment division where [1:14:36] they advanced in tournament play and lost in the constellation championship. Student athlete Macy Mock [1:14:43] represented the district on the all tournament team. Anoka Henipin was represented by 22 [1:14:50] individ individuals and 12 doubles teams in this year's adapted bowling state tournament which was held in Brooklyn [1:14:57] Park. The Mustang student athletes turned in a strong performance led by [1:15:02] Kaylee Kudson who was the state champion in the autism spectrum disorder [1:15:07] division. In the boys singles cognitive impairment division, Parker Cara placed [1:15:13] fifth and Mason Carter placed ninth. Senior Chloe Khloe Bosley earned the [1:15:19] silver medal, finishing second in the cognitive impairment girls singles [1:15:24] competition. The Mustangs also had four individuals finish in the top 10 in the physical impairment division. Junior [1:15:32] Evan Murray placed eighth. Seventh grader Preston Herszen tied for 10th. [1:15:37] And in the girls PA singles, Abigail Kilty placed eighth. And junior Elizabeth Pronil placed 10th. [1:15:46] Moving on, Champlain Park High School qualified for this year's robotics state competition which was held at Concordia [1:15:53] University in St. Paul on May 10th. Congratulations to the Rebels robotics team on another outstanding [1:15:59] season. The 2025 Minnesota State High School League Visual Arts Festival was [1:16:05] held on May 10th at the Perich Center for the Arts. The exhibition highlights judges choice [1:16:11] spotlight on arts winners from the statewide visual arts sectioned [1:16:16] festivals. Anoka Henipin had two students with artwork displayed at this year's visual visual arts festival. [1:16:23] Anoka High School's Haley Liiel presented her drawing titled Where Color Breaks the Surface and Olivia Carlson of [1:16:29] Champlain Park High School displayed a title a drawing titled The Smolder. Congratulations to them both. [1:16:37] Anoka Henipin was represented by Anoka and Blaine high schools at the state speech tournament held at Shakib High [1:16:44] School on April 26th. The tornadoes placed 21st out of 37 in the team [1:16:50] standings. Isaac Stokes of Anoka placed third in the finals of the serious [1:16:55] interpretation of drama competition. Anoka Henipin is also proud [1:17:01] of learning leadership shown by uh students involved in specialty programs in our high schools. [1:17:07] So earlier tonight, the board recognized some of this excellence with Champlain Park's international balora program and [1:17:14] community events have been held at Anoka High School and Blaine High School this spring to showcase student success. [1:17:20] Rapids High School is up next with their biomedical sciences and engineering capstone presentation night [1:17:26] which is set for Wednesday, May 28th at 6:30 p.m. This is a free community event [1:17:32] held in the auditorium and the in the atrium area and will offer narrated presentations with an expo style format [1:17:39] for students who will explain their work and have their projects on display. It's a great chance to see the updated uh [1:17:45] Rapids High School and get an upclose look at some of the accomplishments of our students. [1:17:52] All right. Next, students enrolled in the construction program at STEPPP or secondary technical education program [1:17:59] have built and are auctioning off what could be your new home if the price is right. This is a 1352 square foot [1:18:06] Rambler fully constructed by students and ready for relocation to the winning bidder. You can learn and see more [1:18:13] photos of the house at ahschools.usep on the website. The min [1:18:20] minimum bid is $73,000 and the deadline for submissions is June 5th. Proceeds [1:18:26] from the sale go to support student learning and continued growth of the trades and um trade education in our [1:18:34] district. And finally, um over 3,000 students, we graduate the most students every year than any other [1:18:40] district in the state. And over 3,000 students will graduate from Anoka Henipin schools over the next several [1:18:46] weeks. These events are true celebrations for families and graduates and result and the result that [1:18:53] demonstrates the contributions of numerous staff members into the accomplishment of each graduate. The [1:18:59] district's fortunate to have live streaming and cable television support of QCTV, CTN, CCX Media, and North Metro [1:19:08] TV. Complete information is also on the website in at ahschools. [1:19:13] us. So, thank you. That was an extra long uh presentation tonight. Lots of great things happening in this district [1:19:19] this spring. This concludes my superintendent's report this evening. Thank you members. Are there any questions for the [1:19:25] superintendent? All right. Uh with that, our next agenda item uh next few agenda [1:19:30] items include resolutions brought forward by employee services. So we welcome Dr. Jennifer Cherry, the [1:19:36] executive director of human resources. The first one is a resolution relating to the non-renewal of teaching contracts [1:19:42] of probationary teachers as presented in appendix I. Good evening, co-chair Duchaine, [1:19:49] members of the board, and superintendent McIntyre. Uh here with the first resolution as was just stated by uh [1:19:56] co-chair Duchaine in appendix I. Uh this is the time of year where we are making [1:20:03] um some final decisions about staffing. Uh and uh with this we do have uh just [1:20:10] two teachers uh names on the agenda that are currently in our district but due to [1:20:16] late hires um uh have missed the the initial round of of staffing decisions. [1:20:22] So uh again uh these non-renewals come for probationary teachers when there are [1:20:28] a variety of reasons either a reduction in student enrollment uh financial conditions of the district meaning that [1:20:34] we're reducing expenditures and other appropriate reasons and so with that a resolution is [1:20:41] presented for your review. Thank you members. Are there any questions for Dr. Cherry on this [1:20:46] resolution? All right, hearing none. Members, before us is a resolution relating to the non-renewal of teaching [1:20:52] contracts of probationary teachers as presented in appendix I. Hearing no request for discussion, would the clerk [1:20:58] please call the role? Simon votes I. Hman I. Audet I. Langenfeld I. Arco I. [1:21:07] Dshaine I. With six in favor and zero opposed that resolution is adopted. Please carry on. Thank you [1:21:15] board. The second resolution is to resend the inclusion of certain teachers names in the resolution terminating [1:21:21] probationary teachers that was um approved previously. This is listed in appendix J of your packet. There are two [1:21:28] teachers names and this is the good wonderful part where we actually had some probationary teachers that we [1:21:33] previously had to non-renew and we are asking them to come back and work for us again next year. So with that, we're [1:21:41] asking for your approval. Members, any questions on this resolution? [1:21:46] All right. Uh if not, members, before us is a resolution to rescend the inclusion of certain teachers names in a [1:21:52] resolution terminating probationary teachers as presented in appendix J. Hearing no request for discussion, would [1:21:58] the clerk please call the role? Simon votes I. Hulman I. Aette I. Langenfeld [1:22:04] I. Arco I. Desaine I. With six in favor and zero opposed, that resolution is [1:22:10] adopted. Thank you board. Thank you. All right. Uh, next agenda item is [1:22:16] our elementary and secondary education item 9A seal review and recommendation. [1:22:22] Uh, coming before us for approval tonight. We welcome uh, superintendent McIntyre, Dr. Mary Wolverton, associate [1:22:29] superintendent, and Becky Broadier, associate super superintendent, Tom Shaw, director of student services, and [1:22:35] Britt Oen, district social worker. Welcome. So, board members, I'll start this one off tonight. Uh thank you to [1:22:42] our team for to be here for any questions or additional information you may need. So um over the past year the [1:22:48] board's been engaged on this topic of social emotional learning. It's been discussed multiple work sessions and [1:22:53] regular board meetings. Uh the administration's provided the board with extensive information and research [1:22:59] regarding the the current board approved materials and why we use them. And at the work session on April 14th uh at the [1:23:06] regular board meeting and again in May 5th um the administr administrative team [1:23:11] provided the board with the results of the work that the board directed district committee completed including [1:23:17] teacher and parent survey results strongly in support of our current programming with some minor adjustments. [1:23:23] Materials from the previous meetings are in your board packet. We're not going to represent all those u um documents but [1:23:29] they're there for reference. So tonight I'm just going to briefly share the additional information that was requested from May 5th that we've [1:23:35] collected in a very short order. So thank you to the team for that. Uh and then they're also here to answer your [1:23:41] questions and then the board can move towards a motion uh discussion and a decision. So at the May 5th board [1:23:47] meeting, the school board was presented with the phase 4 results of the curriculum adoption process and two [1:23:53] questions were asked for follow-up. So, are staff willing and available to write lessons internally for the 2526 school [1:24:00] year? And how much might it cost to hire an independent consultant or um curriculum [1:24:06] writer? Uh those things are are summarized in the in the updated briefing for you. But just to the [1:24:12] highlights uh of that question one regarding our staff willing and available to write lessons, um just some [1:24:20] context there, we're talking about approximately 81 total lessons. would need to be written. So at each grade [1:24:26] level K through eight, they would basically have a monthly lesson delivered from September through May [1:24:31] aligned with the district's portrait of a graduate framework. A small curriculum writing team consisting of 12 staff and [1:24:38] two administrators uh approximately would has been secured or they've made the verbal commitment to participate in [1:24:46] two days of writing over the summer with an additional two days once the school year has started. And again, that's flexible depending on getting into that [1:24:53] work. They may need more time than that. But the total cost to pay curriculum writers internally for those four days [1:24:59] is approximately $10,000. Again, additional days may be needed that would need to be determined. Um, just a couple [1:25:06] additional pieces I think is worth noting. So through that process um you [1:25:12] know we wouldn't be able to verify through a district internal process anyway that um that they're in an [1:25:18] evidence or researchbased way in the sense because they wouldn't be able to be field tested uh field valid field [1:25:24] validated or any efficacy studies um the way our current purchase materials do. [1:25:31] Um in addition, our current purchase materials do include some additional elements we would not be able to provide [1:25:36] initially at least and that's around um support materials like fidelity rubrics [1:25:41] um communication newsletters and other things that come with uh the ongoing maintenance and continuous improvement [1:25:47] of those efforts. Uh the question was asked how much would it cost to hire an [1:25:52] independent curriculum writer? Now we didn't have a lot of time to research this but we were able to get a couple estimates just to give you a ballpark [1:25:59] idea. again with a target of approximately 81 lessons needed to be [1:26:04] written at the K8 level delivered through that alignment with portrait of a graduate. So the first estimate we [1:26:11] received was 300 approximately $372,000 uh the breakdown was provided in the [1:26:18] briefing um with a timeline of around 9 to 12 months for that work to be completed. [1:26:24] Uh the second estimate was a little less that was around 90 around 100,000 was 97,200 [1:26:31] um and that was approximately a five to six month turnaround time. So again [1:26:36] those those efforts wouldn't be able to be completed before the start of our upcoming school year. So hopefully that [1:26:42] gives you a little more uh information around those particular options. Um the [1:26:48] recommendations remain the same. Option one is the administrative recommendation to continue to utilize the board [1:26:54] approved curriculum and implement those modifications that came through the uh committee's recommendations. Option two [1:27:02] would be to uh use the current materials another year and and go through a more elaborate um curriculum adoption process [1:27:10] with giving plenty a longer runway in essence to prepare for any changes. um [1:27:16] more time than than just the summer months should the board make a different decision. And then option three is to um [1:27:24] discontinue using the current board approved materials and have the district team over the summer begin work to write [1:27:30] lessons aligned with the portrait of a graduate framework. Um and there's details that were provided there in the [1:27:37] in the briefing as well. So um our team's here to answer any questions you have. I [1:27:44] appreciate them being here again this evening uh just in case there's additional comments or questions from the board and try to be efficient with [1:27:51] that presentation. You've seen the the information many times. So we'll we'll turn it back to you chair uh co-chair [1:27:57] Duchaine for facilitation. All right. Uh members, time for questions. Uh co-chair. So I know we've [1:28:03] seen it before, but um remind me again what is the current um renewal cost for [1:28:08] the two programs we use? Like the annual renewal cost? It's about $68,000 total. [1:28:16] From my memory here, I think combined that was Yes. pretty close. [1:28:22] So then if if we were to implement our own internally written curriculum, it would save us annually north of $50,000. [1:28:29] Sounds like um Go ahead. [1:28:36] What would the cost of professional development be for the teachers for a brand new curriculum? [1:28:42] Considering that I volunteer at Monroe, there would be 24 classroom teachers, I [1:28:49] would assume you'd need more than an hour, maybe half day, and then there [1:28:54] would be 25 elementaryaries. And of course, then there would be secondary as [1:29:00] well. So I'm just curious what that would cost just in terms of dollars just [1:29:05] for the initial roll out and then ongoing professional development for new teachers and then also the time and who [1:29:14] would do that. So um thank you uh Director Langenfeld. I [1:29:21] would note that at the elementary level, we'd have to map that out. Currently, as [1:29:27] we look at um professional development at the elementary level, what's very comprehensive for us is um the [1:29:34] implementation, the professional development of our new literacy curriculum that the school board approved. So, that's going to be very [1:29:41] comprehensive for our classroom teachers. So, I can meet with our director of um curriculum and [1:29:47] instruction, Ann Sangster, and get that response. But I think our our greatest [1:29:53] challenge would be time at the at the elementary level. And Dr. [1:29:59] Wolverton, verify this for me. You know, we have a designated set of PD days. Yes. So, we would in essence have to [1:30:06] we wouldn't be able to add days at this point because the calendar's set. So if we have to do additional PD, we're going [1:30:12] to have to identify something else that would have to come off, right? But we could still probably estimate correct [1:30:19] the cost. But those days are built into the the calendar come August. Correct. [1:30:24] And that's already especially with the literacy curriculum that's already being mapped out on the district professional [1:30:30] development days that have been approved by the board. Coach Marco, [1:30:36] whatever the cost is, it sounds like we will save over $50,000 per year. So, I [1:30:42] would wager a guess that it would pay itself off within the first year, if not very quickly. A quick question for the [1:30:49] two days of writing that you've estimated at about $10,000. Is that for all 81 lessons or would that be for a [1:30:56] subset? Well, when we were given the task of going down this road, this is [1:31:02] creating curriculum from scratch is not something that we do on a normal basis. And so this is a initial kind of push to [1:31:10] just go in there and see what we would need and kind of map it out like Dr. Wolverton said because it's not [1:31:16] something we would do. We would just take the first step. Uh, Miss Oolen and I figured we would probably start [1:31:22] mapping out over those two days, but it would be a significant lift to continue [1:31:28] on and and to develop that curriculum over time. So, we we can't really compare the [1:31:35] $68,000 total all-in cost for Character Strong and Leader in Me with what it all includes to the estimated time for these [1:31:43] first couple days to start initiating this curriculum writing process in option three as presented. Yeah, this [1:31:49] creating something from scratch is not what we typically do. So, we had to start somewhere with putting a team [1:31:55] together and start answering the questions of what direction do we want to go and how would we use portrait of a [1:32:00] graduate to start mapping it out. Thank you. Uh, Director Lingenfeld, [1:32:06] a question then. Who would [1:32:11] define what the curriculum content would be and what would that process look [1:32:17] like? We have a process that we adopt, write curriculum and adopt curriculum. [1:32:22] And it involves, it's a very comprehensive process. Typically takes a fair amount of time. It's all inclusive. [1:32:29] So it's teachers, uh, parents, community members, everyone examines the [1:32:35] curriculum. And when I look at portrait of a graduate, I'm looking for definitions because that, you know, [1:32:43] typically you start with standards. So then the question that I have is is as I [1:32:49] look at the portrait, I'm curious from other board members who are supportive of portrait of a graduate as being the [1:32:56] standards. um which how do you see that playing out in our current reality with [1:33:02] limited resource um right now? I'm just curious because I I've asked the [1:33:08] superintendent. I've looked at the portrait material and unfortunately I wasn't here for the training that [1:33:14] previous board members may have gotten. So maybe I'll tap on you for that information. [1:33:21] Director Aette, I'll take a shot. Um in option three it lists the core values [1:33:28] detailed in our portion of a graduate as resilient, curious thinker, adaptable, innovative, leader, learner, [1:33:34] collaborator, problem solver, critical thinker. So the curriculum writers would [1:33:41] build curriculum around those values um to be taught to our [1:33:48] kids. Pretty it's I I think it's frankly as straightforward as that. [1:33:54] Director Lfield. So, are there definitions for those terms? [1:34:01] There are some definitions that have been identified through some of our work [1:34:06] in our media core class at elementary. Um, so we have some starting [1:34:12] definitions. we don't have skills aligned to those definitions and also [1:34:18] considering SEAL standards through the Minnesota Department of Education [1:34:23] aligning those standards with these definitions and the identified skills. [1:34:29] Does that make sense? It it does. And so, so in other words, um, there would [1:34:35] be a considerable amount of work and I'm going to go back and who would approve those then as you move forward to to [1:34:43] align them. I'm this is very important because the district has always really [1:34:48] done their due diligence for evidence-based curriculum and now we are creating something and I'm not [1:34:55] discounting what you can do. So, please know that it has nothing to do with that. It's looking at the time and the [1:35:00] resources to do something well and right. Well, the task would be for those [1:35:06] 15 or so people to write 81 lessons and bring those back to the board for if [1:35:11] we're following our two-step process before August for approval [1:35:16] before we can do training. That would that would be the the challenge, right? Correct. And then we have 1,400 parents [1:35:24] who support the current curriculum and we have received many many more uh [1:35:29] voices that I'm going to be sharing here shortly as well because I want parents to hear what parents are saying as well [1:35:36] about the current curriculum. I think that's vitally important to our public. So [1:35:44] members, any other questions for our presenters? Uh coach Arco. So again, [1:35:51] just because the budgetary stuff does matter, even if it's a heavy lift, which I'm sure it will be, you could double [1:35:57] the amount of time allotted, and we'd still be at 20,000, which is under what the current [1:36:04] annual subscription fee for what we're