I'm in on the crackers. Okay, >> I would like to call this meeting of the Robinsdale Area Schools School Board to order. Today is Monday, June 1st, 2026. It is 700 p.m. We are in the boardroom of the Education Service Center. And I would like to say welcome everyone expect especially our littlest attendees tonight. And we will start off with our land acknowledgement read by rep by director Brentesen. >> Thank you. We acknowledge Robinsdale Area Schools is located on the homelands of the Dakota and Ojiway people. We recognize the painful history of genocide and force assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous peoples who live and hold sacred these lands. And we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ojiway languages, land-based education, and tribal sovereignty. >> Thank you. At this time, I would like to have our clerk take the role. >> With pleasure. Thank you. Um, Dr. Wuto >> here. >> Director Long >> here. >> Director Hillbrand >> here. >> Chair Evans Becker >> here. >> Director Brennes >> here. >> Director Bowman Marks herself here. Director Basset >> here. We have a quorum. >> Extra and superintendent Salo. >> Oh, and I'm sorry. And Dr. Stalo >> here. Here. We're all here. Excellent. Okay. First thing up is approval of the agenda. Do I have a move to approve our agenda? >> So moved. >> Moved by Director Bindesen. >> Second. >> Seconded by Director WHO. All in favor, please say I. >> I. Oppose. Say no. We have an agenda and I am very excited about Ardell Proud Early Learning. Superintendent Salo. Yes, we are delighted to have some amazing adults with us tonight and some absolutely amazing young students who are going to highlight for us the powerful role of outdoor and nature-based learning experiences in their early ed early childhood education. Uh the early learning team will share how outdoor experiences support young children's emotional well-being, encourage creativity, and foster important social skills such as cooperation, communication, and problem solving. So with that, I'm going to hand it over uh to Emily um Levenson to take it from here. Thanks for being here, everyone. >> Good evening, Chair Becker, school board director. My name is Emily Levenson and I'm the director of early learning and I am so excited to shine a spotlight on early learning and share how our early learning students are growing through nature and outdoor learning. Um I would like to uh first uh read our district mission but my button is not working. >> Molly There we go. All right. Join with me if you would like. Uh, our mission is to inspire and educate all learners to develop their unique potential and positively contribute to their community. >> Hi, Arthur. Uh, layered on top of our district mission, we have an early learning vision statement. Uh Robbinsdale Area School's early learning program strives to provide a welcoming and culturally responsive community that encourages lifelong learning, connection, and play for all children and caregivers. Uh before we hear more about uh outdoor learning, I'd like to just take a moment to share a bit more about the early learning program. Um as you can see, there are many programs and community supports that fall under the early learning umbrella. Um and while these programs all differ a little bit slightly uh slightly uh different they are unified by our vision statement and the shared belief that we are here to support all young children and their families. So under the early learning umbrella we have early childhood screening early childhood family education voluntary prek both at New Hope Learning Center and um at Metal Lake Forest Son Neil Noble Northport and Lake View. uh early childhood, special education, feebased preschool, early intervention, and helping us grow. Uh which is a unique a unique collaboration of Henipin County School Districts, their early childhood family education departments, and the Robbinsdale Area Redesign Family Service Collaborative. Here are a few uh early uh data points. Early learning by the numbers, I like to say. Uh we have over 400 children enrolled in our preschool programs and 121 of those students are receiving early childhood special education services and are served in an inclusive classroom that meets their needs. Um our family education program serves over 570 children and their families. Um more early childhood special education students, early intervention. Um and we have served 88 students and families through our hug home visiting and literacy events. So you can see lots of children and families are served uh under the early learning umbrella over a thousand. We also complete roughly 800 to 850 early childhood screens um every year. We have two licensed administrators, 60 licensed staff, 51 non-licensed. Um, so a lot of people supporting young children and their families. All right. Um, I'd like to introduce the team that I've brought with me tonight across the table. So, I'm going to start with staff. So, I've got Sarah Tinklinberg who's the early learning supervisor. Um, Emily Mackey um is one of our early childhood special education teachers. And then Janet Ry is one of our preschool teachers. We also have some Oh, sorry, can't click and move. We have some very special guests with us. Anukica, can you give a wave, Anukica? And Lucy, that's you. And Arthur. Arthur, where are you? >> All right. You're going to hear directly from them uh a little bit later in the presentation, but for now, I'm going to pass it on to Sarah. >> Thank you, Emily. >> It is. >> Okay. Thank you, Emily. Um, >> you're going to be my clicker. All right. So, we love uh getting outside in at New Hope and in our early learning programs, and we like bringing nature in. So, our outdoor and nature-based learning supports young children's academic growth, their physical growth, emotional well-being, creativity, and social development through hands-on developmentally appropriate experiences. And before we take a closer look at um some of those specific experiences, I just want to briefly share information about our primary curriculum that we use, which is creative curriculum for preschool. Creative curriculum is evidence-based uh play-based whole child curriculum that aligns with the early childhood indicators of progress, which is like the Minnesota state standards for early fors. Um, and in creative curriculum, learning is center centered around hands-on engaging studies that encourage children to to explore and discover through play. Gardening happens to be one of the many study topics available to teachers which provide children the opportunity to learn about nature, science, and the environment through direct experience. Emily. All right. So, there's going to be some good pictures coming up of our classes. And gardening gardening again is an excellent hands-on learning tool that promotes holistic development, engages children in lots of sensory exploration, builds those motor skills, foundational science and math concepts, and also nurturing plants fosters responsibility can relieve stress and encourages healthier eating habits. I mean, it's a very a start. [laughter] All right, now for the fun part. Um, as you view the next few slides, you'll see our students engaged in gardening activities while hearing from teachers Janet and Emily about the learning experiences that took place in their classrooms. So, we're going to start with Janet. >> You might see some familiar faces, girls. >> Hello. >> Okay. My name is Janet Rin and I teach five-day preschool classes for ages four and five at New Hope and Lucy and Anukica are two of my afternoon students. During the gardening unit of study, we learned about the life cycle of plants, what they need to grow, and the tools used to care for them. But before we planted in the garden beds located on the playground, I had the students look at the garden bed. Some of these pictures are showing that um to make a plan. What would be the best place to plant things? What tools would we need? Then they began to prepare the soil, dig holes, and plant the flowers and seeds. Each day they've been caring for their plants by pulling weeds and watering the garden. Planting outdoors has allowed them to use thinking skills, ask questions, and have the opportunity to participate in a real life hands-on learning experience. >> I'm next. All right. Hi, my name is Emily and I teach one of our centerbased classes with three to four year olds, including our friend Arthur over here um at New Hope Learning Center. Um students in my class are in the most restrictive setting in our building. They require small uh small student to adult ratio so that they can participate in school within small groups and one-on-one support. These students also benefit from an adaptive curriculum to meet them where they're at in all areas of development. Uh for our garden study, these students benefit from having the activities broken down so they can really participate in them and enjoy them. Um so for our class, um you can see in the pictures here, we started creating a sign for our garden bed. Um, so they got to color it and um, just make it really interesting to look at. We put it out in our garden bed so we could find it then when we were out on the playground. Um, and you know with that we're targeting our fine motor skills and our problem solving to do so. Um, then we used paint to decorate our garden bed. This encouraged my students to engage their social and emotional skills. Um, as they interacted with other peers out on the playground as well from other classes. Uh, next we used our problem solving skills and more motor skills to choose our plants, where to put them in the garden, and how to put them into the ground. Our senses were engaged as we felt the dirt and various flowers. And later as we go on the playground other days, um we check our flowers, see how they're growing. We water them. Um and the students are just really proud to see their work every day. [clears throat] And thank you, Emily. Moving on to caterpillars. This was a very exciting thing that we've had over the last few weeks. So, we've learned uh all of our classrooms had the opportunity to learn about hatching caterpillars and it can be incorporated into one of the creative curriculum studies of insect or offered as a standalone. And so, again, some of those fun hands-on activities. I'm going to just kind of go through a little quicker just for the sake of our kids want to talk. But, um yeah, so uh they really learned about taking care of living creatures. saw it start from the little the caterpillar, watched it eat the food, turn into the chrysalis, uh, and then waited for the hatching. And so, I'm going to let our teachers share again how that played out in their classrooms. All right. So, having caterpillars is a fun and hands-on learning to add to our insect study within our curriculum. This school year, um, I happen to have some students with high interest in bugs. So, as you can guess, that was very fun for them. Um, so through observation and video, my students were able to take their learning within this study to a whole other level. Um, by taking care of the caterpillars and watching them grow. Uh, they were mesmerized to see them as butterflies and this gave them multiple opportunities for student voice in their learning and exploring. So, the caterpillars were a perfect addition to our insect unit of study. The students were able to closely observe the metamorphosis into a butterfly. From the moment the caterpillars arrived, the students were checking on them several times a day and anticipating the next phase of the butterfly life cycle. Students were using their observation skills, their communication skills when sharing information. Literacy and math skills naturally emerged when students journaled about the changes and tracked each day until the first butterfly finally emerged. Again, this activity provided a tangible experience for students to see and observe the butterfly life cycle in real time. [snorts] >> Okay, so now we're going to let our guests jump in. And this is a song that Miss Janet's class also did the insect study and they learned this song as part of an end of the unitit celebration of learning. And so we would love it if our special guests Anukica and Lucy joined in. And we're going to play the video. We figured it was safer to do it this way than to try to do it live. But we're going to join along. And you are [snorts] welcome to. Are you ready? >> Okay. Here. You get to hold the microphone. [singing] >> Yay. Oh, the caterpillar. Oh, see the caterpillar and [singing] Christmas to sleep in. Oh, [singing] wait. Oh, what can it be? My oh [singing] my out comes a pretty butterfly. [applause] >> All right, just a few other things I wanted to highlight that make our learning fun and special, especially when it's nice outside, is we have a mud kitchen. Now, I don't know if you've seen mud kitchens before. It's not like your home kitchen. You get a little dirty. Well, maybe you get a little dirty in your home kitchen, too. But, um, it really is a fan favorite, a student favorite. It provides powerful open-ended sensory experiences. Um, engaging with cooking with dirt, water, and natural materials. They again work on those critical fine motor skills, practice early STEM concepts like volume and measurement, etc. And so, we just feel so lucky we have this in this grassy area and in the mud kitchen and a place for gardens. And so Janet and Emily, do you want to just say a few words about how your students engage with the mud kitchen? >> So these pictures are just a combination of our two classes. Um that mud kitchen provides another opportunity for students to participate in a hands-on experience. It offers open-ended play that include those fun sensory experiences. It provides a chance for students to use social skills when sharing materials and academic skills like measuring ingredients, cause and effect. Students will