board meeting. This is a schoolboard study session, so I'm not calling us to order, but I would like to welcome everyone and read the land our land acknowledgement statement. We acknowledge Robbinsdale Area Schools is located on the homelands of the Dakota and Ajiway people. We recognize the painful history of genocide and forced assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. And we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ajiway languages, land-based education, and tribal sovereignty. So, like I said, this is a study session, a special schoolboard study session, and today is Monday, January 12th, 2026, 6 PM. We are in the boardroom. I'm Gita Evans Becker, school board chair, and we're going to introduce ourselves going that way. >> Caroline Long, school board. Aviva Hillenbrand, treasurer. >> Renee Bowman, clerk. >> Anthony Williams, executive director of community education, athletics, and activities. Amy O'Harn, executive director of human resources. >> Liz Vieira, attorney >> Bob McDow, assistant superintendent. >> Kristen Hisel, chief financial officer. >> DJ Brennan, school board, vice >> Helen Basset, school board. Terry Salis, superintendent. >> Thank you everybody. All right, let's go right to the purpose and agenda. Superintendent Stalo. >> Excellent. Good evening everyone. Um, the purpose of study board study sessions is for the school board and the administration to share and discuss information in order uh to ensure that board members have all of the information that they need to make effective and efficient uh decisions at the board table. Uh this evening as we work through the uh working document, the board's working document, uh a couple areas that I would like to highlight under the area of board governance. Um the board will be discussing uh the committee assignments for the upcoming year. We also do need to request an amendment uh to the the legal um the appointing legal that we had at the last meeting to have an addition to that in the area of operation oversight and direction. Um we're going to have hear from our uh CFO and uh take a look at monitoring and improving the revised budget. We'll also be able to take a look and have board members um study and ask questions about the uh draft of the statutory operating um debt plan. Again, we'll be seeking approval on that plan next Monday or next Tuesday, I'm sorry, January 20th. Uh also, according to the document, we'll be taking a look at some future planning as we examine boundaries um and also some program transitions as we make decisions and plan forward. We're also bringing back for discussion the district calendar. Um and then we'll briefly discuss uh some of the uh timeline of the superintendent mid-year evaluation which will take place next week. And then lastly, we'll be moving into a closed session. >> Thank you. Dr. Long, did you have a question? >> Yeah. Is there any way that we can add something to our agenda for this evening? Um, >> I suppose we can you can move to add something to the agenda. Okay. >> Um, I'd like to move to add a discussion about um possibly allowing some of our students to move to e-learning. >> Second. >> Thank you. >> We're we're happy to have that conversation. moved and seconded to talk about to have a discussion about moving our students to e-learning and add it to our agenda. This is just added to our agenda for now. >> Uh let's see where are we going to put that? Well, let's go to let's vote first. All in favor of adding that to our agenda, please say I. >> I say no. >> Okay, >> let's put that. I think uh where would you like to put it? I think that uh we may want to consider um 5D is called transition planning. Uh Becky Bodier is going to be leading those presentations with some of our staff and leaders. Uh she and Dr. McDow are also the folks who are really leading the uh examination and work around planning for um exactly what director Long said, the potential of looking at what are some options. So that might be the place. So, if we put that as D2 or D, little I. That was just jokes, folks. Sorry. >> We're gonna put we'll put it under D right before E. >> Okay. >> Thank you. >> All right. So, next thing is the um schoolboard committees and um in December we mentioned where our interests were. Uh if you look at the financial advisory council, we have four people who said they wanted to be on that. And really that has should have three. So and and one of them is our treasurer. So that means uh director Basset, Director Bowman, and Director Bindesen. Uh one of you should not be on that. >> Director Bowman, >> I'll bow out. >> You will? >> Yes. >> All righty. That made that very easy. Thank Well, I really uh I really trust the financial work that's going on in the district right now and I love the documents I've seen. So, I have no problem with just letting the process go forward and see what's you know letting it present itself. So, not a problem. >> Thank you. >> Thank you're welcome. >> Thank you. Okay. Policy and adi policy advisory committee. Uh that will be Bowman, Hillenbrand and WO. Just anybody just stop me as I'm going along if it's like no not that. Okay. All right. Uh community ed advisory Dr. W. Director Wuto uh the uh district curriculum advisory committee. That would be me and Director Brenten formally. >> Can we have three on that one? Long as it's not a corner. Okay. District 281 partnership um when it's the fourth Wednesday it's a virtual meeting or in person explain what it is >> that is that's the one that it's the representative from each of the cities right and it pretty much it's it's you just they get caught up it's like this is what's going to coming down in Golden Valley. This is what's going on and this might impact the school district from our point of view and then we tell them what's going on with the school district. It's just a sharing of updates pretty much. Wouldn't you say? >> I like that one. I will put myself >> director Basset. >> In the past, this just says all are invited. >> All are invited. >> Yeah. All >> and all. Evans Becker and all. >> DJ. >> DJ. >> Okay. DJ, >> see you there. I probably won't since I'll be at work at 7:30 >> and I'll be still opening my eyes, but I'll be there. All right. Inter school council, all are invited to participate. Um says to be decided when it meets because it's under new leadership this year. Formally, we had a designated representative to interchool council. And if anybody would be interested, I'd kind of like to have one that we just know was going to be attending. Anybody able to do Not knowing when it's going to be is a little tricky. >> That's what I was going to ask. Do we know when it meets and not yet, >> right? You know what? Since we don't know when it's going to meet, can we circle back to that later >> and I can you'll keep us posted? >> Um, yep. I will reach out to some of the parents that are um working to uh reunite some energy around that and see what they're thinking. >> Super. Okay. Let >> Yes. Uh so that one also used to say well I mean so we're gonna if all are invited then we all kind of know that anybody if you can go you go. >> Yeah but the but there's one solid >> well I mean that's what the desire is. I hear you. >> Yes. Legislative action coalition LAC two board members we've got Bassid and Bowman. Tene that's the chair special advisory. Uh Director Long are you still interested in that? >> Yes. >> Okay. Um, AMSD the first Friday. Looks like I'm up for that. >> Okay. >> You skipped the teacher of the year. >> Oh, teacher of the year and EA of the year. That's a fun one. It is. >> You have a lot of responsibility like at the end of March, beginning of April and you listen, you inter you read all of the uh applications and then you sit in on all the interviews and you actually decide who the EA or the teacher of the year is. So, Dr. Bass, >> I set out for a couple of years, but I I'll come back to Are you going to teacher? >> Teacher, >> teacher, >> and then the EA. >> Oh, okay. Go ahead. >> Because I've done it. >> I've done it. I've done it. And so, if you haven't done it, >> it's really a nice >> It there's And then >> it's a great experience. And then there's an awards ceremony and it's just so joyful and there's so much to celebrate and there's so many good things going on with all the teachers. It's just really lifts you up and it's good. AMSD it says Gita or chair. Okay, good to know. Uh Brooklyn Bridge Alliance board member must sit on the Brooklyn violence Brooklyn Bridge alliance. It looks like director Bowman that's you. >> Okay. 287. That's still you're continuing your term. MSBA delegate. Oops. MSBA education. Director B. What's that? >> Pardon me. >> MSBA education. >> Well, you know what they used? Well, >> actually I it's just I think that's just the header. >> Okay. Fine. So, >> okay. MSBA delegate assembly. That was uh Director Basset and me this year, but it changes you. >> We can and we don't have to decide until fall, >> right? People apply. Okay. Uh Minnesota State High School League Armstrong is director Basset. Minnesota State High School League. Cooper is me. And then the redesign family service is director Basset. You sticking with that? >> Done. All right. And if at any time you feel like you want to have a switch or it's too much for anybody, uh, we can always circle back. I do have a question and so may it's not so much for tonight but sometime in the future can we have a conversation about the uh National Scubber Association also CASPA whatever that that acronym stands for I yeah >> can you just Molly can you just write that down for a future discussion at sometime >> both of them >> okay um questions were raised about the roll call procedure we all know what Robert's rule says is do people have a I mean do you want to go with Robert's Robert's rules is alphabetical order with the chair voting last do you like rotating it >> well you know um I'll just say that I think rotating is a good practice as you know just like MSBA when you get those you make them your own and Robert's rules has that same flexibility because it says I think even says that you can do what you want to do I think there's value in rotating and and I expressed that and it was, you know, and and uh the the clerk at the moment was immediately employed a different, you know, a different style. So, I didn't think that it really needed a ruling. Uh and I'm a big advocate these days for whatever we can figure out among ourselves, finding consensus. That would be my preference that we don't always >> get a legal opinion. So, um, we will rotate. Clerk, are you okay with that? Rotate. Are you be able to >> Yeah, as long as I can have some paperwork that, you know what I'm saying? >> Okay. And >> because it's too difficult to sit up here and make up the forms as we uh move into it. So, if we can have a stack of, >> you know, it would be seven different pages. >> Well, when I was when I was clerk, I just like randomly picked a spot and went from it. So on whatever >> I know, but what it doesn't allow for is the actual >> Oh, you mean just have each form the same. But we don't want a randomness. We want a randomness. >> Well, each form is the same in ABC order. Just pick a spot and start from there. Or jump around or whatever. As long as we all get called on. >> Great. I can work with that. >> Thank you. And everybody else nodding of approval. Nods. Nods. >> Yes. >> Not. Yes. Yes. Okay. Director Basset. And and actually we have had for many many many years just a a tally sheet or whatever you want to call it with everybody's name on it and then the clerk can just at their pleasure go down and change it move it all around and so then it's just a matter of just if somebody can craft those for for her. Um Xerox in them a bunch of them so they're always available. >> We've got it. Yeah. >> Okay. Thank you. All right. The next thing up um is an amendment. Um when we appointed legal counsel last week, we inadvertently left off the director of special ed. And so we need to amend we need to add uh legal counsel person who can contact legal counsel. >> Yep. And I guess I I would also offer we didn't actually leave it off in this district. that just hasn't been a position in the past that has been um had uh authority to contact legal. And so we as we discussed the many important um legal uh decisions or rulings or consultation that the director of special education may need to do. Um we wanted to be sure that that was added. So we haven't had that in the past and this is something we believe is really important to to add. >> Okay. Director Basson. Tony Bon, director of student services with special ed is Tony Bon. Yeah. >> Who is it? >> Tony Bdon. >> Oh, I couldn't hear you. Tony. >> Okay. Well, I I question about that. >> Um there's such a long list. In the past, it hasn't been such a long list and uh it's just been the super and of course the chair would then intervention with an attorney. that's when the chair would actually something really extraordinary. So, um I guess I'm wondering that's a lot of people and that's a lot of legal expenses potentially. And so I the only reason I say it is not to say it shouldn't h people shouldn't be able to do it but to know that somebody a constant is kind of taking a look at that aspect of it um I think has value. I you if based on your if you know based on your recommendation if you're saying I I don't see a problem with it I'm I'm cool with that but I just want to raise it because I it is a concern of mine if everybody's just calling up the lawyer I'm looking forward to see how much lawyer fees we already have quite frankly >> I'd just like to offer I have zero concerns about any of these leaders um uh having the authority to reach out to legal uh so they can promptly be responsive to needs. Um I also on a monthly basis review uh the invoices that we get. >> I I was just going to say I'm assuming there's some procedure the district has that they have to meet X criteria before we start randomly calling. >> There's no random calling illegal. >> Fantastic. >> Thank you for that question. >> Special ed law. There's a lot of laws related to special ed law. So that totally makes sense. Okay. So I Yes. And I just want to say too, if you limit it too much, then you wind up in situations like the district has been in the past, but when you have only one gatekeeper in the district and then other people who maybe maybe there's concerns about that particular gatekeeper, you can't right, then you wind up if the HR director can't access the legal team, right? Or the CFO can't access the legal team, you could wind up in a really bad situation. So, you do want the people who work for the um not that I think that our current superintendent would ever be a problem, but let's say there was a problem with our superintendent. You want the people around the superintendent to be able to access legal advice as well. So, you don't want it too narrow because that could cause a problem as well. Is there weird feedback or is that Yeah, there is >> very weird that mic. >> There's very weird I think it's that table. >> I'm gonna blame those people. >> It's always someone else. >> Okay. So, I am going to move that we add the director of student services um including special education to be uh person who can who's authorized for district staff to contact legal counsel? Seconded. >> Thank you. And this has to be a roll call vote. >> And I am ready. And I am random. >> And I am Oh, good. And I am ready for you to do that. >> All right. Uh, Chair Evans Becker, >> yes. >> Director Brennan, >> yes. >> Director Bowman votes yes. Director Basset, >> yes. >> Director Hillbrand, >> yes. >> Director Long, >> no. >> Director Wuto, >> yes. >> Motion prevails. >> Thank you. We're 61. >> Yep. >> Thank you. Motion carries. All right, moving right along. Number five, operational performance oversight and organizational direction, schoolboard boundary modifications. >> I'm going to go ahead and step in before Kristen does. I just want to um I just want to take a minute as we look at these next agenda items all under that operational oversight, the boundaries, the revised budget, the review of the draft of the statutory operating debt, some of the transitional work uh that we're dealing with, and then the calendar's in there too, I guess. Um, I just want to take a pause a minute because for the last year, you've heard as we've been dealing first with 20 million uh dollar deficit and then the statutory operating debt plan um and the short-term timelining work that you've seen for months. You've heard me multiple times talk about we have to reduce, we have to go through statutory operating debt, and we get to reimagine a better way forward. So, as we are at the phase now of finalizing the statutory operating debt plan, seeking approval, submitting that to MDE, we're also at the phase, and tonight you're going to hear some of that where we're actually planning forward, working forward, talking about those transitions. Um, I know board members, you've heard some concerns um from constituents in emails that there's no plan, there's no plan, we don't have answers. Um, and I hope that what people understand is that uh, you know, things are are changing and even where we are with with uh, the events that took place and the decisions that the board uh, made last week that puts us in a different place than where we thought we were going to be. So, we're working on on things as quickly as we can and when we have information, we will be sharing that. Like tonight, we're going to hear some things about boundaries and transitions. We also want to be really cognizant that we aren't communicating too quickly and then we get it wrong and make mistakes and have to come back to that. So just appreciate your understanding that um you know there's a lot of moving parts here. Uh we are going to continue to work on that and give get information as we can. Um, you know, as a reminder, this is uh a heavy lift for board members, a heavy lift for leaders and staff along with our normal day jobs outside of being in a position like this. So, just appreciate your understanding on that and our promise is to communicate and share and um uh make sure that our community has the answers that that we know that they want and we're going to get them to get those to them as quickly as we can. So, with that, some of those decisions. Um, thank you. I'm going to hand it over to uh our chief financial officer, uh, Kristen Hohheisel. >> Thank you. Good evening, Chair Evans Becker, school board members. Um, the proposal that is before you is due action by the school board with closure of district facilities and realignment of district facilities and instructional programming adjustments. There's two components that are going to be uh presented tonight. one is action that's needed to be taken where we need where boundaries need to officially be uh because it's different now with the closure of Sonosen and um RMS and then there's kind of some uh information only items of what happens to and most of that is honestly our open enrollment students they get assigned to a building typically and now what happens if that building is going to change. Uh what I would like to say is I don't um I don't know that this is going to be the end of our boundary changes as the school board works as far as what does uh the vision of Robbinsdale look like in the next handful of years. it would not be um unheard of for us to have more of a committee process to sit down and do a complete district redesign on what makes sense given whatever uh the makeup and configuration exists as we move forward. So I think this is this is um us responding to what has happened quickly but again as we move forward I would anticipate at some point a a very robust committee working through the process. The items that are actions that are needed to be taken are specific to uh the buildings that have been slated for closure for 2627. The first is that is listed is existing Sonos Elementary School boundaries. This was talked about actually I think a handful of these boundaries were talked about as we were presenting the board with options uh on our facilities and for Sonis in particular and I know it it came late in the packet but you there is material that does have the our current elementary school boundaries um and middle school boundaries that is available and I'll try to identify what we would propose administratively as the change. So when looking at the Saunen boundary, it would be the 169 uh highway 169 split. Students that reside west of 169 would be boundary to Zachary Lane Elementary. And then students that are east of Highway 169 would be boundaried to Neil Elementary. The ones in it's a relatively even split. Um the students that are reassigned to Zachary right now would be 75 that exist and then the students that would be reassigned to Neil would be 87. We do have given our centerbased population, we do have students that have other home attendance areas and we're going to get that with all of our buildings where they have chosen to attend Sonnison or they were assigned Sonos given center-based that they have to go back to their neighborhood school and then they'll get they'll have an opportunity to if they're centerbased, they'll get assigned to whatever that looks like or they have an opportunity to either stay in their neighborhood school or uh reapply. for uh an elementary school that will remain open. And we do have Sonos does have about 20 uh open enrollment students. At least currently they have 20 open enrollment students that would go to Neil. That draw is typically coming from the south and the east. And so Neil would be significantly closer than pushing those kids to Zachary. as we move. Any questions as it relates to Sona? >> Bowman. >> I'm just wondering for clarity if that 20 open enrollment students is that on top of the 87 or is that part of the 87? >> 87 or residents? uh that would be uh in addition to that populated area. That would be in addition that would be where when we what's called roll kids up in the system as kids as the cohort advances from grade level to grade level students get assigned a building. It's part of our um student information system. They need to be assigned to something. we would be assigning those students to Neil Elementary again should they there's no transportation that exists. So it's you know and as we look to balance out the existing buildings that's what where they will start very well could be the only option available center base could also play into it. If those students that are open enrolled um go to Neil and their cluster, if you will, of of needs puts them in a different building, they'll move to that building. >> Thank you. So, um, so the center-based programs in Sonos and Neil, um, if I'm understanding you, you're saying that they may go back if they're if their neighborhood school is a different school, they may go there. Let's see if Tony was here to talk through it. So what ends up happening is um they get assigned to their they go back to their uh home school but what's also happening is um Tony Bdon is then reassigning students. So what the idea is to keep students depending upon the program. So we've got our different programs to try and keep as many students as we can with their home school. That might not be perfect, but that's what special education now is working through is as students get reassigned to their home school, then what does that look like for the center-based programs in terms of which students go to which school? Because the idea is to keep them as close as possible with their uh with their homeschool students. >> Well, that logic certainly makes a lot of sense. Uh I would also Oh, there she comes. So I would also I I guess I would also um really kind of at the heart of it is not only that question but um the the the students themselves and the centerbased cohort >> question is how are you working through um wondering how you've got that So, we'll look at the home schools first and move the center base to the home schools. From there, we will then take the students that are can't attend the home school and we'll put them at the school closest to um transportation, try to clump them together. Depending on that, we will either do K through five classrooms or will we ch we'll chunk up K 1, 2, 3, 4. We look at um gender. We look at um what their ability level is. We look at making sure that there are like not one rise room and four stars rooms. We want them to be even out and have a partner so there's not any singletons. We look at siblings because we have siblings that are in classes together. We don't want them in the same class. So we want to make sure that they have opportunity to to be in the same school but with separate teachers and have their own peer groups. So there's a lot of different formulas that we put into that decision. >> Well, um thank you for um sharing that. I guess my main concern is that one of the things that we've been hearing through all the hearings is u the fact that at Sonison and Neil and actually Noble too. So really it's Noble's closing also. So really my question is really about those students who have special needs and knowing that there are center-based programs in each one of those facilities. It's not just about the facility. Um so it's helpful to hear all of the different um kind of calculations, permutations, whatever. Um at the end of the day, it's going to be a while before we kind of can sort through you. We'll be able to sort through What does this look like? I mean, will will we won't cease to have center-based programs? I would I would imagine, right? We >> No. Okay. No, that we've I've already plotted for the centerbased classrooms. Um, keep in mind that last year I made sure that we arranged as budget reductions came that most schools were already sent back to their home school. So, there really should be minimal movement because we had already kind of gone through this once last year. Um, it's going to be director long and then director Brenson. >> So, just a clarification on centerbased. Are you saying that there would be a center-based program that would be kindergarten through fifth grade students all in one class or clarify that? >> It's just something I'm looking into. Um, it it really just depends on the makeup of the students. So, that is not the current way that we are staffing. Um, there's pros and cons to both. But I can't answer that question. >> It's just one of the options that we're looking at. >> Somebody who sits on a labor management committee for special ed, having kindergarten through fifth grade in a center-based program is a nightmare for scheduling and ability levels and other hazards that happen in there. >> Agree 100%. >> It it is my last resort. >> Not at all. Part of the problem that we're in is the bubbles. So, some of the grade bands are extremely huge compared to other grade bands. For example, kindergarten next year, the projection is 35 kindergarteners. Part of what we've noticed is that kindergarteners up 7 8 7 8 9 10 once you start putting that many in a classroom, it is not successful. They need a lot of school readiness. part of the problem. We have a big clump of fourth grade going in. So trying to spread them out. As you know, when students move in or they qualify now, we're limiting ourselves as to where we're going to put that student. So if I have all fourth grade or even when we're having now when we're having those grade bumps in there, I don't all of a sudden have room for a fifth grader and I don't want to put them into a kindergarten room. So that's why I say really looking at where all those students are and if I'm really trying to minimize and keep them at their home school, we're going to have to look differently on how we're staffing. And that is just one of the options. But I I hear you. It's my last. >> And one thing would be nice too if we could pull back some of the I know I sit on 287, but if we could pull back some of our students from 