using. You could quadruple the amount of time, and we'd be at 40,000, which is [1:36:10] still under the annual subscription fee to the programs we use. So in the short [1:36:16] term and the long term, this is a big budget saving a savings opportunity. In addition, [1:36:21] um I don't find any of the like portrait of a graduate characteristics to be [1:36:27] controversial in any way. It's not tied to Castle in any way. So I I just see this as a win in every way and I do [1:36:32] believe that our staff can get it done. So [1:36:40] um I think that it's important to note [1:36:45] that the characteristics in portrait of a graduate closely align to the characteristics in character strong and [1:36:52] leader in me and they would likely be considered castle aligned if we if [1:36:58] castle came in and took a look at whatever we developed. So I think we just have to remember that Castle is an independent organization that can choose [1:37:05] to review things on their own standards and criteria. Coach Jericho. So based on [1:37:12] what you just said, if it's close if it's closely aligned with what we're currently using, then I guess I don't understand the controversy because we [1:37:18] would effectively be getting mostly the same thing with a massive budget savings in the short term and the long term. So [1:37:24] it's all wins as far as I can tell based on what you just said. I I don't see it that way. You know, I [1:37:30] think we had an entire process where we invited the community in. We invited our educators in. We have proven [1:37:39] buildingwide success stories using the existing curriculum and the time and [1:37:44] energy expended at a time on brand new curriculum. While to Director [1:37:49] Langenfeld's point, I'm certain we could do an excellent job of that h if we had the time and and resources to do so, uh [1:37:56] is is an interesting choice for us as a board to ask our teams to do when we [1:38:02] have overwhelmingly heard positive feedback and a desire to keep what we [1:38:07] already have and save ourselves the time. The dollars, yes, maybe the dollars would um net out over time [1:38:13] possibly. It's it's a bit of a hypothetical right now as we've just heard. It's not really known exactly how [1:38:19] long it would take or how much and how much retraining would have to be done each year uh when we're doing a homegrown version. Uh I think there's a [1:38:26] reason that we moved away from that in many of our uh prior examples and at a [1:38:32] time when we're asking staff to adopt the new ELA curriculums, write double [1:38:38] standards for other curriculums like social studies and be faced with the [1:38:43] coming budget cuts that will impact our classrooms more acutely. Um I just can't [1:38:49] support asking them to to write a brand new curriculum. uh coach Arco. [1:38:56] So, one of the commenters stated, and I don't recall the exact number from the committee which I was on, but one of the [1:39:01] commenters stated that 51% of teachers said they did have enough time. That's not overwhelming support. That's that's [1:39:07] an even split between teachers who say that they do have enough time and don't. I don't equate time and support to be [1:39:13] the same. And I think we've heard from members who were facilitating that committee that the the time question was [1:39:21] flexible and it it's just that there's enough content to fill more time and they like the content. It's just [1:39:27] advisories are only x number of minutes in the middle school and the morning meetings in elementary are you know 15 [1:39:32] 20 minutes of time and they've got to cover more things like hey is what here's what we're going to do today kids and the the character strong lessons. So [1:39:40] I I don't see the equivalent of [1:39:49] those. Okay. Uh any further questions for our presenters at this [1:39:56] time? All right. Would anyone like to make a motion? [1:40:07] Coach Arco. I will make a motion for option three for the district to write our own [1:40:12] internal curriculum. Okay, we have a motion from director. Is [1:40:18] there a second? Uh with a second from director Adet. Any [1:40:23] discussion? Director Lingfeld. Thank you. As we consider this um it it's clear [1:40:30] that Director Arco is seeing it only as budgetary. I look at as a really [1:40:36] important part of the work that has been done in the past. And when I think about [1:40:41] what I want our community and our parents to know and our families and our [1:40:46] staff is that the district has always valued stakeholder voice and this would [1:40:51] take away stakeholder voice. We've had inclusive processes for both adoption [1:40:57] and review. The recommendation from the committee that reviewed included more [1:41:02] than 1,400 voices, 350 teachers, parents, and so forth. In addition, the [1:41:08] ve the teach the district always values transparency. So all curriculum is [1:41:14] available to everyone. And through policy 603.0, parents and community, anyone is [1:41:22] afforded the opportunity to review the curriculum and all instructional materials. [1:41:27] Parent voice um in this process is vitally important. I value parents very [1:41:34] much and their voice has always been a priority for me in every role from classroom teacher to principal to [1:41:41] superintendent and now as a board member. Parents when they see the curriculum they have the opportunity to [1:41:49] request any kind of specific instructional resources for their children. they can request to be [1:41:55] excluded or restricted uh have their child restricted and receive an alternative uh from through the [1:42:02] principal and make that contact. The other thing I know throughout this process is the superintendent has kept [1:42:09] us apprised of what's what is in this curriculum that has become [1:42:14] controversial. And I again in April of 2024 we received we all received an [1:42:21] invitation to look at the full curriculum for character strong as well as the leader and me. that that [1:42:28] invitation was there and to the best of my knowledge I don't recall a single board member identifying any concerns [1:42:37] when they looked into it just as I did and I know several have or asked for a [1:42:42] person you know certain areas that were uh being problematic in that review and [1:42:48] then taking it a step further I know we had someone speak about coming to classrooms I have been in classrooms [1:42:55] I've been in a number of elementary classrooms. Um, seeing this being implemented, I've had the privilege to [1:43:03] walk into schools where my grandchildren attend and parents and grandparents have [1:43:08] talked to me about it because they have a huge bulletin board up with Character Strong as well. And so these are things [1:43:15] as that I've looked into when we've talked about controversy. We also received information uh from [1:43:24] both Character Strong and from the leader and me uh and they've they've [1:43:30] shared with us that their relationship or lack thereof with COVID or with uh [1:43:36] Castle as well. And so we've all received that information and there are letters that are in our files that [1:43:43] people that have sent they have sent to us. I think the piece as I review this [1:43:48] outcome of this uh curriculum and the recommendation if we are going to honor [1:43:54] parent voice, if we are going to honor and value an evidence-based curriculum, [1:44:00] if we are going to support our teachers in the work that they currently have and [1:44:05] are willing to um take away literacy, which for me has been a top priority, it is a big trade. It is a big [1:44:13] cost. We are investing in our children right now on so many levels and we've [1:44:19] received a number of things from PTO's that have different messages to tell us [1:44:25] how important these curriculum have been how critically important we've heard [1:44:31] from teachers we've heard from PTO's um both with the leader and me university [1:44:37] sent us a wonderful um specific talking very specifically about [1:44:43] the leader and me program and how critical it is to the well-being of their children. And this is coming from [1:44:49] parents and we are going to choose to ignore their voice. And they have said to us, why wouldn't we want to use the [1:44:57] lessons that are taught to the kids? They are better sport players, leaders, [1:45:02] friends, and the list goes on. The curriculum highlights the social emotional wellness of each student and [1:45:08] is connected to the image of them as a graduate. This curriculum is not set up [1:45:14] to poison their minds but position them to be better critical and independent [1:45:19] thinkers. We've heard from principles about the impact and one principal [1:45:25] shared about the leader and me and I shared it last time and I'm going to share it again. From 2021 to [1:45:32] 2025 suspensions dropped dramatically from 13 to two this year in general ed [1:45:39] clearance of room. Sometimes children um are in such a space that they really [1:45:44] become very disregulated and the classroom can be cleared. In 20121 there [1:45:49] were 20 and this year there are zero. Those are the kinds of data sets that we [1:45:56] have to pay attention to. There are costs involved that don't necessarily mean just [1:46:02] dollars. This is the well-being of our kids across the district. My grandchildren are part of this. And when [1:46:09] I walk into the schools and I listen to teachers and I have been in the classrooms watching this firsthand and [1:46:16] talking with parents, I cannot see anything um other [1:46:21] than option one at this time. Co-chair Arco. [1:46:29] [Applause] [1:46:35] So, the budget is very important as every board member has pointed out in the past and I wholeheartedly concur [1:46:41] with. Um, that doesn't mean it's the only thing that I'm considering, but it is an important one. And it is worth [1:46:47] mentioning the fact that we'll save 60 plus thousand annually in [1:46:53] perpetuity. That's a pretty staggering cost savings and I I don't think that should be belittled. I guess everything you're [1:47:00] saying, well, it's true that ours isn't or what the curriculum that's being or [1:47:05] that could be written internally has not necessarily been like time- tested. Um, [1:47:10] I guess it the concerns you're raising while valid presupposes that our [1:47:15] curriculum writing team isn't going to make effective curriculum. I think they are and I do have faith in their ability to do this. Um, we've done it in the [1:47:22] past actually. We had we used to have our own internally written curriculum. So, I have no doubt that they can write [1:47:27] effective curriculum that will get the same outcomes you're looking for. And kind of going back to the heart of all of this in the first place, which is [1:47:36] um lot, as you pointed out, lots of people have asked about what's so controversial about this. I think director Adet has said it best. Um [1:47:42] they're Castle endorsed and Castle has made some pretty questionable statements in the past. And while it is true that [1:47:50] maybe each or not each but some of the lessons I I I would even go as far as to say I agree with um and it's true that [1:47:58] um these various curriculum writing companies have reached out to us to endorse their curriculum. It's also true that they could disavow Castle. They [1:48:04] could request that Castle take away their endorsement and they haven't. And that says as much as all of the the [1:48:10] emails that they've sent to us about their curriculum as well. I think they like being Castle certified. I don't [1:48:16] think they have any problem with it. And the fact that there is controversy surrounding it, that is precisely what [1:48:21] I'm trying to avoid here. And I know that our internal curriculum writing team can do a great job that there's not [1:48:26] going to be any controversy around. Um, and again, just to address some of the comments made earlier, I don't I guess I [1:48:33] don't fully understand what what some of not all but some of the concern is because we are going to have anal program. So I I everybody made it sound [1:48:41] like it was just going to go away. That's not the case. So, I just think there's a lot of gain um to be had from [1:48:47] doing it this way. So, that's that's why I support these things. [1:48:58] All right, we have a Oh, further discussion. Director Simon, sorry, late to the party. Thanks, Casey. [1:49:05] Um so since our I mean we've had many meetings on this but since the last [1:49:10] meeting um my reflection on all of these options really focused on two things and [1:49:17] some of them were mentioned here tonight but I'll reiterate them um from my perspective first of all the the [1:49:24] controversy around I I've mentioned before and I'll mention again two points on that is that when um I was here when [1:49:33] when character strong was first brought in. So, I've been here a while, but um at that time um I served on the [1:49:41] curriculum instruction assessment committee that we had um and I asked for [1:49:47] all board members at that time to be able to get access to all of the lessons and at that time I reviewed every lesson [1:49:55] um and did not find anything controversial in those. Um I know all of our board members have been given that [1:50:02] opportunity to and I think we have since the you know since this board first started talking about um SEAL and the uh [1:50:10] quote unquote controversy along it. Um, I didn't again re-review every lesson, but I re-reviewed many lessons and I did [1:50:17] not see the controversy. And I think I've made uh personal statements to numerous board members saying if you see [1:50:24] controversy in what we're doing in a specific lesson, I would love to hear it and I'll be right with you if I agree. [1:50:31] I'll be right with you to um to to um end that and that lesson and that um [1:50:38] that has not been brought forward. And then the controversy I mentioned and I still agree that [1:50:44] um the ca the castle alignment when a district brings in or when our district [1:50:50] brings in something that um from an organization that has controversy behind it that can be a problem. Um I've done [1:50:57] that in my past board service. We had a program that came forward. I won't name it, but um and it had controversy in it [1:51:05] that that organization was um was trying to advocate at a at a national level um [1:51:14] something that many thought was controversial. I think as I reflected upon this, the difference in this is [1:51:21] that when I did that before, it was the actual organization that brought forward their plan that was doing the uh [1:51:28] advocating for the controversial thing. This is a company that creates something. If if I'm if I'm at all [1:51:36] understanding castle, there may be some states that um a curriculum has to be [1:51:41] castle aligned or whatever to even to even be sold into that state. So, [1:51:47] uh this is a separate organization saying that your curriculum [1:51:53] is aligned. So, I do think that that is a little bit different than um how I was [1:51:58] viewing it before. So that's the number one thing, the controversy. And then the second thing really is the process that [1:52:06] um at least I've always been a part of that noipin has used and we've talked about it many of times but we have a I [1:52:14] think it's 42step curriculum proc adoption process which brings in the community brings in our um many many [1:52:22] staff members um many leaders in our district to vet curriculum and then [1:52:28] bring it forward. And um and we did that with these um we also went through with [1:52:36] this board we agreed to do a separate process to look at it again right and get all the feedback that Michelle had [1:52:42] talked about. Um so I think that option I was open to option three but in my [1:52:48] reflection I think that pushing option three from the board is a very topdown [1:52:53] thing. It it goes against everything I've ever believed in in a robust [1:52:59] curriculum process and I and I would be very worried about teacher acceptance. [1:53:04] So I think curriculum people could probably do a great job. I think when you get it out to the schools um I this [1:53:11] is my own personal opinion that teachers would um the acceptance and the buyin of [1:53:17] the curriculum would not be there. So that's all that's all I have. Thanks. [1:53:24] Thank you members. Any further discussion coach Arco? [1:53:32] So I guess let's just review for a minute. Just go through the history of why we're even taking a vote right now. [1:53:38] How we got here. Um a commenter earlier mentioned budget controversy and what [1:53:43] came out of that was a number of items that the board chose to review. One of them was seal. [1:53:48] So, the proposal, which I've pulled up here, um this is what we agreed to at the work [1:53:55] session, said that we're going to continue the current program for the 2425 school year. We did that. Conduct [1:54:01] review of the program, including a committee with board members due in time for action and implementation of recommendation the 2526 school year. [1:54:09] Says maybe April 25. Part of the review will include the legal opinion of about religious beliefs. There's other stuff, [1:54:14] but that's the key I wanted to focus on. So, we actually agreed to this. This did have a majority of the board in support [1:54:21] of it. Um, and one of the things that came about as a result of that was anal [1:54:27] review committee. I was on it. I got to go and see it. Um, so funny enough, thought I'd pull this up because if you [1:54:34] can find humor in the frustration, which I certainly can. Um, one of the programs [1:54:39] we use, the uh I believe it's the leader in me one based on Steven Kovy's book, The Seven Habits of Highly Effective [1:54:44] People. One of those habits is to begin with the end in mind, which I just Googled it here. It says, "Set goals and [1:54:51] have a clear vision for your future." Well, if you stop and think about what we agreed to at that work session, which [1:54:57] is um oh, there's one part I I actually needed to read as well. The [1:55:02] superintendent leadership will have to make sure the recommendation will get at least four board members support, hopefully all six. That was actually [1:55:09] something that a majority of the board agreed to. So if the administration were to have ironically done what our current [1:55:17] program tells us to do, which is to begin with the end in mind, they would have stopped and realized that whatever [1:55:23] recommendation was going to come was ultimately going to have to have board approval, which is what the expectation [1:55:28] was. Um, and at that committee, something I [1:55:33] found very fascinating was never once, despite being one of those board members who has one sixth voting power on what's [1:55:39] going to happen, never once was did anyone in in the entire committee ask me, "What is it that you'd like to see, [1:55:44] Director Arco?" Or what are things that you might approve? What are things that you might not approve? What are some [1:55:50] guard rails just to, you know, you're not going to do the job for us, but if there's something you absolutely want to [1:55:55] approve, it'd be nice to know. there's something you absolutely need to see. It'd be nice to know. That question was never asked. So, I would be inclined to [1:56:04] at least start by assuming that the administration was beginning with the end in mind to bring forward a proposal [1:56:09] to the board that was going to gain the board approval, which is what the board agreed to, except for the fact that that [1:56:15] question was never asked. So, I guess how would anyone in the district even know what any board member would want to [1:56:21] approve if the question wasn't asked in the first place? And I can say with certainty, no one ever asked me it was [1:56:26] not asked. So it's fascinating then that we're going to we're going to presume to [1:56:31] teach our children teach the students how to begin with the end in mind when the administration does not know how to begin with the end in mind as they've [1:56:37] just demonstrated. And I guess my question for you Corey is since you were supposed to have this done in time for [1:56:44] implementation recommendation and you had a majority of the board agree to it and you didn't do that. What are we supposed to do with that? [1:56:51] You and I meet every two weeks with Casey and other board members and you have every opportunity to ask any question you have. Uh I've sent [1:56:58] information out to board members multiple times and I always end those emails with please contact me with any questions or any additional information [1:57:03] you need. So to say the questions ever been asked, you've had many opportunities to get every I I [1:57:12] continually ask the board, let me know what you need. And since that part you read mid year the board gave me clear [1:57:18] direction on bring a recommendation forward from the administration and two additional options. That was the [1:57:24] agreement since that was read that was very clear from this board mid year. That's what's been done. So our our job [1:57:32] we did our job. You now need to do your job and make a decision so we can move