collect pine cones and rocks and grass and leaves to use in their play, which encourages using their imagination, experimenting with those materials during play. And in these pictures, my students were making cupcakes and tea for a party we were having. I'm sure they would have welcomed you to join them. [laughter] All right, before we hear from our special guests one more time, I wanted to share something from another one of our teachers who couldn't make it tonight where she does a lot of bringing the learning from the outside inside the classroom. And so here is the life cycle of a pumpkin. So this teacher literally from beginning to end she just rotates this pumpkin. So um so in the in the springtime they gather well in the fall they're coming back to the gardens growing. So they'll start by taking care of plants that were already planted by the previous class. Then the pumpkins grow. They bring them in, they weigh them, they measure them, they carve out the seeds to replant again in the spring. And then they put it inside this sensory bin where they watch it decompose. And um in some of the pictures, oh, you can see the kids. I mean, most of the teachers go in there and are like, "Ew." But the kids love it. They love watching it grow. And so this I just really think this highlights some in innovative work some of our teachers do. This same teacher also brought in um this beautiful plant and they did a still life study with that and the children um observed it and picked out colors and painted their version. [snorts] And then finally here the last slide shows um some pictures of them planting seeds and plants for them to take home as well as planting grass in small sensory bins to have on the tables for children to use in their imaginative play. All right, enough from the adults. I think we need to interview some of our special guests. So, Miss Janet, are you ready? Miss, are you ready? >> Are you ready? Miss Lucy. Okay, here we go. >> What did you grow in our garden? >> Flowers and pumpkins. >> And what do plants need to grow? >> Um, with seed and dirt and sun and air and rain. >> And what did you like best about planting in our garden? >> Um, making pumpkins. >> Planting the pumpkins. Yes. in the garden bed which is right by [snorts] the big blue structure. >> All right, let's see. >> Thank you. >> Will Will you both use Will you both use the microphone when you talk? That'd be great. Thanks. >> I didn't use my teacher voice. Sorry. [laughter] >> Oh, hang on. Let me ask you the question. What happens after a caterpillar turns into a chrysalis? >> Um um it um it um it um it it turns into a butterfly. >> Yes. And what did you like best about the caterpillars? >> How they how they opened up and how I learned it how they opened up. >> And if you were a butterfly, where would you fly? >> To go get some nectar from a butterfly. >> Oh, from a flower. Yay, makes sense. >> We're going to ask Arthur what he likes best. >> We're going to see if Arthur can tell us what he likes best now. [groaning] >> All right, Arthur, did you like the caterpillars or the garden? [snorts] >> I like the garden. >> The garden. What did you like doing in the garden? >> Stick. >> The stick. >> What else? >> There's some water out there. >> Acorn. >> Acorns. Anything else? [clears throat] [laughter] >> He really wants gold. >> So we do eat snack outside as well. >> Thank you. Does anybody have any questions? [snorts] >> Any questions? I would just like to say thank you to all of the grown-ups and thank you to all of our special student guests. You did an excellent [clears throat] job. Thank you. >> Thank you for having us. >> Does anybody have a question? >> I do have a question. >> Oh, Director Basset has a question. >> Yes. Sorry. >> I want to thank our guests, too. Thank you all for being here, especially, you know, our young guests here. You did a great job. Great reading, great singing, did a great job. Okay. So, now I have some questions for the teachers. Is that okay? >> Yeah. >> Made for the superintendent. Okay. [laughter] So, I I do wonder um you you seem so Well, you are successful. I came over and I visited and I just had a great time. Uh one of the things I'm wondering about is uh the capture rate of our program districtwide. How many of our f do we have a sense of that? What is our capture rate about young children in that age range do we get? >> Yes, I have some data around the four and 5year-olds who attend preschool right before they go to kindergarten. Okay. >> Um and over the last I think I have data for seven years maybe it has been over 88% or higher. I think at the highest I have like 95% and that um I just have measured if they were in preschool with us before they went to kindergarten and then they went to kindergarten >> um and were enrolled on the first day. >> That's that is excellent. And I I really think that that is something to be celebrated and highlighted because as you know a capture rate is very important and if we're capturing that percentage of young families and their children right off the bat >> um >> that's a that's a good thing. That's something to celebrate. It's something to actually highlight and acknowledge. And I had one other question, chair. >> Oh, all right. >> Okay. Great. >> I'm not even going to ask what you think might end. Where would she hurry up? Um, so I wonder too as I listen to your presentation about the out outdoor space. I I'm sure you probably have heard about the famous Sea School pumpkins and the pumpkin drop and all that. And then I know that over in Zachary Lane, they got a um Seven Dreams grant and they've been doing some gardening. So, one of the things I'm thinking about and I particularly remember in a conversation I had with our um executive director of uh teaching and learning talking about scope and sequence and uh so with regard and then so that's one thought not fully formed but a thought uh and then the the rest of the other part of that is if we have these initiatives that we hope to be part of our brand environmental spaces and all of that how can We mine the best that has been learned from each of those sites about what they've done and then is there ever an opportunity for collaboration among among those programs. Now I I I don't think that's really a fair question seriously because I don't know that that's been contemplated but maybe it has been contemplated and and I just don't know. So, but I do think going forward into the future if it if in fact we want to connect programs and brand them in particular environmental spaces and outdoor learning environments and all of that to the extent that we can capture what has been learned, mind it across the district and have some kind of synergy. Um because one of the things we talk about is wanting to have all of our neighborhood schools to have and I'm not sure that they to what extent they even have the elementaryaries even have um you know some of the students that you that you speak of but but I think you can can you speak to that Emily? What what are your thoughts about what I'm saying? >> Um well I can speak to it from an early learning standpoint. >> Yeah. I mean yeah of course I I I think it is great when we can replicate. I will say I'll um while the majority of the things that you saw here happen at New Hope Learning Center, right, where the majority of the early learning program is, we do um make sure that our preschool teachers that are at the elementary buildings have the opportunity. They don't have garden beds obvious, you know, it's just a little bit more difficult, but they have the opportunity to do the caterpillars. Um we make sure that, you know, they can participate in that, right? So whether you're in preschool at New Hope Learning Center or Meadow Lake or Lake View, you have some similar um outdoor experiences. Um obviously they have access to the same curriculum, things like that. >> Well, thank you. I think that was a great answer. Thank you so much. But it's just food for thought. I mean, for me, it's food for thought. This presentation is about the future as we talk about it. >> Okay. Uh Director Brenson, >> just real quick. So I you you mentioned it something I think a lot of the public doesn't realize. I think people when they hear about early childhood, they only assume it's happening at New Hope Elementary. >> Correct. >> It's happening various other places, too. I just want to make sure. >> Yes. Yeah. Majority of our programming, I would say 90% of it is at New Hope Learning Center. Um, but we do have preschool um uh voluntary prek classrooms at currently our seven um community schools that I listed off. Next year it will be at five. Um, and we have two sections at each building. So, a morning class and an afternoon class. >> Cool. >> Wonderful. >> Thank you, GJ. >> Thank you. >> Great. I just want to thank the uh staff, the amazing students and families for being here tonight. you reminded us of something that um we should continue to work on taking to scale across all of our learning, which is ensuring that kids are highly engaged in that which they care most about, even if that's bugs and mud and all of the things. So, thanks for modeling learning and excitement and joy. Uh we appreciate you. And if we could get a a quick picture, that would be fantastic. And they get a certificate. >> That is so exciting. They get a certificate. >> I didn't even get a certificate when I >> Look at that tin. Look at that little baby. The little baby. Oh, I don't know. Arthur's like, "Look, Arthur's like, I'm here. He comes >> up here. Bring it with you." >> Anukica, was that your big brother cheering for you? Was that your big brother? That is a nice big brother. [clears throat] >> Mhm. >> Indeed. It was very supportive of you. >> Yes. Think I'm hidden enough? >> No. No. >> Yeah. >> They're they're off center for the signid. >> [applause] >> person that I don't want to do that. >> Look at Peter and try to top that. >> Right. That's a very young one. Very new baby. >> I'm surprised they're out and moving around, but I suppose they have the other two. >> Yeah. >> No, you're in trouble. There's no WAY YOU WANT TO FOLLOW THAT. Unless you brought training [laughter] 32 years and 2000 presentations and I can't talk that one. That was >> that was something. >> Next up >> next up on our agenda we have a special report. Um the district has contracted with the Morris Leatherman company uh to conduct a phone survey with the district residents and um he will and Peter Leman will provide a presentation to the school board with the data that they have obtained and review this data with us and do you need to add anything? >> I don't. Welcome. Thanks for being here and for providing this report to us. >> Pleasure. And >> uh this is really it was really fascinating uh time to do research in the district. I was really excited to see what residents were feeling because last time I was here was last November and you were facing some very difficult decisions um so we have a data point um that we can base and see where the district's attitudes and opinions are moving forward. Just to review with everybody what we undertook for the district. We spoke with this is the same methodology that we did in November and we wanted to look at parents again uh with the decisions that have been made and everything facing it has there been a change in their opinion not only the community as a whole. So we have a 400 sample of par of residents and a 400 sample of parents. Uh always uh the 400 sample is plus or minus 5% in 95 out of 100 cases. Um this is hot off the presses. Uh the calls were completed last week uh between May 13th and the 26th. Average interview time was 10 minutes. Uh cell phone only household 66% landline only. We're down to single digits uh 9% and then 25% have both landlines and cell phones. Uh putting up the demographics of the overall no majors changes uh from a few months ago. The typical resident has lived in the community for about 12 years. Uh the typical resident is about 46 and a half years old. 10% have a preschooler or an infant in the in the in their household while 23% have a child attending the Robinsdale Area School District. So just under one and four are the key constituency of the school district. Continuing uh just under a third are renters. Uh selfassessed home value comes in roughly at about $340,000. uh 43% are college graduates including post-graduates, 20% high school graduates or less with 37% having some college experience. You can see the geographic distribution with Crystal followed by New Hope, Plymouth, Robbinsdale, Golden Valley, and then Brooklyn Center and Brooklyn Park. Looking at the ethnicity, just under twothirds of residents indicated white, 19% African-American, 7% Hispanic Latino, 6% AsianPacific Islander, and 5% multi-racial. What I've been very interested to see over the past six weeks is the financial situation of the household. Um, it was going down in the first two months. the number of financially stressed in 2026. Um just to if we draw a line, the highest level of financially stress that we have is the first quarter of 2023. It's when inflation was 9% and all of that and has continued to move down. So it was the issue facing school districts in 23 and 24. We got into the four mid4s last year. We moved down to the low30s in the first part of 26. Now we are seeing an increase across you know doing surveys in Wisconsin doing surveys in Minnesota just in the past 6 weeks. So that low30s now has moved into the high30s and you're actually at 41%. So this is something that's going to be completely out of your control. What gas prices is on election day is going to be a huge driver and if you can guess that you probably win the lottery next week. Um so it's something to be cognizant of. It's still not at the level we were in 23. Okay. Th this question is very important though because the mo the the higher level you have of financially stressed households, it