287, and I'd rather have them be in our centerbased programs than in 287. Not to say anything bad about 287 because I think they they are really trying to do a great job over there with our kids and they're trying different things, but I think that would be more beneficial for us, especially when we found out when we started our own alternative programming that was better for our students than having them go to Minneapolis or some other school district to get that kind of of educational setting. >> I agree as well. We are looking into that. I know for sure that we are going to have more success with that with our secondary than our elementary. >> But that is something we are partnering with 287 currently. Um they are we are doing conjoin observations into our programs to look at before we put that referral through come and do an observation. Um get some non-bias get some eyes in there and um give us some suggestions on how we can run the classroom different. And then do they have any students currently that are ready to transition back to us? >> That I don't know. That's part of our conversation right now. I know it's only secondary. >> Dr. Brunes, >> I was I was going to echo the same thing Director Long said with regards to 287. So covered the second piece. What's the typical timeline? So if a parent if I'm a parent with one of these, like when do I know which school I my student would be going to? typically >> as soon as the boundaries are um are agreed upon and we know then my goal is to have it by the middle of February. Last year I waited until the end of May because there were so many changes that did not go well. So I want to communicate at the same time out that all the other students are going to hear what schools that they go to. >> Okay. Director Basset then director. So I just have a a general question across those three buildings, Sonos and um Noble and well Neil is staying open but also between those two. How many total students do we have K through five in special education who who require some of these services? Do you know that answer off off hand? It may not be quite a fair question cold like that, but um I want to know how many students are we talking about total >> in Sen and Noble Centerbased >> well that are receiving special education one those that are allocated to a center-based program two and so that would be for particularly for those buildings that we're closing >> I I'm rough estimating but approximately about 70 70 total. >> Okay. >> 70 centerbased. >> 70 center based >> and that's an approximate number. >> And beyond that in terms of total because not everybody's in a centerbased program. >> Correct. And there are four teacher four resource teachers I believe between the two schools and they have approximately 22 on their case load. So that'd be about another 40 students. >> Okay. Thank you. >> Uh Dr. Ho. >> Yeah. So my question is more about flexibility just based on your initial comments of possibly grouping classes. Are parents going to have the flexibility to say I don't want school A for my kids because of one or two reasons I prefer school B or do you see that being an issue? >> So center-based is what we call um the district has the right of placement. So we will be placing. What I do do is I make a personal phone call to the families or my sped supervisors and we call them and let them know what school that we're transferring to. Um last year I met with them individually if they wanted to meet um just to express their concerns. I you know it really is based on what's best for the student in those decisions. So um definitely want parents to feel heard and valued but I can't always make the change. Um, so it it like I said, it's in what's best for the student. >> Thank you. >> Okay. I have a question. So it says action needed to be taken. So I'm sure that it's not tonight that we have to take this, right? I mean, does this mean that it's a schoolboard vote that we'll be doing later where it says action needs to be taken? >> We will need a schoolboard vote. We can't I would encourage the timeliness of the vote tonight. Um because it's right now it's it it's holding up all of our process. The boundaries are an obstacle for us back to the reassignment of kids notifying families. Um >> I think the reasoning Yeah. the reason for I guess we at least need to know the board approves the boundary changes so that there's clarity for the public that here's the line in the sand. We've changed boundaries. >> Okay. So, um, Director Hillbrand and then Director Wall. >> Well, I just feel like I don't have any clarity on because I do not understand the the information on the on the noball change. So, if we could move to that before we do anything else, I would love to. The east, the west, the north, the south feels like a big chunk is missing in there. So, >> are we ready to move on to Noble? Well, I just have a quick question on the 20 open enroll students that you mentioned earlier. Similar to special ed, will those students have the flexibility to decide if they want to go to Neo versus Zachary Lane or are we going to detect where preferably they should go? So, it will happen. And this honestly will hold true to any of our um alternate and I'll call them alternate just because they're already they're they're our students. Even if they're open enrolled once they became a Robbinsdale student, they're a Robbinsdale student. It's just where they live and are they boundaried. Um as far as it relates to the 20 open enrolled, they would be assigned to Neil. They have the right to request a different school. And if there is space in the different school, of course, they can go. Transportation isn't provided, but that's how it, you know, we call it like they get put on a wait list or >> and then as as spaces open up, we if that's where they want to go, pick the building. Doesn't even have to be Zachary. They have that option. >> Thank you, >> Dr. Long. Did you have your >> Yeah, I guess I'm concerned about continuing to fall away from procedures that we've have said long before about, you know, having time to bring it to a work session, talk about it, bring it to a work session again, talk about it before we bring it to a vote. Um, this is not following what those procedures are that we said that we would have as board members that we've talked about several times. I don't feel comfortable continuing to operate like this where we're just brought something and then it's now now you vote on it. I I need time to process the information. I need time to ask clarifying questions. So I am bringing that up as that is my concern. Can we call this the first read and could we have it f a vote next week and not not jam up the process too much? And then um can we get a map that show that's like highlighted railroad tracks above this above Golden Valley Road? Uh, can we get a for I mean for people that aren't that familiar with the areas I think it might be a little confusing that way they will just know exactly what we're talking about because right now Yes. Can we >> I mean Yes. There's no reason we can't have someone do a >> take a permanent marker and just >> change the weather pattern. >> Yeah. >> You know, >> don't change the weather pattern. >> Yeah. change the weather. >> Yeah, that just gave me issue. >> Sorry. Okay. So, um >> yes. So, so the next question I'm going to ask going to kind of um is similar to if not the same as director Waus, but it relates to Noble and it really has to do with the the amount of choice that um open enroll students would have. I had a grandmother who has a grandchild at Noble which is closed open enrolled and uh so um expressing really talking about the needs of the child not anything else other than that but I'm remembering what everybody has said about um how difficult it can be for a child to transition who is comfortable in a setting all of that so um to the extent that we can have some choice Is that something that director Bdon's going to be just totally dealing with or no? Or >> director Bdon would be the one that is looking at center-based when you are talking just >> truly um students that are looking for a an alternative to I'll say their assigned school >> that would run through the enrollment center which ultimately would be me. >> Okay. All right. We've always had people call the enrollment center with some requests for some kind of variation. Correct. I mean, that's been forever >> and and you know, again, depending on what we're looking at as far as you know, watching class sizes and different things there, you know, we we typically can accommodate. We typically can't necessarily accommodate all. >> I know. >> So, >> thank you. Um, Superintendent Stall. >> Yeah. I just wanted to draw um just because of that question I wanted to draw everyone's attention to the to the four number four um on that memo of boundary changes with information only. I think one of the things that uh historically has happened in this in this district is that choice that you were talking about. Uh we've got a whole lot of people going to a whole lot of schools that are not part of where they would be boundaried. And I think that will be something next year as we continue to really look at um the most efficient way that we can uh continue to work with neighborhood schools is that might be something that as we move forward we will limit more than we are now because that's part of what gets us. It's hard to plan if we've got a lot of people that are intra district intra district requesting out of school. So I just wanted to bring your awareness to that. I don't have any more information at this time but just wanted to put that on your radar that we'll continue to talk about that >> just chair just just to to one quick comment and that is as you're contemplating that chair I superintendent um I think that some of the data that we've been getting and I don't know if I can call it data some of the reporting that's we've been hearing is u about the loss of the loss of families the loss of students and that includes some open enroll although there's some question about how much we lost I don't know that answer. But but I am thinking as you're as we're factoring what you just said, we have to do some limitations. But I think to the extent that that is impacted by the loss of students across this district, no matter what, open enroll or not, I think that that's something that um I'm sure you're probably going to be looking at and seeing how it factors. That's that's the as it's not off the table. So basically the middle school boundaries, we don't really need a new map for that for next week. We just know that whatever is blue is really going to be yellow. >> Can we can I just finish with >> Yeah. Like I I sauna again right now. >> Sorry. >> I appreciate your eagerness. Um so yeah I really like >> so moving on to uh Noble Elementary School and the distribution as follows. Um and in hearing you and of course you know I we do have there is a line of a railroad track that goes if on the printed map that goes almost directly through the center of Noble. You can see a railroad track. It runs north south. Uh it was the original Sue line. Now BNSF freight transit uses it but north south through Robbinsdale and Golden Valley only train only railroad track that at least identified on the map that exists. That is our demarcation. And so we can certainly provide a map with with a high uh with that being highlighted um for next week. But what that is saying is students that are noble students that are west of those tracks and south of Golden Valley Road in Golden Valley Road in its entirety. So, there's going to be a little nook that drops below Golden Valley Road that you don't think is south, but it's south, but it's that's all going to um Neil, >> that's the area down here, >> that area down there. As soon as you get hit Golden Valley Road, if it's south, it goes to Neil Golden. Nothing. Even if the train tracks go down, if it's below Golden Valley Road, you're going to Neil. >> And this dark road is Golden Valley Road, right? Am I? >> Yes. >> Just making sure I'm reading this. >> The dark the dark line is Golden Valley Road. So, if you're south of that, regardless of the tracks, you're going to Neil. >> If you are east of those train tracks and north of Golden Valley Road, that's a both. you need to be east and north of that pocket will go to Lake View. And so what that means for Noble is um we would have because we have 56 open enrollment students again currently and of course fifth grade will you know go off and there's different things that happen but those are our numbers currently 56 are open enroll Minneapolis students for the most part those would be assigned to Lake View. I'm just feel like what about then this whole chunk here? >> I can you raise it >> west of the tracks north of Golden Valley Road >> Neil >> Neil >> north of Golden Valley Road also goes to Neil then >> yes but and west >> got it >> they west and east follow the train tracks until you hit Golden Valley Road. If you're east you're going to Lake View. If you're west you're going to Neil. If you fall below Golden Valley Road, doesn't matter where you lie, you're going to Neil. You're welcome. And so we have 56 open enrollment students. Those would be initially assigned to Lake View. Um we currently have of the divide that's going to Lake View. We currently have 80 Noble students going that way. We have 60 going to if they were to go today, going to Neil. And then we have 15 that would quote unquote be sent home. They're not in either of those attendance areas and and they go back. That is no. Does that make sense? Going around. Then I will move into uh the existing Robbinsdale middle school boundaries. We have said throughout the process that as far as the middle school boundary goes, what is currently labeled as um RMS would become um Sandberg in its entirety. Now moving on because the middle school programming at Fair Crystal and this is for information only because Crystal does Fair Crystal does not have an attendance area. They're a magnet, right? So then it's how do those kids how are we going to assign them for next year? Open enrollment students. So students that attend Fair Crystal that aren't boundaried in our district because technically they don't have a neighborhood school. Those students will be assigned to Plymouth Middle School. Uh again there is no transportation and there is an option no different than anyone else for parents to apply to transfer to SMS. So if you are openen enrolled Crystal you get assigned to Plymouth and you're like too far to drive. We're not interested in driving that far. you apply to go to SMS with the Fair Crystal students that for a middle school um would be boundaried to SMS, they will have priority into Plymouth if they're spaced. Meaning if they say a lot of a a large number of our cohort went to PMS, I want to be with uh that group of students, they will get a priority list as far as a weight list goes for them to be able to have have that option. Back to uh like director Basset said, the disruption of students. We're trying to give priority placement, if you will, for them to be able to make their decision seen. That is how they land. Plymouth Middle School students that are currently in Plym that are Spanish immersion but in middle school uh at PMS already, they will retain their seat at PMS. Again, there won't be transportation, but if they're already in that building, we're just going to keep them in that building whether they're boundaried there or not. And if they choose to stay um absent district transportation, that's where they're going to be placed. PMS Spanish immersion students moving to the high school will no longer automatically feed to Armstrong. That's been the case before where the Spanish immersion coming out of PMS automatically fed to Armstrong. Now you're going back to your high school boundaries. >> Make sure it's okay. >> Okay. Um so at Armstrong though there's still options for kids to continue. So there's AP Spanish of different kids are able to get their seal in get the opportunity to earn their their Spanish language. Just curious. >> Yeah, you'll hear later on in the programming piece of the changes they're making to courses at Cooper and some of >> Yeah. Okay. I saw some of that. So that's great. I just want to make because I know that's going to be what people are going to ask >> and and then as uh Dr. Stalo had said before the intra district transfers beyond 2627 we're that's going to be re-evaluated on how much flexibility is allowed there but this is what is um either proposed for board action or information as we roll this out to our families. So, uh, if in a perfect world, uh, if we had the the the current middle school boundaries for RMS, BMS, and Samberg, the current boundaries with those boundaries intact, there will be students who, even though they get reassigned, they normally would get they could catch up, jump onto a neighborhood bus and perhaps get there because we're going to still run buses. So the buses will still go through those neighborhoods. >> I'm missing your question, Director Basset. >> There is no scenario where we won't have district buses circulating throughout this district and picking up students who perhaps they went to RMS. Well, >> so and if if the district has made the decision to not have RMS anymore, the students who live there will automatically get transportation because we provide it. >> Correct. To their new boundary school. Yes. >> I'm sorry. Pardon me. >> To their to their new boundary school. >> So they will get that transportation. >> Absolutely. that you we will provide transportation to their quote unquote neighborhood and or boundary school. Should families choose to make a different choice, there is no transportation for a for an individual choice. >> So I I'd asked this previously just trying to get clarification. So the last meeting we talked about utilization at the middle school down to 80% when this is all said and done. I know you don't have specific utilization numbers generally what are we talking about for the new Neil the new lake view right I mean 80% range is it so I I will go to the middle schools having looked at those numbers and we we appear to be relative I mean relatively balanced if you presume room 2,000 students, middle school students total. Um I mean depending on options you're you're looking at about a thousand a piece and so our capacity is would be right as we had stated it or previously. Um when we were looking at options as far as you know potential for closure and how divides could work, we were we were adding those numbers and then you know consideration of open enrollment. There is not currently um what I would say is an outlier beyond those capacity numbers. Um centerbased >> different >> can change it right. I get that. Um but as far as when just looking at you know certainly our our buildings that aren't experiencing significant change you know like your the forest the sea that like those buildings are going to keep the numbers that they have when looking at um like a lake view absent center base you're probably looking at 330 kids >> roughly >> roughly um you're you know Neil let me see what my number is. probably 470. Um, so there's nothing that is that should rocket us past and Zachary would be another one. Uh, we're looking at probably just under 500. I the question I I'm just trying to make sure that we didn't create a situation where we have some elementary that's sitting at 30% utilization and now we built one that's at 85 or something crazy like that. I just want to >> it feels I know it's not going to be balanced. >> Correct. I mean our largest is still going to be RSI. >> That's how it's you know um but otherwise we are starting to level off the sizes of our elementary so there's some consistency. Dr. Bass, >> if if January 20th is the time that we're to be voting, uh, it is useful. I've looked back at those charts that you provided before, uh, the the with the blue, you know, the blue lines on it. I think we need to have those numbers. The numbers you have, we need to have to vote on so we're not in some gray area about we think it might be this, but we think it might be that because that's known. You know how many kids we're going to move. You know how many kids from each building are being contemplated in these moves. You have the data about what the ideal or what um the target percentage of utilization is. One document that clearly states with these changes in these buildings, here's what the numbers will be. Here's what the utilization rate will be so that we know for sure what we're voting on. Um because we know this is stuff we know stuff you shared with us. So we know what you told us. So and I've relied on those because I've looked at those numbers a couple of different times when I've been doing my own little calculations. When we finally land it'll be good. If we're voting on something we should know what we're voting for and you've given us your ideal about what you think the utilization rate should be. So plotting that you know, in a narrative or whatever, however you do it, uh, would is just something that would be give me confidence because there have been a couple of times I thought I understood what we were talking about, but I didn't. And I and to I'm glad Director Long brought it up because from week to week to get information and then try to absorb the information when you have questions you but you don't get the questions answered until you know several days later uh is is difficult at best and uh and there's as you know me tell you there's a lot at stake. So, >> so if we could have that every >> we can put estimates at this point as far as what what what we believe the results are. I mean based on what we're >> that's all I'm asking for. What are you asking us to vote for? >> And just just a point I think point of clarification the the vote is to change the boundary lines for the elementary schools. >> No, I'm talking about next the as far as I know the SOD plan is going to come forward on January 20th. Is that right? >> That's correct too. right now we're talking about the the action the only action that we're talking about right now is to change those boundary lines >> I'm clear about that but I'm making a point >> and I would say >> and and it goes to what the director just asked you know if we're if we've asked you about the utilization rate for the elementaryaries what's going to happen when you make these changes what does it look like I'm following up on that same theme and saying in addition to that can when you come back can you make sure you have solid numbers that's all I'm asking for I know exactly what we're talking about and and here's Here's the other thing. We added this work session. I think the board has gone a long way to work with the administration by having Monday night meetings every month. Every month, every month. And I think we've done a pretty dogone good job of sticking to whatever the agenda is. But if something is indicated that has broader impact, common sense says to me we should be talking about in the moment that people are asking the questions to make sure that we're all on the same page. So, uh, I vote for being in service to that. I don't like vagueness and I don't like uncleararity and if it if because he asked a good question and I'm just saying I think we should have the information because I that's all I'll say and you said we could have it. >> I can appreciate the vaguess comment. Um, and I'm more than happy to place the numbers and and everything that is in front of me in front of you for a decision. However, I don't believe I've been vague in my response. >> Oh, no, no, And that's not what I said. >> But you did. You said you there's been >> there have been some things that when we when the questions have been asked, we've been told in this room, well, we don't quite know that yet. So, I'm not this is not I'm not I'm not casting dispersions. You know, I'm just making it clear that when we come back and you're asking me to vote on something, I'd like the numbers. That's all I'm saying. >> Um, Director Wucho, did you have something you wanted to say? No. Okay. So basically this map the middle school map is not gonna change. So we do not the yellow the blue is now yellow. >> Okay. >> But it does change. >> Okay. Yeah. Blue is now yellow and middle school. It's just this one that uh the colors and the lines would help people understand I think a little >> and just to just for to be as simplified as much as we can the discussion around the Sonos move to Zachary Lane is nothing new. That is nothing new. That is exactly uh what we talked about when that original move was going to be made. It's just for clarity for people on that one. So came over to Son. >> What is new now is the noble move in that that split and now we kind of have the other numbers. >> Sure. >> Yeah. Thank you. So, we're we'll get more information. We'll get clarity vote next week. All right. Soon as I find my agenda, we'll move on. Let's see. Okay. changes revised budget book. You're ready. Oops. Thank you. I am ready. I too have stacks of of papers. So, um moving on to the revised budget. the you've been provided two documents um that the intention would be for tonight and I'm actually going to hand out a budget timeline as well to the board. Um you've been provided two documents and it one is available now online to the public is the 2526 revised budget. This is this book is similar to what you had received for the preliminary 2526 preliminary budget in May of 2025. And then there is a what else what else was uh attached or provided as a copy was the resolution. I I I won't hit this. This is just going to be the formal action of the final numbers. Um, so I do want to just walk you through briefly um the revised budget book and maybe like the the page to focus on because now with us having uh to create a statutory operating debt plan, there is a page that becomes quite relevant in the book if you if you weren't uh reading it uh judiciously in the past. what was handed out and for the public um there is a budget timeline. One of the questions and I honestly don't remember if it was stated um in the SOD uh draft planning document was you know when do financial questions get answered or when not maybe it wasn't questions get answered but when is the budget looked at the timeline that is pres that has been presented to you is the timeline that's existed now at least for at least put pen to paper um when I started last year that provides a cycle of actions that the board uh takes or administration presents when they happen or when they should be happening. And this is also presented in narrative form if you open the revised budget book to section one introduction and the page is listed as page four in the actual physical copy. This says budget timeline when we're looking at things. what we're looking at. You know, I've always said the levy the the levy starts the process. We work our way through with the audit that it's the budget assumptions and we stay on this continuous cycle. Again, here is a visual versus section one the introduction. As we flip through um on the section one introduction uh page five or V, you have enrollment trends. Now again things that change between the preliminary budget book and the revised budget book. The preliminary gives an estimate of what we believe if you look at the the graphic that gives an estimate of what the um budget is based off of. What this book does now is says we know our October one numbers. This is where we landed. So, usually this book is shoring up some information that we were making estimates on before that at least we have uh um information to. Now, one of the things on that same page um that I would like to draw your attention to is employee contracts. If for budgeting purposes we did not put in anything uh as far as a allocation for contracts on a contract that was not settled. So we had one contract coming into