forward. [1:57:45] Uh, director, director Aette, I'd like to call the question. Let's have the vote. Very [1:57:52] good. All right, members. Um, we have a motion for option [1:57:58] three. Would all those in favor say I? I. I. All those opposed say nay. Nay. [1:58:04] Nay. With three in favor and three opposed, that motion fails. [1:58:12] So we in that agreement, right, the recommendation requires a vote. That's [1:58:18] what we just did without a vote and without a change in board [1:58:25] direction. Um the only option left to us is to continue what is currently [1:58:30] happening. We could we could take a vote to rescend all seal if someone wanted to motion for that and and discuss that. Um [1:58:40] otherwise I think we're we're continuing on with um the current character strong [1:58:45] and leader in me options uh at each of our schools. Coach Argo. So so just to [1:58:50] restate that in a different way. Tai goes to the administration who brought forward recommendations they knew would [1:58:56] not receive approval. No. Uh prior board decision stands until elected board acts [1:59:02] and takes takes formal action and vote to make a change. There's no difference. Semantics, I [1:59:09] guess. All right. Thank you, uh, team. Thank [1:59:14] you, Superintendent [1:59:21] McIntyre. Our next agenda item is the Minnesota State High School League membership resolution. Uh, coming to us [1:59:27] for approval tonight. We welcome Dr. Annette Ziggler, assistant superintendent for high schools. [1:59:33] Good evening again, co-chairs to Shane and Arco, members of the board and superintendent McIntyre. Tonight in [1:59:39] front of you is the annual resolution for membership with the Minnesota State High School League and to participate in the approved intercolastic activities [1:59:45] and athletics sponsored by that league and its various subdivisions. Each school's governing board agrees to adopt [1:59:51] the constitution, bylaws, policies, rules, and regulations. The resolution [1:59:56] membership is completed via docyign with electronic signatures and needs to be signed by superintendent McIntyre and [2:00:02] the board clerk Jeff Simon. This evening, I'm asking for you to vote in favor of the resolution. And at this [2:00:08] time, I'll turn it back over to co-chair Dashaine to take a vote. Thank you for [2:00:14] the presentation. Board members, any questions for uh Dr. Ziggler on this [2:00:20] resolution? Okay, hearing none. Before us members is the Minnesota State High School League membership resolution for [2:00:26] approval as presented in appendix L. Hearing no request for discussion. Uh would the clerk please call the role? [2:00:33] Simon votes I. Hulman I. Adet I. Langenfeld I. Arco I. Dane I. [2:00:43] With six in favor and zero opposed that resolution is adopted. Thank you board. [2:00:48] Thank you. Our next uh agenda item is 9C non-transported walk boundary review and [2:00:55] recommendation for approval. Tonight we welcome Greg Cole, chief operations officer and BJ is director of [2:01:01] transportation. Welcome. Good evening co-chairs Desaine and Arco, Superintendent McIntyre, members of the [2:01:07] school board. Um just to clarify, uh we will not be seeking a decision tonight from you. We're going to request that uh [2:01:15] potentially your decision be made on consent at the next school board meeting. I'll kind of explain why we [2:01:21] decided to go that route tonight. Um thank you for that correction. My apologies. Yeah. Yeah. So, we're [2:01:26] reviewing uh the proposal that we brought before you on April 14th uh regarding our non-transported walk [2:01:32] boundary adjustments. Uh after deeper analysis and community feedback from those who may be impacted by the [2:01:39] proposed adjustment, we wanted to bring information back to you tonight. Uh the reason for uh kind of the delay in the [2:01:46] decision is this is the first the board would be hearing about uh the feedback that we received from our community and [2:01:53] we didn't know if there would be any public commentary this evening about what we were proposing and we wanted to give an opportunity for the board to [2:01:59] have a little runway to make a decision between uh now and June 9th which is the [2:02:04] next board meeting. Um so we're here to follow up on our initial proposal um [2:02:10] that we presented to you at the April 14th meeting. Um and just as a reminder [2:02:16] uh this really impacts seven schools uh in our district and those are Mississippi Morris Jefferson Johnsville [2:02:24] and Sunrise elementary schools as well as Samberg Regional High School and Anoka High School. [2:02:32] Um just a uh a reminder the reason that we uh evaluate this every year is there [2:02:38] are city projects uh sidewalk and crosswalk improvements uh developments [2:02:43] that get reach uh substantial completion around our school district and then [2:02:48] program moves that occur. So those are some of the reasons why we have to do this annually. um because folks may [2:02:54] wonder why do you look at something that remains the same over time and and the reality is some of our areas around our [2:03:00] schools do not remain the same over time. So just a reminder about the process up until this point. Uh the [2:03:08] first part is an annual review by BJ and his team. I I didn't introduce BJ sorry [2:03:13] BJ is our director of transportation is here with me. Um so his team will do [2:03:18] that review and and then make recommendations. uh that goes to the transportation safety committee and then [2:03:25] we do a first read at a board meeting which we did on April 14th. Then we go about a process of reaching out to all [2:03:32] uh parents and guardians uh homes that may be affected by the recommendations that we're making and we make them aware [2:03:39] of that and give them an opportunity to give us feedback on those recommendations. Um there's a second review by the [2:03:46] transportation committee based on the feedback that we received and BJ will re be reviewing that. We received uh I [2:03:53] think 54 pieces of feedback through that process. Um and then uh the next phase is tonight [2:04:00] where we bring that information to you and our recommendations moving forward. Um the main thing is uh while this may [2:04:08] be different for from some places, what we're trying to do and what we have always tried to do is apply the same [2:04:14] criteria consistently to all schools across the school district. So state law requires that you uh transport students [2:04:22] who live more than two miles away from uh essentially the front door. Um in in [2:04:28] this district, our board has committed to doing that at a onem radius. And so we're uh tonight kind of bringing [2:04:35] forward some of those schools, those seven where we're kind of out of alignment with the rest of the school [2:04:40] district. So with that, I'll turn it over to BJ who will go through uh each school and and sort of what we learned. [2:04:48] Perfect. Thank you, Greg. Uh good evening everyone. Um yes, so we [2:04:53] highlighted uh as Greg mentioned a lot of the policy around uh our existing [2:04:59] process. Um and so like Greg said, we want to make sure that these proposed changes are consistent and fair and fall [2:05:06] within those guidelines of our current transportation policies. Um and again, [2:05:11] the state says over two uh Anoka Henipin committed to students living within uh [2:05:17] or excuse me over one mile all receive transportation. Um with that uh we [2:05:24] measure those reasonable walkways uh from home to the assigned entrance points of the school uh through the [2:05:31] technology pieces that we have in our department. Uh it only applies to general ed students and the [2:05:37] transportation department recommends solutions to ensure student safety is within the non uh that students are safe [2:05:44] within the non-transported areas. So again, seven stu seven sites are being brought forward uh this evening. Um, [2:05:51] Greg already mentioned those. In general, the feedback themes [2:05:56] then that we received from concerned uh, parents, there were 54 responses to our [2:06:01] surveys when we communicated out these changes after our last meeting. Uh, most [2:06:07] of them, notably for Sunrise's brand new boundary. But overall, uh, the first [2:06:13] thing that we always see with our themes is student safety. Uh, it's exposure to inclement weather conditions. It's the [2:06:20] stamina that it takes and the responsibility of a student and the the maturity that they need to have to walk [2:06:25] that one mile if they're choosing to walk and not be parent transported. Uh and certainly that the distance is too [2:06:32] far for elementary ages. Um though we have a lot of these same feedback [2:06:37] concerns. Um we wanted to make sure that we validate each one of them individually and so we do look through [2:06:43] them. Uh the the committee uh studies them. Um some of the other themes that [2:06:48] we saw then is that uh parents maybe lack a responsible person to uh walk [2:06:55] that student to to school. Uh so really their reliance on transportation [2:07:00] services. Uh again we hear about winter snow removal and whether or not citizens in their area or municipalities will be [2:07:07] timely in that removal. And then of course the added school uh traffic congestion that may occur by additional [2:07:14] uh parents driving. and then of course whether there's sidewalks, crosswalks, uh and the dangerous roadway conditions [2:07:21] that they potentially uh face on their on their way to school. So I'll just [2:07:26] chime in really quickly. One of the things we evaluate with regard to this, so obviously these are all very real for [2:07:31] families and they're they're real concerns. Um and we share them. I think what we had to kind of evaluate is uh [2:07:39] with regard to feedback is anything specific to a particular school that makes it unique or different from the [2:07:46] other schools in this school district that we so at the elementary level the other 24 elementary schools or at the [2:07:53] middle school level the other six. Is there something that stands out that makes this particular concern different [2:07:59] or unique? And those are the types of things we try to balance with regard to things that would be very common [2:08:04] regardless of where someone goes to school. These would be very typical kinds of concerns that any uh parent or [2:08:11] guardian would have. Yes. And so first up again was [2:08:17] Anoka High School. Uh we saw uh well we're not really going to go into these real in depth just because you've seen [2:08:23] them already before. Uh overall there were 46 students impacted by the new [2:08:28] proposed areas. Uh and three of the feedback feedback excuse me responses came from uh this [2:08:36] neighborhood. Uh the Sandberg area uh there were seven students impacted by that one. Uh no feedback responses uh [2:08:44] came through for Sandberg. Jefferson Elementary had 22 [2:08:50] students that would be impacted by the new area. Six of our feedback responses [2:08:56] came through on this particular area. Johnsville, eight students [2:09:02] impacted with three of the feedback responses coming through from this particular [2:09:08] neighborhood. Mississippi was 20 students with four of our feedback responses. [2:09:15] And something that we saw with Mississippi that we did find uh rather [2:09:20] unique is just the fact that we as an organization really need to update our walk route suggested route maps. Um [2:09:30] they're a little bit outdated. Uh I believe on our website they're from 2012 and so we're committed to making sure [2:09:36] that we update those for families. Uh and again all they are is a suggested walk path into their buildings to make [2:09:43] sure that the students are as safe as possible and hitting crosswalks where we have crossing [2:09:50] guards. Morris by then was 107 students in that new area. One feedback response [2:09:56] came through from there. One of the biggest considerations there [2:10:02] is that uh we've discovered and know that we needed to uh implement a crossing guard to be stationed at 121st [2:10:10] Lane uh and Crooked Lake Boulevard which is where the the just before where the [2:10:15] sidewalk really terminates on the west side of the road. Students need to get to the east side where Morris Bay sits. [2:10:21] And so we wanted to make sure that we support that safe crossing for all of those students in that [2:10:28] neighborhood. Finally, then Sunrise Elementary was our last one with the biggest impact this year with 142 [2:10:35] students. 37 of our feedback responses came through. Again, matching most of [2:10:40] those general themes that we mentioned. The other notable concerns that we knew would arise with Sunrise was the traffic [2:10:48] and speed uh that occur every day on Lever Street. and the fact that there is no crosswalk over lever at today or at [2:10:55] present. Uh that will be changing this summer as we have u an agreement with [2:11:01] the city to install a crosswalk overlever right in front of the school. Uh we also know and study the [2:11:09] substantial increases in parent traffic that could occur uh including the congestion with the current pickup and [2:11:15] drop off processes. Uh parents have also been dropping across the street uh and [2:11:21] having students run over lever. So we wanted to make sure that we mitigate that from continuing and that uh the [2:11:28] construction traffic we know is ongoing and continuous however has really died [2:11:33] off with the substantial completion of those neighborhoods. The other considerations then that we have for [2:11:40] Sunrise like I mentioned would be the crosswalk to be installed in the green area on the map shown. The plans also [2:11:47] include, excuse me, a crossing guard for support at that location. And plans are [2:11:53] under review currently to potentially flip-flop the parent lane, which would be now the blue line, and then the [2:11:59] school buses to the front of the school, which would be the yellow line. Thus allowing us to stage more parent traffic [2:12:06] on the property of the school with less impact to Lever and even out to Main Street. Couple of things I just want to [2:12:13] add here. We collaborated with principal Deb Shepard. We were on site to uh [2:12:19] basically develop this this potential plan for shifting traffic. It allows us [2:12:24] to get more cars on property and off of Lever Street as a part of this process [2:12:30] to allow us to continue to separate buses from cars. And then also just uh shout out to the city of Blaine. We have [2:12:36] a great collaborative relationship with uh Blaine administration. Um and this [2:12:42] crosswalk proposal is an example of that. They've been super helpful and collaborative in this process in uh [2:12:48] ensuring that we'll have that crosswalk in by this [2:12:54] summer. And so with that, uh again, our process has been that the transportation [2:13:00] department has done their annual review. We've brought that forward not once but twice to the safety committee again with [2:13:07] those parent feedback uh surveys that we did receive. uh we've presented that now to you on [2:13:13] April 14th and again this evening and so with that [2:13:18] yes so our our we'll take any comments or questions but our our goal would be unless the the will of the board is [2:13:24] maybe different than that and you'd like a diff an actual presentation again that this would go on the consent agenda on [2:13:31] June 9th but at this time um our recommendation is uh essentially the [2:13:36] original recommendation that we brought forward to you we we have not seen um [2:13:42] reason to change that recommendation based on the feedback that we we've received up until this point. So with [2:13:48] that, we take any comments or questions from board members. Thank you for the presentation and I just want to start with uh appreciation for the care and [2:13:54] consideration you're giving for each of those respondents to the survey. like this is a big change for families and [2:14:00] while the logic behind it makes sense and I think most people can understand just the fact that you're willing to [2:14:06] understand personally for each person that responded what they're talking about and what their concern is really makes a big difference. Uh and I liked [2:14:13] the fact that you're adding an update to the suggested walking routes as a part of the the recommendation so that those [2:14:20] can be current. Thank you for doing that. U members, any other questions or comments for our presenters? Coach Arco, [2:14:27] just want to acknowledge um Sunrise Elementary for a minute. Um I know that some of the changes can be pretty frustrating and in the past they've had [2:14:34] capacity issues, for example. This certainly is not the same thing, but um these are just part of the growing pains [2:14:39] of a new school. So, thank you for just dealing with the change. Thanks, [2:14:46] Director Langenfeld. I agree. Thank you for the careful consideration. Quick question. So, we're [2:14:53] putting these things or we will be moving forward in the fall. Um, and I [2:14:58] would assume that they are priority for you to monitor and that you'll be right [2:15:03] on top of them just so parents realize and of course I know you work closely with principles, but just to assure the [2:15:10] public that that um you would make any minor adjustments or watch carefully in [2:15:17] this fall. So, absolutely. Thank you. Thank you. members any um concern to [2:15:24] share about sharing this on consent agenda for our next meeting? Okay, I think that's the [2:15:30] approach that that would work for us. Thank you. Thank you. Thanks. [2:15:35] All right, members. Our next item is 10A, labor negotiations updates. We welcome Dr. Jennifer Cherry, executive [2:15:41] director of human resources, and Todd Mensink, the director of labor relations and benefits. Welcome. [2:16:01] All right. Excellent. Good evening, co-chair Dashaine, members of the board, [2:16:06] Superintendent McIntyre. Uh we're here this evening to provide a labor relations update. Uh this update is in [2:16:14] alignment with policy 209 which is our negotiations code of ethics which states [2:16:20] that administration will review the status of negotiations at public schoolboard meetings. Um note this is [2:16:27] consistent with our open meeting law and pelra. Uh we do reserve detailed [2:16:32] negotiation discussions in close session with the school board. This the purpose of this uh presentation is not to [2:16:40] establish negotiation strategy. It's to provide the board and uh the community [2:16:47] an update on uh where we're at in terms of our cycle of negotiations. [2:16:52] Uh this time of year is always very busy for our team as we are um preparing for [2:17:00] entering into uh negotiations for contracts for our largest employee [2:17:06] groups. We do have 19 employee groups in Anoka Henipin. Five of those groups are [2:17:12] unaffiliated unaffiliated or their policy groups. Those include our administrators and supervisors, our [2:17:18] cabinet employees, our miscellaneous community education, our confidential [2:17:23] employees, and our miscellaneous E12 employees. And then we have 14 bargaining groups. And um actually uh [2:17:31] moving into next year, we will be reducing that to 13 bargaining groups. [2:17:36] The first one that you see on the list there is the 2425 master agreement that we have in place for our school [2:17:42] readiness and K readiness teachers. uh that group has um uh abandoned its uh [2:17:50] representation, its current representation and is being absorbed by our larger K12 uh teachers master uh [2:17:57] agreement group and and uh Todd will share a little bit more about that group when we get into uh some detailed [2:18:04] information about uh the negotiation meetings that we have coming up. Uh and then we do have a variety of the [2:18:11] 2325 master agreements that are currently expiring at the end of June. [2:18:17] And we're walking into negotiations with each of these groups. Uh they include our child nutrition assistants, [2:18:23] community school coordinators, education support specialists, principles, teachers, school office supervisors, [2:18:30] school service employees, special education supervisors, and our technical specialists. [2:18:35] And then we also have a group of two-year agreements, master agreements, [2:18:41] um, that are for the terms 2024 through 2026. And those groups include our [2:18:46] billing supervisors, child nutrition site supervisors, education office [2:18:51] professionals, and para educators. So as we walk into um uh negotiations [2:18:58] for this uh current group uh that have 23 25 contracts, we generally start [2:19:05] negotiations with these groups uh at the end of April or even into uh uh May. And [2:19:13] uh generally for our larger groups, we tend to wait until the end of the [2:19:18] legislative session. Uh so this is the natural timing where we would be coming to you with a status update. So next [2:19:26] I'll hand it to director Todd Minsk and he will share um some more information [2:19:31] about each of the the groups with upcoming open contracts. Right. Our group first group are building service [2:19:38] employees