uh creates a person who would support something. They can't afford it. They're not making a decision on what the funding request is. They simply don't have the money. So, it's something to monitor. If the the conflict war, whatever ends, gas prices come down, this issue will be abated. Um, but if it continues, it's something just completely out of your control you have to be cognizant of as you're going through plans. Now, a couple open-endeds up front. What do they like most? Your teachers. They love your teachers here. Um, we combine a couple categories, but teachers is always number one in Robbinsdale. Good academics, excellent academics, just under 20%. The variety of programming, the broad curriculum, just over 20%. So your hierarchy here is the staff and then the programming and the academic quality is what people value. Now if we ask what they like most, we always follow up with the most serious issue. Um this is the same most serious issue across the state of Minnesota. It's interesting yours is a little less intense. While we saw a lack of funding between 20 and 25% last year, we're now seeing it between 25 and 30% this year. a more growing awareness. More districts are making budget cuts. The discussions are happening. The legislature argued about education funding for four months. So, it has put more of a spotlight. Your other issue is going to be the issue of the 26 election, and that's property taxes. We're going to look at property taxes a little bit more in depth. Um, it is second place everywhere in the state. Doesn't matter if I'm in Grand Rapids, uh, Mininnesota, uh, or in Robinsdale. Uh, but you're in that 15 to 20% just off the top of the mind response. Large class sizes at 10%, poor spending 9%. Back down to the historical number. Every district has about 10% of people that talk about poor spending. Uh, facilities issues unprompted. So, one in 12 people are thinking about facilities issues as the most serious issue already before we get into the survey. lack of discipline, declining declining quality, and then the $20 million budget uh issue. Um so you're back to being representative to what we see elsewhere in the metro area that the two biggest issues are the lack of funding and high taxes. What about the quality of education? Now, I'm going to insert the parent data here so we can look at the atmospherics amongst the parents. And to be consistent, the green is the overall for this year. The yellow is the parents for this year. So when I was here last fall, 75% rated the quality favorably. Uh 77% rate it favorably. Now amongst parents, 87% rate it favorably. Um you're right in line to what we're seeing in 2026. The statewide I just did, we were in the high 70s for a norm on the quality of education. It has not recovered and I don't see it recovering any time quickly on the perception on the on the quality of ed and you're right at the norm for excellent the enthusiastic rating at 11%. What about the quality compared to four years ago not before the pandemic post pandemic? We want to do an applesto apples comparison. Uh so amongst uh the overall 34% say it's better, 13% say it's worse. Uh so it's a 3:1 ratio of people feel like it's moving in the right direction. Uh amongst parents it's 44-10, 4:1 ratio moving in the right direction. You can see back in uh in last year it was 29 to 12. So even there's a more positive momentum you're already starting to see in the survey about things improving uh just in six six months about how they're feeling about the district. Here's another big change in a few months. Robbinsdale Area School District is a highquality school district that its reputation is so good families seek to buy homes in the district and prefer it to other school districts. That was a 50/50 proposition last fall. >> [snorts] >> Now 65% with 68% of parents indicating that that's the case. Does the district meet the learning needs of all students? Most only some or very few. Uh 43% said all students this time amongst parents 46%. Right at what we're seeing it's right about 45%. This hasn't recovered. There are very few districts that are over 50% of of uh residents saying the district's meeting all students learning needs. It's a stringent standard. Um, we follow up and that's what's arrayed in the lower right hand corner with those that say most, only some or very few. Is there a type of students whose learning needs are not being met? It's the same as everywhere else. It is the average student, the struggling student in special education. Now, some perceptions. First off, does the district spend taxpayers money effectively and efficiently? In 2024, 69% said yes. Last fall, it dropped to 50%. It's back to 60%. And amongst parents, it's 68%. You're right at about the norm now. You haven't recovered fully from 2024, but the rebound has already started. Do you consider all alternatives before you ask residents for a property tax increase? 66% this time, 69% amongst parents. That's up four points. Uh getting close to the back to the 72%. Are the schools a good value for their investment? Now, that did not take a hit in 2025. Um, but as a caveat here, we're seeing this drop everywhere and because two things go into when you ask somebody to do a value proposition. What's the quality of education and how much am I paying for it? Well, across the state of Minnesota, there's a concern about the quality and property tax hostilities up. So, this is dropping everywhere. Um and you're going to see a very uh big increase in the amount of people concerned about property taxes. But at the same time, the value proposition for them has remained the same, which is very very strong. Does the quality public schools increase property values? That went up 12 points from 60 to 72% amongst parents 78%. Do they trust you to do what's right for children? That's back to where we were in 24 with 77% 83% indicating that that's the case. Um I think that this is really a key factor in what's helped the district so much is through everything that's gone on they still feel that the district's done a good job of involving the community. Okay, you might disagree and motans have a very difficult time overcoming. Okay, I I can have a say, but I didn't get my way. Um, and so then I wasn't able to be involved. Um, but that is unchanged even through the the the rocky boat ride, shall we say, over the past two years? 74% 79% amongst parents. Is the district honest about spending? That has started to rebound in six months. 71% in 24, down to 56%. Now it's up to 62%. And now the last question on this is kind of the first time we're looking at potential funding requests. The schools are a good investment and I would support a property tax increase to protect that investment. Uh last year it was 6133. Uh now it's 5935. Uh we are seeing that increase though everywhere in 2026. That the it's always the no to that question. That is the core no because as the questions posed, it doesn't talk about operating levy, bond referendum, it doesn't talk about dollar amounts. Um what I found in 2026 so far is the typical core no is about 31%. So you're within that margin of error. Just the higher that number is, it just becomes more difficult. There's just an unwillingness for the discussion. The good news amongst parents is you always need that under 20%. Because any successful coalition coalition for a successful referendum, you have to have 80% parent support. Okay. Job performance ratings. These have improved. The board was 63, dropped to 52, back up to 60. And it's right at the norm right now. 60% favorable is what it is across the state amongst parents 68%. The administration back up to the norm 58.41 amongst parents 6930. Teachers always loved and adored here. Uh 91% 94% amongst parents. Um and that's about 10 points higher. Teachers have not recovered across the state uh post pandemic. Doesn't matter if there were any issues in your district. Minneapolis went on strike. People get upset up in Boabic. Um it just happens. Um so that you're one of very a handful of districts that actually is above 90% favorable on teachers. So I think that this speaks to the governance and administration. There's been a steadying hand that's been placed on even with difficult decisions that you've made over the past year and difficult issues you've had to deal with. While they might not be completely satisfied with where you're at, there's a sense that things are settling down and moving in the right direction. And quite frankly, I would say much faster than I expected. The overall financial management um it it's not back to where it was in 2024, but it is a big change. Um so we were at 31% favorable. Um it's up to 44%. It's almost 25% increase. Now, the norm on this still remains 52%. Okay, that's the there are districts that are upside down like you are. Uh but there's not very many districts that are in the 60s like you were in 2024. Um so that recovery is moving much better and I think just more reassurance more discussion um about um the past and people though are starting to feel the stability of those decisions that have been made. You know part of it was in 2025 there's a lot of uncertainty a lot of whatifs a lot of discussions now the decision has been made and how to move forward. This this is the issue uh that we're going to hear about a lot this fall. In 2024, you had 46% of people say their total taxes are high. Last year, it was 60% and now it's 67%. So, it's gone up 21 points, which is why I pointed out earlier that value proposition for the investment in the schools. So, at a time that you have one in five more people saying my taxes are too high, they still think they're getting a good value here. Um, like we see basically everywhere else though, when you ask about school taxes, the high goes down, goes from 67 to 62. Um, I always say we used to ask, if you think your taxes are high, who do you blame? Cities and counties got really mad at us, so we quit asking it that way. We ask it this way. So we can ascertain that the animus is not focused at the district. I can tell you from my statewide this animus is focused at the county. That's the biggest issue. And western Henipin County now is becoming the hotbed for the property tax issue. These levels are very similar. I've talked to political people. This is reminiscent of the late 90s when Phil Cranky and Linda Runbeck started the taxpayers league of Minnesota. That was based in Anoka County where an NOA County got into the high 60s low7s. Um but now it's western Henip and Eden Prairie had very similar results on this just two weeks ago with 69% in the high category. The overall across the state it's 60% high. So, I mean, this is an issue that you really there are districts that have to pit themselves against the city and county. You know what, you know, Rochester basically went out and said, "Don't hold us if if you're mad at the tax increase from the city, vote them out." Uh, don't say no to the school district on this funding request. Are they This is what a difference six months makes on this question. Are the schools adequately funded? Well, last fall they thought it was because of the $20 million issue. That was the issue. 65% said yes. Now 40% say you're adequately funded. 255 point in decrease. Um you're basically this is pretty much across the state 4510. People have no idea. If their district isn't making cuts, the district next door is making cuts. Uh the discussion from the legislature. But you do have now a majority of the residents and of parents 55 and 57% saying no you're not at we're not at this is the power of involving the community and getting information out either. This was stunning to me. Do the building school buildings and facilities meets the needs of educating today's children? 85% said yes 6 months ago. Now 58% say yes. That is a 27 point drop in 6 months for them moving over into the no or strongly no. Um so the discussions you've had has raised the awareness of the adequacy of the current buildings to provide the education for children today. It's laid a very strong groundwork in a short amount of time. How important is it to ensure comparable spaces between buildings and facilities? It it is important to the residents. It's important to parents. 72% of the community and 81% of parents say it's either very or somewhat important to ensure comparability. [snorts] Now, the issue you have is that a lot of districts do. So, you don't have to worry about whether this is of value. you have to do an education piece because when you ask folks, does the district provide comparable spaces between buildings? A majority say yes. Now, keep in mind probably, you know, I'm going to start adding this into school district surveys. We did it in the statewide. When was the last time you were in a school building in your district? Across the state in February, 45% have never been in a building uh in the school district they live. Um so part of this is an awareness an education piece and bringing it in. Um part of it then also but you look at parents now they are in the buildings but parents aren't jumping from six seven elementary schools their experience between buildings is going to be if their kid goes and plays in a athletic event in a noa henipin or aisetta that's the comparability piece they're going to see much quicker than comparability between buildings. So the foundations there, they believe it is important. You just have to show them where there's issues, where there aren't comparable spaces between buildings. So they hear the district's going to ask for a property tax increase. Are they for all or are they against all or are they persuadable? You start out one point ahead, 26 to 25. Uh and in this year the typical district is four points behind meaning they have four they're four points more opposition than core support. So you're one point ahead but the key is obviously going to be the persuadables. And once again for parents it's 13% against all. So they're willing to have a discussion also. And this is driven very much linked back to that change in the in the perceptions that the current facilities meet the needs of educating today's children. If they hear the district's going to ask for a property tax increase, the tax tolerance or let's make a deal question. First off, I look at the nothings. I need that to be under 35%. You're at 30. 