this year to 2526 that was settled. That was the custodial contract. They're in there. They still exist in there. What we don't have is all of the other groups that have not remained that are not settled at this time. So when you are looking at budgeted numbers, please keep in mind that those numbers are not reflective of parameters that were established in close session. They they don't exist in here. So just keep that in mind. I just don't want there to be confusion. And then as we move through the rest of section one, the introduction session, it just breaks out. Um, and these would be slides that you would see and now they're updated in our truth and taxation presentation that says essentially where does our revenue come from the four categories and how do we spend it? You know, what are salary and wages? That's about 76% of our budget in totality. So that is the remainder of that section. as we work our way into section number two and this is where I want to call your attention to and we've bounced around a little bit um as far as it relates to section two page two and we have three different types of terminology that are that can be very confusing to the lay person um because now with SOG it's a different formula so before SOD and I would say school districts as a whole are very used to hearing your unassigned fund balance. The board policy, I believe the fund balance policy is even based on 6 and a half% of your unassigned fund balance. The challenge is is now with SOD, it's not just the unassigned, they take into account other factors of assigned and um committed, other categories that are different than just your unassigned fund balance that go into the SOD kelk. And so that's where it gets a little bit mucky and I'm trying to navigate some verbiage to say here's your unassigned to try to show you where board policy is. Here's the sod kelk of and I'm not mentally thinking of the name um of what that uses. And then oh by the way here's your total fund balance. So we're kind of playing in three different worlds of fund balance and they don't make sense when you when they get all mixed together. when you look specifically at the um so when you're looking up up at up at the uh graph that's presented that says here's your general fund and that's ultimately what you're going to approve on your resolution. It's in totality. The other paragraphs are trying to break out what impacts where your SOD is going to land um and then where your unassigned is going to land. There was a correction in um and and you had received this from the time the board had received the bound copy coming in just prior to winter break or it was placed in your mailboxes just prior to winter break. I did not receive the Excel sheet to be able to work through the Department of Education's calculations until January 17th. So there were a few components that needed to be shifted. That's why you had the change in number. It's ultimately reflected in the Excel doc that we get as we move into the SOD kelk. But I just want to call attention to everybody in the everybody that's watching and for the board members. The most challenging part is the three different fund balances all coming from the same fund. It just really depends on what's included in in each in in each category. um we work our way through the different pages. Now when you look at this is what the board approved in the preliminary budget. This is now where the revised budget is. Uh you can see the percent of change. I would say most of it is because at the time of preliminary we had made reductions but they were lumped. We didn't know exactly where they were going to hit or what particular category or program they were going to hit in. So we just went best estimate. Now it's kind of sorted itself out. Things have landed where they've landed and you can the reductions um are there. It's just what category it depends on where it hits. And each particular pages three and four gives definitions of what fall into those categories. And you you you eventually people will get tired of hearing my explanation like the truth and taxation. because it says administration doesn't mean it's truly like administers in this building like director uh O'Harn and myself don't qualify as administration as it relates to this coding we qualify as district support services. So it's a little bit challenging going from the layman's persons of saying this is we believe and and we are uh director oh and I are administration but according to the MDE we're we're not um and so there gets to be some confusion so definitions are presented and then ultimately as you work your way through the book it breaks it out into very different ways. Um how do we want to how do we want to look at it? percent of total by fund all of the various things. The one significant difference um that you will see here versus the preliminary is we try to well and the notes will exist in the preliminary budget as well. What has changed? So when you get closer to the back of the book section three and it says okay here's your audited numbers here was where your preliminary budget landed and here is where your revised is. Why is there a difference that seems significant and was it adjusted accordingly? So I'll say like section 3 page 11 in the book for example -ate funding grants came in less than anticipated. There was an adjustment there. Why did we drop down? Um one of the questions that came from a board member today was it was sale of real property. We sold something in our audited 2425 numbers. What was that? That was PMS parcel number eight and uh AHS parcel number six, which was the easements for that road work >> that we received payment for that ultimately totaled $176,700. So the intent of these pages is to kind it it's back to we're all watching, right? We're all watching for the consistency, for the trend. Are we off? Is it an explainable off? Does it make sense? That is why you know and as we go like suggestions are encouraged to try to say okay is this enough to make it make sense to the lay person. Could someone pull this document up three years from now? Um and follow what's been done and oh by the way lending itself to the sod plan of are we paying attention to what we're doing? Like are we truly monitoring everything what is going on in this district financially? Can we track it if we know it's off? Are we aware of it and are trying to make adjustments? So, this all starts to now tie together to the SOD plan. But it starts with the revised budget because we need that to to move forward. So, that's a whole lot. Um, and I will at this point open it up for questions. So then um the board would be in a position to hopefully approve the revised budget in on the 20th >> questions. Director Helenberg. So I just want to make sure I understand this because a lot of the statutory operating debt really has to do in the end with our our fund balance, right? Um so am I right in understanding that the general fund fund balance the reason why even though it looks positive but is actually the unassigned fund balance is negative and if any sorry if people aren't following all this because it's hard enough to follow and I think I understand it is that most of it's actually a capital expenditure fund balance is that what I'm understanding when I look at the numbers am I understanding that correctly >> yes >> okay and that's why we can't touch it because capital um is its own bucket >> when you when when you look at it's like it's LTFM >> it's capital it's I mean the ones listed are all their own bucket >> right that's >> we just don't notice them like when we're doing things >> yeah I'm just trying to clarify it so people can understand because sometimes school finance is so complicated and I think when you look at it from the outside and you see basically $4 million sitting there you're like how can you be in statuto operating debt how does it appear positive and you're telling us It's negative 10 to 12 million. Right. Correct. And so >> it's because that money is a different bucket and and we can't touch it for educational purposes because that's a lot of stuff for our building maintenance um and other kind of capital repairs and equipment purchases >> or it has to be spent for that specific purpose. Right. So it could I mean most of it isn't it's non-instructional but there are components like um uh staff development >> where it's that is a particular set aside and you need to spend that money on staff development >> right and the issues are unassigned which can be used for anything purposes >> I just wanted to actually put that out there in the space because it's really confusing to look at and I have something of an understanding and it's still really really confusing me to look at it But I see $4 million here. How are we negative 10 to 12 million? >> Just wanted to >> and that is >> have a clarification out there for everyone. >> Yeah. >> Maybe get a little understanding because I'm still >> okay. More questions. >> Yeah, I can help. >> Okay. >> So, um actually I sent some questions over to um Dr. Staleo and I have some responses here. uh some of the responses that I've gotten uh really do note that it'll take a bit of time to pull the data together and I totally get that and respect it. I don't know that um the questions that I asked necessarily go to the SOD plan. Um however, but they are I want to differentiate because they but they are questions I want to know the answers to. uh and for example the one about uh when we talk about on page three administration one of the questions that I ask is to please break out the cost of the school board's expenditures um that doesn't have to be answered for the sod but uh often or there have been occasions where we will get data to talk about a specific thing and the data will be presented such as it is now at sometime in the future I I you know the expectation would be that we've talked about this already. Why are you asking this question? That's why I think sometimes it's important to ask those questions and put them on the table because that is information I want to know and compare it to some of the years we've had before because we're spend a lot of money and we're lumped in with the administration and it's hard to tease out and see where does the board fall and in the past years the board has been very conscious expressed consciousness about um certain kinds of spending by the board and uh I think it's good for us to keep an eye on what kind of expenditures are they so that we can begin to have some conversation ourselves about that fact. So, not so much for tonight, but because we're going through the budget book, the budget book has implications for the SOD, but the budget book has implications for this board and the organization as we move forward and approve it for the coming year. So, it has multiple uses. So, um, and this is the time to talk about it because we just got it. >> Okay. One thing I'd like to say and and and again, um, I am I'm a literal very literal person. Um, and so some literal >> I like literal. >> Perfect. Uh sometimes the challenge lies in like I say it's it's to me it's what are you what are you trying to what are we trying to convey versus uh the information that's present and that's why it was it was easy for me to extrapolate and I understand what you're saying Helen about about board expenses but when when someone who literally isn't doing my job and they hear district ad or they hear administration okay and you and and we're trying to parse out what's in this book. Here's administration and here is like district support which Amy and I both know it's Amy and I. >> But it's like the world knows us as administration and we are. >> Sure. Sure. >> So I know publicly it feels like a bait and switch like wait a minute you said this here wait a minute you said there. So my only request is happy to happy to provide the information. Sometimes context helps because are you looking for administration as far as title or are you looking for administration as far as how it's reported to the department of education. Do you know what I mean? >> I do and and and that's why I preface my comments right now with saying that right now we're trying to get ready for SOD. >> There's certain and and the the previous explanation you get for the differences in the terminology across those three systems. Got it. Uh but but it's also I'm talking to you as a board member. asking my question as a board member because as a board member that's one of the interests I have is understanding from what section of that and I think I was pretty clear in my question uh but but and and so I I respect I'm okay with the answer I got back we can talk about that later and and I agree you know it's not but I don't want to get lost a lot of times things fall off the table and get lost and you don't and they don't come back and so I want that one to come back and so that's the only reason I highlight it right Okay. So, next week we will vote on the on accepting the revised budget. Is that correct? >> Okay. Will do people anybody have any more questions or do you feel like Okay, I'll be ready to vote. >> Okay. Well, I need process time. >> Process time. You have a week. Yeah, we do have a week. Yeah. So, I'm glad you said that because if I have questions based on the on the answers I've gotten that I still have questions about, then I can send those in. >> You have a week. >> Yeah. >> All right. In that case, get to my agenda. >> SOD draft plan. Thank you. So now that we have moved our way through um the budgeting process and uh I would like to just call out so there's there's two components well there's multiple components but essentially two different approaches that we need we need to take that are prescribed for us to take as we do the SOD plan. One is a series of narrative questions that need to be answered. We need to have a response to the draft narrative and we'll go through that. We then need to provide essentially a summary which is part of the packet of this is where we and we as a board based on what's in the narrative section, we as a board believe this is where our financials are going to be projected out the best we know today. um as we as the board submits the plan. So I will start with what you have seen as the cover page um with the various dollar amounts on it before we get into the the actual plan itself. And gosh, we have worked I know I I can't even tell you when we started working through um the various uh reduction planning process. I mean that the board has done and the multiple conversations, the data reviews, um all of the communication, everything we've looked at to say where are we today and where we have so far have landed as a district is to address our deficit. We have the board has approved actions to close Noble Elementary, close Sonos Elementary, close Robbinsdale Middle School, close the uh education service center, and then realign or remove the middle school programming from Fair Crystal, move High View uh and RVA to Fair Crystal. And all of that says that all of those moves um in tandem say we anticipate saving 3,816,876 annually. Get to that number in a moment. What was also presented uh to the board and depending on the category uh actually received board action was transportation adjustments which includes Spanish immersion and open enrollment for 633,000 program sunsets which is K1 IB for 300,000 we said scheduling and staffing efficiencies at the secondary for 2,65,000 We said scheduling and staffing efficiencies at the elementary of 400,000 non-instructional staff realignment reductions of 500,000 which brings us all in uh of those measures of 3,898,000. So when you take those additional measures plus what we receive from the facility programming listed above, we come up with a combined total of 7,714,876. We were striving for our targeted reduction was greater than $8 million. And so I'm going to uh turn it over to Dr. McDow and he is going to speak specifically to the 3.816 uh as it relates to the school closing/programmatic change component >> memo just for tonight or is this a memo that would be used in the future? Uh, this is a memo. I would I would say it's for tonight to help guide you through the SOD plan in addition to because it's going to tie out to numbers that are on that Excel doc. It's going to tie out to numbers that are embedded within the plan. >> I just asked because if this is going to be out in the public worth just I would make it middle school Spanish immersion just people aren't like what we're not busing. >> Oh, >> that's the only reason I asked. >> Fair enough. We know it's middle school Spanish version, but just wanted to >> Yes. Not RSI for anybody that's watching right now. >> So, you have a second document in your packet looks like this from me. That is specifically what we tried to do is there have been a couple questions on what are the where are your calculations for the different schools and all that. So, what we've tried to do is put in a singular document, kind of walk through the process. How do we get to what we how do we arrive at that 3.8 million from this? So, I thought what I would do just to help you as a board is understand what our thought process was behind it and how we've gotten there. So, those first two paragraphs really speak to the fact that you've seen the 2.5 million for the closure of Sonos, Noble, RMS, and ESC. That's been on those documents as we've done things. What what we want you to understand is that 2.5 million is based on a a very conservative 60% of you'll remember this document. It was in your packet in the very first meeting. It was the original sheet that said here's the average of an operational cost for an elementary school, average for a middle school, average for a high school. So what we did with that is we said we're going to take the average cost, take 60% of that and that's the target number we're going to use because we were well aware that until a building A is totally closed, you're not going to get all of the operational savings, right? We also know that there are going to be transition costs that go with this. We also know that we're going to have student enrollment things like so so the 60% is kind of that conservative we don't know where this is going to be. We also had uh in there the knowledge that High View and ESC needed to go somewhere. So you're not going to realize all of the savings that was on this sheet. So that's the starting point, right? Those variable expenses that we tal about. So then the board makes the decision to close these things and we got to that spot where it was we need an additional 1.7 million and that was where we were at that discussion of do we do we look at uh mag elementary magnet school program or transportation to get that and then it became the question of what else can we do and then we landed on the last decision which was the programming at Fair Crystal. So if you look at the middle part of this sheet, you'll see that I've got a table together for you. And so what you see there is once we once the decision for Fair Crystal to open with High View is, now we know we're not moving the ESC or High View to either of the elementary schools. So we bump that from 60% to 70%. Because we're those the plan is that we're not going to use those schools. So that's where you get the 741,649 for each one of those two elementary schools. And then the next one is the Robbinsdale closed between 60 and 70%. So there's a range there of what does that look like if we're at 60 to 70% closed uh for uh Robbinsdale Middle School. And then you go to Fair Crystal and you'll see that there's an asterk by that one. There's an asterk by that one because fair crystal as a building right is not closing as a building the building is going to be used. So the only reduction that we get is you'll see at the bottom of the page I have a note there administrative and administrative support. So if you take what is from a consolidation standpoint, we'll no longer need the administration positions and administrative support positions duplicated because of that. So you you get that back. That's the 525,000. Then you have other staff due to consolidation. When you take a middle school and you put it with another middle school, we anticipate that being approximately three the equivalent of three FTE. And we average for reduction purposes three an FTE at $117,000. That is what we use as an average salary benefit. So that's where you get the additional 351,000. Then you have to take magnet transportation because we're not doing magnet transportation for that school. The magnet transportation for Fair Crystal makes up about 17% of the total magnet transportation. It's about the equivalent of what Plymouth Middle School has. So that's how we arrived at that number for the magnet which is 300,000. And then you'll have another consolidation with activities. You don't need to duplicate activities and the activities is um comparatively modest but it's still $13,000. So that is where you arrive at above the 1.189 million in savings for Fair Crystal. Now if I take you back to this sheet because I know there's been some questions. Why would you do Fair Crystal when you could close Fair Pilgrim and get the building? If you go back to the average numbers, Fair Pilgrim is below the average of the middle schools. It comes in at under $900,000. So, when you if you look at it that way, it it still makes sense because we're now consolidating into that. Um where we don't gain the savings, right, is when we put High View back in there. we we're going to still be operating. So you can't count any of that stuff again. So the other thing I want to point out is that um you'll see in between the little graph and then the very bottom note there's a note around saving estimates. I wanted to make sure that you had this in there just to refer back to. And really what this is saying is here's this here's the range from 60 70% of a savings to what you would get in total. just so that you're not having to search for those numbers. So you can see that um if we don't if you look at 100% of savings for Sonos, you could add another $317,850 to the $741,000. That would be the 100% savings. Same thing for Noble, right? So that gives you an additional 763,000. Then if you took um the then if what you did is you you did the total there you would have um the 1.39 million to 1.2. That's really your save in in in that's your play in savings, right? So, so until you realize the full closure of those buildings, that money stays out there as a savings calculator because you can't count it yet. Right? If tomorrow, if at the end of the year you were no longer utilizing Noble, its sight, nothing with it, then you could theoretically realize the total savings of that average. In addition to that, back to this sheet, we know that not all of our elementary schools operate exactly the same. So, it's based off of an average. I'll move to the next page. I'll keep flowing and then take questions. The other question that came up was, "But wait a minute, aren't you going to have moving costs? And how do you calculate moving costs?" I think that's a great question because it's a very imperfect answer because it depends on what we're doing, where we're moving, and so you have to work through what exactly is taking place. And so the again based on assumptions, if you think about elementary consolidation, middle school consolidation, we have buildings that are in operation. So essentially, you pick up a classroom, move it to another building into a classroom, right? In those moves, that's what's happening. Now, it does cost money depending upon how you're doing it to move from point A to point B. And so working with Nexus, we've kind of landed on a very conservative in the opposite direction kind of what do we think would be the worst case scenario of cost to move a person and how would we calculate that cost? And so what we did again to be extremely kind of inverse conservative, we're going to take the non-consolidated FTE numbers of this year. So we know we're going to save FTE, but we're going to assume we have to move all 25 FTE at Sonison and this is administration to clerical. The only thing it doesn't include is custodians, food service, and special ed in that number. Then we said a good number would be $1,000 per person. So what you're seeing then is if Sonosan has 25 FTE, $1,000 per person, $25,000 estimate to move, then we have related costs, right? Because we have FITED equipment, we have music rooms, we have a media center, we have stuff that's in storage rooms that needs to be stored. We might need to move cafeteria tables, right, to make all this work. So what we did is we said for each one of those areas there five of them we're going to add $2,000 additional and that's how we got at the related cost of $10,000. So then the far right column you will see what we estimate to move Sonnison essentially right so go back to the boundaries to move Sonison the equivalent of what Sonosan is now partly to Zachary Lane partly to Neil we anticipate will be 35,000 to move no part noble partly to Lake View partly to Neil 30,000 to move RMS from RMS to the two schools 55,000 H High View 34,000 the ESC make a note because we're not classrooms and because we share smaller spaces we cut that in half and said it's $500 per person that we think it's going to cost. Reason for that, I'll use myself as an example. I don't need somebody to move my office wherever I go. I'm going to put it in boxes. I'm going to put it in my truck and I'm going to take my own stuff to a different office. You're not going to spend $500 to move me. Isn't going to happen. But you might have people >> about your furniture >> if if I need it. I don't know that I'm going to need it. Even that it's not going to cost $500 to move. >> A desk and a chair. >> That's not what I said. I said it's not going to cost $500 to move my desk. >> You said if you need it. So that's why I mean there there may be desks wherever we're going. There may be tables or desks that we use and and don't use that. The point is when I have a if I'm a classroom teacher and I need all my desks, I need my teacher desk. I need the stuff in my room. That that's there's cost to that. If I'm going to move my office for my stuff, almost all of my stuff is the stuff that I put into three boxes and I move into a new office. Most of my work is done with a computer and my backpack. So there there's a significant difference in that. Um, so that's why we calculated that. However, you will see in the related cost where we bumped it up to 125,000 was for related cost for this building because Director Basset, you've brought it up. We've got fiber that we need to consider and we've got some other departments that have some significant things that at when we're ready to move them, we need to make sure that we've allotted money to move those things. So that's why that number is sitting at $125,000 for those when they happen. And then finally, you'll see we did a special move just for special education. So in working with Director Bdon, um there are the equivalent of 43 specialed classrooms in this move that need to be moved. And so we did the same thing for those special ed classrooms. and we allotted an extra $12,000 because we know we're going to have things like taking out a Hoyer lift and putting it in someplace else. Taking out swings, putting them in. So, there are going to be some costs just for special ed moves that can't be included in the building moves. That said, we got to the 371,500 uh is what we anticipate as the moving expenses to move to make all of these moves. in our discussions with our uh partners nexus in ter they do this this is what they help districts do they said we think this based on what you're doing this is the high end but they were very comfortable with how we've calculated how we get this done and how we would move this the reason that I explained above the variance is you can see that because we have taken 60% and 70% and