are represented by SEIU Local 284. Um this is a group of 196 employees [2:19:45] primarily our custodians, grounds, maintenance and warehouse employees. Uh we did meet with this group on May 7th [2:19:52] for our our first meeting and we're scheduled for a second meeting with them on May 28th. Uh the other group we've [2:19:58] met with is our community school coordinators. Um so this is a supervisory group that oversees uh [2:20:05] community school uh activities throughout the district. Uh they're they're self-represented by the [2:20:11] Association of Community School Coordinators. So they're not a associated with a statewide union. Um [2:20:16] there's just eight employees in this group and again we met with them on April 16th and we're scheduled to meet [2:20:22] with them again next week on the 28th. Uh the third group is by far our largest [2:20:27] group, the teachers. You can see there's 3,267 employees in that union unit. Um [2:20:34] it 20ome years ago we added adult basic ed and early childhood family education [2:20:40] teachers um when they became required to be licensed. Uh and recently the state [2:20:46] statute has changed um requiring lure for preschool teachers. Uh and with that [2:20:52] preschool teachers uh gain the right to join the teachers union. So um we'll see them joining in that union this [2:21:01] year. Uh moving on uh to our last six groups that are up. Uh child nutrition [2:21:08] uh assistants are represented by u the Minnesota Association of School Employees. Uh, Mace is their nickname. [2:21:14] Uh, and there's 217 employees there working in our our school cafeterias. Our community school [2:21:21] programmers and early childhood screeners. Um, the the programmers uh [2:21:27] work through community ed. Uh, screeners are actually paid out of fund one. They [2:21:33] do early childhood screening in the district. Uh, and they're represented by Education Minnesota. It's a small group [2:21:39] of of just nine employees. uh the principles uh our principles and [2:21:44] assistant principles uh represented by the In Noa Henipin Elementary and Secondary Principles Association have [2:21:51] 126 members. Uh so that's one of our larger groups um that that we're dealing with. Uh we also have school office [2:21:58] supervisors whose um who oversee the office staff in all of our buildings. So [2:22:04] there's 42 members of that group. Uh that again is a supervisory group. Uh [2:22:09] special education administrators are also a supervisory group. Uh and they represent our um we we have 15 special [2:22:18] ed administrators uh who work uh throughout the district uh most of them [2:22:23] assigned to more than one building. And then finally, our our last group are our technical specialists, which is [2:22:29] primarily our print shop employees, but it also includes um some other uh [2:22:35] technical specialists at the uh education service center that are located in the warehouse or special [2:22:41] education. That group just has 14 employees. [2:22:48] And so again, this is a status update for the board and the community. We will continue to provide regular updates at [2:22:54] upcoming business meetings. Uh we also will begin to update our negotiations [2:23:00] website on our school district uh web or I'm sorry, our negotiations web page on [2:23:05] our up uh um on our school district website. And so with that, we are open [2:23:11] to any questions or comments that the board may have. Members, any questions for our presenters or comments? [2:23:18] Okay. Thank you so much. Thanks. Our next agenda item is 11. Finance uh [2:23:25] the preliminary FY26 proposed budget for all funds. We welcome Michelle Vargas, [2:23:30] chief financial officer. Welcome. Thank you. [2:23:42] Good evening, Chair Deshaine, members of the board, Superintendent McIntyre. I am here [2:23:48] tonight as part of our budget approval process to present the full proposed [2:23:53] budget for fiscal year 26. As we look at this budget, I've been [2:23:58] presenting on the general fund the past few times. That is unchanged um through our timeline that you can see. We are [2:24:05] waiting for the legislative session to end. Today is the last day. Doesn't look like we will have an answer today at [2:24:12] this point. Um, so any changes that are made between now and then the final June [2:24:17] approval, I will update in the budget. Um, there's a couple things that are out there hanging we can discuss at the end [2:24:23] if you have questions. Um, but at this point in time, we don't have any changes from the last time. Um, when I go [2:24:29] through the general fund. Um, so where we are at tonight, um, is presenting all [2:24:34] funds. So this will be child nutrition fund, our community education fund, our [2:24:39] debt service fund, and our trust fund. We do have um some slides on our capital projects fund, but it's pretty much [2:24:46] done. So it's just showing the change from last year to this year. So our proposed budget for all [2:24:53] funds is a $746 million revenue and 775 million expenditure budget. Revenues are [2:25:00] increasing by 1.1% and expenditures are increasing by 2.2%. 2% and we will go [2:25:06] through each fund individually and I will stop to give time for questions at um at the end of each [2:25:12] one. So our general fund our assumptions are the same assumptions we've been looking at. We're looking at a revenue [2:25:18] increase of 8.9% or 8.9 million 1.3%. It is based on the levy that you adopted in [2:25:24] December that had a a decrease of 2.8 million which is primarily due to our [2:25:30] pupil unit decline. Our state funding is increasing by 5.2 million the general [2:25:37] education revenue. That is due to the increase the CPI of 2.74% on our general [2:25:43] education aid which is an increase of $200 per adjusted pupil unit. We do have [2:25:49] a projected decrease of 450 pupil units. So we have a 1.1% decrease that's [2:25:55] offsetting um the full increase compared to current. For special education [2:26:00] revenue reimbursement, we are projecting a 6.9 million increase. So that is the reimbursement based on this year's [2:26:07] increase in revenue or expenditures. It's a reimbursement base, but it is one year behind um when we get that the [2:26:14] revenue. We also have the 1.3 million increase for student support personnel revenue. So this is the second year um [2:26:22] of that third year actually of it where it gets up to $2 million. So that [2:26:28] increases from 700,000 out to 2 million um in order to keep that staffing [2:26:33] increases in our social workers and counselors over what we had precoid is [2:26:39] what it is to fund any increases or adding staff. The other is our [2:26:45] 20 decrease in our unemployment revenue. At this point in time, the unemployment [2:26:51] revenue will expire, and that is a $2.1 million decrease in that funding source, [2:26:56] unless the legislature makes some changes to to continue to fund that. There's a $212,000 increase in the [2:27:03] transfer amount. The transfer amount is the adjustment that we make in order to [2:27:08] um gain the full subsidy that will come to us in fiscal year 27 for our English [2:27:13] learners revenue. Um we're also projected to maintain our current level [2:27:18] of local, state, categorical and federal revenue and we are assuming our investment income will stay stable. Um [2:27:25] at this point in time our cash balances and our um interest rates is basically [2:27:31] variable. Um so that's it that can be adjusted at any time as you look at it. Then um all of [2:27:39] those assumptions put into our revenues based on the funding source. You can see [2:27:44] we have a $2.8 million reduction in property tax. Um, with the BA basic [2:27:50] formula increase and the sped increase and the loss of the unemployment aid, [2:27:55] we're at $1.4 million. Our other local revenue, that's the $120,000 as part of [2:28:01] our budget rejections that we will save um from community. community had kept [2:28:06] the money for the uh facility rentals uh for operational and they gave it back to [2:28:12] us and then our transfers that's the EL transfer of the [2:28:19] 211,000 on the expenditure side projection is 18.6 million increase or [2:28:25] 2.7%. It's the net effect of projecting salary increases of 2.5% on average and [2:28:31] benefits of 5%. Um that amount is $14 million and then we net out some of the [2:28:38] reductions in that. Um we have 10 FTE. We are reducing 26 based on [2:28:46] enrollment. So, our straight ratios with the elementary ratio, uh, middle school and second and high school ratio, um, [2:28:53] based on where we stopped last year to this year on enrollment because last year, uh, we were under enrollment for [2:29:00] projections and then we are projecting a loss next year. That results in 26 less [2:29:07] FTE than in the current enrollment. We do um also project an 16 FD increase for [2:29:14] our special ed population based on um IEPs and needs. There's a 2.2 million [2:29:20] increase for the second year of the PAR educator and office professional contracts that were approved. And then [2:29:26] our 10.3 million for charter transportation and utilities. Pretty much 10 million of that's [2:29:32] transportation. The 300,000 is utilities. um based on the approved contract. There is 900,000 increase for [2:29:39] the Minnesota Paid Lee Act that will go into effect on January 1st. So [2:29:44] that's44% of your payroll um tax as that goes on. There's an employer portion and [2:29:50] then there will be an employee portion for the 444% um for half the year. Next year, the [2:29:57] following year it'll be the full year. So there will be another 900,000 increase in the 27 budget. We have an [2:30:03] increase for our athletic trainer contract of 325,000. Um we have athletic trainers at [2:30:09] all five of our high schools. And then the transfer side of the expenditure [2:30:14] side that offsets of 212,000 for our English learner cross subsidy. Also included in all of this is [2:30:22] the 9 million phase 2 budget reductions. So those were the ones that were approved back on November 25th. Um [2:30:29] within there, just to remind you, there was district-wide staff and non- staff of 4.9 million. Um the district-wide [2:30:35] administration reduction of 1.2 million. And then the realignment items were um [2:30:41] the child nutrition chargeback that we do based on supervision in the cafeteria [2:30:46] was a 400,000 um increase decrease in expenditure. So increase in um overall [2:30:53] funding for us. technology staff was realigned um by 400,000 moving staff [2:30:59] into the technology levy um based on the increased levy amount. Uh community [2:31:04] education revenue that was $120,000 that we saw increase in our revenue by retaining the facility rental and then [2:31:11] the student support aid realignment of $2 million um recognizing we hadn't [2:31:17] recognized it in the fiscal current fiscal year. So it's a $2 million of which one million was already being [2:31:22] realized this year. We'll net that out. There's also the fund balance transfer that was approved to end the strategic [2:31:28] investment after the fiscal year. So, we have one more year of that strategic investment and then the fourth year is [2:31:34] being moved back into the unassigned account from the strategic investment set aside. [2:31:40] So looking at the expenditures based on that with all of the the increases assumed by um salary and benefits and [2:31:48] then the offsets of our um reductions we're looking at salaries of 1.8% [2:31:55] benefits at 2.2 two. That's a little bit higher because of that Minnesota paid [2:32:00] leave act. That's where that is going to be. Purchase services of 9.5 million. [2:32:06] That's the 10 million in transportation. Part of phase two had $500,000 projected [2:32:11] in transportation reductions due to some bell changes and um reduction in routes [2:32:17] supplies. the 1.3 million that has to do with some of the um technology [2:32:24] transfers in that area to uh we're going to reduce supplies that we're spending and then move uh into salaries. Those [2:32:31] those benefits that's the realignment um and then the capital and other is also a shift um for the [2:32:39] capital transfers 211 is equal to the revenue in order to that offset. So [2:32:45] overall 18.6 6 million or 2.7%. Again, these are the numbers that [2:32:51] we've been sharing the past the past two times. Um, noting [2:32:56] that, can we go to the next slide? You want Oh, you want to go on that side? Okay. Go ahead. Thank you, Simon. [2:33:03] Michelle, you had mentioned purchase services. You mentioned transportation. What else is in purchase services? in [2:33:10] overall purchase services. Um, transportation is the largest portion of it, but it would be any contracts that [2:33:15] we have. Um, so we have contracted staff. We've our special ed staffing. [2:33:22] We've increased that significantly. It would be our PSCO contracts. We pay that. So tuition. Um, so that we have [2:33:29] contracts where we direct pay to North Henipin and Anoka Ramsey. So rather than [2:33:36] letting it go through the state, we get to get all of the revenue for the [2:33:41] students going there and then we pay a per uh credit amount and by that we [2:33:47] generate all the revenue, all our referendum revenue and all the restricted revenue on it. Um that would [2:33:52] be the majority of it. Miscellaneous service contracts, um mileage, professional development, any of those [2:33:59] services that we're paying for. And then one last followup. So the special ed [2:34:04] staff that you talked about, is that what you and I were talking about where we have special ed openings and can't [2:34:11] fill them. So we have to contract out our legal obligations for special ed and use contracts for from organizations or [2:34:20] whatever. That's correct. Yes, we contract out positions in order um when they can't be filled on postings in [2:34:26] order to make sure we meet requirements. Okay. Thank you. [2:34:33] Okay. So, looking at this, we've been talking about what is the net effect. So, with all those changes that we just [2:34:39] reviewed, um the $ 8.9 million increases in in revenues and 18.6 million [2:34:44] increases in expenses, uh it's a $26 million operating deficit, of which $9.4 [2:34:52] million is part of our strategic investments. So, those are assigned accounts, plan spend down. So our net [2:34:58] operating deficit is 16.7 million which we've been talking about would be if [2:35:04] this remains you know the starting target if you just wanted to shore up the budget um for fiscal year 27 that [2:35:11] would be your starting target um for budget reductions. Um the net effect of [2:35:16] this brings our fund balance unassigned on to 45.9 million. That assumes [2:35:22] everything that we've assumed in fiscal year 25 happens exactly as planned. Um there could be additional revenue, [2:35:28] additional expenditures, but um that's still to come. But we are looking at an 8.3% fund balance. Um we strive to be at [2:35:36] 10%, 10% um about 1% is 5.5 million. So [2:35:41] we're about 9.35 million under that 10% at this [2:35:48] time. So looking at this, this is all of our fund balances. So we always talk we have assigned which we set aside for [2:35:55] different reasons. Some are strategic investments, some are separation benefits, but those items were on the [2:36:01] far right, operating balance, those are the onetime spend that add up to that 9.425 million. The project lead the way [2:36:08] that we set aside for replacement of technology aligned to um that program [2:36:13] requires more updates in more timely than we do most of our other updates. [2:36:19] The strategic investments of the 8.29 29 million. Um that includes the five [2:36:24] million in strategic investment for um that will sunset and then the rest of it [2:36:31] is textbooks within that. Um and then with 970,000 left within our capital [2:36:37] infrastructure um area in our restricted area, the one [2:36:42] area um we're still one thing that's still left in the legislature is our basic skills. We've talked about comped. [2:36:49] there is um not a hold harmless that we know of yet. So there's the potential that um I was projecting it to to to [2:36:57] come. So we are still sitting at $35 million. As you can see, we are projecting in our basic skills um to [2:37:04] have a $14 million reserve fund balance. So if we do not get a holdless for that [2:37:10] 3.8 million, we will still be able to fund the full expenditures um for a year or two, you know, as we look at it. But [2:37:17] otherwise, overall, as you can see, when we look at our restricted, what we bring in is what you plan to spend. Um, [2:37:23] there's still some items within their long-term facilities, they can run a [2:37:28] negative balance because they know that you have multiple years to bring it up. Um, so there's a plan when they do that, [2:37:34] how they're going to catch that up. The same thing is done for the tech levy. The tech levy can run a negative because [2:37:40] timing of tech purchases aren't exactly level. We had that very large wired [2:37:45] wireless that happened. We've had some very large purchases of equipment in order to replace devices and with [2:37:53] projected tariffs and some of that some of it was accelerated in order to get pricing. So um and that's all allowable [2:38:00] from that standpoint. So, as you can see, this shows an operating balance of the -26 [2:38:06] million.6.7 million is that unassigned that we're talking about of what um the [2:38:11] plan spend down is for this year without any changes. As we said earlier, the [2:38:18] legislature is not done. There's a lot of ins and outs right now projected just the house was had passed a bill. That [2:38:25] bill had you um unemployment funded through 2028. So that would be net [2:38:31] revenue adding back that 2 million. The ins and outs of the different areas was actually about a $300,000 loss for us at [2:38:38] that point. So there wasn't really new money other than the UI that would be funded for a few more years. Um and that [2:38:44] was the house. The senate hasn't finished theirs yet. Last that I've seen. So that's kind of what we're waiting on at this point for that. So um [2:38:53] based on any changes that happen again I will bring those back and implement them into this budget for final [2:39:00] approval. Any other questions or open it up for general fund before we move on? Director Aette. [2:39:07] Thank you. I had a question. The previous slide you you listed out that there's an operating [2:39:14] deficit of just over 26 million for 2526 [2:39:19] and then that'll be reduced by 9.3 9.4 million um from strategic investment. So [2:39:27] then that lands us at about 16.8 for Yep. for operating. Yep. If everything [2:39:32] stayed the same for 26 27, would we we'd still if and we reduce [2:39:40] the 16.8, we would then carry over an operating deficit of about 9.4. [2:39:47] No, the 9.4 that will next year the spend [2:39:53] is going to change because some of those are gone and been spent. So that's [2:39:58] onetime spending of the unassigned fund accounts. So that amount um will just be [2:40:03] what's left for tuition or not tuition um textbooks and it still would be [2:40:08] adjusted um to what an operating is because that's a plan spend down of a [2:40:14] different fund balance. It's not coming out of your unassigned and it goes away. None of those are ongoing expenditures. [2:40:22] They're they're set aside and then once they're done they're done. So they're not I see. So it it's effectively part [2:40:29] of that is above the line and then you you're just taking out right the total you're just taking the total but then we [2:40:34] take that out to say this is really our operating deficit is the 16.7. Okay that [2:40:40] that's super important. So then if we uh reduce by the 16.7 we would effectively [2:40:47] be balanced and as far as we know we would be balanced into the other than some rollup costs or if something [2:40:52] changes in revenue. Yep. Yeah. Yeah, but I mean in a normal situation probably [2:40:58] balance it out to there instead. Right. Right. Yes. So that's the delta. Yes. Okay. Thank you, [2:41:05] Director Simon. I remember a conversation and I may have [2:41:10] completely misunderstood it, but I thought you were talking about the legislature was looking at maybe some of [2:41:15] these restricted fund balances letting us do a one-time transfer. Did I hear that right or There was a bill out [2:41:22] there. I don't know that it's made it into the omnibus bill. There was a bill [2:41:27] that would allow for transfers. It wasn't I it wasn't specific to as to which ones specifically if it was just [2:41:34] within the general fund reserved accounts or if it included the child nutrition fund or during COVID we offset [2:41:42] a negative fund balance. We transferred into food service. But at this point um [2:41:48] it's not in there. that that's at when we've been at the [2:41:53] legislature, that's been the area of most discussion and usually a one-time, you know, we tend to carry most [2:41:59] districts are carrying pretty healthy fund balances in child nutrition. Um, so [2:42:05] it's kind of a, you know, it's not a long-term solution and and they're still negotiating. I mean, probably