32% say $10 a month. 34% say $20 or more. If we take out the nothings, because I'm not going to let them drop the amount that those that are willing to see their property taxes increase, they're not going to support anything. There's nothing you're going to do to bring them along. Those that are willing to accept a property tax increase at the outset, it's about 12 bucks a month, 150 bucks a year. Okay? Is that number set in stone? It is not set in stone. It's meant to give you a guideline to understand the further you go from that number, it's imperative that the uses and purposes of the funding are highly supported. Okay? Which is why we go through went through two separate lists. First, we looked at a property tax increase for elementary schools. Not surprising. It's at the top of every list everywhere. Safety and security 81% support. Then classroom additions 65%. Playground improvements 60. Drop off parking lots 60. Outdoor classroom space 55. You probably could put up that presentation before me and you probably could garner a couple extra points of of support. The cafeteria kitchen 54. Gymnasium additions 49.47. Sports is always going to be at the bottom of the list. Um, media center expansions, I don't know what to think about that one being split. That typically is something that people, you know, it would be in the high50s. It's it's not one of those items that grabs people's attention. Uh, but the clear priorities on elementary school spaces are safety and security, classroom additions, playground improvements, and the drop off and parking lots. the drop off in parking lots leads that's a safety and security issue um in and of itself. It really doesn't need to be pulled out. Now, flipping over to middle school and high school and I [snorts] want to read this so everybody's clear on what was asked. First off, safety and security improvements 79%. Then renovations and expansion to Cooper High School and the New Hope Learning Center to provide space and amenities to support a single district high school. 67% support that. Then we go to the renovate Plymouth Middle School to house Robbinsdale Spanish immersion programs and other district programs. 64%. Renovations and additions to convert Armstrong High School into a middle school and space for other district programs, 63%. And then the last one is outdoor class and performing arts editions at Sandberg Middle, 57%. So these are all they don't have the 50/50 split. Now we pulled it together into one question and for the purpose of clarity I want to read the paragraph because we described totals LTFM. So the total cost to complete these improvements is estimated at $515 million of which the district can use $90 million of long-term facilities maintenance or LTFM funding. Therefore, it would still need to ask residents to support a $425 million bond referendum to complete the projects we just discussed. If voters approve the $425 million bond referendum portion to these fund these improvements, the owner of a $340,000 home would see a monthly property tax increase of about $22 per month or $264 a year for 20 years due to the referendum. So, we're about double, okay, that tax tolerance. But you can see because there's so many components that they support, you actually have a majority supporting. 58% support, 40% oppose. The first thing that's striking to me is there's not a lot of intensity. 11% strongly support, 11% strongly oppose. It's a wash on the intensity. What I typically tell clients at this point in time, because this is still I mean I guess summer starts now. Um this is still an early survey. There's been no campaign. Uh the threshold I always like for these sorts of surveys, you haven't had a vote no. You haven't had a vote yes or any of those things happen. You like to clear 60%. Because typically over the course of a campaign, districts lose between eight and 10 points, which makes it a coin flip. Now, what number would be more palatable? The closer you get, you know, to that 12, I I mean, you could if if this was all for safety and security, you could go for double because you're at 80% support for both of those items. Um it when you piece this together in the 12 to $15 range is probably the sweet spot. Prioritizing those components that are highly rated but then also at the same time because I know there's a sequencing this is important also as part of the discussion but as you make these improvements it's about the comp ensuring the comparability piece for folks. Now, what's the reason for their position? Education's important. It'll always lead the list before you start a campaign. But one in five are right there that this is needed. Um, which is really impressive. It goes back to that shift that we see overall. Then children in the district at 10% and the cost is reasonable at 8%. What's the reason for opposition? The cost is too high. Tax is too high. poor spending, no children or not needed. So if we're looking at the need, it's 19-2 already. The need piece is fascinating. I mean, most districts have to work to get to this point by the time the campaign kicks off. Um, you already have this in place, the need portion. Now, it will need to be the number one item on election day because I always say nobody gets up on election day and says, "I have to go vote because the cost is reasonable." uh they get up and vote because this is needed. Something important will happen if it passes and something bad will happen if it doesn't pass. Now, we did test a second question and this was the school board is considering an additional option to tear down Robbinsdale Middle School and build a new elementary school to replace Lakeville Elementary and provide space for possible early learning center. The total estimated cost to complete these projects would be4 million. This would be a separate second bond question and contingent on the passage of the first referendum question. If voters approved this $40 million bond to fund these improvements, the owner of a $340,000 home would see a monthly property tax increase of an additional $7 per month or $84 per year. 56% support, 41% oppose. So, it's it's it's a little bit tighter. And I think when you look at the prioritization, you have those items that have, you know, safety and security higher, others in the mid60s. This is probably something for another day to explore with what to do with that site. Um, and prioritize a singular bond question in that 12 to $15 range. um what's the reason uh education's important needed? Well, it's cheaper, so the cost is reasonable, and they have children. And then finally, how are folks getting their information? This is the issue that a lot of school districts are dealing with right now. Feel like I'm out in outstate Minnesota. Word of mouth, one in five, it has gone to the top as your primary source of information. And just for fun, let's throw in social media since that really is electronic word of mouth. One in three of one in three people say that's their primary source of information. Now, there is something happening and I'm going to explore it in this summer statewide that I'll share at AMSD because in the last 18 months I I've said for a long time, you don't tell somebody you don't know on the phone, that you don't vote, you don't recycle, and that you rely on social media as your primary source of information. It's kind of just like taboo. Is that something you want to admit to somebody? We it is the number one source absolutely but people don't want to tell somebody people are more than happy nowadays to tell strangers that yeah social media is the way I get my information at a time that there's more discussion about the inaccuracy of social media now um you have more and more people saying I rely on it uh the local newspaper at 15 the newsletter at 14 the website at 13 um mailings and email. How do they prefer to receive information though? Do they want to hold something in their hands? District newsletter, the local newspaper, and mailings. You have 46% of people that want to hold something in their hands. That's how they want the communication. >> Do they want to look at a screen? 14% say website, 14% say email, 12% say social media. So 40% want to look at a screen. Um and 8% really really like the grape vine. Uh that's just their primary source of information. Um what's interesting that's changed on this one the traditional word of mouth has been for years it you know all my career sort is around young families in ECF preschool youth assoc sports associations those sorts of things. Uh, the new grapevine is old guys like me. >> Is it what? >> Old guys like me. [laughter] That the the district might not do a newsletter, might not do mailings. The local newspaper doesn't cover the district like it used to. I'm not going to go to social media, not going to go to a website, just get together and gossip with the guys. >> Um, you know, and I'm sure every what I was where was I last week? I'm blanking. But I I asked everybody knows the place in town where the old guys meet for breakfast and that's the hub of the gossip and in every district but my favorite is years ago Roger JRo and ana henipin the epicenter of the largest school district in the state of Minnesota the graveine was Hardies and an noa [laughter] and Roger went when there when when the for the operating levy and had breakfast with them once a uh for 12 months uh in order to tap down, give information um and just get into that because once it was in that grape vine and it's something for districts to consider because it just in the differences coverage that we have nowadays, it's going to be the grape vine is more and more reliant than ever. So, I'm sure there's questions. I'll just let you kind of lead the discussion on this one. [snorts] >> So, I have a quick question. So, was it the same people that you talked to? These are >> completely random. It wasn't a pan. Yep. Wasn't a panel back. Yep. >> Thank you. All right. Questions, people? Director Brenesen, >> I have a handful. Um, so one of the things that jumps out at me when I look at this is the demographics. Um, slide five, four, whatever it is. So we have so answering the this is answering the phone is 63% but that doesn't match the district >> um >> in terms of like actual residents, right? Because like >> 63% what? be white, white, African-American, Hispan, Hispanic, Latino, like it doesn't seem. Am I wrong? Am I off on this? >> It matches census for the overall. >> Oh, yeah. It matches the census for the overall. Oh, yeah. All right. Okay. >> The student population is different from the >> student. Yeah, that's that's what I was trying because the student population is is very different, >> right? even amongst the parent sample because you're going to have the your student count is based on so if one family has five, one has one, it's two households 50/50, but that it's it's Yeah. >> Okay. Okay. That that's what I was just trying to I it just didn't make sense in my head. So that's where I was trying to >> Okay. Um that was question number one. Question number two. Um, back on the $425 million bond referendum, is it usual to show only 1% unsure? Like I would I feel like there'd be like a larger group that are kind of like I don't know, but is that kind of the norm? >> No. In today's age, I mean if >> you So this question, the predisposition question. Yeah. >> Um, they have no information and you have 51% of people who have made up their minds with no information. They don't know if it's an operating levy or bond. >> Okay. >> For 20 bucks a month. um once you give them the information. Yeah, it's very when we're asking a tax question, >> it's very rare that it's above 5% of people saying I'm unsure because because you have half the people have made up their minds and the persuadables are just waiting to hear how much it cost and what we're >> Got it. Okay, that makes more sense. Okay, cool. Um >> I just two last questions. one I just want to verify you said the question when you had the different schools that were listed the Cooper Sanberg all those kind of I don't know what's >> oh when we followed up with what school does it does not provide comparable spaces yes >> uh no it was man where this one the property tax increase for middle and high schools so the question I just want to make sure I understood the question the question for the Cooper high school was specific 67% of people agreed with a single high school concept They they agree for a property tax increase to create a single high school at Cooper. >> Got it. Yes. Fantastic. >> And then my last question and you kind of hit on a little bit but it jumped out at me when I was looking at it like the flip I mean do you have a sense of what why the flip on like the schools adequately funded? I mean going from 65 to like that was a big number change. Um yeah, a very big number. I mean >> I think I think there's an understanding a growing understanding of the error. Um that it wasn't dishonest. It wasn't it was it was a mistake in federal funding. Okay. >> And I think that that has come in. So it was very heated and decisions were being made last fall because of that issue. Um and I think that put the spotlight on it that people were saying, well, if they had the 20 million, then yeah, they were adequately funded. Um so I think there's a growing awareness on that or an acceptance, but the it's kind of like the hardest decisions have been made. Um, and it's dropped you back because that that's what I can surmise because I was surprised also. Yes. At that level of change. >> Y, >> those