there's variance of what we're going to get. Even with this expense, we are still saving money in making these consolidations. The the consolidation move doesn't come anywhere near outweighing the consolidation itself. So um on here uh the receiving schools and what might be needed there is not accommodated in this chart or is or is not. >> It would be just ask. >> Yep. It would be and so our what we make as an assumption is all of our current schools are fully functional schools. All of our current schools, as an assumption, all have classrooms with there's going to be there will be certain pieces where this room is going to need an interactive board because it doesn't have it. We know that that's why the uh the other costs are calculated in there because our tech people and you know, if we have to hire someone at some point to come help our tech people install them temporarily, we know that we're going to have those pieces. But for the most part, the assumption is because our schools are currently running with the same programming that we're moving kids into, they will have that. And I would say that that would be the same case for High View moving into Fair Crystal. Fair Crystal is currently operating as a middle school. the high school kids that are are uh in high view don't have a significantly different need than what are in the classrooms currently at Fair Crystal. I just wanted to make sure that um my that my assumption is correct and is that all the costs for the receiving school and for the moving school you are saying that your estimations are that 371,05 will get us there. >> That is what the estimate >> in understanding that you've some wiggle room but >> that is the estimation that that we're making. Um and it's the that's why we we check that with Nexus as well because from a facility standpoint, this is what they help districts do. Um that what they shared with me is that and it's been my experience before this and others that have done these things as well that um the actual transition moves are less expensive than what you would anticipate them to be. Can and can I have a a kind of a companion question that and that is don't shoot me but um you know uh why if we're moving community ed out of Pilgrim Lane why could we not then just move because my understanding is that we're moving not moving 100% of ESC into fair crystal that's not what you asked now I don't I maybe I heard that in the wind but is that the is that what you're thinking that the the 500 plus staff that are in this ESC, >> there aren't 500. >> However many, no. However many there are, >> there's 75. >> The 75 staff that are there, are you think 100% of those 75 staff you're talking about moving into Fair Crystal is that's a question. >> We not necessarily. We wouldn't move everyone there. >> Okay. So, okay. So then my question is if we're moving out folks from Pilgrim Lane community eds I understand it they have offices already there set up for community ed why would we not then contemplate utilizing that space for ESC some of the ESC team >> because we are anticipating needing that space for special education center base. >> Oh you you that's the plan. >> That was the plan. Yeah. >> Okay. Well, I didn't never heard that part, but you know, >> Dr. Bridget, >> um, two things. So, >> I understand, but I just want to make sure that the I don't this document wasn't on the board. >> Correct. It was not. It It'll be It'll be put out there tomorrow. Yeah. Yeah. Yeah. That's what I assume. Just so people who are watching can make sure that they reiterate it. So um because of the 70 to 60 or 60 to 70% estimation you have here in some sort of bizarro world where you saved 100% that total is a $5.2 million in savings magically got to 100. We all know we're not but that's the top end. And the worst case scenario then is this 3.816 that you have on your list. >> That's correct. >> So so ultimately it's in that gap. Yep. >> Okay. Exactly. I mean, they're going to see the 4 million there, and I think there'll be some confusion that it's smaller, but the range is truly >> 3.8 to 5.2 >> at the end of the day, depending on where that 60 to 70 to 80 to whatever that percentage is that we land on, it's going to land inside of that. >> Yep. And the assumption is you you get to the top end once you realize the full closure of the building, >> right? There's no the building the like I said the building's closed, the property sold or whatever ends up happening with it, but it's no longer a cost liability to the district, >> right? Okay. >> And the resolution language that the board approved when closing the building was the full dollar amount. So, there's confusion there as well, right? that lists the most the the the average that was used and then we backed off or people because I I know there was communication or confusion coming in of you stated an elementary school was just over why are you only reflecting and it's for that gap. So there's again difference between the entire closure of a building which was stated in resolution language versus what we've actually costed as a savings as we transition. >> Right. Okay. So I just want to make sure clarify that. And then the second piece I just want to loop back on something director Bassid was kind of talking about going to the next building. You said that we don't expect any changes for high view moving into fair crystal. That means there's no like there's no no need for any construction or any other type of like building changes in this case for those buildings that the classroom that's sitting at high view and move it to classroom on the first floor. >> That is the current intent. Okay, >> Dr. Long. >> Yeah, I snuck my name on the list since I'm sitting here. Um, so I'm wondering will we get an updated list then as moves happen and the cost of moving comes in? >> We can do that. >> My other question is when will we be talking about what will happen with these buildings because that's going to affect some of the cost savings too. >> Yeah, that's going to be a question that the board's going to have to have conversations about as we move I mean as we move through time here. um because at some point right we we need to be talking beyond next year with those buildings and so I don't know when that's going to hit that'll that'll be something for board planning um in terms of when the timing will be make the most sense to put on the board docket. >> Well and I think it lends itself to is we do have other properties that back to again as as the reimagine our deal we have we have lease properties we have uh the New Hope Learning Center. We have the transportation terminal. Like there's other pro like there's a there is a significant amount of properties that the board will have the opportunity and should have the opportunity to discuss on what the intent is moving forward. That should be coming and I would >> yeah we've got some work we we need to get some timelines out again. We needed to get to tonight and Monday night, right? And we certainly know there's a very long list um of work in front of us and prioritizing that to really say as we backward map right where we need to be and want to be in two three years what needs to happen when. So we'll absolutely be talking um about that as as Dr. McDall said during uh board planning as well as proposing some timelines to y'all in the near future. >> Princon >> uh two things real quick. So um to the point about building just sitting right that's you mentioned before that's why we don't get to 100%. So some of that money is to make sure pipes don't burst that norm the second piece that director long brought up and I've asked questions before and I think somewhere in the budget book somewhere right someone's going to come from the public 12 months 14 months 18 months and say did we actually save 3.8 to 5.2 2 million. What What can you point at that I don't have to flip through a 100 pages to know, right, that that we hit those numbers? So, I know I'm not expecting the answer now, but I'm saying long term, right? Something I would think about. >> No, absolutely. I would say back to this this cycle, right? You're living in estimates until you're not, right? Yep. >> That's that's the challenge, right? So until the a the numbers are audited which would put us essentially less about a h I'll just say conservatively a half a half a year um from the time the year ends which means 26 27 numbers we're not talking about until winter early winter of7. That said, um there's certainly again preliminary budget would be built on estimates. As we get the revised, we have a significantly better handle on what our costs are looking at in any particular year, right? Everything gets a little bit more short up. significantly. The easiest component of all of that is staffing just because those numbers we know literally pretty much from the time school starts maybe into October 1st, but we know those pretty quickly. The harder numbers to put your hand on are things like utilities, right? Which isn't the lion share. The lion share, as I said back when we were talking about the revised budget, 76% of our budget is people. and we have a really good handle on staffing come September of that year, you know. So when you look and say what did we actualize, I would say, well, we don't know actually what we actualized, but right now we are pacing for this is what we anticipated in staff inner reductions. This is where we're pacing. >> Going to be director Basset, then director Long. So, um, one of the things that came to my mind when I was reviewing all of this is non-instructional staff and at the elementary and also at the secondary level. Uh, I would assume that that translates into FTE. I'm asking >> non-instructional staff is non-instructional staff across the whole district, not just not just in instructional. So um one of the things that I think would be very helpful um because um I actually have advocated for us having it even a different system even allocating how we even bringing us bringing how many staff we have how we're blah blah um is uh actually having the number of fe FTE in the categories and this becomes important because if we don't have an idea about the amount of and and I and I believe and you just said it you fairly quickly understand that if you're closing three buildings, you're going to close staff. They're going to have need to do whatever they need to do to make sure that you're honoring um seniority rights and all of that. They have a whole process. I'm aware of that. So, they'll go through that, but at the end of the day, it can be known how many FTE and in what categories. I think that that information matters. We get s two we get a great deal of questions questioning well you said you did this but did you really do that and how many of did you do this or did you do that um and you know I mean and I think that's fair because you know we you want to put numbers out that you can stand behind so knowing the specific FTE on on these when we know that would be really good and when this information I don't I don't like non-instructional vague language I don't like you know and so if it's this number of FDE, you know, these categories that is helpful I think going forward to to come out of S OD as well as to actually to begin to build credibility and to actually even build some skill among for myself as a board member. I'll just use me um to have people be able to actually track and say with confidence, yes, we did this or no, we did that. And uh for a district that's in sod uh I don't think that we can be too transparent quite frankly. So in where we might what where I normally not asked that question and I really didn't the last year we we kind of started maybe years two ago started on a path of being able to understand staffing uh in a different way but we never did get there. We got way laid. Um but I I do think that that becomes very important and uh and so I are you shaking your head yeah that's really possible and we can do that or are you shaking your head what >> I agree with you >> okay good I just you know just want to make sure good that's all um superintendent and >> yep I just want to follow up I I don't disagree at all um I think that I just want to be cautious as we talk about it's not always just an FTE E comparison up or down. It depends on what those positions are. It depends on a lot of different things. So, I just wanted to clarify that because I know we also there's been conversations. it it's really about the dollar amount that we need to reduce. Um and sometimes right we still I hear what you're saying about the FTE but it's >> and the only reason I mention this is because I do think going forward that uh you have you know you're guiding us through this sod you have your work administration the board has work and the board's workers have clarity about what's going on with the staffing and all these other kinds of things because quite frankly we there's some room for us to improve you. So, >> director Long. >> Yeah. So, um I know we got an email today that you sent at 1 something and I work until 4, so I didn't really have a lot of time to digest it. And speaking of transparency, um as director Basset had brought up, uh you know, can we go through in detail, uh what you are saying the cost saving is for Fair Crystal? I know you went through a little bit on this and I saw briefly there was something in our email about that um because I know there is a petition out there about rescending the vote for closing uh or repurposing sorry not closing repurposing Fair Crystal. So I'd like some transparency around that. Um, so specifically what are your questions? Because I think Bob spoke to some of that, but he can he can share. >> Yeah, I shared the details of what that savings was. >> What exactly breaking down is the cost savings for Fair Crystal? >> Yeah, that's what I shared >> because I know there's a lot of information going out there about there's not that the data is not correct. I also, you know, did get some information from a district staff that says Nexus did not give the correct information. Um, >> but I think a couple things. I'm hearing a lot of things about it not being correct and they're not being cost-saving. So, that's why I'm asking for more clarification and detail and transparency around what exactly this is. >> Well, I'll start with the with your I'll back all the way up to your first comment. The reason you didn't get your email until this afternoon is because the board didn't finish it sending its questions until last night. >> So just questioning that part. I was just saying I'm just starting though. Secondly, um I explained the first answer to your question already, but I'll go through it again. The savings from Fair Crystal is on this page. It's at the very bottom. It's broken out of where we get the savings from Fair Crystal because Fair Crystal will be consolidated with other ele schools. You will have no longer have the need for the administrative and administrative support positions. That is going to land at $525,000 on average. Yep. >> The other staff and FTE reductions due to the consolidations is estimated to be around three the equivalent of three FTE or $17,000 on average per which is $351,000. The magnet transportation uh calculation of 300 is based upon the fact that the magnet transportation for Fair Crystal makes up 17% of the total magnet transportation. And to double check that, that is about the equivalent of the PMS magnet transportation. So that's why we landed on the 300,000 for that. And then a small amount will be due to the consolidation of the activities reduction of 13,000. So that's specifically the savings we will get. As to the comments of the community with regard to Nexus and whatever whoever this employee is, it would be interesting to me to know who that employee is because the people that work with Nexus are myself uh CFO Hohheisle and the cabinet. So I don't know exactly where that information would be coming from and I would also question where the person is getting the information to suggest that it's not accurate. I think it's very dangerous to throw that out there when the people who are working with Nexus are the ones sitting at the table here. >> I'm going to throw out everything I hear because I want to make sure I have transparency and my questions answered. >> And I think that's fair. That's >> I'm going to always do that. So essentially it's staff and that's the cost savings right to Fair Crystal because we're still going to be using this building. So, you're not saving any cost by closing the building, but what you're saying to me and the community is that you're saving the cost of of getting rid of these FTEEs or staff positions that would have been there in that building. >> Plus, transportation plus administrative cost plus activities. Yeah, I'm including administrative cost in the FTE. >> Yeah. >> Etc., etc. same as the other buildings except for the fact that Fair Crystal doesn't close as a building. >> Okay. So then too, I'm just wondering about like the activities reductions because I know some of the parents said the PTO paid for a lot of the extra programming and things that were happening there. Um, also going with that, since we still will be allowing the middle school to use the um, stage and theater there, what's going to be the cost of busing kids from the middle school over there for programming? So first part I'll let uh uh executive director Williams respond to because the activities we are talking about are a different thing than what you referred to with the pieces that families were paying to. This is the activities and athletics that happen at all of our middle schools that will no longer take place at one middle school because it'll be consolidated. Yeah. But then what about the busing kids from PMS or >> recurrently? So I think the question is like during the day, right? Or some sort of like there's a play or something like is that what you're >> speaking to because Yeah, because the students are going to need to get there somehow to do practice and rehearsal if we're still going to be using that space. >> So what's the cost for that? So currently right now for PMS specifically um or or SMS when they utilize RM uh RMS um they do their practices at their at their site typically in the cafeteria and we bus um for only for the performance. We don't bus for uh theater year round currently. Um for any other schools who are utilizing the RMS uh site that's >> not not RMS >> they're using current for this year they're using this year they use RMS um we don't we do not provide busing um they practice on site um and then when they do their rehearsals they are parent pickup and drop off and then um for performances we will provide activities bus if necessary. Good. >> No, I'll let DJ go and I'll come back. >> Just one one thing because I think the there was a about the administrative support question support and they're like, well, there's principles there already. How are you actually getting rid of principles? So the just to clarify at Sandberg today there is a set of principles for Sandberg instructional and there's another set of principles for high view at that building today. Correct. >> Yep, that is correct. We have a uh we have a head principal and an assistant principal at Sanberg Middle School currently. Um we have a head principal and an assistant principal at Fair Crystal currently. We have a head principal and an assistant principal at High View currently. >> Right. Okay. >> Well, I don't know if new people need to. >> Yeah. Just a follow-up question on that. Are we assuming that at some point in this consolidation some of those administrative numbers might change in the other middle schools since there'll be more students going to those schools? >> Yeah. So what ends up happening is in totality. So now you have you're moving essentially from four middle schools down to two middle schools. Right. So, um, currently we have at, uh, Robinson Middle School, we have one principal, we have three assistant principles, we have at Plymouth Middle School, we have one principal and one ad one assistant principal. So, as you can see, as you you take all of those uh, administrators and you don't need all of the administration any longer. However, what you will see as the building gets bigger because it's not it's just like teaching, right? It's not a one for one. So now I'm going to have an a middle school that's not 300 kids. I'm going to have a middle school that is almost a thousand kids. I'm most likely going to have a principal and two assistant principles, but it will still be a reduction in the totality of the principal set. >> And sorry, just to follow, some of those assumptions are already built into correct some of your calculations that you've made. >> They are. >> Okay. Thank you. >> Pass it then, director Long. I don't know. She has a I don't think Viva >> I just raised my hand. >> I know, but I but I've already had a question. >> Sure. Okay. So, Director Hill and Brand, >> go ahead. Well, I was just going to note that a lot of that has to do with your predictable staffing model or whatever you guys call it here. So, or your stable staffing, what do you call it? Base staffing. So, in other words, the the other thing too, by having the bigger schools, they can be resourced a little bit better. So that a school that might because of the numbers of kids might not have say a full-time nurse or a full-time music specialist or whatever by having the bigger school now you're able to better resource because now they're able to get that full time you know that full FTE or maybe even more than a full FTE at the site right because that all has to do with you know we looking at class there's class sizes in the in the um sorry the financial the budget and again That all plays into your your base staffing. And so your number of principles, your number of assistant principles, all that is based on your base staffing having to do with the number of kids you have, right? >> That's correct. >> So it all just depends on how many kids wind up in that school and they'll get their base staffing. It doesn't matter. It it just has to do with how the kids are shuffled around and then you get the right number of staff attached to that, right? >> Yep. >> Director Basset, then Director Long. >> Okay. So I'm I'm looking on this uh um revised budget number which is also going to feed into the SOD plan just have to say that because superintendent so okay so now um I'm looking at this building construction and uh the projected uh revenue uh for that uh and then the expenditures you know um on it as well and I'm looking at that the variation between those numbers at the bottom line of the revenue uh 277 277 million plus uh as opposed to the expenditures $286 million plus um there's a variation of 8.8 million. So when I looked at that I did wonder so I I was trying to make some assumptions. >> Can you which page are you referencing? >> Which pages are you referencing? page number 68. >> Page number 68 in the in which section >> in the packet in the concurrent number that falls in >> well it was in the revised budget but it also is right before just before you get to the statutory operating debt pages. So it's related because it feeds into the SOD >> I don't 68 >> in the packet would be on page >> oh in the packet page >> yeah in >> on page nine in the packet I bet. I I which one is what I'm looking at? >> I would just like to have us on the >> She's looking in the board. >> All right. And I'm looking in the board packet includes as you know it includes the um >> and so page >> the budget book as well as the SOD >> calculations. So back to my question. >> So my page 68 says intention. >> So in looking at that then um I was beginning to make some assumptions but I I like to ask the staff. I don't like to you know have some so my question was on so uh share the plan so when I look at the plans for expenditures for building construction and I look at what you know I'm I'm I'm wondering I'm believing that when we slowed down and doing things under the el-term facilities maintenance plan because we didn't know what we were closing that that information informed some decisions. And so when I look at this 6.8 uh and I wonder, okay, what are we going to do? And we have not visited our long-term facilities maintenance plan in a while. I mean, really, because it's been other than to say it's morphine. So, I guess I would just say, can we come back and have a refreshed look at the long-term facilities maintenance plan tied to what decisions have been made? So, that's not a tonight question, but I wouldn't be surprised if you were ready to answer. But, but >> and some of you're you're exactly right, Director Basset. Um, they were on hold. We were moving forward and and yes, it's been since June. >> Yeah. Wow. um since you looked at what we were doing, but roofs um we're starting to amp up now, right? Like now that we know that there's going to be particular there's going to be particular buildings that are going to um remain >> there are some efforts that are going there, but again that we were always going to be working on roofs. There's there might be a slight component with a pool. There's, you know, but absolutely you can bring back a this is what projects we have going. And actually when it comes back, it probably will also inform us because even some of the buildings we've closed, there may be some things that weren't anticipated or known that might become known before when we get to that those numbers. So h having it come back refresh will be helpful at a reason, you know, reasonable time, you know. >> Okay. Uh Dr. Long. >> Okay. So I am going to go back because there was that piece in the email that was kind of left out about it about um fair crystal. It says here the repurposing cost is coming out of the capital budget. Am I reading that right >> referring to? >> So the estimated transition cost that has been identified previously in this communication and other works need to be done. it would come out of the capital account that would not impact the reported savings. So I I'm trying to make sure everything is transparent and out there. What? So the question was one of the board questions. The question was about uh estimated transition costs and reconfiguration costs for the students from IU to fair and the answer was that it would come out of the capital account not come out of the savings that >> right. So if you could be more transparent and also explain that piece of it too. So because that goes also back to the other question that I was asking. So two different items. If you are looking at specifically um to graph or the chart that was presented tonight, if you're looking at just pure moving costs, that's not going to come out of capital like that's going to be just the general fund. It would impact the amount reflected in savings as shown. The answer to if you need to modify a space to accommodate the students in that space like you needed to make it making it up, you needed to put a secure entrance um into a particular side of a building, you need to add a wall. Those are capital related expenses, but the moving and the transition over is not. So you think of like if there's a physical structure modification those would be capital expenses the transition of the move would not be but there is going to need to be some modifications to crystal and that's going to come from the capital fund. I don't know that there's going to be much if any modifications to Fair Crystal for that move, but if there were, yes, they would come out of capital uh funds unless they were something that could be handled by LTFM. >> Yeah. Again, LTFM or capital. Yes. >> Yep. Yep. Um a more realistic piece is going to be some of our special ed rooms. we would put up temporary walls or permanent walls because in some of the elementary spaces the rooms are big enough to divide into two as an example just to give you a more concrete example. Um so you you