still [2:42:10] negotiating right now at 9:00. Um, so that's still been in the conversation, Director Simon, but it's I'm not [2:42:17] sure it could be a small piece of a oneyear bridge to something. Should they [2:42:22] let districts do that? Some would suggest maybe still maintain a a criteria for fund balance in those [2:42:28] accounts. So I'll make up if a district had 30% fund balance, you still have to maintain 10% something like that, right? [2:42:34] But we've not heard much about this in the last couple weeks. I think it's still in place somewhere, [2:42:40] but I'm not sure it has a lot of traction. Thanks. I I was just thinking of it if it if they did allow that [2:42:46] flexibility. I think allowing flexibility at this time would be good, right? So, if they allow that, it's a [2:42:53] one-time transfer, one-time money, but it could help. We have a $10 million gap [2:42:59] to get up to 10% fund balance. So, anything could help that 8.3 get nearer [2:43:05] 10%, which is I think what this board wants. So that's where how I was thinking of it, not as it's offsetting [2:43:11] the $6.7 million. Okay. Thanks, [2:43:18] director. I have a a couple additional thoughts. It's related specific to the general fund, so I think I'll raise them [2:43:25] now. Okay. Um, and it and it gets to that task to cut 16.7 million, which if [2:43:32] you just do it in rough terms, it's going to be somewhere betweenund and I think the way we had it set up before uh [2:43:38] in our phase 2, 160 to 170 teachers um is the way that was laid out. And um [2:43:46] I I do not accept that we need to do that. And um we definitely need to cut the $6.8 8 [2:43:54] million. But I've been speaking about I didn't use the term zerobased budgeting, [2:43:59] but I've been speaking about a a bottoms up approach to this, which just brings a level of transparency to budgeting. Um [2:44:06] it's pretty it is generally called zerobased budgeting. It's pretty common. I know you're familiar with it. It's pretty common in um government, a number [2:44:14] of sectors actually, private sector, too. The basic concept though is you start every year with no nothing is [2:44:20] approved and and you basically have to add things in from the bottom up. So if [2:44:26] I were to propose it in our school system in really simple terms, how I might look at that is, you know, you [2:44:32] look at the what I'm going to call the basic building blocks of what it takes to operate a school. Um, and just in [2:44:39] basic, right? You need you need teachers, you need a principal, you need food service, you [2:44:46] need maintenance, building and grounds, u you need at least one person administrative in the office, you need a [2:44:52] nurse, and you need busing, you probably need a few other things, but I'm just talking about a very simple and basic [2:44:58] model of a school. If I apply that to a district office, you need a superintendent, you need payroll and [2:45:04] accounting, you need human resources, you need building and grounds. So you [2:45:09] the point is you break this down into sort of a basic setup and my proposal would be uh you do that. So we could [2:45:17] sort of say this is kind of like minimum of what it would take to operate the school. But my key thing is you put [2:45:24] teachers in first, not last. You put them in first because we're a school. So you you have to break these things [2:45:31] down into really small I think pretty small very transparent buckets like I [2:45:36] described. So for example, if you look at the number of principles, um it should equal the number of schools [2:45:42] you have. Um if you look at the number of teachers roughly, you could do the [2:45:48] math. You could say if we have x,000 kids, um and we have a desired class [2:45:53] size of, you know, y. You just do that math. That's how many teachers we need in order to maintain that class size. [2:46:00] Very simple, broken down things that anybody could look at and say, "Okay, I follow that math. I understand where [2:46:05] that comes from. And then from there you start layering in additional things. Suppose you say I [2:46:11] can't get by with just a principal. I need an assistant principal in do I need it in every school? How much does it [2:46:17] cost to put an assistant principal in every school? And you just go up from there. Um and the transparency that that [2:46:24] brings about helps us to be able to see, hey, exactly where are all of the dollars going? And it allows you to [2:46:31] prioritize, you know, uh prioritize things. So to reach the conclusion that [2:46:37] we did before that we have to cut 160 teachers is in my opinion remains a [2:46:43] matter a matter of prioritization. It clearly is. So I don't accept it yet and I would like to see [2:46:49] us look at this in a different way so that we could go after a different [2:46:54] outcome. Coach, [2:47:01] I know last year the question of a referendum was proposed and discussed and we ultimately didn't go with one. If [2:47:08] we actually if this board did zerobased budgeting, I would be very open to the idea of doing a referendum. [2:47:20] Are we ready to move on to the food service fund or are there further questions? Uh, Director Lingenfeld, [2:47:27] I think what you're proposing is a is a a budget reduction strategy. And so, I [2:47:33] don't know that I have the answer, but I'd be curious to to um understand [2:47:38] what's been used in the past and how the approach has been. And to your point, [2:47:44] there is a zero base and how you frame that and those kinds of things, but there's also some different strategies [2:47:51] that school districts have used over time. And ours looked a little bit different than zero, but it was very [2:47:57] transparent and and afforded um some autonomy in schools, affording the [2:48:02] principles some autonomy as well rather than a top down. So there's there's some [2:48:08] play in that as well. I'm understanding what you're saying and I think that that [2:48:13] I would also offer within that framework. Um it's really important that we hear out our leaders in our schools [2:48:20] too in terms of what they need. So without so it's but I'm I'm open to [2:48:26] understanding what the budget reduction strategy would be so our public is very whatever that looks like from your [2:48:32] leadership superintendent McIntyre. So superintendent just a comment. So on our June 9th board or work session, that's [2:48:39] the opportunity for the this board to discuss and review on things you'd like to see um either continue with phase [2:48:48] three that we maybe did in phase two or things you'd like to change. So we'll dig into uh getting the boards of feedback on how [2:48:55] to make adjustments or you know the things you'd like to see in that next process. So, we've said even though [2:49:01] we're talking about next year's budget right now, that's just some time set aside for that that window of time that gets to [2:49:08] the November decision- making. Director Arco or Aette, apologies. Yeah. So, I I [2:49:14] just have a question to clarify that then. Um be because uh how are you envisioning the the [2:49:21] budget process playing out? Is it that we we pass a budget and then we then we make the reductions after that? You've [2:49:28] already made the reductions for this coming school year. So talking about the next summer, we would once we get past [2:49:33] adopting next year's budget in next month, then we begin the process for your decision come fall before we get [2:49:40] into staffing like previously. Yeah. So the budget we will approve in June will [2:49:47] be 2526. Correct. And that's the one that we've already reduced. So that's [2:49:53] November. So it will be the follow on. Yep. Okay. Yep. And then you would act in theory you'd act again in November [2:49:58] for the following school year to do that ahead of our staffing. So we'll have some time to look at that. Yeah. But as [2:50:04] we build that I you know I want early feedback on what this board would like to see and what you'd like to see [2:50:11] changed uh as we look at that process launching in the summer once we get past the next year's budget adoption. That's [2:50:19] good. So uh you you have my feedback now. I I do not want the big huge massive chunks that we could not [2:50:25] possibly understand and a message that was we've already cut everything we can cut. I want to see it line by line so we [2:50:32] can have a look and decide do we value that or not. And I'm asking all all the [2:50:37] board members to give that feedback. We're going to need direction. I you know hopefully uh consensus or a [2:50:45] majority of the board giving clear direction how you want like want that process to to go. and we learned a lot [2:50:50] from the last phase one and phase two, right? So, I know you have all different thoughts on it. [2:50:56] Director Hok, I'm not asking you to do that tonight. I'm just saying there's time set aside in the future for that. [2:51:02] Thank you. Yeah, just want to make certain that as we look at this big process that we make certain that we [2:51:07] keep the students at the center. um ensuring that they're getting the [2:51:12] learning opportunities they need is key and having transparency so we can make wise decisions to uh [2:51:19] include all the important pieces that are fundamental for children to learn. So making certain that we have students [2:51:26] over systems director Simon. Thanks Casey. Um Corey, [2:51:34] uh kind of just follow up to what you said and and you I'm not asking you tonight, but maybe think about the [2:51:40] capacity. Um because I think that there could be a general process for the board [2:51:46] and then if an individual board member needs to see something that should be accommodated. I know there might be [2:51:52] capacity issues with that, but I would just say that share that with us if that's true. Otherwise, I think even if [2:51:59] it's each board member has to come to their individual decision and they may may need information in a different way [2:52:06] than the full board to do that. So, I'm supportive of each individual board member, you know, getting what they need [2:52:13] and and often that individual question is one that helps all of you. So, many times it's you see me do that a lot. [2:52:20] This is a question or a request or something that everyone would benefit from and and we try really hard to do that. [2:52:29] All right, I think we're ready to move on to food service fund. Thank [2:52:37] you. So, for our child nutrition fund, our food service fund, we are looking at a proposed um revenue budget of 26.9 [2:52:46] million. It is a decrease of $2.6 million or 9% um basically across the [2:52:52] board. It's just what um we're seeing is a projected reduced participation as [2:52:58] some of the guidelines for um sugar and salt are changing and the they're [2:53:06] experiencing a loss in um participation just in the free lunches. It's starting to wear off is what we're hearing from [2:53:13] our child nutrition director. So they are projecting a 4.5% reduce um for [2:53:19] state revenue uh 5.5% in federal. They're not anticipating any additional [2:53:25] there's generally uh an increase in some of the the reimbursement rates of federal. So they're not anticipating [2:53:31] that. And then they're also projecting a decrease in allocart sales of 1.4 million. [2:53:43] On the expenditure side, there's an increase of 1.25 million or [2:53:48] 4.2%. Um, they're looking at projected salaries and benefit increases for their open contracts at [2:53:55] 773,000. There is a decrease in their purchase service just due to a discontinuation of contracted staff. So, [2:54:01] they were another area that was having problems filling positions. So, they had were working with the contractor for [2:54:07] some contracted staff that they will no longer do next year. There is a 1.9 million increase in supplies due to [2:54:14] projected higher food and milk costs for the projected meals served. And then there's a 1.1 million decrease in [2:54:20] equipment purchases. So that increased fund balance that had grown due to the [2:54:26] the free meals and some of the co um they've been spending that down doing a bunch of upgrades and coolers and [2:54:31] freezers. So they'll as they've spent that down through this um upcoming year, they they will reduce that amount. So, [2:54:39] as you look at uh revenues and expenditures, they have an operating deficit of 3.8 million. Again, that is a [2:54:45] planned spend down with a bunch of the um upgrades that they're doing in many buildings. Um getting down to more of a, [2:54:53] you know, about a 30% fund balance. The within the terms, child nutrition funds are [2:55:00] supposed to not carry more than a three threemonth um fund balance of operating [2:55:06] expenditure. So they'll be in that range after this year at the [2:55:13] 28.5%. Our next fund is our community service fund. So this is our um before [2:55:19] after school adult enrichment and community school offerings. Their revenue is projected to increase by 1.4 [2:55:26] million or 4.7%. Their state aid is going up 730,000. Um, a portion of that is in our [2:55:34] general community ed aid, which is an equalized levy. The portion that we get in aid, um, just due to our population [2:55:41] growth. Adult basic ed is going up 278,000 due to contact hours, that's an [2:55:47] a contact hour reimbursement. Early learning programs are expected to go up 260,000, which is our growth in our 0 [2:55:54] to4 population um, in projected screening accounts. Our homeschool [2:56:00] nonpublic is in expected to increase 43,000 due to the reimbursement rates. [2:56:05] And then we have a 7,000 increase in federal AB due to contract hours contact hours. [2:56:11] Also continuing on with their revenue, their levy that was adopted in December had a 428,000 [2:56:18] um increase. The majority of that increase is that school age care. So that's the afterchool adventures plus um [2:56:25] for our students with disabilities. 88,000 increase in the levy for the early childhood family ed. Um that was [2:56:32] part of some of it be the equalization shifting to levy and then a decrease in [2:56:37] our general ed communication community le and adults with disabilities levy. [2:56:43] There's also an assumption of program revenue for uh regular miscellaneous programs increase of 384,000 [2:56:50] um just due to their fee increases and a stable enrollment. [2:56:56] So, as you can see, um, overall looking at our local revenue, that's where you're going to see your fees and your [2:57:02] levy, uh, increases 693,000. Our state revenue of the 730,000 [2:57:08] um, transfers in the screening part. Um, the screening part for our early [2:57:14] childhood is a fund for expense, but if they are under for the reimbursement [2:57:22] versus our cost, the general fund offsets it. So they're assuming they're going to generate more revenue this [2:57:27] year. So that offset from the general fund will be [2:57:35] less. Looking at community ed expenditures, there is an increase of 4.2% or 1.3 million. Um it assumes that [2:57:43] 2 and a half% in wage increases except where there have already been negotiated increases higher than that. 5% increase [2:57:51] on health insuranceances. Um they also will have the paid Minnesota paid family [2:57:56] leaveback since it's based on payroll. So that will be part of their increase. Um 43,000 um is that portion. They have [2:58:04] some staffing additions in AB early childhood early learning coordinator [2:58:10] cultural liaison social worker and adult learning programmer and some reductions um ECF visitor uh prek teachers. the [2:58:18] pre-K teachers are due to some combination um with moving of our programs and spaces, they're able to [2:58:25] combine our um prek with our voluntary prek that is in our schools and be more [2:58:32] efficient with the staffing. Um and then their community director was part of the [2:58:37] reductions and offsets where um they replace that with a coordinator. [2:58:45] There's also 298,000 increase in their purchase services and that was just uh [2:58:50] their inflationary increases for vendors, utilities, and transportation. That's largely in their adventures plus [2:58:55] program with their field trips and all of the um things they contract out um payments [2:59:01] to our AB consortium. We are the consortium um for AB and then that's our payments [2:59:07] going out um to the districts that are part of it. 132,000 increase in supply [2:59:14] expenditures. The Adventures Plus program, they had reduced it for a couple of years to offset some of the [2:59:21] wage increases and now they're going back up um increasing their supply budgets and then their technology [2:59:27] replacement schedule. Their capital outlay remains consistent and about 7% [2:59:32] of their total expenditures. So as you can see looking salaries and [2:59:39] benefits that is the majority of their increase. They are again um people in [2:59:44] front of our our our learners purchase services that we discussed um increases [2:59:50] for their field trips those type of items and their supply increases. Um again 1.2 1.3 million increase are [2:59:57] 4.2%. Just looking at their operating um revenues and expenditures. Um can we go [3:00:04] to the next slide please? You can see that they have an operating deficit of 99,000 almost 100,000. [3:00:11] They're operating in that 30% area of fund balance which is consistent where [3:00:17] um it is common for a primarily feebased program. So um very consistent [3:00:23] programming in that 30 to $31 million range for their [3:00:30] operations. Our next one, this is the capital projects one that I referred to. There really isn't anything going on [3:00:36] this year because we will be done with the fit for the future. We are um in the [3:00:41] process of getting back our last escrow account. It is fully expended. Um so [3:00:47] expenditures are decreasing because there won't be any by 4.2 million. Let's go to the next slide. As you can see, we [3:00:55] will fully spend at the end of fiscical year 25 our full bond proceeds and we [3:01:01] will will no longer have anything in there until there is another bond or if [3:01:07] we were to have any of our LTFM projects over 2 million, then we have to track them in the capital projects fund. So, [3:01:13] at this point in time, it's just comparison to last year of where we're at and we will not have any expenditures [3:01:19] or revenue in it. our debt service fund. This is where all [3:01:26] of our debt is calculated for our just principal and interest payments. The revenue is decreasing by 252,000 due to [3:01:33] the increase in debt access. If our fund balance gets too high because we levy [3:01:38] 105% of our total principal and interest payments in order to pay for the costs [3:01:45] for our trustee. US Bank manages our our bonds. Um so we have those expenses. [3:01:50] they reduce that revenue amount to bring down your fund balance. Expenditures are unchanged. Our principal and interest [3:01:56] are um expected to be based on the schedule's the same. Our fund balance [3:02:02] will be 3.6 million. So as you can see we have 15.2 million in revenues and [3:02:08] 15.4 million in expenditures, 242,000 operating deficit and we remain with 3.6 [3:02:15] 6 million uh fund balance [3:02:21] 23.5%. As part of our debt policy, which is part of our bond rating um and what [3:02:26] we're required to show is just to show you a debt summary at this annual um presentation. Uh we currently have a [3:02:33] principal balance starting next fiscal year 223 million. Our schedule payments [3:02:38] for principal are 7.7 million. So that 15 million um on the previous slide of [3:02:44] our expenses 7.7 million is principal the rest of it interest we will have a principal balance of [3:02:51] 215.8 million at the end of fiscal year 26. The other part of our required um [3:03:00] reporting out is our legal debt limit. Our legal debt limit at July 1st 2025 is [3:03:05] 15% of our market value. The market value is 5.3 billion. [3:03:11] dollars. So when you take the 28 million in debt, OPED does not count against [3:03:17] this, our legal debt limit is 5.1 billion. So that is the amount that you [3:03:22] would be able to bond to if it was approved by voters, but it's our legal [3:03:28] debt limit. Our trust fund is our last fund. [3:03:34] Um this is our OPED trust. We use this trust fund to offset um the implicit [3:03:41] rate of our employee benefits for health insurance. Um our by statute, we talk [3:03:47] about this every year, by statute, retirees are able to stay on our fund as [3:03:53] active employees at the active rate. The difference between their premiums and [3:03:58] their actual cost because we're self-insured is what is considered the implicit rate. Um generally, um older [3:04:05] staff could be rated higher or that they're not within that based on statute. So [3:04:12] last year we had over $2 million in um that amount that was the retirees in [3:04:19] excess of their premiums. We are anticipating uh revenue increase to 2 million. We we had over 2.9 million in [3:04:26] investment earnings last year. So we're upping our anticipated market gain to 2 million. Our expenditures then because [3:04:33] we are at 2 million for expenditures last year, we assume they will be about the