are my questions. Thank you for entertaining me, >> Dr. Basset. >> Well, um, uh, I have my own questions, but I didn't understand your answer to DJ's question about the ethnic breakdown, but I don't want to spend my time on that right now, you know. Um, so >> if we look at we could talk about Yeah. If we look at updated census information for all the >> I mean I think my question was more about when I look at across our district what our makeup is and I see that the 400 uh random sample that you did then you say 400 of um you know I don't have it right in front of me but there are 400 you know 400 400 that's not a total of 800 >> oh it's about uh 700 total >> okay so that's more than your normal 400 >> correct because you have 23% parents so I pull out that 92 2 people >> and then we call an additional 308 and so yeah >> I know but I know your sweet well I don't want to say your sweet spot but what you normally talk to us about is the 400 sample >> right correct for a typical district for planning. Yes. >> And I wanted to make sure that I was not misunderstanding. So we're talking 400 and 400 different >> you know what I mean? So, and which brought me back to that question kind of which has to do with if we're random sampling and we're reaching out into our district than the fact that we have so many more households that are not people of color or not not white or you know what I mean. Okay. Um so I'm not sure uh how that breakdown is. However, um I do wonder about the responses um of that pool because if the majority of the pool is not reflective of the district that we serve, then I wonder about this if there is a schism. >> I can I can cut the data that way for you if you want. >> I would like it. Okay. So, because I is not >> Yeah, we can look at cross. >> It's not working for me, you know. Well, I mean, as far as that question is concerned, because I want to make sure that we're making sure that we're getting that particularly when we look at the households that responded and what cities and the number of people in the various cities that we have responses from because the majority of our responses, if I remember correctly, I got my paper all over here, so I can't quite find it, but I think it was like our Plymouth and Golden Valley, and we have half of Golden Valley, and we have a good little niche, maybe a third of Plymouth. >> It's all it's all based on registered voters. Well, within the district, but you have identified the cities from which those >> but but yeah, the the geographic distribution of the sample is based on actual voter counts in the school district. >> I'm not doubting that. >> Yeah. >> Yeah. >> That's that's I'm not doubting at all. I'm just saying that when I look at who responded for whatever reason did or didn't, where are they? What what cities are they in? So to to divide the data by the geographic Yeah, we could do that. We can cut the data any which way. >> That's I mean that rose a question that rose in my mind. That's all I'm saying is I wondered about it when I especially when I lay that aside the demographics in terms of the ethnic background >> and then when I look at who's here in our district, the students that we have and when I look at the value the housing values because the property tax is significant issue. So when I look at where we've pulled from and I look at what the values of those homes are and I look at people who say they're under stress, I need to be able to paint a picture of that so I kind of know what we're talking about. And so if you could, you know, help me with those questions, I would be absolutely. >> So now, well, thank you so much. I love it when my questions make sense, you know. >> So, um, now I do have this this one here about this bond. These numbers are pretty similar between the 400, you know. So I wondered when you said um and you know there's a conventional wisdom is that it's better to not stag on a couple of different questions. That is conventional wisdom. >> It is conventional wisdom. >> Yes. >> But when I look at this and I see that the numbers are pretty much the same and I see how strong the support is for elementary right down the line for all the issues that we present then that gets my attention. And when I look at the uh similarly the the issue I think DJ mentioned this one the property tax increase for middle and high school um it's not parsed out in that way it's not parsed out kind of in the same manner that we have it in an elementary. >> No it's not. Yeah that was when we designed it. Yes. >> Yes. And so um and if the question is leading and I'm not saying that you're asking a leading question because you're good scientists but if the question is presented in a particular way. >> Oh yeah. >> Is going to give you a particular answer. >> Correct. >> Oh absolutely. I always say I can write a question to elicit whatever answer but it doesn't help any >> reason the reason I asked the question is because of um making sure that we are clear about where people are at. >> Yep. And that was it was intentional when we developed the questions because at first in working with the sta with with uh the folks here >> we actually I suggested breaking out each individual site. Here's elementary this elementary school that elementary school that it just became so convoluted on what elementary school is getting what. So we kind of looked at as a blanket all these elementary schools are getting kind of a piece of what's on that list. >> Yeah. And then the middle and high school it was kind of like okay let's do these all together and in in in summary it was and it it seemed to work the best way for >> I understand makes perfect sense what you're saying make makes perfect sense. However, uh this one I like a lot when it talks about the elementary >> the elementary >> because it talks about the specific things and gives us the power of where the power is in these questions based on you know how much >> it gives you clear prioritization. >> Yes. Not so much here. This is I mean I I understand what you're saying and I understand the point of this. I I don't feel like that this is really um you know I mean it it's it's apples to oranges in terms of the way that this looks and the way that this is measuring. So >> I would it gives clear prioritization too. It well actually it actually shows I mean the the Cooper let me pull it up here. I'll just do it this way. >> Yeah. Unlike in the elementary school like I talked about the gymnasium, >> media center expansions, I wouldn't do a lot of it. I mean, it would probably be part of any question if if you consider scaling back, but as you're looking sequentially on what's most important to look at, you do have twothirds on the Cooper Plymouth Middle School, Armstrong High School. I mean there are twothirds of support for both of those sorts of things. >> Yeah. >> Well, I mean I based on the way that we are looking at this. Yes. I do think there are other questions. That's not the purpose of this tonight. I mean really I mean I I I have I have different thoughts and that's okay. That you know I mean as far as that's concerned that's okay. I mean I I you know um but I did see the the one that I kind of started with which was that one about the 67% that's the maybe my here uh back to this one I think so um the support for the bond referendums because um there is a world where we it could be uh considered that we're just wanting to do the elementary Robbinsdale [snorts] Middle That's a question that's we've discussed >> and you have well excuse me uh we've discussed it and this is the one you're talking we we've had a discussion about it. It's not news you know and so since we haven't had news about that um and because the conventional wisdom is that you wouldn't want to have two questions on um you know out for a referendum. That's not ideal actually one thing or the other. Um, we spoke of a convention of wisdom that it's better not to have two. >> I mean, you can you can have two. I mean, to me, what it comes down to is the political makeup of what this election is going to look like this fall. >> Absolutely. Absolutely. But I'm just trying to understand the mechanics and I'm just trying to think about what >> you have to prioritize. What has the best chance to pass is the most broad. >> I agree. Uh um but when I look at the numbers for the reason I'm pausing on elementary so hard is because those elementaryaries came back so strong and the prioritiz prioritization and the uh interest that people have in them and the fact that we I have some other things that's not for tonight. I mean because for me I'll be walking through what my rationale is for whatever I think is the best thing to do and I'm just trying to use this data to help me understand it better. That's all. No, there's no mystery here, you know. Um but um so and you've you know we've kind of basically you've you've you've answered my questions. There's not that much difference between the two of them >> in terms of just >> No, it would be whether you just add on the additional >> I'm just saying or one could stand alone. >> Yeah, I would. >> I mean I'm not saying that we're going to or it should. I'm say it could. >> It I would I would advise at $7 a month for free. But that's not all. >> I mean I mean so tonight I'm just talking about these slides in this presentation. We've received a lot of data about a lot of things. Uh we've we're putting out there what we'd like to do in our six remaining to a certain extent elementary schools. There are dollars attached to those things and they're attached to the LTFM right now because we can do that. to do anything new, we'd have to have new money. >> Yeah. >> So, I I'm very clear about that. So, I'm saying that uh a different question in my mind could be something different or or I have some thoughts about what a question could be. We all do. We all get to do that. Everybody gets to do it. So, I'm no different than anybody else. You know, it may be one question that's been talked about the most, but there could be a different question. And at the end of the day, the majority vote on whatever the main question or questions are will come forward. That's I mean it's you know it's the same formula doesn't change just because I'm talking about it. It's the same thing you know and I'm just you're the expert here. So I'm just asking Dr. >> Bass that's been had 10 minutes on the floor. I'm just wondering just you know if the chair would ask me just like you know DJ asked for his three questions I had my three or four and we got throw answers. So I, you know, I mean, I'm fine if you just if the chair, >> that's what I Well, I think we'll have the superintendent clarify and then we're have director Long. >> Yeah. Peter, Peter, would you just I just want to be sure that there's clarity with what you've said the data means. So, will you just do a com will you talk about this slide and the previous slide? Because I believe what I heard is that you director Bassid said there was more support. I just want to show the support of where we are with these with the questions. >> No. Uh well, Superintendent then really what I said is the my question was these two are fairly similar in terms of the kind of support that they have. These are the two I was pointing it this way so maybe you didn't see it but this is what I was showing and he said yes. So that's it >> right [snorts] with the $40 million. The understanding is they were told it was contingent on the first passing. >> Oh that's I didn't know that. That's what you told them. So, >> yeah. Yeah, they were told that it was contingent. That's why I read that. Yeah. >> Okay. Well, thank you, >> Dr. Long. >> Yeah. So, I'm wondering um Well, I have a couple questions, but my first question is, so we didn't get this information until we got here. It was at our seats, so I didn't really have time to go through and look through it. Are we going to be talking about this at another time? >> Yeah, the I I could Is that right, Chair? Okay. Uh I said that I did get that question and the same protocol that we used and and I've used in other districts the same one that we used in the October November survey is usually because of the work that you're doing we get these later. We also had to go to our financial uh advisors and get some information from them. I emailed you all this um so we knew that there was going to be >> this afternoon you emailed me. >> Yep. So we knew that this would be the hard copy at your table. We'll post the information afterwards. I think the other thing that's so important and Peter does these presentations in multiple districts and cities. Um to hear him share and talk about this is really important. Um which is why we always did that. The other thing to director Long, we knew that um there would be more time needed and that's why we added the June 8th uh meeting as well. We knew that tonight there'd be an opportunity to discuss and then figure out what additional information questions you had for us to come back June 8th and then again June 15th. So yes, multiple more times. >> If people want to submit questions between now and just before the June 8th meeting, we'll get them all organized so that we get every question answered >> that people have. So ask questions tonight, but then you'll be able to submit questions also. >> They know how to get a hold of me. Yeah. So if you have questions, it's a lot of information. >> So can I ask my other questions then? Okay. So can we have the questions that were asked that make up each slide? >> So we can have those in print then versus you just saying it. Okay. And then what about access to the raw data? access to the individual data the individual data set. No, we guarantee confidentiality. I can give summaries of it and cross tabs and everything but part of it is in the introduction. We assure can we get that then? >> Yeah, cross tabs said yes. >> Yes, absolutely. Give me cross tabs. Y okay. And