you will see something like that again that would be a capital >> expense not part of a transition move expense. >> Hey director Bowman were you done? >> Oh go ahead I'll come back. >> No I would just you know ask that at an appropriate time we take a stretch break a little bit of a resource. Just thinking about that too. >> Great minds, you know. >> So, um, are we pretty much You want to finish up and then when you're finished up >> and then and then Director Brenesen, >> then let's take a break >> because then I think we might be ready to move on. >> We'll go first. We'll see. >> So, to the plan itself, you'll be ready. >> You're not done with this yet. >> Okay. >> Really? >> No. >> Okay. Director Long. >> No, we're not. It gets easier. I promise. >> Okay. Director Long. >> Yeah. So, kind of back to that that petition, you know, because we never really kind of deal with as a board when we get petitions and things like that from the community. So, where are we at as a board, speaking to my fellow board members about taking a vote to resend the last vote that we did on Fair Crystal since we do have that petition out there and I feel like we owe our constituents a response to that. Okay, I'll speak for myself. No interest. Um, anybody else want to speak? >> Yeah, I think B policy will be that whoever voted yes will have to propose, right? And I think I was one of the yeses and I don't have any interest in doing that right now. There's a difference between res resending a vote that can be rescended by anybody >> that can't is different than >> Okay, just a second. >> Um um Miss Vier, >> yes, if the um board were to reverse its vote, you would need somebody who voted in favor of it to change their vote in order to even have that vote. Um and I this had come up a few weeks ago. So I just want to make sure the whole board has heard this. Um there is no board policy uh on petitions. So the board does not have any responsibility or legal requirement to act in response to a petition. >> Um >> there's a that's a point point of of information privilege. There's a difference between there are some votes you can bring a vote back. There's a difference in definition between rescending, revoking, and so I want to make sure that we're talking about the same thing because the you only thing you need to do to resend it is that you need to be Now I'm going to look at my little book is to make sure that you have um you notice it in advance and it has to have a twothirds vote. Now maybe I'm thinking about the different one, but since we have an attorney here and you're looking it up, you can tell us. Okay. But before we get >> I mean since that was a question I I didn't raise it. So >> I know but since before we get too deep into how to do it um I said I have no interest and director said no thank you. >> I I appreciate Director Long bringing up the fact that there I I haven't seen a petition. I've heard about a petition. I haven't seen it and I don't know how many people have signed it or anything but I appreciate your responsiveness to the public. It'd be nice to see this before making a decision. I c it hasn't certainly I haven't seen it come through in our email and it certainly has been submitted to me. But in lie of that either way I think that um we need to continue to move forward. Again, we talked about voting, doing this in a timely manner, being fair to the community, being fair to the staff, and I think sever you going back and forth and and it just doesn't serve anybody. I I understand the angst involved. I understand the pain community, but um >> where we are, this is what we decided and we need to see. >> I do still need principles. How >> um director B director Bowman >> has anybody else received it? I'm sorry. >> Yeah. >> Yeah. Pardon me. >> Change. >> She had her hand up. Dick Bowman had her hand up. >> Yeah. I'm I'm not interested in going um in any direction but forward. What concerns me is that petitions in this state for institutions like this where you have elected officer officials are governed under sets of laws and statutes that require that petitions be of a certain number based on the last percentage of the last vote. I appreciate uh as director Helenbrand said, I appreciate >> Thank you. Can I finish? Thank you. >> Um uh but again in fairness to to in in fairness to the work that we've done and in fairness to the rules of utilizing petitions, I'm just not willing in going back to this at this time. >> Okay. Dr. Benson, did you want to say anything >> on on the petition thing? I I would I would just like I did before. My position hasn't changed from the incident. >> Well, I didn't get to say anything about the question. No, I just, you know, she I was talking about needing clarification for who can bring something back if you want to. Okay. >> So, I mean, because that got raised and I had a different opinion than was said. Um, so um you know, here here's what I think. I I don't I think that um I don't think that that's the highest and best use of the program at Fair Crystal. I don't think it's the highest and best use of the facility because and that is a standard. It's kind of a term of art standard in real estate whatever. I'm not a real estate expert, but I've been around enough meetings where they talked about stuff like that. And uh and I think it's valid. It's not the highest and best use of a facility that was built specifically for what we say we want to do. I I you know it's particularly when we have other buildings that we can fit our administrative staff in. Were I to propose a resolution right now, I'd be proposing res postponing the move of the ESC until the following year if you know and uh and that and I'm contemplating that quite frankly. Uh and so which would impact Fair Crystal, you know, because I think that is and then I do and I'm concerned about what we're going to use the balance of that building for. If it's just going to sit empty, why are we rushing to close it right now? And I understand because there's the savings that you described. I understand. Um but um my thought is that perhaps that building could also be delayed in what we decide to do. And when I talk about delay, I talk I'm talking about delay in a manner that allows the programming that is there to continue on while we try to get our arms around what program we're going to provide. I just don't even understand quite frankly it. Uh because if we say we want to be an arts and innovation district and we're going to close an arts and innovation building that's designed for that and are we just going to leave it empty then and just have administration in it? I I just think that that's a bad decision. I don't think it makes sense. I think that you know and I have some other you know they're not on the table now so I won't talk about RSI that building because we started out this whole discussion talking about the cost of facilities and what they cost and that was the only major big parameter then one of the buildings that cost the most is not even on the list now uh as far as I'm concerned that should have been on the list and we should have been talking about what to do with that because if it means that we're going to bond for something to make it more make it more feasible for the program to exist in better quarters. That makes sense to me. We didn't even put it on the table, you know. And then and then if we're talking about we don't want to do transportation, we don't want to do transportation, but the only tra transportation that gets to remain is for the one magnet school. It doesn't seem fair, you know. Now, did I do I believe we need to do something about transportation? Yes. >> I think we're getting pretty far off topic. Well, I don't think we are, you know, that's your view, >> you know, and I'm and and I'm going to, you know, and and I think I pretty much said what I have to say, which and it is quite a bit about that decision. I think it was a bad decision. And of course, I voted no, so that should be no surprise. And I think that when you vote it, there are some things when depending on the language whether it's rescend or revoke. And so, make sure you have it right. >> I'm going to have to ask you to be quiet or you'll have to leave. Oh, well I thought you were talking about her. >> Not you. >> No, no. I thought I thought I just >> Okay. >> Okay. >> Um I'll put your name on the list. >> She has Kenneth. >> Director W. >> Yeah. So I I think I want to caution us that at this table we've all decided at some point that when decisions are made, we speak as one voice. Right? When we take a vote, it is the decision of the board. Thank you. >> Not the individual that says yes or whoever said no, right? We move forward together. >> It's true. >> Just for public information, my own son's school has also closed. I am in the same boat as all the other parents. It may not be that fair is where my son goes to school, but I voted to close my son's school because I think for the future of all kids in this district, that is the right thing to do. At some point, we have to be willing to just move forward and start taking decisions based on what we personally think is good for us or good for our electorates. >> Just briefly, >> I think this is a Director Hillbrand is next and then I would really like us to be able to take a quick but I I do Oh, great. Somebody asked >> I just wanted to state for the record and apologize. I checked my email before work this morning. So there it did arrive after I went to work this morning. So I did receive it. So I do apologize. I did receive the petition. So my sincere apologies for putting that out there. Um but uh so I just wanted to put that out there. So my >> Thank you. and and and chair I I just need to say too um we are in the deliberative phase now. We have not taken a final vote. I don't think there's any vote we've ever when it was all said and done, but that's one of the reasons I make sure I talk about my concerns in public on the record. I have had a ch I've had my daughter's school was closed twice. So, I'm not my comments are not emotional. I'm just emotional. My comments, and I think I said them, are about the best and highest use of the facility as it was built. That's what I said my reasons were. And of course, I care about what all the parents are saying as well. But those are the real reasons that I've said what I have to say. And so, uh, in terms of integrity, there's not a vote that we've ever that has never been taken. When I say no, I said no. And so, it's no surprise I should have something to say right now. And once the vote is taken and the vote is taken, then we'll go along. Every now and then I do bring up transportation because I voted no on that, you know, years ago. But anyway, I I digress. >> Thank you. >> And I won't. >> Thank you. And the vote has been taken and the vote stands and we are going to take a little recess. >> Okay, >> let's do it eight minutes till 252. Yes. I'm traumatized. >> Okay, we're back and we've just done a little rearranging. We're going to put SOD on pause because we have at least 45 more minutes of SOD to talk about >> and Can't wait for that. Can't wait for that. But we have all these principles and people here to present about the transition planning. So, Dr. Style, you want to introduce? >> I am happy to. Uh, first of all, thank you teams. Uh, we've got two different teams here. Thank you for being here tonight. Um, as I started out the meeting, we talked about as we're closing up on this SOD uh, application. It's really exciting to start being able to turn the page and think about, okay, how do we uh begin to really reimagine and continue to ensure that this is the greatest district it can be. You all have been working behind the scenes um to make sure that the plans that need to be put into place are being put into place. So, with that, Becky Bodier, our senior director of teaching and learning, I'm going to hand it over to you uh to go ahead and present with your team. Thank you. >> Thank you, Chair Evans Becker, Superintendent Stallow. It's my pleasure to be here tonight with our Cooper High School team. Um, I am the senior director of teaching and learning. Matt Pletcher, assistant director of teaching and learning. And I'll have principal Smith introduce her team before we get started. >> Good evening members of the board. Shaunie Smith, principal at Cooper High School. >> Um, good evening board. Thank you for having us. I'm Andrea Oranovich, the um, AP and IB coordinator at Cooper. >> Good evening everyone. My name is Alyssa Siver and I'm an instructional coach at Cooper High School. >> So, the purpose of our presentation tonight is to provide you an update with the course offerings at Cooper High School as we transition um from AB programming to a more robust offering of AP courses at Cooper High School. So, I'll turn it over to Principal Smith and her team. Thank you. So after the decision was made in regards to uh the SOD plan regarding IB, uh what we did as a school at Cooper High School was to evaluate the courses that we currently offer at Cooper High School to make a determination about uh what we needed to do in order to continue the opportunities for students to take care. So one of the first thing we did and be able to earn college credit. So, one of the first thing we did was um determine what IB courses were needed for our current 11th graders, our 12th graders for next school year. Make sure that we offer the courses needed in order for the for them to receive. Uh we also reviewed AP courses that are being offered in the district at Armstrong High School um and made a determination as to what high school to be consistent with our current high school and then established course recommendations and reviewed them with our current teaching staff. So we met with our departments currently reviewed the courses that we already have at Cooper High School and met with them to determine how could this look next school year when we look into transitioning to AP. So one of our goals is to ensure that all students have access to rigorous coursework that prepares them for postsecary success while transitioning from IB programming. So that is our main focus in regards to ensuring our students have rigorous course options. Um, so we have kind of a a two-year roll out here. As Miss Smith said, um, our current juniors will need to have the opportunity to finish these IB courses that they've started next year as seniors. Um, whether they're taking the diploma courses or not because some of these IB courses, most of them in fact are a two-year continuum. Um, so they will need to have that opportunity. Um, so there'll be about 10 courses that we will continue to offer for the seniors next year. um so that they can finish that pathway that they've started. And there's approximately 12 additional AP courses that we've identified um that we will offer to the juniors and then the seniors later um as the IB courses will be phased out um in the 2728 school year. Right now we have approximately six additional AP courses that we would fill in as those IB courses are discontinued. Um, and that will be the final closing of the gap, if you will. Next year, we'll have to straddle both programs, but in 2728, we will have the full AP programming. Um, and we thought you might find it interesting to look at kind of what we've mapped out for some of the course equivalents. Um, and if you wanted to take a look at those, this is what we're thinking of doing for next year. And then the 2728 will have these courses plus some additional ones as those IB courses are phased out. Um so what's next then? Um students are going to start making their course selections probably the first week or so of February um for the next school year. The registration of course as in every school year will drive what we're able to offer for that year. Um so that'll drive the IB and the AP classes that we are able to offer. that will then allow us to determine the curriculum materials that we need, the professional development that will be required for the teachers um depending on what courses we're going to run. And then we can further evaluate um the programming that we're offering at CHS and Armstrong and hope to move closer to a similar course catalog between both schools. >> Are there questions from the board? Um, do the teachers need special training in order to be teaching AP classes? It seems to me when I was an AP coordinator at PMS, we needed special classes. >> Yeah, the the teachers would need to do um a summer training, a summer institute. Um, AP hasn't offered those dates up yet, but historically those have been in June at Augsburg. Um, and it looks like they have a week that they do in person and then there's a few weeks of virtual options as well. Um, from my preliminary research, the Department of Ed will pay for that training for the teachers. Um, but of course, we would need to pay the teachers for their time. Um, but at least that's only half of the cost. >> These are courses. These are courses that we have been running and have already been approved. We do not anticipate any difficulties with getting that approval. Uh, >> just to clarify, you mentioned AP classes for juniors and seniors. I know at Armstrong they offer AP classes for 9th and tth graders as well. Is the long-term goal then to offer >> similar AP classes then? >> Yeah. And we do have AP classes already at Cooper for 9th and tth grade. Um, so we would just continue that. >> Oh, I thought >> so. Um I know this is not a fair question. Uh so I've heard uh you know different debates about the rigor uh and the um the comparison between AP and IB. I'll leave it at that. So uh how comparable in terms of rigor and in terms of preparation for students for living would you say the two programs are to each other? I'm not so the only reason I say it may not be a fair question because there are people who are in both camps and you know I don't want to put you on the spot but um what do you understand about that? Any of you >> you want me to take it? I mean, like you said, um there's people in both camps and of course there's pros and cons to both programs. Um I B's focus is a little more um global, of course. The I stands for international. Um AP is more of an American institution. I think a lot more people are familiar with AP and kind of know the ins and outs of that. Um, but they both still offer the same end goal, which is preparing students for leaving Cooper or leaving Armstrong. Um, it offers that college credit option in the same way where you take the course and you have the testing at the end. So, in that way, they're very similar. I mean, when you start getting into curriculum and pedagogy, yeah, it's a bit different, but the end goal is the same and we'll still offer that that same reward for the students at the end. Well, I hesitated to use the word pedigogy or curriculum, but you raised it. So, uh, are you saying that side by side the curriculum and pedigogy are equally as robust? >> I I certainly hope so. I mean, I haven't taught an AP class. >> Well, you haven't taught an AP class, >> but just IB because we >> only IB. >> Well, because that's what we have at Cooper. >> I understand. I understand. But I'm just saying but thank you for sharing that because then your perspective is going to be focused on IP. I mean you know your familiarity is more about is there anybody who does have more familiarity with AP? >> I think as you said earlier you know that the courses are different their focus is is different but the rigor is there. The intention is to to provide students rigorous college experiences and and I guess I would just offer again our purpose tonight is to share with you uh how we're transitioning at Cooper to uh implement additional AP classes if you want more information about a sideby-side comparison. We can certainly um come back with that information or provide that to you in another way. >> Well, thank you so much for that. You know, uh and so your your presence here is much more important than just that. your in presence is that because we're going to vote on our SOD plan next week and so everything I hear goes into that decision. So your purpose is you're right and we're focused on that. But if there we're not if we're going to ask a question about if we're going to eliminate a program and you're the our teaching and learning team, you're the appropriate people to ask the question and it's a very narrow question because it's talking about those two programs if we're abandoning one. So thank you for sharing that. But you're very you're more important than you think you are. >> Director Basset, there's one other thing I would like to add. Post-secondary institutions accept testing results from both of those programs, which means that they put validity equally across both programs. And so if we are awarding college credits which these institutions are have the ability to do and postsecary institutions receive them at a commensurate rate presumably that they are viewed very equally in the eyes of these post-secary institutions. >> Appreciate that. Thank you >> Dr. Brenesen. >> Oh I'm sorry and Brandon then Brendesen. Um, one thing as and I know you're working towards it because you're building AP but you know one thing and may I'm seeing AP pre-calculus but you know one of the things that um I'm not see you know seeing like calculus um I'm not seeing statistics I'm not seeing economics you know some of those things that that are currently at Armstrong and I know you're building so don't think I'm like why isn't that there yet but I do know that you know as my son was filling my one who's currently a senior was filling out his college applications and wanting to go to uh to major in um uh data science, you know, that they we're looking for for that calculus, the statistic, you know, that extra that year of math. Um and so I think that's really important. And so if we can build towards that, you know, as we're going into more careers that are we're looking at STEM, you know, >> to move in that direction. So, and I'm sure you are. So I'm not >> We do have that plan. What you're seeing in that is just for next year, but then the following year that would be the plan. >> Yeah, because that I think that's huge. Colleges are definitely looking for >> Yep. >> five, six years of math. >> Thank you. >> No point, >> Dr. Brenden. >> All I was going to say to the comment about the rigor having a two recent graduates of Cooper who did both IB and AP classes, I can assure the board that they're both very rigorous based on what my children told me. >> Thank you. Any other questions about the uh Cooper High School course offerings? >> Thank you very much. Thank you so much for having us. >> Thank you. >> The next is middle school course offer offerings and six-day period. Director Superintendent Stal, >> we've got another great team in front of us and again um as as decisions have been made along the way and you can see that we've been implementing both those IB changes as well as changes to the sixth period day. So again, I'm going to hand it over to Becky who will hand it over her team to update us on some of the uh middle school transitioning that's happening. >> Yes. Again, thank you uh Chair Evans Becker, Superintendent Stello for having us. Uh with us tonight we have one of our middle school principles and a middle school counselor to share some information with you. I'll have them introduce themselves. >> I'm Hello board. Thank you for having us. My name is Jay Hancock. I'm the principal at Samberg Middle School. >> Good evening. I'm the Sarah Dan and I'm the counselor at Plymouth Middle. So our purpose tonight for this presentation is to provide an update regarding the changes to middle school schedule and course offerings at the middle school. As of this point, I'm gonna actually and you can have it in front of you. Okay. >> All right. So, the rationale behind transitioning from a seven period to six period day is many. Uh first is it increases our staff efficiency and helps support our SOD planning. Um it increases the instructional minutes in all of our core classes. Uh it reduces the transitions that middle school students sometimes struggle with going from class to class, so there's fewer during the day. Um, and in my opinion, the most important, it's going to provide some consistency across both buildings. So, the student experience, regardless of which middle school they go to, will be the same. So, just a little background, right now, um, all of our middle schools are on seven period days. Uh, the periods range from 44 to 47 minutes. Um, and that when you take into account the entire length of the school year accounts for some drastic differences between the buildings and the amount of time students spend um, in their individual classes. Um, all of us do have advisory. Um, but those advisory times are also different depending on which building that you're in. Some from 15 minutes all the way up to 30 minutes. Um, currently all of our middle schools offer English language arts or ELA, math, science, and social studies. Um, and again, depending on which middle school a student goes to, their elective options are different just depending on the programming and the facilities um, in each building. Um, so with all of that, there was a lot of planning that went into um, this how to switch from a six or a seven period day to a sixth period day. Um, so all of the middle school administrators along with teaching and learning, we reviewed the statutes to make sure that we are aligned with what is legally required for us to offer in all of our middle schools. Um, as well as what those standards that should be taught uh throughout the course of the year in each course. Um we then came together and decided what elective options can we offer at all of our facilities regardless of what decisions came about um from the school board to make sure that we're again we're aligned with statutes um and we can provide a consistent experience um in our buildings for the middle schools um and then after that was completed um our counselors did a lot of work together as well which I'll let Sarah speak to. >> I can speak to that for sure. Yeah. So what that did that happened was the counselors got together. Um traditionally what happens every year is the counselors go out to the elementary schools and we give presentations to our fifth graders. The presentations cover a couple things. The first is what to expect in middle school. What's it going to be like? How's it different from elementary school? The kids are really excited about that information. And then the second part of our presentation is also the registration form. And so what the counselors did is we got together and because we know that there's going to be two buildings, we wanted to align all of our our communications to families because both of the buildings would be offering the same information, same courses. So the first thing we did is put together a presentation that is district specific. Rather than last year we had four presentations, one for each middle school and we went out to our feeder schools. This year we're going out to all the elementary schools, but we're giving the same presentation. doesn't matter what elementary school they're they're attending, they hear the same information from us. And our registration form, again, we streamlined it for this year. The registration form is exactly the same for all of our middle schools and all of our elementary schools. So again, no matter what middle school you're going to attend next year, no matter what elementary school you attend right now, you'll be filling out the same registration form. The what you see on the screen here are the courses that we're going to offer next year. And the big thing, and you can read them for yourself there. The big thing to know is the courses will be identical but both middle schools and so that gives opportunities for both students and then they will be able to give us their elective