same. Um our projected fund balance [3:04:39] to remain stable then at 36.9 million. Um as we look at that um we've [3:04:45] maintained that fund balance. Um the original amount that was um the bonds [3:04:51] was 26.9 million. So we've grown it to 36.9 million since inception. that was [3:04:57] the bonds were sold in um October of [3:05:03] 2009 and during that time we've been able to offset our operating expenses in [3:05:09] the general fund each year by that implicit rate while maintaining um the [3:05:14] increases within that um you get the every other year the actuaries come and they show us that what we're what our [3:05:20] funding is based on the actuary analysis. um we've been more than fully funded for 10 years um from that [3:05:29] standpoint. So, it's something that offsets our costs in our in our general um the it's the transfer that comes out [3:05:36] of that goes in and offsets our health insurance in the general fund, the [3:05:44] premiums. So, for tonight, this is a presentation. I will be back then June [3:05:50] 23rd for final approval. at that point in time. Again, I will update any changes that are made in the legislature [3:05:58] um for funding um anything that comes to it. But um what we are looking at again [3:06:03] is an 8.5 million increase in revenues, a $746 million revenue budget, and a [3:06:09] $775 million expenditure budget of an increase of about 17.2 million or 2.2%. [3:06:16] And I will open it up for any other questions or comments. [Applause] [3:06:21] Board. Any further discussion or questions for Michelle Bergus? [3:06:27] Excellent. Thank you so much. Thank you. All right, board. Our next agenda item [3:06:33] is 11 general counsel uh 721.0 purchasing procurement policy [3:06:40] first read. We have a set of a couple policies here. Uh yes, director Lingfeld. [3:06:47] I don't know if it's appropriate. Can we reorg your presentation because I know we have two principles that have to get [3:06:53] up really early tomorrow morning. I think that's an excellent idea if we can. I Well, you're the legal people and [3:07:00] I don't know how. Are you asking to just to reorder the the order that we do the policies in? Yeah. Um I I think that's [3:07:07] fine. Members, is there any other thoughts? Is there a problem? Okay. [3:07:13] Yeah. So, are we going to start with the phone? Yes. Is that all right? Yeah. [3:07:18] Okay. Please join us. Uh, I'm going to amend what I just said. We're going to start with 11C policy 507, the new cell [3:07:26] phone policy, first read. Uh, we welcome Tim Palunteer, general counsel, Mike Farley, the principal of Anoka High [3:07:32] School, and Tim Fine, the principal of Andover High School. Thank you for being here. Thank you, Sher Dashaine, [3:07:37] Superintendent McIntyre, and board members. Um we're actually before you for a second time talking about the cell [3:07:43] phone policy. If you recall in February of this school year, we actually had a uh work session where we discussed this. [3:07:49] Um after that work session, I think there was uh largely agreement on most portions of the of the cell phone [3:07:56] policy. The significant question that came up was whether or not the cell phone policy, at least as it relates to [3:08:03] the high school level, uh needed to be more robust. So we went back down to uh [3:08:08] policy. We had conversations about that uh in an in a policy committee meeting. [3:08:13] Uh principal Fine and Principal Farley joined us uh provided some some feedback [3:08:18] and we continue to have some ongoing discussions. Um so um based on our our [3:08:25] input not just from um the two principles that are here for before you today uh but also in reaching out to [3:08:32] their colleagues, conversations that I've had, conversations that each of these uh individuals have had with different um principles. Um we do come [3:08:39] back with a recommendation. Um we did have a slight uh potential uh proposed modification. Um, I know that there was [3:08:47] some some really good conversation um between the the board members that sit on policy. So, we certainly wanted to [3:08:53] honor those uh discussions here tonight and answer any questions in front of the full board. Um, but um and I will have [3:09:00] uh Mr. Farley or Mr. Fine provide any sort of background uh in terms of um of [3:09:06] uh recommendations or questions that the board has. Um I will point out um as it [3:09:13] relates to the question at the secondary level, if you notice in the in the draft [3:09:20] policy uh that's before you tonight, we actually have a highlighted section in there that says other potential [3:09:26] suggested uh language from the policy committee meeting. Um I think the language strengthens um some of the uh [3:09:32] concerns related to um cell phone use at uh in the high schools specifically as [3:09:38] it relates to the classrooms. So specifically it says um it says cell phone use is not permitted in [3:09:44] classrooms. Um it must be powered off and away unless a teacher has given permission for use for educational [3:09:50] purposes. Uh so and I can uh illustrate that a little bit more uh specifically [3:09:56] with respect to some of our specific sites on this issue. Uh but that's that was the recommendation. Um so what I [3:10:03] will say is is that um we are before you recommending um that we maintain at [3:10:09] least a policy that aligns with what we've done in terms of our current practice. Um what we're hearing from our [3:10:15] principles is it is in fact working. Um we are uh finding that at least in the classroom setting um uh the distractions [3:10:23] and disruptions uh have been reduced. The policies manageable uh and as I [3:10:28] think the principles that are here with us today can can um talk about I mean [3:10:33] when we're getting to students at a at a high school level um they're getting they're young adults right and they have [3:10:40] different responsibilities uh different days to manage um different family responsibilities. And so, uh, with that, [3:10:48] um, we can open it up to any questions. I will let, uh, Mr. Fine or Mr. Farley also weigh in if you want to, um, [3:10:54] provide any background at this point. So, we'll take questions. Okay. Uh, [3:11:00] director, Audette, no questions. I have comments. Um, I I don't think we were [3:11:05] aligned at that work session about it. Um, I definitely I definitely for one uh [3:11:12] requested that we just have an outright ban on cell phones and I'm still there. So, I'm [3:11:18] just going to say what I believe our administration lacks the courage to say. [3:11:26] Cell phones are negatively impacting student behavior and are a key driver behind it, [3:11:32] academics, and are an important part of disruptions in our classrooms and in our schools generally and mental health. [3:11:41] Um, our children across society and in our system, constant exposure to phones is [3:11:49] unquestionably having an impact on mental health and it's being recognized all over the world really. Um, [3:11:56] so until we completely remove phones from our school environment, our kids are going [3:12:02] to continue to suffer the negative effect of it. Just a fact. And so we can pass whatever policy [3:12:09] you want to now that doesn't do that. But we'll be back again. Might be 5 years from now, might be 10 years from [3:12:15] now. And there will continue to be irreparable harm to all the kids who who continue to be exposed to it. We need to [3:12:22] get it out of our schools. So that so that we can focus on academics so that we can get behavior [3:12:29] under control, mental health, but we just do the easy thing which is, you know, pacify and and allow kids to [3:12:37] continue to do it and because we don't want to face some apparent backlash from parents or kids or otherwise. I really [3:12:43] don't get it. But I'm not going to do it. I'm not going to sit here as a member of the school board and say [3:12:49] that anything other than what I know in my heart is best for our kids and that's [3:12:55] to completely remove the phones from the school environment. [Music] [3:13:04] Members, are there any other questions for our principles or for Tim Palunteer on the policy? I have comments. Coach [3:13:12] Arco. So, um, I'd just like to begin by sharing, um, an interaction or a [3:13:20] conversation I had with a I believe she was a 30-year veteran teacher in the district recently. She's been here long [3:13:26] enough to see, you know, one generation to the next of students come. And I think, as we've discussed at many work [3:13:32] sessions and board meetings, we all know that there's plenty of behavioral issues in the district. Um, so I just asked her, I'm like, what have you seen change [3:13:39] from one generation to the next? Like, what is the difference? because you've been here long enough to actually see that [3:13:44] transition. And what she threw out there, and she thinks this is farther reaching than just the schools, is [3:13:50] essentially phones. She said she'll go to restaurants and see families that, you know, that used to be sitting at [3:13:57] tables talking to each other, kids poking each other, whatever, and now they're all just kind of staring at their screens. There's no conversation, [3:14:03] no eye contact. And we've all seen it. We've probably all done it to be honest. Um, [3:14:09] but the most alarming thing that she pointed out, I totally agree with her by the way because as I have been accused [3:14:14] of otherwise, I I do actually trust our teachers. Um, she pointed out that it's [3:14:20] not just the increase in behaviors. It's it's actually that she's noticed kind of this newer generation of kids is coming [3:14:26] in kind of developmentally almost delayed compared to the previous generation. Almost like [3:14:32] they don't have as many words. They're not socially and emotionally as developed as they used to be before [3:14:37] phones were widespread. Phones are simultaneously one of the it's the best invention of the last 100 years and the [3:14:43] worst invention of the last 100 years. So, funny enough, we just had a very contentious discussion on social [3:14:48] emotional learning. And one of the things, actually the thing I think has the greatest impact on the social [3:14:55] emotional needs of students is precisely to not be staring at your phone when you could be interacting with your [3:15:01] classmates, could be making eye contact with them, could be having you could call micro conversations with them, [3:15:06] could be just learning how to be social, but instead you're going to stare at their phones because that's what kids [3:15:11] do. That's what teenagers do. So, I personally think one of the greatest things that we can do for the social [3:15:17] emotional needs of our students is to restrict access to their phones while they're in school, obviously accepting [3:15:24] emergencies or things like that. So, since this whole board just made it very clear how important the social emotional [3:15:30] needs of our students are, I would imagine everyone's going to be on board with what I'm about to recommend. So, to show to actually go [3:15:36] one step further, I've also heard many times from this board that they love datadriven analyses. So, I went ahead [3:15:42] and did my own research here. Um, I put out a poll as the Anoka Henman board rep [3:15:47] for the Blaine area on the Next Door app. And for those of you who don't know what that is, it's like Facebook except [3:15:53] instead of like adding friends, you're just automatically connected with all your neighbors in the area. So, in the [3:15:59] short, it was only a little over 24 hours that I put out the poll, there's five questions. I'll read it to you. I [3:16:04] got 350 responses, and I'm going to go ahead and read it right now. I just I introduced myself. I said, question. To [3:16:10] what extent do you support a ban on cell phone use at the high school level? I gave five options. Four of them are kind [3:16:18] of predefined. One of them was other. Please describe in the comments. So, let's really focus on the four. I gave [3:16:23] the two extremes. No ban, no rules at all. That's one extreme. Total ban, no [3:16:28] cell phones allowed in the building. That's the other extreme. And then moving in from those extremes, I gave [3:16:34] two more kind of moderate responses that people could choose. One of them was I I described it as classroom use ban trust [3:16:41] students to follow the rules and then the other end of that is controlled ban designated storage area for cell phones [3:16:48] during school. So people in the Blaine Rapids Ham Lake area responded 350 [3:16:54] of them. The number one answer coming in with 147 votes and 42% was the [3:16:59] controlled ban designated storage area for cell phones during school. Number two was the classroom use ban trust [3:17:05] students to follow the rules at 34% and 120 votes. So the two center um [3:17:11] questions got the majority which I think is expected. What is more interesting in my opinion is if you look at the two [3:17:17] extreme ends the no ban at all or the total ban. The total ban got 13% or 46 [3:17:22] votes. The no ban no rules at all got 7% or 26 votes. So the total ban actually got about twice as much almost of the no [3:17:29] ban at all. And so what this data shows, the 350 votes that I pulled in from the the community is that people skew in the [3:17:37] direction of they do want some control in place. The the majority actually over [3:17:42] 50% if you add the controlled ban and the total ban, it's over 50%. They want some kind of district control in place. [3:17:50] And I'll also add to that, um, while it's true to Director Adet's point, while it is true that the administration [3:17:57] has made this recommendation, I have yet to hear a single teacher praise cell phones in any way. The only responses [3:18:04] I've heard from teachers are, please get rid of them and take earbuds and smartwatches with them. That's it. So, [3:18:09] it's very interesting when I hear one message coming from the administration and the other message coming from all of the teachers. So, that being said, [3:18:16] again, just kind of keeping in line with what I said about um being data driven, want to bring up something [3:18:23] that'll lead into my proposed solution to the board. So, um there there's a book that came out, I don't know when it [3:18:29] was, it's very fairly recently, I believe, um called The Power of Habit by Charles Doohig. And in that book, he [3:18:35] talks about kind of how human behavior works in terms of habit. He makes the claim that about 40% of human behavior [3:18:41] is habit driven, meaning you're not consciously thinking about it when you're doing it. Um, and the way that [3:18:46] habits work, he breaks it down into a very simple cycle. There's the Q, the action, and the reward. The Q, the [3:18:52] action, and the reward. When you when the Q is present, subconsciously, it drives a person to engage in the action, [3:18:59] whatever it is. Come up with a silly example. Say every time you get home from work, the very act of walking into [3:19:05] the kitchen makes you look around for a snack. And so because there's always cookies on the counter, you're going to grab a cookie. So the cue is you walk [3:19:11] into the kitchen after getting home from work. The action is you take the cookie. The reward is you eat the cookie. So one [3:19:17] way to end a habit is to use self-control. It's to use willpower. But those things are emotionally and [3:19:23] mentally draining. And they actually do wear out over time. If the the longer a person is exerting willpower, the less [3:19:29] they can hold on to that as time goes on. What he proposes in his book is you actually remove the Q amongst other [3:19:36] things. For example, if you just remove the Q, the entire habit cycle is disrupted and the person won't engage in [3:19:41] that habit. The reason I bring this up is because the currently proposed solution is to essentially still allow [3:19:48] students to have their cell phones with them, but that then introduces the problem of they're going to be [3:19:53] constantly thinking about the fact that I have this cell phone in my pocket or in my bag. I want to check it. I want to [3:19:59] go on social media. I want to text people. They'll know they shouldn't, but it's still there and they know they can. [3:20:04] So that means their mind is going to go to how can I go and use this phone? You know, I'm going to use it during passing [3:20:10] time. In other words, there's going to be willpower and self-control they have to exert to try to follow the rules. I'm sure many of them will do just fine, but [3:20:17] it doesn't change the fact that that temptation is always going to be there. Um, instead what I would propose to, um, [3:20:25] kind of accommodate what Director Adet is saying, but at least still allow for perhaps some, I don't know, maybe [3:20:31] emergency or common sense use of cell phones, is there's actually a company called um, Yonder, Y O N. Feel free to [3:20:38] look it up. Essentially, they make little little magnetic phone pouches. You can slide the phone in there and [3:20:44] then there's a station that will magnetically seal the pouch. And essentially until you go back to [3:20:49] that station, you can't open that pouch. So if we were to implement the the yonder solution, which I believe Fox [3:20:55] News covered, many districts in the state are actually do or many schools I should say are doing this. A couple dozen orers, I think they said [3:21:01] essentially it would do two things. It would still make students who chose to bring their phones to school responsible [3:21:07] for their phones instead of us because that's a concern that was raised. We don't want to be responsible for their phones. I agree. And then the second [3:21:14] component to that is that it would remove the queue because if they knew that there was no possible way again [3:21:20] barring emergencies that they could access their phone because it's sealed inside of a magnetic case that's still [3:21:25] on their person. Okay. Well, now they don't have to self-control or willpower to not use their phone. It removes even [3:21:31] the temptation to use it. So I think it strikes a kind of a happy medium of if they need to bring their phone into the [3:21:36] building, sure, but then this way this will ensure that they're not actually going to use it. So, I just want to [3:21:43] throw that out there as a possible recommendation. I kind of wish the [3:21:48] administration would have brought this forward as well because I think it's a very creative solution. Um, certainly worth the money in my opinion and I [3:21:53] think it strikes a happy balance of it still allows people who want to have their phones have them on them. It [3:21:59] removes the responsibility from us and yeah, so those are my recommendations. [3:22:04] Um, and just to circle back to something at the beginning, I agree with Director Odette. I don't think we ever broadly [3:22:10] agreed on this policy as it stands right now. I'm a no vote on it. [3:22:16] Uh yeah, Mr. Fine. Thank you, Chair Desine. I think uh you know, as we said, [3:22:22] we're we're not differing and saying that there aren't issues with cell phones. Like there are legit issues with [3:22:28] that and that's why we deal with that every single day. But I think you're painting a a perception in a high school [3:22:33] that it is just people walking around not talking to anybody, not getting any education done. I would welcome any of [3:22:40] you to come to any of our schools on any day. Come in our classrooms and see the good education that's happening to look [3:22:46] in classrooms and not see a single phone out. Especially for teachers who are taking it on. Our teachers are doing an [3:22:52] amazing job and they're telling the kids why they don't need to have technology out. We live in a generation of kids [3:22:58] right now that need to understand the why before they're going to use that. And when you tell them that, they get it [3:23:05] and then they'll buy into that. And so consistency matters. And we're continue to work with our staffs on consistency [3:23:11] within the classroom to make sure that it isn't interrupting that daily project or the the daily progress in the [3:23:17] education and learning. I think there's also this perception of kids don't talk to each [3:23:23] other in the hallway. All they do is is misbehave and that kind of stuff. So I would I would welcome you to come and see the interactions that our kids are [3:23:30] having in the hallway. It is different than when we all went to school. Interaction does involve sometimes [3:23:35] social media. It does involve hanging out in a cafeteria playing a game together, but they are socializing [3:23:42] through that. And whether we like it or not, that is some of the ways that they are. So I'm in favor of more control. [3:23:49] I'm definitely in favor of a a stronger policy within the classroom. But I do have some concerns over that because I [3:23:55] also believe that within a school and I think my counterparts would would also agree with this is like we also have a [3:24:02] duty to help kids become digital responsible citizens if they're going to thrive in the 21st century. That's part [3:24:09] of us partnering with our parents to be