then can we get that well before June 8th so that we can review it for questions? Oh, >> well the the cross tabs will be hundreds of pages. If you isolate individual questions, I can pull out I mean I could give you a couple hundred pages of cross tabs. It's all the data. >> Can we get the information before the June 8th meeting so that we can look at it? >> So are you saying you feel it's necessary to have hundreds of pages of cost tabs? >> Yes. big PDF, right? Or is it >> doc? >> Assistant Superintendent McDall. So if you're going to do So if that's the case, are you requesting that Peter's back here on June 8th to answer questions related to over 200 pages of cross tab data when he's already given you the information based on the cross tab data >> because it's going to be all unextrapulated data and without us all being psychometricians, I don't know how we're going to do that. >> Well, possibly. I mean, I don't know until I see the data what my questions are going to be. >> I know I don't need to see that, but you feel like you need to. >> Yes. >> Probably can run it through. I I have a meeting next on the ETH. >> How often do you do something like that, Peter? >> Cross the cross >> provide that level of information for a school board. >> Every once in a while. And then the questions too that were asked for each slide. >> You said that already. >> Sure. And before the ETH then so that we can >> probably can do it Wednesday. >> Okay. >> Have to write a program for I I'll try to get it down to not hundreds. Maybe I'll do three three banners of demographics. So that would be 150 pages be each of the columns, 18 to 34 year olds, homeowners versus renters, male versus female, Robbinsdale versus Golden Valley. All of those individual sorts of things would be across the banners. >> Thank you. >> Thank you. Um my question is about the tax tolerance uh slide the Yes. So you what were you saying was the sweet spot because I think the sweet spot is less than what we really need. >> It is. >> Yeah. The sweet. >> How do we >> It's It comes in at the outset at about 12 bucks a month. about 150 bucks a year. But like I said, that sweet spot >> is not set in stone because you have, if we jump ahead, if you had $25 a month for safety and security, it would pass. the the the example I always use, Richfield about a decade ago did a very similar they had not updated schools in in quite a while. It was a major bond referendum and the tolerance came in at $10 a month and when we read this list they did not have a single item under 65%. Okay? So, it's not like you have even like on this one 50, you know, it's within the margin of error. >> They went for $27 a month and it passed 6535. So, it can go up. But if you would come in at $12 a month for gymnasium editions, it would fail. Okay? That's what is so important in prioritizing the items that are supported in concept can lift the boat. It's why Weisetta had a second question for a pool. The survey showed they needed to do that even though it was 10% of the total cost. >> Okay. Thank you. Um, do you need to be to have something? >> And Peter, I think when we talked through this on Friday when we were going through uh for today, we talked about potentially right now as a starting spot being around $145 uh for planning purposes uh for tonight. Is that still something you would support? >> Yes. >> Yeah, [snorts] I would. Yeah. I I I think, you know, going back and looking at the list and prioritizing on that uh you know, $15 a month would be and part of it is also what the selection's going to be, what the property tax issue is going to be. In my opinion, it's better to be more conservative at this point in time. You are going to be helped by greater turnout the more people that vote. And I mean what we saw a couple weeks ago in Lakeville and South St. Paul, turnout was 15% in Lakeville and 13% in South St. Paul. Neither of them should have passed. Luckily, Lakeville did. But when you have that small a turnout, it doesn't matter if uh what district you are. Um there is really a concern on special elections because parents are not turning out. >> Dr. W. >> Yeah. Peter, I just have a clarifying question. So you mentioned that once the campaign starts, if the board decides to go for a bond, the people in the no column could potentially rise to it 9% US. What typically happens, the general rule of thumb over all these years is that if I have 10 school districts that go out, two will run a very will have a very good vote yes. They they will be able to maintain or possibly exceed the early survey number. The other eight, the typical drop is 8 to 10 points, which is why that 60% threshold is so important because if you're at 60 and you drop, you're at 5248, now you're within the margin of error and then it's the coin flip. Now, you can be the district that's, you know, two out of 10. Um but um it is it it's just kind of the rule of thumb of what happens during the attrition because people aren't focused on this right now. You know, and and the other issue you're going to have is as we found out from the endorsing convention, if motans are tired of a political campaign that starts the day after Labor Day, this one's starting the 4th of July. [clears throat] Now that we're going to have a contested primary for the Senate um on both sides, we are going to be inundated all July and we're going to vote and then we're going to get the state fair off and then we're going to come back and we're going to hear about it all again for two months. So the window to get this information out um it's really important to be as concise and not as complicated as possible for communication. The good news is the turnout is set. You you don't have to drive the vote. You're not going to have 15% turnout. The turnout set. Um the the key is going to be a surprise voter on election day is a no voter. So you have to cut through the clutter of what's going to be coming for the next five months. >> Thank you, >> Director Hillbrand. >> Yeah, I just had a quick question about um would it be valuable or or and if so, when would it be valuable to survey again as we're trying to make decisions? And um would it be helpful or does the sort of the the data just kind of doesn't really change as we get closer and closer? >> I should say you should survey every week. >> Well, I know I know >> but I trust you and I know that you are very well versed in the data. >> Change Yeah, change is on on this sort of thing. There would be no reason to do any sort of survey. Um like if you came back and said okay let's test 350 million 300 million I would say no I I don't expect um you know it it it might be 61 it might be you you have the data I think to be able to make the decision um I think you know typically in an off-year election I would suggest a brush fire which we would typically do at the end of September first week of October It's basically 15 questions. It's very short. We're just looking to see awareness level, potential turnout, everything like that. Um I I don't even think it's worth sounds odd for a better decision. I don't think it's worth it at this point in time. I think that the the key is going to be the decision made and then the communication piece. >> I was just curious because the numbers changing so much from all but >> Yeah. No. Well, is superintendent long, former superintendent from here asked me, uh, when's the best time to do a survey for a November referendum? And I said Monday night before the [laughter] Tuesday election. The problem is is there's a little bit of planning that needs to go into play. So to Dr. Sakola, yes. >> Um, Dr. Bowman, >> I just have a quick process question. Are we going to be um sending all of our questions to you or to you or to Dr. Stallow? >> If you send them to me and put foot chair uh Evans Becker on it, that would be great. >> Okay, sounds good. Because I do find all the questions everyone asked to be very valuable and I like to see them all. So great. That was it. >> We'll do that the same way that we normally do. We'll all the questions that come in. and I'll make sure that all board members get questions and responses. And Dr. McDall has another something to add to that. >> I just know I'm wondering, Peter, if you can speak to the importance or the uh lack of importance of a unanimous vote for going out for a bond and the impacts of not having that. >> Um, it is very important to have a unanimous vote. Um, the rule of thumb is if you have one member that votes no, it decreases the chance of success by about a third. And if you have two members that vote no, there's no point in going. It is the signal for the community that you have you seven elected officials. you've heard the information and when you don't all vote in unison um the chance of success is cut. Um there there are exceptions to that rule. Um but that is the general rule through 32 years of doing this. >> I have a question. Um for those 8 to 10 district uh you know you said two and 10 >> well go up. So for the 8 to 10 that have the drop, what do you attribute to the drop or factors that would contribute to that drop? I mean like things we should avoid so we don't get that drop. >> Uh a very vocal vote no will be the first thing and then at the same time a very ineffective vote yes. Um, vote yes tends to vote yes for some reason can't accept the fact that a victory is 50% plus one. They have to go and convince everybody that and then they get bogged down. It's typically a get out the vote effort though in an off year in an even year. It's a communication challenge um and getting your message out. Um, and when your number one source of information is word of mouth, >> that's hard to get it out quickly in in a sense. >> Um, Dr. Basset, >> thank you. Um, I just want to ask you a question and one of the reasons I I really appreciate what you just said. One of the reasons that, and I think sometimes it's misunderstood, one of the reasons for me that I ask questions is to make sure that I'm making the decision that I think is the best decision. And I think that's true for everybody, not just for me, but I sometimes think I need to say it because people seem to get when I ask questions, they seem to get a little animated. Um but in any case uh having said that I just want to make sure in these two when I look at these numbers and I look at the percentages that we have here that tells us strong priority of what people really like what they really want and then I look at this number over here we're not it's not apples to apples because this is really talking about the the bond referendum you know but I do want to ask you what what is what is there any relationship between these two because there's 47% support and then strong So together that's 58%. So I'm wondering is there any relationship between this and that or >> the the the when we break down the individual this is theoretical. How are you going to prioritize the use of the funding? >> Okay. >> Okay. >> Yes. >> Th this chart that's I think that's what you're hold >> this is these uses of the funding and giving them $22 a month. Right. Which leads me then back to my question about this one which because if this is if this question and this is important to me because when we start talking about what will the question actually say there's usually specific language in it in every question. >> Yep. Whatever [snorts] the lawyers say >> whatever language exactly whatever we want to do and then whatever the lawyers say it's the question. So whatever is in the question. So um that's why for me understanding um this is important um you know because when I look at this uh and I look at the other where there's pretty similar support I haven't you the message that you just landed which talked about the simpler cleaner crisper the message the better. I believe that too. Um, but for me, asking the question in the way that I need to ask it to see if there's a way if there if there's value in doing in and having the question be a little bit more complex is really at the heart of my question. And so, um, >> because as you said, what people really like and resonates with them sometimes can carry the day, >> right? I would say on the 40 so on the $40 million one not realizing that this is contingent. >> Yeah. >> That >> well that's because I mean if it is contingent I'm I'm talking about it as purely a st stand standalone thing. >> I mean I mean I think in planning I think I my advice would be if this is something that the board wants to do I would include this into one question. And here's the way reason I say this, >> but just I'm sorry. Okay, >> but keep in mind >> that it in concept and they know the price is $7 a month, >> right? >> It's only a 56% support. So I would not the 40 million. I wouldn't insert the 40 million and take out classroom additions or safety and security. >> No. And I'm not suggesting any of that. I'm not suggesting that at all. >> It would be a prioritization type thing. suggesting that at all. Um but but I guess uh but but you answer my question because it is possible to write it in such a way because the perception of what might lift this because there is no secret there there is a body of folks who are not happy about this. Now how what there how deep it is and how robust it is I don't know I'm not a psychiatrist or whatever then you know I'm not your I'm not a survey person I'll say it like that. Um, but uh it is a concern and because it's real, you know. >> Well, you absolutely hear from >> Yeah. I mean, that's the reason I bring it up is because it's a real thing, you know. I didn't just make it up, you know. I want to be positive. I don't want to be negative, but I also a realist. >> Yeah. No, I mean, absolutely. I mean, I always every board meeting I've ever done, if I had a nickel for every elected official that said this doesn't reflect what I hear, I would live in Minnesota. Yeah. I mean, it is you hear [snorts] from the 10 to 