options to the classes that they get to choose. They'll be able to give us the classes they're the most interested in taking for next year. >> So this slide is just a summary of those changes then. So, as has been noted, all middle schools will have consistent bell schedules, ensuring instructional time is aligned throughout the district. That is something we don't currently have. So, we're excited about that shift. Um, we're also excited to maintain elective options. We believe that one of the core pieces of middle school is exploratory. So, having elective options that are consistent throughout middle school is something that we're excited about while also at the same time realizing staff efficiencies with that sixth period day. Students at both Plymouth Middle School and Samberg Middle School will have access to the same course offerings and district curriculum, including Spanish immersion again, which um provides that consistency throughout the system and really unites us as a district. So, what's next? Um as we said with Cooper, students are beginning that registration um process soon. The student registration, so the choices students make will drive what courses uh will show up at each school next year. And then as we move forward with the fresh decision that was made last week, we will be engaging with staff, students, and families to further evaluate middle school best practices, program shifts, and future course offerings um for 2027 and beyond. >> We're happy to answer any questions you might have. >> Dr. Long and then Dr. Vincson. >> Um, I am wondering if you could explain for me and parents who are listening, what might the impact be for a student who is receiving special education services with this sixth period day and their access to electives. >> So, that's one of the really exciting things about this alignment is no matter which school you're at, um, programming will be the same. So, for a student with special education services, the schedule does allow for them to still access um elective options depending on their level of service and their unique learner needs. So, I can't necessarily answer that specifically without a specific example from a family, but our priority, as I said before, um we believe middle school is a time of exploration. So trying to thread that needle, make sure that we're able to provide the supports that our students on IEPs need at the same time um allowing access to elective course work. >> So if a student has three or four periods of special education services, then what would that leave them with all the requirements they might need? >> It depends on what those three or four classes are. If those are replacement courses, replacing their core classes, then they would still have access to the full breath of elective options. Sometimes students might need uh additional coursework. Um and and so each family would be part of that process as we work with their annual IEP meeting to determine what courses best meet their needs. And if a parent is upset with the lack of options that their child has with special education services, what what might possibly be done to help? Those are conversations that happen at those annual IEP meetings. The parent is a vital important part of of that IEP meeting and making determination about the coursework. So, um, that would be their their avenue to have those conversations so they can come to agreement about that balance of meeting the students needs while also making sure they have access to elective courses. >> Yeah, I just kind of feel like that answer was the same as the other one. So, it kind of leaves people with not knowing what that means for their child. >> So, I guess in short is what it means for their child is those are conversations at the IP meeting. So, a non-answer. >> That was actually an absolute answer. And and here I' I've just got to say this because I know one of the concerns about people presenting at school board meetings is if they're being treated well and respected by school board members. The question was asked and the question was answered. So, thank you very much for answering that. And see if there's another question. >> And I think it's reciprocal, too. There's another question, Dodd. >> Yes, >> director Bison. >> Yeah, just to clarify, so um seven period day going to six there. I mean, typically today, do they have five core classes and two elected? Like are they losing a you know what I mean? Like something is being lost in terms of a course selection. What does that look like I guess for a student typically? Well, I'll have Sarah get into some detail for you, but part of the conversation that we had when we met as administrators and counselors was how to minimize the impact of that change. And so, we reviewed what courses might be offered on a quarter basis versus a semester basis to ensure that they would still have um the full breath of options to be able to fill in. Secondly, and and um this I think is a really important piece that the counselors brought forward as um uh a need in the community is oftentimes families are asking for options to have two musics. So they want to be both in choir and in orchestra. And even though we had a seven period day, it would feel like that might have been easier in that schedule, but it actually wasn't because of how we built our elective options. So we uh created this schedule um to make sure that we had that pathway for almost all students if they wanted to choose a second music at in their elective um profile that they would have that opportunity. I don't need to put you >> I think you you answered it well. Thank you. Yeah. >> Thank you. >> Anybody else have a question about middle school options? I think it's exciting. Thank you. I just want to thank you again. You know, what I heard a number of times was student centered, right? Um the electives will depend on what students want to register for. Um I think the other way that we support staff in this is when we're all doing the same thing as a district truly moving forward as a system, right? And I've seen so much of how that's already happened this year where our grade level teams and our content area teams are getting together to collaborate. So I just want to thank you for that. and as we're transitioning, right, as we're ma moving change forward um um just really you're being thoughtful about this and collaborative uh with staff. So, thank you very much, >> Director Basset. >> Um well, thank you for being here. Um my question is is kind of more rooted in uh as we move forward to this. First of all, it sounds like you have a good foundational approach that you're going to use and which will be needed if you're trying to bring two into one uh kind of a uniform. Um I I'm really thinking about this whole idea about arts and innovation and I'm thinking about the fact that now we're going to have fair crystal which had not been initially contemplated now is and whether there's the same curriculum middle school or not the same you know you guys know Barry and I what I am interested in uh in at a future time to hear about is what is it that is being developed, contemplated, integrated that will really make this an arts and innovation district. I haven't I don't think I've heard that yet. And uh and I don't expect that you have it right now. I I don't expect that. But if you if there's not a plan to get there and a framework that scaffolds toward it, you know what they say, if you don't have a plan, you're not going anywhere. So, um, does that make sense to you? Good. I'll be looking forward to the presentation when you come back to tell us. >> We'll be excited to come and share. Thank you. >> Be excited. >> Thank you. >> Okay. If we're finished with this part, we have a need to have a discuss added in a discussion. Is that what you're going to say? That's what I was going to say before before and I >> before you guys before >> not all of them but I think Becky for sure Matt I don't know which yeah >> so thank you very much >> you can stay here >> and you guys you guys can go >> not so much you two yeah so earlier in the meeting it was we voted to have a discussion about um having students have the opportunity for e-learning days, right? That was >> students who need it. Yeah. >> For the students that need it. And so >> you want to start? >> Absolutely. So, obviously this is something that we've been um talking about and paying attention to for the last week and trying to figure out, you know, first of all, when the commissioner came out with some um leniency in terms of what school districts could do. Uh we were we've been watching our absentees, we've been working with our administrators um to see what's the scope, what's the need, and we're at a point that uh we are doing some looking and planning. And I'm going to let Becky uh and Matt speak to that and Bob as needed. >> Yeah, thank you. So, uh just I want to share that, you know, it it hasn't just been this past week where educators have been seeking solutions to support students that have been fearful of events in the community. So, I really want to commend the classroom teachers, principals, counselors, social workers, uh EL staff that have been really finding creative solutions within the parameters that we were given. Late Thursday, we learned that those parameters had been expanded a little bit in terms of what um would be allowable with online learning and attendance. And so we got to work on Friday, pulled together a team and started looking at what those options would be and how we might make um make expand the offerings that we have. Robbinsdale is in a really wonderful position with RVA for our 6 through 12 students. students can opt into the the full online um school in in this district, which is something not every district has. Um we are looking for that K5 gap and how we might um better fill that than what we've been doing right now. And again, as you heard in the previous presentations, build a system that's systemic throughout that every student would have access to. So we have a principal meeting tomorrow where this is a topic um for review. We have um some initial draft ideas that we're going to bring forward to principles and then we'll need to connect with our executive director of human resources to make sure any plans we bring forward are in alignment with with um current employee contracts and then um move forward with making sure that we communicate with families what those options might be. So not a clear plan to bring forward to you at this time. Um but we had meetings on Friday, we had meetings today, we have meetings tomorrow. Our goal is to make some um hopefully make some decisions uh at on Wednesday when we come together um when the superintendent brings together senior leaders and and be prepared to implement as soon as possible. >> Dr. W. >> Yeah. I just have a quick question. Would you need board approval to make those trans transitions if needed sooner? >> No, because we wouldn't be moving forward as a whole district. um and and interrupt me if I'm misspeaking, but this is these are these are options that we um would be looking to expand. When you think about um when a student is absent for from school for an extended period, whatever that extended period is, we have options that we use to support them. This is formalizing expanding those options for students in these unique times. >> Thank you, Dr. uh Long Bet Hillbrand. So, in the meantime, for those students who have not felt safe to go to school, uh, A, what's going to happen with their attendance? You know, I'm worried about, you know, cuz some grades still get truency letters that get sent home. B, what about the learning that they've missed out on in this time? Um, cuz I am really concerned about it. You know, I talked to some school board members in other school districts where ICE has sat out in bus stops and followed kids into their apartment buildings, elementary students, and that doesn't create a safe place for those kids. The thought that somebody's coming and taking their parents and now they don't have a parent. So, in the meantime, what can we do about those things that the students are missing out on because of the unsafe environment we have? So, as I said initially, I think um our staff have been doing a really wonderful job of providing trying to fill the gap for learning for kids that aren't in school. As far as attendance goes, we got that expanded um kind of leeway at the end of last week. So it is important that we do take accurate attendance and mark if students are present or not for all kinds of safety reasons. But in terms of filing truency and things like that, this ability to note them as online learners allows us to not have to do things like you might hear about a 15-day drop if a student is absent for 15 consecutive days. We're required to drop them from Artdale Schools. We wouldn't have to do that moving forward. Um so does that answer your attendance question? Yeah, that answers my attendance question. >> Okay. >> And really from the learning side as well because we've used an online platform schooly and Seesaw for a very long time and our teachers for over a decade have been accustomed to pushing content out daily through that those two platforms. The students have access to content. It's not the same as direct instruction. I understand that. But they do at least have access to all the learning that's happening in their classroom. And meals, will we be doing anything about meals for >> I can't answer that. Yeah. >> Yeah, we haven't talked about that at this at this point, but certainly have thought about that need. >> Director Basset, then director Hillbrand. >> Well, we're on this subject now. So if your if director if your question goes to this as a but a diff a question different question related to curriculum but not this question. >> Oh director Hillbrand. >> Yeah I just um wanted to understand just to clarify so you are saying that for 6th through 12th graders RBA has capacity to take more students. Is that what you're >> at this point? Yes. and we are working on options if that gets to the point where that isn't the case. The other piece is there are families that don't necessarily want their child to enroll in RVA long term. They're looking for a short-term solution. So trying to find um those options that can best supports support support families and and what their desires are for their children. >> Yeah, that's that's what I was wondering if they could do it temporarily and then um Okay. Want to clarify and understand. Thank you. >> I have a question that really kind of goes to um because you are really to think for you to asking you to think about as we go through this transition. Understanding where our career and tech fall is important. I've not heard anything about that. Not tonight because that's not what's on the agenda. But I do think that a discussion around our career in tech, our curriculum, our pathway, our plans is something that I'd like to see us have a conversation about. >> Love to engage with that conversation. >> Well, thank you for saying that >> early. >> Well, I I I'm serious, too, because I mean, we're doing a lot of stuff, changing a lot of things, and we haven't had an eye on that program for a little minute. >> Right. Any other questions about that? Thank you very much for the work you've been doing and the ones you're going to be doing. >> One more. What was the timeline on it where we might have a decision? We're hoping by the end of the week we'll be able to systemize systematize have a systematic approach. Does that make sense? Director, >> just to clarify, so when a child goes to RVA, they cannot come back to regular class when things come down or >> No, they can. Um, our current practice is if you enroll in RVA, the expectation is you stay there for the semester. >> Okay. >> Um, so might we adjust that practice potentially? Those are all the things that we are are looking at um what are the best options um to best serve the most students. I >> think all things considered that would be valuable information for parents to >> consider. Thank you. >> Thank you. >> Thanks. Thank you for having us. >> Thank you. >> Thank you. All right. So let her now should we let's go back to SOD before we hit calendar. Okay. Meanwhile back at SOD where are we? We are um you should now have in front of you the materials as it is specific to the actual SOD plan that would be submitted is the narrative document looks like this has draft on the front. You should have the financial piece. you should have and you've seen this before um the resolution that you will be uh asked to approve and then the two remaining documents are documents that came out of uh the finance advisory council. one has um is just a revenue and expenditure summary and the other one is is honestly just the supporting documentation that the group worked through themselves like this this is what was presented and we talked about so that's just an FYI the reason why I wanted to um include the budget assumptions from the finance advisory council in the actual working document is because that is exactly what got entered in when looking at a copy of the Excel doc. There is nothing in this Excel doc as far as assumptions go that wasn't created in finance the finance advisory council. The only other thing that is in that document is the work the board has done thus far. So there is no assumption that is based off of a singular person or without committee work or board level work that isn't in this document. I'm going to go back to the narrative first and then we'll we have to we have to address this document um because it we will not be complete or I would guess we would be deficient if there aren't areas that we don't speak about moving forwards. But we'll start with the narrative document. When looking at this, and I had said before, it's very prescriptive as far as the areas of information you need to have a narrative on. We need to have a narrative that is the introduction and explanation of our current position. So any header you see in bold is where the department of education says you need to address this in this area. And then I will just I I am not going to read the words um the introduction and explan explanation. Again this is um verbiage on how I believed we came to be but this is ultimately the board's document. Moving to the budget development and financial management process when and again there is not latitude as far as the areas of which are being addressed. 2.1 student enrollment projections. We need to have an explanation on how we did that. 2.2 unrestricted revenue projections. How did we do this? And and so forth and so on. When looking at student enrollment projections, yes, we're monitoring where our student enrollment currently is from grade level to grade level, how it transitions, but oh, by the way, the finance advisory council also looked and said they had we gosh, we had a long debate about what was the comfort level as far as student enrollment goes, how that got entered into. And so as we work through the document, there's a checks and balances of exactly how we came to be um how we and I'm just going to kind of jump through like 2.5 staffing. How do we do staffing? What has happened to address other challenges? We talk about closing noble sess RMS. Um, flipping on to the next page, removal of the middle school magnet. As a result, the district will operate two middle schools in 2627 compared to four in 2526. Planned staffing reductions will occur primarily in non-classroom and non-instructional areas. That's where we are with staffing. Um, when talking about the unrestricted expenditures versus the restricted, we had talked about that in our conversation. Remember the restricted is pulled out of the SOD calc. The restricted is your LTFM, your staff development, those areas that we identified. It matches with the budget book. Unrestricted is everything else. Remember I said there's another one and I couldn't remember the name. It's unrestricted is one f fund balance which is the sod kelk unreserved is our board policy of fund balance and then there's the overall which then includes the restricted contingency budding but uh budgeting due to existing constraints we have very limited capacity for contingencies we just don't if something doesn't if if there's something catastrophic in all likelihood we don't have a slush fund for Um therefore as the committee as the finance advisory council was working through budget assumptions they took a more conservative approach um in making those assumptions. What is the school board's role in and administration's role in the budgeting process? You can see that's where the finance advisory council comes in. Talks about how the board had organized that committee. It's not quite uh the way it was developed by the board, but nonetheless, it exists. And then how do we go about making midyear revisions and approval? That's no different than what we just did with the revised budget. The next section, ongoing financial monitoring process and procedures. Now, this gets down to kind of first off what you see in your board packet when we have the budget to actual monthly. It also comes down to how often is, you know, and and we've talked about this. How often is information in front of you guys that's useful, right? It's it's better than a than a projection. It's more concrete, but it might not be audited. Um, and when do you see that? Moving on to comparing actual to budgeted, that's the monthly administrative approval of expenses. Um, it's required for all purchase orders, credit card. I mean, we do receive that. Sometimes we have to pay the bill before the the board gets their eyes on it, but overall authority exists. And then schoolboard approval of expenses. Now the final ah we have two well we have one more required narrative category which is the action plan to remove SOD. This goes through essentially what was on that cover page of what you saw that I presented to. Not what Bob I mean Bob Bob gave detailed information, but what I presented to said here's our categories. Here's what we're looking at. One thing I'd like to point out that is a currently um not accurate that I would change is in the paragraph that starts facility closures and program realignment represent one component of a broader strategy to eliminate statutory operating debt under Minnesota statute section 123b.81. The district is developing a balanced budget for 2627 fiscal year that includes and this says more than $8 million in expenditure reductions. I would change that to nearly $8 million in expenditure reductions. Presuming that coming out of this, the board says we're good for 2627. If the board were to say we want more reductions coming up coming uh that apply to 2627, then of course that changes and we add I add other components to the narrative. And then the final paragraph in that section, these items listed above are the first phase in a multi-phased approach that will include the district determining longer term building configuration, facility needs, and related bonding needs. There will also be plans for programmatic and operational changes um elements from the Robbinsdale vision 2030 and work to reduce remove the district from statutory operating debt. The risk factors in mitigation strategy. District has identified potential risks associated with implementing the plan and has developed mitigation strategies to address them. Enrollment projections, we update those annually. Staffing expenditures are adjusted accordingly. Savings assumptions are monitored through monthly reporting and mid-year budget revisions and district planning and implementation efforts are designed to support student retention and minimize disruption. Um, and oh, by the way, the the one thing that no one talks about and I think it was one of the very first things I talked about when we were uh when I realized that we would be heading an SOD is our short-term cash flow needs. We've been fortunate enough um to have other funding streams like long-term facility maintenance coming in to help support cash flow into other categories. Quite honestly, we've been fortunate and hopefully we can sustain that. That is the narrative. Again, absent any financial changes coming out of this meeting, I would change that word and I would be open to any suggestions and redline them as we move into the 20th for approval. I don't know. I'll I'll leave it at that. I'll I'll finish the one the financial piece because they all tie together. So, if you move to the actual Excel spreadsheet model which says model MDE copy and you look at the columns. So, fiscal year 25 that was our audited data. That's where the the Department of Education and our auditors looked and said, "Yes, you are you are below um the unreserved fund balance that you need to be at, which is 2 and a half%." And they said, "You're at 5.75." Then for FY26, these numbers are currently reflective of our revised budget. So that's why you received the materials in the order you did. And I will ask on the 20th for you to approve in that order because the revised budget presuming that you approve the revised budget as presented is also the revised budget that's in the FY 26 budget year calculation. If you go down to the revenue over under expenditures, you can see in red 5,18,222. That number should feel very familiar to you because you have seen that in a graphical form for a few months now saying that this year we are we are continuing to overspend by that dollar amount. I will say one percentage in the budget book that was and this was my mistake that is uh 7% off the dollar amounts don't change but it's 7% off in the budget book is I forgot to recalc based on current year expenditures but this this column will always reflect what's in the budget book now as we move into so that is I mean again that's the revised budget that's what it looks like as we move into 27 Seven. When you look at what it does is it takes it assumes that the revenue you had the prior year exists and then it says, "Okay, now what happens with your enrollment?" And this isn't this is kelking based off of what the finance advisory said, right? We're going to have a loss in enrollment. What did the form the gened formula change? Believe the gened formula uh within the inflation factor that now the group said uh advisory council said hold the uh gened formula at zero but still assume an inflation factor on it which is legislatively approved. That's why you see an increase. Now what happens with enrollment is if you are declining there is a state formula that offsets that decline. And so we actually don't lose as much as like if we receive 15 $15,000 per person, but let's say let's say eight of that eight of that is gened formula. You're not really losing all eight because there's an offsetting formula that says we don't want districts to be completely punished for the loss of kids, so we're going to mitigate that loss. That's that column. Um we do have a referendum change and then other revenue changes. Now, this other revenue change is the work of the finance advisory council. If you look at the revenue components, it's saying, "Boy, we think compensatory revenue is going to go down a million dollars, but we believe our special education aid is going to go up." And it it goes back and forth between all of these categories. And ultimately we land on our revenue based on what happened before will go up by that much in those categories. So you can you should be able to always tie when you move your way down to expenses or expenditure where it says change in unreserved and it says a negative 3.3577. That is the reduction you made. And you're gonna go, "Wait a minute. We made $7.7 million in uh reductions." Well, that's true, but oh, by the way, we have all of these other increased costs that the finance advisory council said. We believe, you know, uh transportation cost is going to increase by this much. We believe, you know, utilities is going to increase by this