able to make sure that kids understand how to use those phones [3:24:15] responsibly. They're in a really awkward stage as young adults right now and we have to be able to continue to work with [3:24:21] them. Sometimes we get great partnership from our our parents at home and sometimes we do not and they're all over [3:24:26] the board on on what their desire would be as far as a ban and stuff in school [3:24:32] because we deal with every single day parents wondering I'm not going to support that my kid I want to be able to [3:24:38] get a hold of them at every single moment of every single day. It's a safety issue and that just dealt with a parent today on the phone regarding [3:24:44] that. So there are systems like Yonder that's that's a great solution. I would [3:24:49] worry about that right now in in when we have a how many million dollar budget uh [3:24:54] problem right now in in our to be able to spend money on that. Is this the right time to be able to do that? I [3:25:00] would also kind of ask a question of like how do you see that working in a school like Blaine or Champlain when [3:25:06] there's 3,200 students and let's say 95% of them are walking in the door within a [3:25:12] 20 minute period at the beginning of the day. what does that look like to you to be able to make sure that they are [3:25:17] putting them in their appropriate magnetic pouch uh throughout the day. So, it's not that that isn't a solution. [3:25:24] Uh but we are in alignment with many of the major school districts across the state right now. We've gone and looked [3:25:30] uh and done research with Edina, uh Eden Prairie, Weisetta, Mountains View, uh El [3:25:36] River uh district. All of them have very similar policies. Are they perfect? Absolutely not. But if you want to come [3:25:44] and look at some of our classrooms, the strategies that we're using are working. I think teachers that are still [3:25:50] struggling with that, we continue to work on bringing solutions to them so that it is not a battle for them every [3:25:55] day in the classroom. And our concerns about the mental health and all of that are echoed with everything that that [3:26:01] director Adette said today. Uh, I think we just maybe differ on on how we think we need to be able to approach some of [3:26:08] that, but I think there is some room in the middle to be able to kind of go through both of that, but I believe that that's our responsibility to help those [3:26:15] those students with that, coach. And then, [3:26:20] so I'm glad you brought that up about the digital citizen thing. I just want to address that. So, I agree people do [3:26:25] need to learn how to be good digital citizens. It's part of life now. Phones are never going away. I do think part of [3:26:31] that is just learning to put your phone down for seven hours straight. I think if you any individual adult, teenager, [3:26:38] child, if you don't have that ability, you could throw me under the bus for this cuz I might not even have that ability. That's not a good place to be [3:26:44] in. And as part of a working just professional, you you need to be able to [3:26:49] put your phone down for extended periods of time and not look at it and be okay with that. That is what it means to be a good digital citizen. That's the first [3:26:56] thing. The second thing, yeah, yonder might cost money, but we just punted on an opportunity to save u $50,000 plus in [3:27:03] perpetuity on crafting our own curriculum. So I I don't think the [3:27:09] amount of money that Yonder would cost would compare to the amount of money we just chose to pass on saving. The my [3:27:15] primary concern with the policy like I agree students but for maybe certain [3:27:21] exceptions or whatever shouldn't be allowed to use cell phones in class. It lacks the specific enforcement mechanism and and this is where everything falls [3:27:27] through the cracks. How are you actually going to do this? And again, all of the feedback from teachers says it just [3:27:34] tells me otherwise that this isn't working. We need a solution to this. It's very mixed success and I think it [3:27:40] would be better if we implemented something like yonder. Director Adette. [3:27:47] Yeah. Uh to this issue of teaching kids to be responsible digital citizens. I [3:27:54] know I know not a single adult who is. I deal with it as an employer. I've [3:28:02] coached grown young grown men and women 50, 60 years old. Put your phone away. [3:28:08] We're in a meeting. I see my employees constantly sitting at their desk on the stupid [3:28:15] thing. I see people out there doing it right now. I would be doing it right now. But I do have the self-control to [3:28:21] put it in my pocket during these meetings. I never take it out. But I'm no good at it either. The [3:28:27] difference between all of the adults doing that and kids is they're not forming their brains. They're not trying [3:28:33] to be educated. So, we take what we all know is essentially like the most addictive thing we have and we stick it [3:28:40] in our classroom. It's crazy. We'd stick it in our school. We watch kids film [3:28:46] each other doing stupid things that they shouldn't be filming each other doing and they ruin their lives. They hurt their lives. They hurt each other over [3:28:52] it. We watch him use it to start fights, to record fights, despite the fact that [3:28:57] we have a policy against it. It's just too much of a it's too much of a I don't [3:29:03] know of a of a temptation. So, there comes a point when you have to just rise above that and [3:29:09] say, well, if if anybody in in the society is going to is going to stand up [3:29:14] and tell kids and parents what what they don't want to hear the most, it should be somebody like school system, school [3:29:20] board. And I just am amazed that we all know it. Everybody knows it. But for some reason, we just don't want to do [3:29:26] it. It's it's sad because our kids really are hurting because of this. And [3:29:32] I think everybody knows it. It's just I'm trying. If anything else, if I can convince people to pause [3:29:38] for a moment and make the realization and stop telling ourselves as adults, we've [3:29:44] got reasons they need it like emergencies and jobs and everything else. We're just telling ourselves that [3:29:50] because it's easy, but they don't need it. It's sad. [3:29:56] Um, Mr. Farley, and I don't I don't think anybody's I think for the most part, we're in agreement that the cell [3:30:02] phones aren't helping in a lot of different ways with anxiety, depression. Um, at the session, I believe I handed [3:30:07] out to both of you things that we've sent out to our parents along with a letter that I sent out the last three [3:30:12] years. Um, is it perfect? No. Are we getting better? I think so. Um, board [3:30:18] member Hulman, you've been in my building many times. I don't believe that you've said to me, "This is out of [3:30:24] control and phones are everywhere." I don't believe that that's ever been that statement's been made to me. Uh, Dr. [3:30:30] Langenfeld, you were around 15 years ago when we had a total ban. Um, at the high school level, it it was unbelievable [3:30:39] having to deal with it. um where we had individuals getting frustrated grabbing phones from kids and we've had this [3:30:46] conversation about liabilities and who prop whose property that belongs to. Um we're always looking for better ways to [3:30:52] do things. The yonder thing, we looked that up three years ago. For us, it wasn't cost-effective. Um we didn't know [3:30:58] how we would pay for it. Um principles are willing to pilot things. We're willing to do things that will help, but [3:31:06] we're we're saying that we don't know how we would manage an all-out ban. And that for us means hallways and [3:31:13] lunchroom. We had it 15 years ago. You remember it. It was it was pretty bad. [3:31:19] And when we're being asked and and our prime responsibility is, you've said [3:31:24] this, education of kids, I I don't know when I would get into a classroom to [3:31:29] work with some of our younger teachers to bring them along if all I'm dealing with is cell phones every single [3:31:36] day. It's just a reality. So, we're we're not saying that it's perfect. [3:31:41] We're open to ideas. Um, but like my colleague said, come to our buildings. I [3:31:47] mean, I go back to sometimes when people get frustrated and say, you know, uh, [3:31:53] everyone or everybody, that's not a true statement. There's no everybody and everyone. I don't believe anybody can ever say that. 98% of our kids are doing [3:32:00] the right things. I keep saying that over and over. Thank you. Coach Erica, did you have [3:32:06] something? Okay. Yeah, a couple things. So the saddest part about that is if lunch is really where they're using it, [3:32:12] lunch is where all of the casual conversations are supposed to happen and the friendships are formed and the table talk happens. So that that that kind of [3:32:18] breaks my heart. So it's interesting about what you're describing is if I just grant [3:32:24] everything you just said and I will then yander shouldn't be a problem because if 98% of students aren't doing it anyways [3:32:30] then just slide it in the pouch and you're good to go. And this is what I get to. It seems like the part that no [3:32:35] one wants to say out loud is let's just run with what you said. There's a 2% a 2% of students who that will cause a [3:32:42] problem with this that are problematic. And the way this policy is [3:32:47] written, it doesn't address that 2%. And it's it's just going to continue to let [3:32:52] all of that fall through the cracks. And this is why I want something specific in place like a mechanism, not not just an [3:32:58] idea, not a philosophy we stand on. We need that. But I want a mechanism in place that we can stand on. Like I'm [3:33:03] using as an example. Maybe there's something better you can use yonder. And then to the extent that that doesn't work, I know this is wildly unpopular. [3:33:10] Nobody ever wants to consider this, but I keep going back to it. We we don't make our teachers and our principles [3:33:16] address student behaviors. We make the parents of those students address student behaviors. Put the onus of [3:33:21] responsibility to follow our rules onto the parents as it should be. The district is not mommy and daddy. We [3:33:28] should not be playing the role of mommy and daddy. make parents have their kids follow the policy. [3:33:36] So, just a couple comments from me. Um, I mean, I just think first we have to [3:33:42] acknowledge as a part of this conversation, we just have to acknowledge schools don't give kids cell phones. Anoka Henipin does not give [3:33:49] students cell phones. Students are coming into our schools with phones that [3:33:55] were provided by their parents and families. That's just like the base level and important piece. Nobody [3:34:01] disagrees that there are challenges created by cell phones. I totally hear [3:34:06] you, Director Audet. Um and agree that they are problematic a society at large for our [3:34:13] for our young people. Right now in an Oka Henipin, we already have off and away all day for [3:34:20] K8. So that's a big majority of our students. Um, I' I'm in a lot of the [3:34:26] elementary schools. I'm in the middle school. Often the phones are off and away all day. They're sitting at lunch. [3:34:32] They're in the passing times. Our students have figured out how to do this. It's working. When we think of uh high school [3:34:40] students right now, we have um a mechanism like designated storage. The [3:34:47] all the classrooms I've been in have options like the hanging pouches, the pockets. I see those are being used I [3:34:54] think broadly I'm sure and we're hearing from some teachers that they're not using them yet. I think that's coaching, [3:35:02] professional development, further discussion and further support. Right? If our policy becomes tighter, we can [3:35:08] use that in those coaching and professional development opportunities. We can use that in discussion with parents and students on how they can [3:35:15] become better school citizens following the rules. That that whole thing. Um, I [3:35:21] just quickly looked up Yonder and uh the approximate cost for a foam pouch is [3:35:28] about $30 a student. So if we if we say 38,000 students in our district, that's [3:35:33] $1.4 million. That's a lot different [3:35:38] than the math you were doing on to say $50,000. Um, just just an important [3:35:46] number to put out there in this conversation. Could it be a solution? Sure. Is it a necessary cost-effective [3:35:52] solution? I don't know. I think that what we're hearing from our principles [3:35:57] and what we've heard in the in the discussions we've had and this is actually why we're here again and why we have the principles here is Zach and I [3:36:03] were in the policy committee meeting with them. We had continued these discussions and we said we want the whole board to be able to be a part of [3:36:09] this discussion to ask questions of our principles and and provide this type of input. So I I don't think there there [3:36:15] there was never a perception that this first draft of the policy was something that was like agreed upon at a work [3:36:20] session. So I just want to clear that up too. This was just a draft to start the conversation so that we could bring in [3:36:25] our principles and get this conversation rolling amongst the board so then we could land at a revision that would get [3:36:31] uh majority support from those around this table. I think we are seeing examples and I'm in [3:36:41] at least monthly more than that usually at passing times in our high [3:36:47] schools there's not you know the kids the kids are not sitting like this all the kids in the [3:36:53] passing time hallway a few maybe sure but there's talking there's hey which which one of us is going to which room [3:36:58] after for this club and and oh I got to stop in so and so Mr. so and so's classroom to grab this thing first. I [3:37:04] mean, they're very interactive and they're and are on a mission. I know a lot of us were in one of the middle schools at a passing time recently and [3:37:10] these kids are just like rolling through there getting to where they have to go. It it is working. Um I just I don't want [3:37:17] us to forget that the the few instances that we hear about are real and there are they are happening and there is [3:37:23] bullying that happens outside of school mainly that then crosses back over into school. We don't give kids phones. We do [3:37:31] have an obligation and a duty to protect the learning environment day and I think that this is a really healthy [3:37:36] conversation for us to keep having and to keep getting input on so that we can land somewhere that does right by [3:37:42] students. So I just wanted to offer that coach Jericho. So I'm noticing a [3:37:50] reoccurring theme now in our ongoing discussions on just about everything is we care about money when it serves our purpose and we don't care about money [3:37:56] when it doesn't. But just to clarify some uh money comment you made. We're only talking about high schools, which [3:38:02] is uh about a third of our students. You can cut that number into thirds. So, let's say round it to [3:38:09] $350,000. I would happily spend that out of our fund balance to pay for something like that because of how much of a [3:38:14] difference I think it would make. So, I think it is worth the cost and the cost is not nearly as high as you said it was. Second, there are other things that [3:38:21] are banned. You said we don't give students cell phones. Of course, we don't. There are other things that we [3:38:26] don't give students that are banned that we do enforce. So if we can do it with that, why don't we do it with this? Especially when we have a solution like [3:38:32] Yonder, which would probably work. Quick comment. Those Go ahead. Those [3:38:38] things that are banned though are legal for kids to have in a school. Things like drugs and weapons. [3:38:44] Yeah, but the principle remains they're banned and we we enforce. So we can is the point. [3:38:51] Director Hookman, thank you. Uh thank you both for being here and this is a really important [3:38:58] thing. Uh you're absolutely right when you walk around the schools what you've observed what you're pointing to the [3:39:04] schools are fantastic really happy to see the kids interacting with each other as well as they do. Um my concern is the [3:39:12] classroom. School is a place for learning. They've got to have their attention there 100% of the time. you [3:39:18] you stray from that attention, the focus of what you're supposed to be doing, engaged in learning, then you're not [3:39:25] learning. And it is so easy to take that phone and to be deceptive and to keep it [3:39:32] away from the teacher, especially in the classrooms in the way that they are presented with these large kids. Sadly, [3:39:39] our classrooms don't have as much space as we would like. Hard for the teachers to maneuver and make certain that the [3:39:44] kids aren't on there. I'm a classroom teacher. I do what I can to make certain that the kids are not on their phones, [3:39:51] but it happens. We have to put every tool that we can at the disposal of our [3:39:57] teachers to make certain that those kids are focused on learning. As this policy reads right [3:40:03] now, phones must be powered off and away unless the teacher has permission to use [3:40:10] for education. That should not be there for one thing. There is no reason whatsoever [3:40:17] at any point that a student should be using the phone, which all students [3:40:22] don't even have to your point. It's provided by parents. Some may have it, [3:40:27] some may not. The phone shouldn't be used in the classroom at all for any reason. It should be gone. I fully [3:40:34] understand the management of this system. How do we actually [3:40:40] keep the phones out of the classroom? It's a challenging thing. We've got to [3:40:45] simply say they can't be there right now. You had pointed out teachers who are taking it on are doing a great job. [3:40:52] We can't have that. We can't say that this is the teacher's responsibility. Learning is too [3:40:57] important. We have to have the courage to take action to make certain that we're giving every teacher the [3:41:04] opportunity to give their students a great learning environment. [3:41:11] Director Simon Thanks, Casey. Um, just a couple quick [3:41:17] comments. Um, a comment was made that administration brought this forward. So, [3:41:23] uh, I used to be on the policy committee. I gave that up so other new board members could be on that. [3:41:28] Administration doesn't bring policy forward. The board brings policy forward. So, um I'm not [3:41:35] sure at least when I was on the policy committee, I I would not have I don't [3:41:41] believe this is brought forward by administration, but I wouldn't have stand for that. And I would I would encourage board members on that [3:41:48] committee that this is a board policy. This is not administrative policy. Certainly, we utilize our experts. We [3:41:54] have our building experts here for advice, but it's policy is the board [3:42:00] venue. Um the second thing is it is it is not reasonable in my mind [3:42:09] to create a policy that that our building experts the people who manage [3:42:15] these buildings say that at least right now they can't do or logistically it [3:42:21] doesn't work. Um we've had a I I agree with what was said about cell phones. I [3:42:28] agree with what Linda said should absolutely I think uh not be in classrooms at the very least. Um, I know [3:42:35] that we have done pilots. Well, I know of one pilot at Rapids High School where in the classroom that each table, [3:42:42] group table, whatever, had I'm not going to give it exactly, but had like a box [3:42:47] and my son was in many of these classrooms this year and all their students put it in there. That box gets [3:42:54] shut, class goes on, they get their phones at the end and it worked, at least reportedly my son and from that [3:43:01] high school it worked really well. So I think there are options out there but I [3:43:06] think we have to lean upon our experts too. Whether it's yonder, is that what it was called? Whether it's yonder or [3:43:11] these boxes or whatever that um we have to lean on our experts on what what can [3:43:18] they do now and what can we do maybe in the future too. So, um I am an advocate [3:43:26] for um doing uh pilots in schools, whether that's a school that wants to [3:43:33] take on this yonder and get it all down and maybe roll it out to other schools. But, um in general, I mean, I just I [3:43:42] agree that um the our students not having cell phones [3:43:47] in classrooms would be a big benefit. [3:43:53] Mr. Palmir, thank you. Um, I actually think we're probably a [3:44:00] lot closer on this than than uh maybe the discussion would suggest. Um, I [3:44:07] think that our our building administrators uh agree with uh so many [3:44:12] of the concerns that are brought up. I think they're appropriate concerns about the use of so social media, the [3:44:18] ubiquitous use of cell phones. Um and I don't think anyone's arguing that these are things which are um are benefiting [3:44:25] or