15% about everything. the remaining people, they're they're not on social media. They're not on all. >> I'll ask any other questions that I have. I can maybe ask you I mean before you take off the door or I can send them to you because I don't want to belver the meeting and go on and on. But um you know, >> send them to the superintendent and then she'll >> but I really do want to say that um you are the expert that helps us understand how the information the sampling we've done happens. You are that expert for us. So if I have questions, I pose them to you because you're the person who can answer them. >> Absolutely. More than happy to answer, >> which is well within the scope of why you're here and what we're talking about. >> Absolutely. >> Okay, >> board members. >> So we're not going to put all the questions to Dr. Stalin? >> Yes, we are. >> Okay. I just wanted to we're still sending >> if there if there are questions about the analysis of the data um we're our team will not ask and try to answer those. We'll get those back to Peter so we can get responses from him. >> Sure. >> Right. So that we're all hearing the same thing. Yep. >> That's the important thing for me. >> Yes. >> Yeah. >> Okay. I don't see any more hands up. >> I still don't see any more hands. going once twice. So long. >> It wasn't as exciting as Arthur, but >> No, you weren't just as excited. But >> thank you very much. This is very helpful. Very helpful information. Thank you. >> All right. Next item on our agenda is the uh consent agenda. Items on the consent agenda are routine in nature and will be enacted with a single motion. There'll be no separate discussion of these items unless a board member requests in which case we'll uh remove that item from the consent agenda and address it and vote on it separately. Do I items on tonight's consent agenda include the annual Q comp report, the extended field trip to Germany, Hungary, Austria and the Czech Republic for Armstrong High School meeting minutes, financial reports, and the personnel reports. >> I move approval. >> Moved approval by Director Bowman. seconded by Director Hillbrand. This is a um roll call vote. And just before we do the roll call vote, two of the people in the personnel report are retiring. Um Allison McCay has 21 years as a special ed teacher and Sandra Fix 29 years as a tutor EA. So, thank you for your service and happy retirement. Okay. Um can we do the roll call vote? >> Of course. >> Thank you. With pleasure. Director Basset. >> Uh, yes. >> Director Bowman votes yes. Director Brennesen, >> yes. >> Uh, Chair Evans Becker, >> I vote yes. >> Uh, Director Helenbrand, >> yes. >> Director Long, >> no. >> Director Wuto, >> yes. >> Motion prevails. >> All right. Uh, consent agenda is approved. We move on to unfinished business. for unfinished business is the um 20 fiscal fiscal year 27 preliminary budget and resolution and is uh civilizel coming in on a zoom thing in case there's questions. >> Yep. >> Can you hear? >> We can. >> Good evening. >> Welcome. >> Thank you. Good evening. Uh Chair Evans Becker, Superintendent Stalo, and schoolboard members. Uh the only thing the only question that had come up since this the preliminary budget was presented to you at the last meeting in May was as it relates to the building construction fund which is also page six of the preliminary budget book. And the question uh was how it it essentially shows very little revenue and yet uh tens of mill millions of dollars of expenditures. And we had issued debt in November of 24. And when debt is issued that 20 in it was about a $20 million uh debt issuance when that came in it gets booked immediately. So the revenue at that time showed $20 million and the expenses were nominal. We work as the years go on to spend down the projects that are used against that issuance. We were a little delayed this time around just because not knowing what schools we're going to close and what projects we should be moving forward with. We're probably a year behind where we typically would be in spending bond proceeds, but that's why it's reflective of um expenditures over revenue. It also would be unusual in other funds if they have a carry forward fund balance that we could possibly be overspending the next year um as it relates to revenue. And that's why the budget book I think is very helpful because you can see the carry forward fund balances. That was the only question that was received since the last meeting. And so if there's nothing else, I would ask for school board approval of the preliminary 26 2027 budget. >> I would like to ask for um someone to move the resolution that adopts the preliminary budget and then >> we'll have discussion after that. >> So moved. >> Moved by Director Biden, seconded by Director Bowman. Is there any discussion or any more questions about this preliminary budget for 2627? >> I don't see any hands. >> In that case, um, let's take a vote. >> Thank you. >> Chair Evans Becker, >> yes. >> Director Brennesen, >> yes. >> Director Bowman votes yes. Director Basset, >> yes. >> Director Hillbrand, >> yes. Director Long, >> no. >> Director Wuto, >> yes. >> Motion prevails. >> Thank you very much. >> Thank you. >> Thank you, CFO Hoisel. >> Thank you. >> He's gone already. [laughter] >> Well, our work is done here. >> Work is done. >> All right. We're going to move on to new business. And the uh we have a resolution accepting donations. >> I'll move approval. >> I'll second. And I think it's like $23,000 in donations this time. So been moved and let's see. Moved by Director Bowman, seconded by Director Basset. >> And let's take a roll call vote. >> Sounds great. Director Brennesen, >> yes. >> Uh Chair Vans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Long, >> yes. >> Director Wu, >> yes. >> Director Basset, >> yes. >> And director Bowman Marks of South, yes. Motion carries. >> All righty. And thank you everyone for those donations. $23,000 is quite a bit of money. All right, next up on our new business is the uh 2627 resolutions for membership in the Minnesota State High School League. Um executive director Williams. >> Good evening, Chair Beck Evans Becker, Superintendent Style, members of the board. Um I am before you today requesting approval of the 2627 resolution for membership into the Minnesota State High School League for Robin Armstrong and Cooper High Schools. Um this is an annual request and just that time of year again. So I'm requesting approval for the resolution. >> Thank you. All right. I will we will enact them as two separate resolutions. Will would someone move the Armstrong resolution? >> Moved by Director Basset, seconded by Director Brenesen. Um all in this is not a roll call, right? >> Okay. All in favor, please say I. What? >> It's resolution. >> It's a motion, not >> resolution. >> It's a resolution. Resolution. Take roll call. Okay. Uh I'm just for clarity. This is item Armstrong. >> This is the Armstrong resolution uh for membership in the Minnesota State High School League. >> It's been broken into two. Okay. Uh great. I will take roll call, [snorts] of course. Director uh W. >> Yes. >> Director Long, >> yes. >> Director Hillbrand, >> yes. >> Chair Evans Becker, >> yes. >> Director Brennesen, >> yes. >> Director Bowman votes yes. And Director Basset, >> yes. Motion prevails. >> All right. Um, now do I have someone to move the resolution uh to for the membership and for Cooper for the membership in the Minnesota State High School League? >> So moved. >> And we have to wave the reunion of the resolution to waved. >> Okay. Thank you. Okay. So that was moved by Bridgeten, seconded by Bowman. And there are no hands. So let's take the roll call vote. >> Sounds great. Chair Evans Becker. >> Yes. >> Director Brennesen. >> Yes. >> Director Bowman votes yes. Director Basset, >> yes. >> Uh, Director Hillenbrand, >> yes. >> Director Long, >> yes. >> Director Wuto, >> yes. >> Motion prevails. >> Excellent. All right. Now, we are moving on to policy. [snorts] >> All right. So, the policy, uh, we have about 12 policies in front of us for first read. Um, our last meeting was May 20th and I am glad to let the public and the board know that because of the efficiencies and effectiveness of the policy committee so far, uh, we are almost at the tail end of reviewing all the necessary policies for this cycle and our next meeting will be in August 17th. [clears throat] >> Excellent. And so all of these policies having the first read. Um if you have any questions on them, please contact Director W between now and the next meeting because at our next meeting we will be voting on these. >> All right. [clears throat] Cool. Okay. Moving right along. Item number 10, administrative reports. >> Excellent. I will start that. Uh thank you and good evening uh chair Becker, school board directors, those of you who are still in the room at the ESC and the viewing public. At Robbinsdale Area Schools, our mission is to inspire and educate all learners to develop their unique potential and to positively contribute to their community. Our collective work is focused on that mission and tonight I'd like to share some of the work in which we've been engaged in the strategic priority theme of academic achievement. Uh that's not aligned to mine. I think that was the one that was in from the last >> Oh, from Superintendent. >> Yeah. I'm going to go ahead. Um, do you have Do you have this one? >> He's still in this one. It's just not the only thing. Yeah. That's right. Thanks, Melanie. Slide three. Are we there? Awesome. In the strategic priority theme of academic achievement, I want to take this opportunity to celebrate one of the community's greatest accomplishments, the successful graduation of the class of 2026. Last week, our schools and programs came together to recognize and honor students from across Robbinsdale area and schools, including graduates from the Robbinsdale Transition Center, Adult Academic Program, Armstrong High School, Robbinsdale Virtual Academy, and Cooper High School. Each graduation ceremony reflected the unique journeys, talents, and aspirations of our students. Whether the students are entering the workforce or pursuing higher education, joining the military, or exploring other opportunities, they leave with district. They leave our district prepared to take on their next step. It's a celebration not only for our graduates, but for the families, educators, and community members who support them along the way. So, I know you've been scrolling some of those pictures. So, I'll just going to keep reading a couple things that I have. The photos captured here um show some of the excitement, the pride, and the joy that filled the graduation ceremonies this year. From crossing the stage and receiving diplomas to celebrating with family, friends, and staff, these moments represent years of hard work. And it's so fun to see the pride in the faces of our graduates and the families uh and loved ones who support them. As you look through these final images, I hope you see what makes Robbinsdale Area School so special. Every graduate has a unique story, and each ceremony serves as a reminder of our mission. Congratulations once again to the class of 2026. We're incredibly proud of all you've accomplished and we look forward to seeing the impact uh that you will have for years to come. I think at each of the uh graduations, I think RTC uh help me out team, but I think we had about 12 students graduating. Um adult academic programming, we had I think 10 that night, >> nine that night. Um uh at Armstrong, we had 455. uh the virtual academy I think we were about 55 at Robbinsdale virtual academy and Cooper had 404 so uh we are inching up to that thousand points uh 950 so lots to celebrate for sure um also in the strategic theme of academic achievement as school year is coming to a close our schools found count countless ways to celebrate students this photo is from our early learning end of the the end of the year celebration at New Hope Learning center where uh approximately 770 people attended. So again, we got to see some of that team here tonight and that question about capture rate and how we make sure that um that our residents are choosing our early learning is really really important. Uh the photos, the next photo highlights just a few of the many traditions that make the end of the year so meaningful. at C graduating seniors return to their elementary schools in caps and gowns walking the halls. Uh we do that in all of our buildings. It's a great tradition. At Neil Elementary, kindergarten students celebrated their own important milestone uh proudly performing for family members and demonstrating just how much they have learned during their first year. Our schools also found creative ways to bring entire communities together as the year ended. At Fair Pilgrim Lane, students enjoyed the end of the year celebration with food trucks and ice cream. At Noble Elementary, students, family, staff, and alumni gathered for the final roar, a special event honoring the school's history, traditions, and generations of students who have called Noble home. Uh definitely filled with a lot of great memories. In the strategic theme of student engagement and well-being, last week our Indian education program hosted its annual honoring event, a powerful evening dedicated to recognizing the accomplishments and cultural identity of our native students. This event is about more than awards. It's about affirming the present strength and future of indigenous learners in our schools and communities. It's events like these that deepen student engagement and connection and remind us um how important it is that students see themselves reflected and valued as they thrive. Also in the strategic theme of stu of student engagement well-being, one of the highlights of May was welcoming our superintendent for a day, Sebastian Harshheim, uh a fourth grade student from C. He spent the day shadowing