much. So it's not it's calculating what we knew to be the reduction of the goal of eight at least 8 million. We knew that based off of what the finance advisory council the work that they did before you. We knew you had to hit that dollar amount. If you look at our estimates and the and the reductions and all of that included today, we are saying as far as our overall SOD kelk, we're going to come out we're in the black. We're balanced. Technically, our work is done even though it's 7.7 instead of eight or just over. Now again, I said the board has every right to say it's not enough. We need to be higher because here's now what happens based on these estimates, all of these estimates rolling through for FY27, 28, and 29. You can see, guess what? We're still back to having to make a reduction. We have to based on these estimates and again they'll change annually reduce 2.5 for FY28. If we reduce 2.5 the following year that 4.45 becomes 1.93. Again remember what the graph looked like. Here's what I'm going to need from the board. We need to be balanced in those future years. I need to enter something into the plan for those years that says, and it doesn't necessarily have to be super um prescriptive, but I at least have to present something to balance us out. >> You have to balance us out for like 28 and 29. >> We can't continue to go deficit, >> right? We got to >> So, not only do you have to figure out for next year, but the following three years, >> but the same for >> Yeah. Well, I believe it could be. It doesn't have to be with specificity. Is it we will clo and I'm and and I Oh my god, I'm going to blow up the world potentially on social media. I don't mean it this way. We will close one more building. We will I mean it can be you don't have to name it. You have every right to pivot when numbers change, but we do have to identify. We I mean whatever it is, we will eliminate magnet transportation a year from now. I mean again, you're not taking a formal vote to do it. You're just saying that's the plan that these are going to be the next steps. We will close another building. We will do something different with transportation. We will alter programming. I don't that's the piece of this plan that still exists. I believe we have every right to be relatively generic with it because again numbers will change pretty consistently um and we'll know if we're coming in better and you actually have to do it but you have to design a plan that's balanced. You have to. But all of that is part, you know, yeah, we need to get something on the document that says our work isn't done. We recognize our work isn't done. Yes, we get to build a great district recognizing our work isn't done, but we will get efficiencies and this is how we think we might do it. So yeah, I'm gonna I'm gonna I I need help because I don't I don't have the this I don't have the latitude to just enter something on this >> so will this include something like we will sell this building at a cost of so and so dollars in two years or >> uh that would be part of the capital but it could be we will completely shutter and remove because back to remember we're not fully op recognizing our operational savings per se. I mean it could be something like that that we would look to offload shuttered buildings. I mean it could be something like that >> to get the other 30% or whatever >> whatever. Again you have all the latitude in the world to change a plan. Right now we just need to identify something that makes it a recognition that you know we're still working to be to be more efficient. >> Director Bridgetesen. >> Yeah. So ju so I'm just piggybacking off of that right so the since it can be generic right we could say right look at reducing the footprint or look reducing the total number of buildings in the in the district and continuing to look for efficiencies you know in teaching and administrative counts or however we phrase it >> you could >> that that would be generic enough >> yes >> okay >> and our contract for those leases. None of those are up in those years that are coming up. >> Uh >> they are not. Um CLC I want to say is 30 or 31. >> And now the the the warehouse could be a sub lease situation, but again that's offset with levy. >> Okay. >> It's to me those leases are more about freeing up taxpayer dollars than they are actually reducing But you could say something about reducing the footprint, creating efficiencies with continue to create efficiencies with programming, >> right? I mean, I I just think that's generic enough in such a way, right? That doesn't say >> closing another building, right? It could be >> enrollment continues to go down higher than we expect, at which point in time that means, right, staffing goes down. um ad enrollment goes down, administrative costs go down, right? Like whatever whatever term you use for administr like support services, all those things do shrink. They you know not necessarily proportional, but should go in that same direction. So um I mean I to me I think that would that's that's a bare minimum >> statement. Director Hillbrand then director Bass. Uh my concern just about saying about sell it can take years and years and years and years to sell a site um for a number of reasons. I mean I live right by that strip mall in Plymouth that has been sitting there empty for a very long time that they finally tore it down but it's still an empty piece of land that city can't seem to get rid of. So, um, and I know, um, especially since we want to probably limit who can buy it and and for what purposes. It could take a very, uh, and I don't know. So, we could try to do that, but I just don't know if that's an acceptable thing to put in there just because it could take a decade to sell a plot of land. Um, depending upon also how cooperative the cities are with us in terms of what land use um, a buyer might want for it. So, um, but also we're I don't know that we're at a point where we there nothing left. I don't know what's left. I mean, I I'm a little um we've been I haven't relished doing any of this. We've been backed into a corner. We've done all the things. I don't know. I don't know what's left. and um else is out there uh for us to even identify my question um open to suggestions. I don't know what else is out there. So >> Dr. it. >> Well, so Mike, so if I'm understanding you correctly, um, are you saying that the plan, this narrative, this as you step out these five years that we must have a narrative that addresses each of the five years or uh, and we this is the filing or do we at are there periodic filings uh, and follow-ups to the initial plan that was submitted? >> The filing is annual. So, it's an annual filing. >> That's what I thought, but I wanted to I just want to make sure I'm tracking. So, if it's an annual filing, that gives us then uh years out to contemplate what next steps might be and uh which feels a whole lot better than four months. >> Yes. >> You know, I mean, so quite frankly, so um I think that's one thing to to understand that we don't have to solve it right now. Well, we have to solve the we have to solve what we're doing right now right now and have kind of a general vision for well we know there's some more that we got to do and we might do which lend which goes to what you said. So we, you know, vague language about what we might do, uh, which we might really have to do, but but but I think that's the spirit in. So in this plan, we could make statements that are somewhat generic about the outy years and then every year we come back and we're refreshing that, but it gives us the year to really look at. >> That's correct. >> Yeah. >> It's acknowledgment that you haven't solved. you will continue to work in >> and I I Oh, sorry. I didn't mean to. >> Go ahead. Finish finish that thought. >> I was going to say we might have the same thought here. I I mean, we had talked earlier about 287 and special ed costs and stuff like I mean there's probably some element of investigating, right? To your point earlier, >> are there students to pull back potentially? >> I mean, I flipped through the books real fast so I could find the number, right? I mean it's it's a really big number obviously, right? So >> that could be another area. >> We send just as many kids as AIO does. >> Right. >> Right. Exactly. So I mean I think that's a that's a real placeh >> we have to look. >> So some of the things we might say reducing our footprint, consolidating our programs and uh trying to get our kids re-entered our our kids from 287 re-entered. I would leave special ed bigger than that. Uh we're currently working on some multiple areas of special education even on the revenue side um in terms of how we can code things differently to uh to receive money that we aren't currently receiving which the byproduct is right because we're we're overspending and we're not getting full reimbursement. It's going to impact the general fund. So, so I think special education, uh, whether we want, however we want to call it, creating efficiencies, additional revenues, reducing expenses, but the whole special ed programming is an area I think this district can really do some work that will result in less expense and additional revenue uh to support the programming. So, I think that would be one of them. >> Well, I mean, yeah, >> I think you can create efficiencies in transportation still. I don't know what exactly that is, but I think you can do that. >> Um, you're going to have building efficiencies that should be that's reasonable. Doesn't mean anything about closing or not closing. It's just efficient use of facilities. >> But then it's director it's director long. >> Okay. >> I was not going to bring up that, but thank you for doing that. I appreciate that. Um, I wanted to talk about two of the documents. So you have on the it and if you can just give me more of an explanation on it. So you have on two of the documents. Why won't this scroll now? My fingers don't work anymore. It won't scroll for me. Okay. Okay. So, the one was the FAC about zero um contracts zero and then you have this statement in here that says for unsettled contract for the fiscal year of 27 and beyond the forecast assumption is an increase of 0% each year for all salaries. So, if you can talk more about that, what does that mean? because you have the FAC recommending it and then you have it in the actual document. >> Yes. So because we don't negotiate through budgets and the FAC is in no position to determine what percentages are given like I said before it is reflected in the budget. I am very h it it is reflected in it's let's go this way. It's reflected in this zero is reflected in the revised budget. The FAC committee said it is not our role or responsibility to determine what goes on employment contracts. Therefore, it is zero. What I will say is within the SOD document, I know the parameters the board has established and that is built in. It's in there >> and for coming years then too. I know. >> Okay. Because then when you look at this, people are going to say, "Oh, the district is saying we're everybody's going to get zero and zero and zero and zero." >> That's what you're approving here. >> So, I want you to be clear about that because that'll be a question. >> Well, they could. We don't know the parameters or talk about them publicly. I'm just saying >> the SOD plan is indicative of board decisions to date >> solely. And that does not mean that down the road that it would be zero and zero cuz it's unknown at this time. Right? That is a conversation that happens in close session and is not disclosed in any public document. That would be part of a budgeting process other than what the board knows >> and which is unknown at this time cuz we board might not even be >> the board has established parameters for current expired contracts only. I see your name. >> I'm not looking at you DJ. >> Okay. Anybody else? What else have you got? That's it. I just need I need that's where I am. But again, this isn't Kristen Hisel's plan. This is Robinsdale 281 school board's plan. And so, back to Are we good with the words in the narrative? I can certainly put verbiage in and dollar amounts to balance out if you're okay with that. That's what it's going to look like. And again, you're going to have a resolution that says we agree to all of this. That is what is going to be coming on the 20th. That is then what's going to get submitted to the state in hopes that they approve the work we've done. >> I have my question. >> You have your question. Okay. And then it's >> Hillbrand and then me. >> That's the Hillbrand long. Okay. >> And oh, she had her hand up too. >> Okay. So then >> so so to your point when you filed that the the discussion that we just had a moment ago that talked about some potential language that has a direction that's relatively vague that is kind the kind of language you will drop into that or no >> I what I will do based on tonight's conversation is re reach back out to my contact at the department to see if I need to embed it into the language because the language or does it just need to be >> on that component of the spreadsheet? Correct. >> I just you'll calculate some dollars and that's a target based on this vague language. >> I will get uh their opinion on what is more favorable to the reviewing. >> That's makes sense. >> Okay. And and then it's just kind of a final thing then and so I it kind of begs a question but the reality is that if this is a situation we're going to be in for the next five years then um yourself and the superintendent will kind of come back to say you know what is the um what is the cadence? What is the discussion? What's the process we're going to use to kind of keep this in front of us? Well, and arguably the the next how long of work that you have in front of you is just that. It's the design of Robinale and it's going to create that. >> I'm just saying it out loud because I mean I don't I don't like to assume stuff. I like to know >> that. Yes. Yeah, I believe that is true and I would look to the superintendent to confirm that. But yes, I believe that's true. friend. >> This may seem like splitting hairs, but I nervous about saying something that we we don't even know because we don't know what the numbers will turn out like. We may have to be identifying more. We may turn out that we need to identify less, right? And so is it possible to put in the narrative basically that we will work to identify the you know 2.6 six or whatever 2.5 million um by exploring things such as blah blah blah blah blah instead of saying we will blah blah blah I I just I would feel more comfortable something like that just saying that we'll explore a variety of things including um as opposed to saying we will >> so again my flexibility I >> I completely understand my intent tonight was get direct to get direction from the board with enough specificity that if it needed to be in there I could put it in there but if the department says you might not need it in there. I can go more generic. I have the breadth of information that I need where I can adjust the adjust what's going to be in front of you based on what they tell me and your direction. Of course, >> I just up in the air to commit to anything. >> Director Long, >> so those such as things I need to bring up. Can we be since we've had data that shows we're higher on admin can that be one of the things that we possibly look at uh administration executive level kind of things also software programming contra outside contracts that we have. So, this is where we get back to when it's we're higher on administration, back to the dollar amount, how the Department of Education deems administration versus headcount. You say we're we're higher on administration. Are you talking site building level, license, like >> because that's truly administration. Yeah, I said executive level type of administration so that their footprint more matches with what the footprint will be of the schools and the staff because we have all that data that was shown to us about how that staff continued to rise as teaching staff and support staff went down. So I would like to see both of them decreasing. Now, I know there will be some of a decrease because we just talked about a a principal and uh an assistant principal, but I'm talking about more at like the ESC level administration, executive level positions, not building level positions administration. >> When it was going up, it also then downs. So, >> so yeah, and I and I would also like to look at contracts too, like how much stuff are we outsourcing to other people that we could somehow try to create some efficiencies within our own or what would that mean for our own staffing to instead of hiring out contracted people to do these jobs for us? Uh, Director Binderson, >> I I'd said it before and I think you could generically use the language, right? The the cost of staff administer support services should be proportional to the size of the district we have and I think we have language like that that press director long's concern, right? Like if we lost 20% of students tomorrow, right? I would hope that we're going down 20% semi-proportionally. >> Dr. Bowman, >> I feel like there's unnecessary targeting of executive administration. I think that I think that um I feel compelled to say at this point that in my over 30 years of following this district, uh looking at the documentation that's pulled together by executive administration in this district, looking at the direction that previous executive administrations have taken us on, we're in a in a day and night different sort of situation. So at this point, if we're going to talk about executive administration, I think it's only fair that we speak to the value of the work that's being done and not just count the numbers because counting the numbers uh alone is contrary to the running of the organization and to just throw out there that oh executive administration is the evil entity and causing us to go into all kinds of bankruptcies. is is is not true. Executive administration is doing is doing the very valuable homework, the countless of hours, the pulling together the information. They are what makes this board look smart because they are the ones that know and have privy to so much information. So, I am really uncomfortable to be continuing to target our executive administration when we're trying to build a new school district. We're trying to raise from the ashes here. So, that my opinion and I just think we need can do better than that. >> Long and director Long and then Director Basset and then me. >> Yeah, I'm going off of data. I'm not going off of anybody and their job or the job they're doing or not doing. I'm just saying, you know, like the point that DJ was making even before I said that, like, can't we make things more proportional? So, that's that's just what I'm talking about. If we have a smaller footprint, then everything in our district should have a smaller footprint. It should all be equal. That's the only thing that I'm speaking to. It's not any slam or diss on anybody. If I want to slam and diss on somebody, I'm going to directly say a slam and diss that I want to say on them because I'm that kind of person from North Minneapolis who would do that thing. So, please don't turn my statements into something that they are not about because that is not what I'm trying to say. And I know now you're going to go and say some other stuff to try and twist and turn it around that does not reflect what I'm trying to say. I'm just trying to say data data data data data data. make it all even. Thank you. >> Okay, director Basset. >> Um, I like the language that DJ proposed um because I do feel like we will have some pro we are going to have some proportional reductions. I don't think I have to say this group or that group or whatever group. I think the data does speak in some ways for itself. But I but I think that is a reasonable thing. It's not something that's never been heard of. I', you know, the long I've been in the district, superintendent have come forward and said, when we say go and find this much money, they go and they have found this much money and they've come back and they've cut different positions uh before. I mean, that's not an unusual thing to to expect. And so, I think that I really like the language that you talked about because I think it gives us enough latitude and I and to the point of not targeting anybody, I'm not any target. I think we need to have what we need based on how many children we have, what grades we have, what programs we have, what needs they have, what skills we need. And so, you know, I mean, I think it tells a story of its own, but I I really like that language, DJ, and I think and I agree with that. I think that kind of language because we have to look at staffing just like we already did when we downsize some programs. We just did it, you know. >> I'm up next. Um, we have a >> meeting over. >> Good. You're good. >> I I am. >> Thank you. >> How many more things we have? >> So, we have a copy of the resolution that we're going to do next after. >> Well, I Oh, okay. Thanks. >> We have a copy of the resolution that we're going to be voting on next week. Um, please make sure that you're going to be able to vote on this and so that we can get it passed. Any questions that haven't been answered that are keeping will keep you from being able to get this passed need to come in so that we can successfully get this for next week. Director Bowman, I know you had your hand up. >> I just want to assure people too that I I make statements based on data that I pull. So, it's kind of sad that we have to sit up here and say that to one another. So, >> uh, Superintendent is >> um, I did have a question. Um, and Kristen, you've got it referenced in here, but I I again I think we can be really vague with with some of the language. I think there's also a piece, right, have to get to to you have in here about community engagement, lots of input. And I think that as we go back to some of those recommendations of the vision team and with the board talk about that, see what that looks like. I I'm thinking there will be continued things not unlike what's already been said at this table, but I think just for the board to recognize that's kind of next step as we move forward and I I think that'll help us um and we'll work on calendaring and all those things. Can I >> director Bassid I see your hand? >> Well uh I just want to say u that I think it certainly does make sense since we do have some data that was put together by the vision team but I also want to go on record. Uh the vision team comprised 45 roughly people and I don't have to be totally accurate but around that this community is a 100,000 people plus and we have begun to hear uh from people who don't have kids in school. Some do have kids in school. Some haven't been paying attention. They don't even know what's going on. So for me, it's an evolution. That was a starting point. I am not I I'm very careful. I want to be very careful and very clear that some of the recommendations from the um visioning team great. I think I I appreciate everything they did and I appreciate the work they did and I think we have fulfilled that with the closure of these buildings. We have tackled that dragon. I think the work that goes forward is the work of the board and our role as elected officials and that's going to and what the public is saying is going to have equal weight. I'm not going to go back to say the vision team said this or that or the other and we have to do what they said and I'm not I didn't hear you say that superintendent so I don't I'm not putting words in your mouth but I want to make it clear this train is going forward we're not going backwards we but this this person my little train I'm just a choo choo or a caboose or whatever I am you know but the bottom line to the whole thing is that I think I want to be very careful that we're not overpromising to a group of folks who are not elected officials We've already done some things and they've been very hard, but I think we go forward because they have not pondered some of the some of the information we've pondered because that was not their charge. We're the only ones with this charge and we do it in partnership with our community, not with a finite group of people. Uh, Director Princesen, >> two last questions and I will stop asking questions. Back to this beautiful document since we're talking about SOFD. Just want to clarify two things. None of these savings on here. This total has anything to do with closing or moving. Like when I look through this list, none of this is ESC movement. And and I want to say that when we had originally thrown out an estimate, it was it was >> in comparison it was smaller >> thousand because of the staggered. >> Yep. Yep. Yep. Yeah. I just want to make sure that part was clear. >> Yes. >> The second piece just so someone's going to ask it. So I'm going to I'm going to ask it now. So, when we look at, not that I'm wanting to open up the Fair Crystal hot second, but you have $300,000 in transportation reduction that was for magnet schools, kids are still going to get on a bus and go to some of these other their neighborhood schools. There's some cost to that, right? So, you're not going to recognize the full 300,000 in my >> some of it goes away, right? >> That's not the full cost to Well, say this differently. There is it given how our we have a fiveh hour window of busing and given buses dropping and then having to scatter to go grab throughout the entire district as opposed to running through a neighbor. >> Yeah. Yeah. Yeah. I I'm assuming you save 270,000. You know what I mean? Like I have to imagine there's some piece that's lost. Not a lot, but there's got to be something I'm guessing that gets lost in it. >> They're already driving through those neighborhoods that those kids live in, though. So, it's just adding kids to those existing stops, right? Or a stop in that neighborhood. >> But that's my point. Like, you might add a bus somewhere along the line. >> It's an estimate. >> It's an estimate. The assumptions are based on 70% >> of cost, right? So, >> it could be >> based on roughly the same as PMS because it the PMS Spanish immersion magnet. roughly the same amount of kids. >> Um >> I just want to ask someone's gonna ask the qu because they're gonna be like kids are getting bus still. So someone's gonna ask the question >> there. Well, there would be fewer routes. I mean right now someone said I have three buses stopping in my neighborhood to pick up middle school, >> right? Yes. >> And so there would be definitely different directions. >> Okay. All right. Director Bowman. >> Yeah. Um I just want to make sure that I'm clear on this and that's for the SOD language that we're putting in. Are we really giving the authority to the um superintendent and the cabinet uh to find areas of savings? Is that what we've we've just suggested? Oh, wait. Before you all answer, let me ask Rita that. Is that the understanding here? We gave them wording to use and you feel as though you have enough words that you can be vague as as vague or as as concise as you need to be for >> based on what the MDE recommendation is of >> based on what the board said and what MDA is going to recommend to you. You feel like you can do this. >> I have enough content. Yes. Feel >> confident. But there was still more discussion after that that you know I I just want to make sure that if they're making recommendations to find additional that then we don't come back and say hey that's not what we said. So I just want to be clear on that that that was discussed about finding this that the other thing and and I'm very fine with that. These are the experts. They know where every last penny is in the sofas. So, you know, >> I would I would like to point out and and and maybe it's not intuitive. It it is for me because I I do it. Um as I become more familiar uh with the system and we get processes and