net benefit to students. Um I do um I do believe that probably with some maybe [3:44:32] some additional tweaking I heard at least some suggestions in and around the notion of controlled [3:44:37] ban having uh suggesting maybe tools a policy could actually say that that uh [3:44:43] schools should use one of the following tools. could give some suggestions in that regards to prevent uh use in the [3:44:50] classroom. Um I do want to make at least a comment with respect to the notion of a of a ban um as it's typically [3:44:57] perceived at least as we talk about uh any form of contraband which we don't allow into schools and uh from a legal [3:45:04] perspective for some of the reasons that principal Farley talked about here as well and uh principal fine it is a um [3:45:12] when cell phones are so ubiquitous and then they're brought into a into a a location um where they're treated as [3:45:18] contraband you're going to have a problem. you're gonna have a huge enforcement problem. Um, if we checked [3:45:24] everybody that came into this uh building tonight to make sure or tell the people that they couldn't bring cell phones into this building and treated as [3:45:30] contraband, you can understand that we would have a significant enforcement problem. Um, and so what I've believed [3:45:38] throughout all of this is the notion of however we manage these situations, I believe, and I trust very much in our [3:45:44] building leaders. Um, I trust in their ability to be able to make sure that the that the desire of the board to make [3:45:51] sure that cell phones are not used in the cell phone and even under any circumstances. Is it fair to say that we [3:45:57] shouldn't use it for instructional purposes? The board can make that policy determination um and uh administration can roll with [3:46:05] that. I think that there was at least some interest to to address that particular issue. Director Hulkman, there was some uh discussion amongst [3:46:11] some of the principles where these are actually things that are used for example uh at tech or even regional [3:46:17] where we're having students who maybe have a different type of school day or maybe even are using their cell phone [3:46:22] for workrelated experiences. So um recognizing that it's it's not perfect. [3:46:28] We won't necessarily uh we don't want to have a policy that's so wooden that it wouldn't accommodate those types of [3:46:34] things. Um but I think we're a lot closer. I I don't know where we go with this. I'm happy to come back with [3:46:40] another another uh iteration that comes closer. I think that I do want to point [3:46:45] out and I I'm sorry if I was in artful on how I stated this at the beginning. By no means did I suggest that we had uh [3:46:51] consensus or unonymity in terms of of of how some of these things would be implemented. I was speaking more broadly [3:46:58] towards the strict prohibitions that were set forth and the policy and some of the other components that were in there. Um I I understand that there's [3:47:06] been some uh disagreement on the on the large notion of how we address it in high schools. But I think with this [3:47:11] group um I would suggest either one of two things. We can go back and we can talk about we've we've heard some things [3:47:18] here today. We can talk about maybe some additional um to your point Director Aro [3:47:23] some interest in having um mechanisms. I think it was something to that effect to go towards what you've your survey [3:47:31] indicated was a a controlled ban. I think we're kind of we're basically in that area of controlled ban, however we [3:47:37] might define that. Um but if is is the notion is the desire to have more specific costeffective ways that we can [3:47:43] do it. Um these guys know they've seen they've watched in classrooms uh where it's more effective and so uh maybe we [3:47:50] can come back with that and we'll come back for another first read. I'm happy to do whatever you want to do um with [3:47:55] respect to that. Superintendent McIntyre. Yeah, I just want to offer a fourth example. Um two [3:48:01] are here. Thank you for the Rapids High School example. I was just recently at Blaine High School, Senator Kun walking through as the Senate is looking [3:48:07] at a cell phone um passing a bill that's still alive in the Senate right now and [3:48:13] it's along the lines of the powered off and put away. Many classrooms in Blaine High School, and you probably have [3:48:18] talked about it, have the the classroom pocket storage system. So when you walk [3:48:23] in, the kids put them in there. It's right by the door. You can still see it. I know where it is, but it's not on my person. It's not on my backpack. We [3:48:29] watched it class after class that day. Kids walked in, put them in there, was a non-issue. Kids grabbed them when they [3:48:36] left. So during the class time, kids didn't have them, right? And that that [3:48:41] was an example of, you know, the the Senate version of this is that it's what we already do, K8. So maybe it is to the [3:48:49] point of whether it's a box or that hanging. They're pretty inexpensive um [3:48:55] numbered system where you just put them in there and you grab them as you as you leave the classroom. So maybe where the board's got to figure out is is it [3:49:01] classroom time or is it all day long, right? Um and maybe there's a a middle [3:49:06] ground where we pilot or try some things and at least protecting a classroom instructional time and collect some [3:49:14] feedback from there and it's a lesser expensive thing and a lot of our buildings are doing something near or [3:49:19] like that that we could probably tighten up and make more uniform. So that could be a step forward. [3:49:25] Thank you. uh coach Arco and then Aud. So going just on what you said, the [3:49:31] problem is already 98% solved. If 98% of the students have no issues with this, [3:49:36] then I don't foresee them putting up any kind of a stink over having to put their phone in a pouch. So it's only the 2%. [3:49:43] And I I keep going back to this. What this policy does is it just lets them fall through the cracks. It [3:49:50] we're not going to do anything about it. We're not going to make them use a yonder pouch. We're not going to make them put their phone in a little sleeve or anything. they just get away with it. [3:49:57] And you and you have rightly pointed out how do we enforce this? We don't. Parents enforce this. We put the onus of [3:50:04] responsibility on parents. That is the thing that everyone in here is scared to do. It's like one of the most taboo [3:50:10] conversations. But that is actually the solution. I don't think parent I don't think teachers should be I don't think [3:50:15] any teacher should forcibly take a phone from a kid. That's inappropriate. But we can contact the parent and say, "Hey, [3:50:21] your kid is violating our policy. You need to take care of this, please." And that's where the conversation begins. And until there's something like that in [3:50:27] the policy, like I just go back to I'm not going to support this. Director Aette, [3:50:34] I led 18-year-old kids in the US Army and they there were a number of things that were contraband and um you [3:50:41] absolutely can enforce it. I watched it happen daily and the way you do it is through [3:50:47] real consequences. And the the same thing we're struggling here, I'm going to link it to the whole behavior problem in [3:50:54] general. And this is the root. We don't want to deal with student behavior when [3:51:00] we can't manage which behaviors and which students are going to be held [3:51:06] accountable. So this whole thing, it's the rot. We got this big deal where we think there's all kinds of uh behaviors [3:51:14] that are that are uh uh I can't even think of the word now, but I've used it [3:51:19] in here a million times. Uh disperate. So, uh, we we had a principal in here [3:51:24] not that long ago said, I don't remember what the comment was exactly, but his point was, "I'll get in trouble if I [3:51:30] actually, uh, dealt with the behavior because because I would have too many kids who [3:51:36] would be getting either suspended or whatever." Um, it kind of happened by accident that he said it, but it was [3:51:42] pretty amazing. So, here we are with the phones and we're fighting over this issue because again, we're afraid to [3:51:48] enforce it because we're afraid of what the statistics might really look like when we did it instead of just dealing [3:51:54] with it. And it's nonsense to say we can't enforce it. You're right that parents can. You just you just when [3:52:00] those phones come out, um you know, you suspend a kid if needed and you let the [3:52:06] parents deal with that problem. But we don't want to do that because we say, "Well, if we do that, um, you know, [3:52:12] there's a lot of parents who won't deal with the problem and then and then kids will just be off someplace else." And, you know, we we try to take everything [3:52:18] on because we believe that we can and behavior and performance and everything else is just suffering. So, here's [3:52:25] what'll happen next. The steamroller will come out. That's what's going to happen next. The steamroller is going to [3:52:30] come out and we're going to bring a bunch of data, statistic, facts, surveys, and everything else to to [3:52:36] fight, fight, fight till you get what you want. It's kind of I've had enough of it to be quite honest. So, I can [3:52:42] already feel it happening. That's what'll happen next. Mark my words, [3:52:50] Director Langenfeld. Thank you. I'm not sure what the steamroller is. He witnessed it here tonight. [3:52:57] Okay. Um, what I what I would like to do if we could is come back with some [3:53:04] options in terms of what it would look like with cell phones not permitted in [3:53:09] class. I think uh, Director Hulman and uh, Director Simon both spoke to that [3:53:16] and I would very much in support of learning that. I know that I watched I [3:53:22] was in a physics class and they were using the calculator on the phone. Um, [3:53:28] but they had computers too and there's calculator options there. So, I would be [3:53:33] curious what classrooms would have to have them. But I think to the the [3:53:40] sentiment right here, we want our kids to learn and that would certainly be a [3:53:45] start. I think that there are teachers who um have the relationship with their [3:53:53] students and the student clearly understands the expectations of the [3:53:58] teacher and it works well. I think that there are some who are not um in the [3:54:04] same space that may may need a device because it works better [3:54:11] for how they lead in their classrooms. something that would lock and I think [3:54:16] that there can be um I don't think there's one answer for everyone um in [3:54:22] terms of schools and I am also very much in support of of [3:54:27] uh trying some things to see how they work and I know you're already trying some things so I would be very [3:54:34] interested but I the no phone in a classroom um once you start opening the [3:54:41] door of you can give permission from the teacher. Then you start having inequity [3:54:49] in the classrooms and some can have it and some can't. And then you have the child who you described who has high [3:54:56] anxiety if that phone isn't right in front of them or with them or fear of [3:55:03] missing out, whatever that is. Um, and that anxiety is there. It's real. [3:55:08] There's also data out of the University of Minnesota. I was trying to find it. it's Dr. Orcman who has done a lot of [3:55:15] research about the anxiety of taking a phone off a person, you know, students [3:55:21] as well. So, that's where I'm at is right now I'm very interested in in [3:55:26] working with with the people who are leading in the schools to uh be able to [3:55:31] um have some clear expectations and I have absolutely no problem in educating [3:55:37] parents as well. to your point, I I think parents [3:55:43] um are are not always helpful for their kids and 15 years ago they weren't Mike [3:55:49] either. I remember that as well. So, but but there's that that opportunity I [3:55:55] think. So, I'll just stop that. Co-chair Arco. So, for me to approve a new [3:56:01] policy, I need to see two things. I need to see a mechanism of control. I've thrown out yonder, so something like [3:56:07] yonder equivalent to it. And then I need to see how we are shifting the onus of [3:56:12] responsibility to parents to make their own kids follow the school's policies because I don't want teachers doing [3:56:17] that. That's not their job. They're here to teach, not to make kids obey. So those are the two criteria I need to [3:56:23] pass a policy. Director Simon, thanks Casey. One thing [3:56:30] I guess I'm going to look at Corey because it's you shouldn't be getting the information I don't think. But my [3:56:35] understanding is different than what I heard at the board table tonight. At least in middle school, I believe that [3:56:42] violation of the cell phone policy does get to calling parents and talking to [3:56:47] parents. So maybe bringing back that information so all board members understand what we're currently doing to [3:56:53] engage parents um would be good. Thanks. [3:57:01] All right, members. Any further discussion on this policy? Otherwise, I think uh we should likely put it back on [3:57:08] the next policy committee agenda so that those of us that sit on that can workshop some options and ideas based on [3:57:14] this discussion for another conversation. [3:57:22] Yeah, I don't see much other choice right now. [3:57:28] Okay, thank you so much for being with us this late evening to our [3:57:34] principles. All right, we'll go back to the top of the policy agenda again to [3:57:40] 11A or no 11B, the federal a okay that [3:57:45] they're all in a different order. What time is it? 10:15. Okay, 11 A 721.0 [3:57:51] purchasing procurement policy. And if I may, I'm going to actually address both policies in sequence and then we could [3:57:58] take um questions after that. Okay. Thank you. Uh so in addition to the uh cell phone policy which we just talked [3:58:04] about, we have two other policies for first reading tonight. We have policy 721 which is purchasing procurement policy and policy 70 721.1 federal [3:58:12] awards administration policy. Um 721.0 zero uh purchasing procurement policy is [3:58:19] a policy that's been in place since uh 2017 was last revised in 2022. Federal [3:58:25] regulations require that school districts uh who are recipients of federal funds uh have written [3:58:31] procurement procedures that comply with state and federal laws. Um we actually [3:58:36] um at least the backstory on this particular procurement policy was is that our auditors uh pointed out um that [3:58:42] our current policy um doesn't align with certain federal regulations. Um, so [3:58:47] prior federal regulations required schools and other federal fund recipients to take affirmative steps to [3:58:53] ensure that minority businesses and womenowned businesses are utilized when possible in public contracting. In [3:58:59] October of 2024, the regulation uh was changed and the new regulation indicates [3:59:06] uh that uh consideration needs to be given to small businesses and veteranowned veteranowned businesses uh [3:59:13] in addition uh to what I just stated. Um it also softens the standard um that's [3:59:18] in the um actually in the policy as it exists right now. So if we adopt the federal regulations, it softens the [3:59:25] standard to say instead of affirmative steps to use certain businesses, the new regulation indicates the schools when [3:59:31] possible should ensure uh the use of these specific contractor groups. The new regulations also require schools and [3:59:38] other federal fund recipients to purchase products that can be used, reused, recycled, uh, and that are [3:59:44] energy and water efficient. Um, in short, uh, really the the changes that [3:59:49] we're recommending to 721 simply reflect the precise language of, uh, regulations and align with what our auditors would [3:59:56] also recommend. And then we also have policy 721.1, Federal Awards Administration Policy. This policy has [4:00:02] been in effect since 2022. Again, this policy actually reflects um what uh what [4:00:09] the federal law requires in terms of having written procedures for procurement. Um really this is a very [4:00:15] minor change. Uh essentially the regulations that were passed in 2024 eliminated the use of small purchases as [4:00:21] a term and actually said simplified acquisitions. And so um and this is kind of an interesting area. I wish uh our [4:00:28] contract person uh well she would do a much better job explaining it. We we both have state and federal laws which [4:00:35] impact our procurement procedures. In many respects, our procurement procedures are much more robust at a state level. Um essentially um uh the [4:00:44] term the term as used in the federal regulations don't really have much of an impact at all on our purchases and how [4:00:49] we go ahead with respect to procurement in terms of using open bids or being able to go to the market and procure [4:00:55] quotes. Um but essentially um this regulation or this regulation was changed. sourced. Our policy is just [4:01:02] being changed to reflect um the terminology currently in federal law. So um after our discussion at the April [4:01:08] 14th meeting, we uh move this forward um for the minor changes uh for first [4:01:13] street tonight. And so with that, I can take questions on this particular any of these uh policies. Members, any [4:01:19] questions on the two policies we've just received an overview of? [4:01:26] Okay. So, these are here for a first read and then uh I would expect they'll come back on consent in our next [4:01:34] agenda. Okay. Thank you. Thank you. [4:01:42] All right, board. We're nearing our last agenda item, board correspondence and communication. Members, this is your [4:01:49] opportunity to share happenings in your community, report on committee assignments, or any other items of interest. Does anyone have anything that [4:01:55] they'd like to share? Director Langenfeld. [4:02:01] Thank you. I had the opportunity to go over to River Trail Learning Center. They had an art in a variety show and it [4:02:08] was just really delightful to look at all the student artwork and how hard [4:02:14] that how how much um energy went into it. It was well attended by families and [4:02:20] I think it really um I had great conversations with teachers who spend [4:02:25] many days there and when they beam when their children are performing just as [4:02:31] the parents do. They're very proud of the kiddos. So that was really awesome. and then um went over to and was part of [4:02:38] the graduation ceremony for the Metro North Adult Basic Ed and it was and [4:02:45] director Simon who has attended it. This was my first time it was since coming [4:02:51] back to Hanoka Henipin. Um it's just very very um uh inspirational that these [4:03:00] folks are going back to uh high school and and and finishing their GEDs. And [4:03:06] they had an economist uh as a as a keynote who talked about their earnings [4:03:12] and capacity with the high school diploma versus not. It was really powerful in that regard. But the [4:03:18] students were very inspirational. [4:03:23] members. Anyone else have anything to share? Oh, superintendent M. I just wanted to [4:03:28] take advantage of that opportunity. Um, three graduations next week, Pathways, [4:03:34] Bridges, and River Trail as was mentioned, four on June 1st, and then Anoka High School on June 2nd. So, just [4:03:40] thank you board members. It's one of the best things you get to do as a board member is come to graduation and we're looking forward to those big moments for [4:03:47] all of our graduates. Uh, and the last thing I I'll just share. Oh, do we have something? [4:03:58] Two rivers. Next Thursday, right? Next Thursday. [4:04:04] Yeah. Thank you. [4:04:11] Uh the only other thing I'll just share is that uh the board has decided for [4:04:16] June 9th's work session to pilot uh holding the work session here in the [4:04:22] boardroom to have audio and v video capabilities. So that's a change from before, but co-chair Arco and I um [4:04:28] decided to start with with piloting that in the June work session meeting. So a slight change of location. Just wanted [4:04:35] to make people aware of that. All right, members. Um, the next [4:04:40] item on our agenda is an executive session. This session will take place in the Michael Sullivan room and will be [4:04:45] closed pursuant to Minnesota statute 13D.03 subdivision 1 to deal with [4:04:51] matters of labor negotiations for open groups. The closed session um, oh, we [4:04:56] already said Michael Sullivan room. I would entertain a motion to move to closed session for the reasons stated. [4:05:02] Thank you, Director Simon. Do we have a second? Second. Uh, thank you, Coach Arco. Uh [4:05:07] any discussion? Would all those in favor say I. I. I. Any oppose say nay. Six in [4:05:13] favor and zero opposed. We will move to the closed session in the Michael Sullivan room. I recommend a fivem minute [4:05:18] break. Thank you. [Music] [4:05:50] The electron [4:06:07] And then his, you know, BFF