procedures in place and you know people in in different areas become more familiar. there is a natural evaluation of what we have out there and we're not going like if we see efficiencies we're not waiting for board action to jump on some of those efficiency we're just not you know if we see contracts or whatever where it's like what on earth are we doing here we're moving on them we're we're creating efficiencies that we're not to the best of our ability that we're not even talking about I would arguably our biggest challenge right now >> is is um is just the sheer volume of what we're trying to work through to get to say, "Oh my gosh, we're duplicative on this. We don't really need that." You know, even like now, you know, copy machine, like we're starting to >> there's pockets that you start, whoa, sped is, you know, what's going on there? Let's go check that out. you know, it just it unfortunately um it's not as fast as we'd like it to be, but it's very it's very thorough and we do do it if we can without board approval because it only that's our job. I just want to make sure that that we can be in in sort of a sense of synchronicity with that and and kind of mutual understanding that if they're finding savings out there that's keeping it away from families and students that um those are important steps also. >> Thank you. >> Yeah. Um, I uh I got the impression I'm glad that question was asked because I've got the impression that when we talked about, for example, special education tuition billing, um, some proportional staffing reductions, um, and I think there are a couple of other things that have been said right here at this table tonight. and and and understanding what you said about when you go back to MDE, depending on the level of specificity they require from you, you'll tailor it. >> So, I mean, I feel like I feel like you you got us and we got I mean, I got you, you got us, you know, and I feel like some good um uh direction was given with regard to that. Um, you know, general direction because you're going to use your expertise, you know, but I think staffing is on the table. Well, this is not a new time new subject that's come up in this board, you know, u generally speaking, not targeting any group, but just common sense, you know, uh the tuition billing, that's one of the things we did a few some years ago. We went back and brought in uh targeted programming uh because of the tuition billing at 287. These are things that people do all the time. And uh sounds like that you kind of are going to be looking at some of those things. And I'm glad to know we get to file this every year and it may be slightly modified. >> Good. >> I don't see any more hands. So I think this discussion is done until next week. >> Right. Are we good? Till next week when we have to vote on the resolution. >> All right. Thank you. >> Thank you. All right. Next up, um, letter E, school district calendar, director, executive director Ohern. As she's getting ready with the microphone, uh, we just wanted to bring this back. I know that uh we uh, executive director O'Harn had presented uh, the calendar, had talked about the process of the calendar. Um we had received no questions between the time she presented it until the time that the board voted. Uh specific to the calendar at that time um had received uh a few emails. Um a couple from um couple that had talked about I think the the questions that those emails came in. There was a something about before Labor Day and then a couple about that Wednesday before Thanksgiving. So we're bringing it back here tonight. Um, our goal is to get some resolution to this so we can get uh a calendar approved so our families and staff uh can start planning as well. >> Okay. So, good evening, Chair Evans Becker, board directors, Dr. Stallow. Um, Dr. Stallow just said everything I was going to say. So, >> so it's time to go home. >> So, um, yes. So, I brought the calendar to you um on December 1st and presented the information from the calendar committee. I presented the pros that the district had on the table of the areas that we found um that were important for us to put into the calendar as well as the areas that the RFT um found important for them. There were also areas that we jointly agreed upon and at the time that starting before Labor Day was jointly agreed upon with the RFT to bring that calendar forward. Um so the area of contention with the RFT at the time on December 1st was that Wednesday before Thanksgiving and that was the one area that they were still um struggling with. So, the option that was put to the RFT was to shorten winter break, which currently is 2 weeks. And they did not want to shorten winter break. And um that would mean that we would go to school the Monday and Tuesday of the first week of winter break and then put that day off the Wednesday before Thanksgiving. That was proposed to them as well. that was not an option that they were interested in taking up. So currently we have in front of you again the same calendar as Dr. Stallow said we came back for the vote on the 15th. We did not receive any questions between December 1st and December 15th, but the calendar then was voted down on the 15th. And I'm just wondering if I can clarify anything tonight to help with this decision or if you would like us to go back and do something different. >> Director Hillenbrand. >> Oh, you forgot it. >> Are you going to talk? >> Oh, you can go first. >> Director Hillbrand. >> Well, I just wanted to say thank you. I think that really clears up what my question or concern was. It's just that I did get message from from the union, the teachers union, that they were concerned about that Wednesday and to know a little bit about that background information. and some of the the options that were laid out and and where they landed is helpful. My my other question and and maybe I mean maybe it doesn't matter and we can't be the solution to everything for all families but be with starting before Labor Day and ending then so early you know are families brought in on this at all because that I do wonder about the child care issue for families ending early and also then teachers on the other end. Um because it's hard to find child care that week um that you'd be doing um the workshop week or like yeah back to school stuff um that earlier in August. So currently our child care system so adventure club will will align with the same summer weeks that they currently have. So they typically align with our teacher workshop week. Um, so that would not change. Outside daycare, I can't speak to that. Um, as far as starting before, we're starting one week before workshop or before Labor Day and then it's that week prior. It's that flex day. And the reason that that flex day was added in there is so that we would not have to have them come back the day after Memorial Day. So it was either have it on the front end which we thought was important to frontload our professional development at the beginning of the year versus adding that day at the end of the year just did not make sense to the group as a whole. >> Thank you. Did you? >> My question was related about starting school before Labor Day and I I don't I don't think typically we have formal parent input on the school calendar. However, uh it w it concerned me that we're talking about um starting before Labor Day uh in the midst of all the conversation that was happening about school closures and I don't feel like that community had an adequate opportunity to weigh in on it and that can be a big deal for families closing a week. If I understand you right, did you say a week? >> Start starting school a week earlier. Yes. >> Yeah. A week before Labor Day. that's that's kind of can be a significant thing. So, it's a concern and uh and I asked the superintendent my other question and I'm I want to circle back to that uh but uh which had to do with some of the the um religious holidays and we have you as you know we have a multitude not a multitude but we have some significant other uh groups that have holidays and I see that they're on this calendar. So I mean that question was answered for me but back to this starting a week before Labor Day are you saying that the staff was that you had agreement with the teachers about that >> because Labor Day is so late this year that and then based on um statute we are able to have an opportunity to start school prior to Labor Day this year that we were able to have that conversation. So, we drafted two calendars, one that started prior to Labor Day and one that started after Labor Day. And we looked at the two of them to see, okay, if we start after Labor Day in June, we're going to get out on this date. If we start prior to Labor Day, we're going to get out on this date. And we had a conversation with the group as to which one made more sense based on not only instructionally, but also the needs across the district. And the and the answer was before Labor Day. >> Prior to Labor Day. >> Okay. >> And we were going to be communicating that to the community to our >> Well, we would love to communicate that to the community once the calendar is approved. >> Sure. Once it's once it's finalized. Okay. >> Dr. Long. >> Yeah. So, I guess I have a couple concerns too, but one other thing that the teachers were also concerned about was that flex workshop days that would were sprinkled throughout the year. So that was one of the concerns that was brought up by them too. >> The flex workshop days. They used to be sprinkled throughout the school our school calendar. Are you saying professional development days? >> Yes. Yes. I'm trying to use your terminology because somebody also emailed us about it too. It says flex workshop days. We have eight in the first semester and two in the second semester. because that was also the concern that they had brought up too. So it wasn't just that Wednesday, it was also the flex workshop days and also what the committee was comprised of too. Um cuz one of the things too that we got an email about was there was a teacher representative there that was there for the Jewish community to talk about those religious holidays. So I'm just wondering about who was represented for the other religious um holidays that might have been there. >> A point of order. Um, we've actually been asking for the Jewish holidays and the Muslim holidays for about five years now. Both. For both. >> Good. And I want >> So she wasn't just representing one. We were representing both. >> Okay. So that person who is in this email was she wasn't just there for the Jewish holiday. >> No, not at all. She's been advocating for both for years. >> So then that was what my clarification was because that doesn't say that in here. and and we didn't have a conversation about it cuz then otherwise it looks questionable to me >> and so what which question am I answering? Well, I the compro the committee. So that's also who was comp who what what was the committee comprised of the people that it was comprised of? So this question has been brought up before on the first I think when I was here speaking about the calendar and the calendar committee had not changed in since I had taken over the calendar committee six years ago. Um the only addition this year was one director was added to the committee. So for for questions to come up about the commi the committee what it what who's on it is the same committee for the last six years. Can we rethink how this committee is put together? Who is on this committee? Absolutely. But currently it is a is a joint labor committee across the groups. So it is three teachers and we broke down who two executive directors, one senior leader, three directors, one program assistant, one principal, one assistant principal, and three teachers. And that's the same group outside of that one senior leader that was added this year. Okay? Because the other report was it it was high admin high, which that's what when you list all the people who were it was Yep. So, I needed to list all those concerns that were brought to us. Okay. >> Because it wasn't just the one thing. Oh, my other thing is, sorry. I definitely, like I said before, I'd like to see us utilize some days in June, unless there's something that maybe us board members should know about that we don't know is happening in June as to why we need to end in May. I find value in having two weeks off for winter break. And I think families would also value having that Wednesday off before Thanksgiving. I have been working in the schools um in another district and we started before Labor Day and it was great. I mean Labor Day weekend was the most that that Monday of Labor Day was so relaxing. It was just another extra day off. There wasn't the pressure uh for the kids. This was your first day of school tomorrow. First day that was already over with the first day of school just I mean it was lovely to be able to start before Labor Day. We had to do it for construction because we needed a longer summer a couple times but um I would as a as a principal and the teachers loved it. I loved it. That worked great. And I also really like front-end loading the professional development because what they learned in the in learning the fall, they can apply and use it all year. If you wait till the end the second semester, less opportunity to use it. >> Okay. >> Director Brenson, >> uh just a comment and a question. So, you look around neighboring districts and I've talked to a bunch of teachers about it that everyone seems split on this 50/50. I mean there's no right answer on this one. I think that's the the big thing. The one question I do have is where do you foresee graduation as that would be a teacher required day? Would the hope be to do that in May then not to drag the teachers back in June? Like >> that would be the hope but I can tell you we do not have that date set currently. >> Yeah, that's why I just I'm trying to understand what the the goal is. Obviously, I don't want to drag teachers back two weeks after they left. >> Okay, >> Director Bowman and then Superintendent Stalin. >> Just a quick question. If we add more days to accommodate, you know, these other days, is there a significant cost to the bottom line of our budget? You know what I'm saying? I mean, if they want Wednesday off, you and the recommendation is you add a day here or there. Does it add any sort of cost anywhere to to juggle the calendar that way? >> I mean, and if it doesn't, it doesn't. That's okay. I just as we talk about this, everything adds a cost or takes a cost. So >> the typically I mean what would add cost is if you are or reduce cost is if you if it's a like for like if you're not doing a day here and you're doing it somewhere else then no where you get into either a um and you can get down a delivery model. Are we doing it? If you split days between like one, let's say an elementary level is going one day and the secondary is going another, now you have transportation. You know, now you're doubling up on those sorts of things. Or but if you're just taking a day and saying we're not going to do it on the 15th, we're going to do it on the 30th. A day is a day is a day. You're not adding days to the to the calendar, if you will. You're just moving them around. But then uh Greer, you brought up a good point like you know you said one year they changed things because of construction. So is there something going on that that we might need to know about that it would be good for us to end in May? I don't know. >> I don't know. So what you're asking is uh Oh yes, you next. Sorry. >> Yeah, sorry. Um so just a couple points that I want to make. You know, for years since I've been an administrator, I know that school districts have uh been talking to um legislators for this flexibility for school districts to start before Labor Day. And uh so they finally did pass that legislation. So, I think there are uh to DJ's point, I think there's some districts that are starting before Labor Day. I think there are some that aren't. I will tell you in all of my years of being in education, the calendar is always controversial. Like, like I don't know anybody who who gets it right. Right. Some people like a late spring break, some like an early, some like a shorter winter breaks. Like, so there's always going to be controversy. Um, for me, I just in fairness to the community, to our staff, and to our families, a decision needs to be made. So, we need direction right now. We need to know if the board is not going to approve this calendar, then then what do we need to do? Because Amy's going to have to go back, convene the calendar committee, come back, you know, it's going to take some time, which if if that's the will of the board, we can certainly do that. We just need to know some direction right now so we don't continue to uh lose time for our families so we can communicate as soon as possible >> for that in a vote or >> I I I don't I don't we don't need a formal vote. We can do the we can do the formal vote next week. We can do the formal vote tonight. That would be absolutely great too. >> Director W. >> Yeah. So based on previous question, if we were doing like for like and we gave staff that Wednesday before Thanksgiving off looking at the calendar, then June 2nd become their last day. Correct? This is Tuesday, June 1st. We have to add that extra day. What does that mean for students? That would mean that the students >> one day one day. >> Sorry. >> Sorry. The student last day is the 28th. So the student last day would be the second. >> Student last day would be the first day. >> Sorry. the first >> and then the staff last day would be the second. >> Bring them back for one day four days later. >> Yeah. >> And Amy, would you just remind us? I know that we've we've gotten questions. >> No, >> about that Wednesday before Thanksgiving. Has that traditionally been a day off for the school district? >> So, yes. >> Six years ago when I started in this position, it was. And as we um continue to acknowledge the diversity of our community of staff and students and the holidays that director Basset was alluding to earlier and um Director Hillbrand was talking about, we have taken compensatory days that we typically would put in that Wednesday before Thanksgiving and we have added those to those holidays to allow for those holidays to be those compensatory days. >> So, do you recall how many for how many years have we held school on that Wednesday? I mean, is this just something we changed this year? >> Oh, no. Okay. >> We have it has been three or four years that we >> was wondering why. Okay. >> So, in order to do this, in order to approve it, we would need a motion. >> And since it was voted down before, does it have to be >> vote on it? It doesn't have to be >> voted. >> You can just bring the same motion again because it failed. Oh, the motion failed. And so, >> right, I'm going to do it. I move we approve this calendar. >> I'll second just so we can move on to discussion. >> Well, you know, I mean, I I I agree with with the director. I think this we need to get back into our routine and cadence. I think the situation that we're under with the SOD caused us to start having a meeting after meeting after meeting we it pushes the administration to have material material material some of us don't get it till the last minute so it's frustrating I think we need to get back into the habit of having and maybe I'm just speaking to this now because I it was on my mind you just brought it up you know a work session where we're not doing everything under the sun but doing the work session and then having meeting where we're having a business meeting. And so, um, I think it's a bad practice just willy-nilly decide you're going to just, you know, have a vote on something just randomly, arbitrarily, you know, all of a sudden. >> But I will say this is not new information to us. This is something that we have been looking at for two months. >> That's a different point, but I just making that point. >> Your point, my point. >> Okay. two different points. >> Yes. >> All right. So, we have a motion and a second on the floor. I don't see any more hands up. Can you restate the motion? But that was kind of >> semantics though because it was brought to us at a a business meeting where it was like just vote and not following our procedures of bringing things to work sessions so that we can talk about it. And then we sat on it, sat on it, sat on it before it came to a work session. And now granted, yeah, there were other things that were happening with school closures and things like that, but so it kind of semantics that we've been sitting on it because we really haven't had a chance to talk about it until right now. So I just hope in the future that we go back to that procedure of bringing things to work sessions so that we can talk about them before we bring things to business meetings to vote on them because that was something in the very beginning that we had talked about as something that was making us inefficient with our meetings. So I would like to go back to that practice of bringing things to work sessions before they go hit the business sessions. >> Okay. >> Are we in the middle of a vote? We are ready to vote. >> We have a motion on the floor and it has been seconded to approve this calendar. >> I think there was a hand up. >> I just want to clarify that um prior to this year, the calendar has always come forward on the consent agenda. It has never come forward to a business meeting. So, this is the first year that we have brought it forward to a study session. It has always been on consent agenda for a while. It's always been presented with the the RFT uh president has always come up with it cuz I remember when we were over in New Hope and he came and helped presented things too. It's always been present >> that was the insurance renewal that we presented. >> This has been too. >> Okay. >> Okay. We already this voice vote or >> this is a voice votefully, >> right? >> Yes. >> Can you restate the motion? >> I I don't know anything. I move we approve the proposed 2627 calendar >> as presented. >> As presented. Thank you. Okay. All in favor, please say I. >> I. >> Oppose say no. >> No. >> Calendar has been approved. >> Okay. Um board governance. I'm just going to change the seating chart. Starting next meeting. Superintendent and I are going to flip. Vice Chair Wuto and um Director Basset will switch. If anybody else needs to make a switch, work it out amongst yourselves. >> Okay. Can we do that? >> You're stuck with me. >> Yeah. >> I actually had made a request >> and and Well, you have a request. I >> I did make a request. >> Okay. And you want to be >> I never get to sit by the superintendent. So, I want to sit where where um s director Long is. >> I want to sit. Does that mean that I have to sit in between DJ and Ken Kenneth? >> Maybe. >> Maybe. Okay. >> Okay, fine. If if everybody can agree, then we can move on. >> You're saved now. >> This is the last thing I I want to worry about. >> Okay, let's go. >> Good. Just so when you get here, just look for wherever your name tag is and uh that's it. >> All right. >> All right. Superintendent relations. Next meeting, it's time for our superintendent midyear evaluation. And in that and so what traditionally happens is the superintendent gives us an update on how she's working through her goals, the work that she has done and we have thoughts ahead of time so that we can be constructive in appreciating what she's done and maybe making some suggestions that want to take it away from there. >> Yeah, that's as simple as it is. If you look at the timeline um that uh the board's had um since my goals were approved, we just say in January 20th, superintendent provides a mid-year progress report to the school board on superintendent goals. So that's exactly what will happen is I'll probably have a brief uh presentation publicly during the study session and I'll be sure that I have materials to you ahead of time to review um and then discussion in close session. Okay. Any questions on how that's going to happen? All right. Then, uh, community engagement. Anyformational? Yes,formational items. Uh, tomorrow morning, school board, we have the legislative breakfast in here at 7:30. And then th Thursday and Friday of this week is the state school board convention that most of us are going to be attending. Um, >> I can get there early on Thursday. If you want to sit together, I can save some seats. Otherwise, if you want to sit wherever you want to sit, that's fine, too. Just kind of let me know what you're thinking. >> Okay. Yes. Could I grab just two more other things? I just want to be sure board members, you have this on your calendar. Um, on February 6th, that is the AMSD uh legislative preview. And again, AMSD always offers that hybrid option, which is really nice. So, we'll be sharing that invitation with our legislators again tomorrow morning. The second thing that I want to note, and I I can't remember if I included information to you last week or not, but I will this week um after AMSD. So, again, you're going to have the hybrid option. Um the dignity uh index, the organization that I think now I've been talking about three or four times since September, they're actually going to do uh just a brief overview presentation. Um, again, either if you're at AMSD, you could just stay uh until >> Yep. same day. >> Yep. Yep. So, you could either just stay if you're if you're at AMSD and otherwise there'll be the hybrid option. So, I'll be sure. Um, I don't think that link is available yet, but I'll be sure to send information to you. I just wanted to get that on your radar for those two events on the 6. >> You have another informationational item? >> I do. Uh, actually on Wednesday, the the conference actually begins. It it will actually officially be on Thursday and Friday, but uh the lunchon that they have where awards are given out uh for longevity, this all state school board, so on and so forth, all of that will happen now. They're changing it now to have it on uh that Wednesday night uh and it'll be a banquet and uh the school board directors of color, which I founded and which um it's going is going to be celebrating its 10 year anniversary. And that 10year anniversary program is embedded within MSBA's uh awards program. And so we'll be celebrating that and I will get an award, but we'll also be sharing with uh others uh and these are going to be people who are actually fairly soon after the founding of it uh came on board. So there will be nine directors from across the state who will be honored and recognized uh for their participation. And so, and the commissioner will be there and he will make a little speech about it and he will sign their certificates and so I will have one. >> I didn't mean to do that public. >> Okay. >> Yes, I did. You just did. >> All right. The next item on our agenda is a closed session pursuant to Minnesota statute 13D.05, 05 subdivision 2A3 and subdivision 3D to receive security briefings and discuss all facility security systems and emergency response procedures. So anyone who is not part of that closed session will need to clear the room and then >> happy >> after the closed session we will come back to close out the meeting. >> Thank you. >> Are we staying here? >> We are. We going >> Oh, I need a motion to go to close session. >> Moved by director Bassid, seconded by Director Bowman. All in favor going to close session. Please say I. >> Oppose say no. We are in closed session. >> Do we need to >> momentarily? >> Closed session is not recorded. >> No. Okay, we are back. We have finished our closed s our closed session related to security systems and emergency response procedures. And we have finished our agenda. Is there a move to adjurnn? >> So moved. >> Moved and second. >> Seconded by Brinson. All in favor, please say I. I. >> Oppos say no. We are adjourned. Thank you very much. See you tomorrow morning at 7:30. Who moves what and where? >> Woman and my cheese.