me and getting a behindthescenes look at everything that's happening. He had lots of meetings as uh with our CFO. So, we learned a lot about finance. He was with HR. He was with Dr. McDow. He got a chance to uh go to the transportation center. And uh he didn't drive the bus, but he was definitely honking the horn. Um and we asked forvice advice on a few things. He has also had the opportunity to meet with Chair Evans Becker, uh record a video message, and join us for lunch. So, it was really a fun and special day. In the strategic theme of staff development, we've had opportunity to uh recognize and thank dedicated staff for their years of service throughout the last couple of weeks um in all of our buildings at our staff meetings and collectively our honores represent decades of service, commitment and care to our school district. Um and we certainly thank them for that. The district is fortunate to have exceptional teachers in our schools. And this spring we had an opportunity to celebrate a couple of those. Want to congratulate Cooper High School art teacher Claire Milky who was named the 2026 Robbinsdale Teacher of the Year. She joined Cooper in 2013 and has inspired students through creativity, self-expression, and meaningful relationships. Um, Claire was recognized at the Robbinsdale Federation of Teachers Seven Dreams Education Foundation event on May 21st. Claire was also selected by Cooper C the Cooper Senior class to speak at graduation on Friday. So really um, amazing and we congratulate her. [snorts] Um, we're also proud to congratulate uh, Lisa Pleplin of the School of Engineering and Arts who was named the 2026 Education Assistant of the Year. She's a tutor education assistant at C and has been there for the last four years. Um, and we congratulate and thank her as well. As we conclude, I'd like to take a moment to thank the board, our staff, students, uh, families, and community members for your continued partnership and support. Um, we launched the 202526 school year with the theme of take yourself on. And I don't believe any one of us could have predicted last August the scope of what that would mean to any of us, what it would mean to take ourselves on. Today was our last day of school with students. So this afternoon I took the time to visit the four schools that are being closed next year. Sonison Elementary School, Robinsdale Middle School, Noble Elementary School, Fair School Crystal. I saw brave faces of leaders and staff who remain focused on celebrating students in front of them rather than the emotions of the day. And I felt the enormity of the year weigh on me as I stood with the Noble Elementary staff as they waved goodbye to students as the buses were leaving Noble for the final time. Indeed, this has been a very difficult year for us. And the year's also bought brought some amazing opportunities, joys, growth, and celebrations. Our students continued to learn. Our staff continued to serve our community. Um, and to serve our students, and our community continued to come together in support of our schools. I'm proud of what we've accomplished together, grateful for the dedication of everyone who's helped make Robinsdale Area School a place where students can believe, belong, and become. Um, just two other things I want to note. Um, uh, after hearing Peter's presentation, I want the board and the public to know that we have a, uh, informative newspaper that will be in the hands of our public going to mailings to all residents that they'll get the end of this week or the beginning of next week. That was from feedback and input that we had received. Um, align to what Peter's survey said that people want to see have things in the mail. they want to feel them. So, it is a informative um uh newspaper that our communications team and and senior leaders have put together. It updates everyone on not only a whole b bunch of really cool student events and school events, but it also has a lot of information about the work that the board has been engaged in for the last um several months. Um, also board members, per the superintendent evaluation timeline, I have materials uh for you to review. Uh, so you can take those with you when you go. Um, and now I will hand it to Dr. McDow for his admin report. >> Thank you, Dr. Stallow. Um, very short, but I want to try and wrap up the presentation from Peter just as we get into the mode of now. What questions should we ask? where do we go from here? So, I have just a couple slides um that I've put together that are hot hot off the press uh in terms of discussion. So, just as a reminder when we were talking about the $515 million, what we were talking about is individually for each building. This is the cost, right, that we've anticipated makes up uh the total of the $515 million. So, that's the big scope. um you've had this information before. Next, then when we're looking at this, what made up this vision, what we've been going off of, right, it's made up of the LTFM dollars, which we talked about a little bit, and bond dollars. And so, what Peter presented tonight was the test for that $425 million in bond, voter approved bonding. So that's this slide is what those questions were based off of. Last time we talked, uh, Kristen shared this slide with you of the impact between the two different options. Um, and that that it was going to be about $30 total a month for a median homem for the $515 million total project. If you didn't do that and you just had LTFM, it would be $16 for the medium loan to do 140 million of combined investments that are just LTFM. Next slide. So, what I wanted to just make sure we have some clarity on as you're thinking about this, that assumed vision was for, so this is just the voter approved part, $23 per month on the medium home to get us to $425 million of that large concept. The tax tolerance, however, came in at that 14 to$15 a month. So, what Kristen has been working with with PTMA um today, what we were able to get from that then is that's the equivalent of $340 million. So, if you as a board >> said we're going to go, we want to go out for a referendum to get that $14 to $15 a month, that's going to get you 340 million in revenue from voter approved. That would mean that we'd be 85 million less than the 425. Next slide. So here's why I wanted to share these slides with you because I think as a board as we prepare for June 8th because if you remember the plan all along has been to take tonight June 8th and June 15th for you to have discussions around what do you want to do because July 6th we've got to have everything submitted. So, we've pretty much got some reactions to the survey. Um, that was the first part. The second is just another solicitations for what's the information and options for June 8th based on any board direction. The reason that I think that question is important is if we know that we're about 85 million less than what that proposed assumption was. What our thoughts were today as we're processing through this was to come on the ETH with here are some revised options that are at the 300 within the $340 million range so that you could have a discussion about do we like this? Do we not like this? What I would ask the board and even if it's not right now, but as you're sending questions to Dr. Stalo, if there's something you want to see, like what if we did instead of doing this school this way, is there an opportunity to do this this way? Because what ends up happening is we we now have a more defined sandbox of what's what's the tolerance. So now we we scope in, right? The example I've been using today is you're at a spot with a house where you find the lot you want and you're going to build this house on it and you discover that there was something happened and the lot itself now costs twice as much as what you thought. So you only have this amount now on the house. The vision can still come to be. It's just how do we want that sandbox to look? And I think the information tonight that Peter gave on the priorities that the community gave will help you as board members in trying to figure out what are some things that we want to entertain. It will then be our work to get this together for you for next Monday so that we can give you an idea of what does it look like, what does it not look like. We already have Nexus working on some stuff for us. We meet with them tomorrow morning to really start figuring out different potential options uh to take some big chunks out of what still can be. Um but I I just wanted to make sure to share that with you and try to put some closure on the the Leatherman survey and tea up what would you like to know now that you know that that's the dollar amount. It's really not a 425. It's a $340 piece. So, I think I'm hoping that's helpful. Take any questions. Didn't intend for it to to have to be a huge conversation now, but >> Dr. Basset, >> I have a question. So, in uh the presentation that uh Mr. Leatherman gave, he talked about metered. He used that term. One of the things that you have provided for us already is you have kind of a phased you know that chart that says all the way to 2030 2031. >> Mhm. >> Um I do think that um and and as I understood him to say metered in my mind that meant you don't have to do everything right now. All you know you could decide to do some things. So um if you would give some thought to that and see if there's some recommendations that what you know kind of your >> absolutely >> visioning about that that'd be helpful. >> Okay. Yep. >> Dr. Helen Band, >> just a quick and I don't know if this is a good suggestion or a bad one and obviously you can't count on money like this, but have we considered things like Henipin County Youth Sports Grant for the gyms for the high school, for example, um the new gyms that are being added or things like that um to help offset some of the costs? So for something like a referendum at this point, we wouldn't consider that as part of the game. But what we would back to the metered question it could potentially be something where it's an option for later like right we can do everything but this and our anticipation is to find an additional funding source whatever that might be to do this >> right or the pool for example at uh San I mean at Plymouth sorry >> um just thinking about that and obviously grants you can't count on that getting that but just a thought >> you will also this This is why when the question came up even around selling buildings and things like that, we wait and we wait and we wait until we know enough information to say, well, is this something? If we if we can get this much money, would it potentially pay for this? So, yes, your re it's your question is really when do we start considering alternate revenue sources as a reality? Um, and that will be phased like everything else. The only other example that I wanted to add to that is we've seen um some school districts that especially have um or pathways programs and there might be a healthc care wing that gets some kind of annual support from a hospital or something like that. Again, to Dr. McDow's point, that's not part of the referendum phase, but it can help with securing additional program funding if it's a long-term partnership. Dr. Long. Um, so I was wondering about, you know, if we're going to go to this one high school, why do we have one of our high schools on the opposite end of the district, speaking of High View, how are they going to get access to the CTE programming and the other things when they aren't in that same building? Is there any way that that could be changed and they could be within that same building and not away and stuck with middle school yet again? I guess that's that's one thing that I really dislike about this whole plan is that High View again is stuck with middle school when they're high school students. >> Yeah. Um so programmatically uh from a square footage standpoint, it absolutely is something you could consider. Uh, it's probably because it would be an additional space piece. It would be additional square footage. So, you'd have to decide what aren't you going to do in order to make that type of additional square footage adjustment to what is now laid out as the Cooper High School site, New Hope Learning Center site for a a single high school. >> For me, that brings up a big equity issue about what they have access to versus what other high school students have access to. and it makes it unfair for those students. >> Yeah. The only other thing and and I we haven't we haven't uh to my knowledge surveyed students staff at our um at High View, but I know that there's other districts and research that would say that um students don't want to be part of a traditional high school. um you know for some students they're choosing to be in a smaller uh a smaller venue and not it not it to be part of the high school but we have not asked that question of our staff or or students >> well and I think of any students who would be perfect for CTE instruction it would be those high >> yeah you know there's great partnerships currently that High View has with HTC and so yeah for sure >> I think uh Director Long one thing you're bringing up though that's important that we will come back with is the potential of what programs might have to go someplace else. Where can we find some efficiencies uh just in general for you as a board to kind of chew on and see is it of interest. >> We'll have to look at all that. The only thing that I would other thing I would ask is um given that it's next Monday and some of the questions might require that we also have to coordinate with Nexus or with Wald as the architects to see feasibility that if they can come in before we hit before we hit Friday so that we can at least try to coordinate uh some things before we hit Monday that'd be great. The other thing that just a reminder of uh language, we will most likely be coming on the ETH with a the first uh generic look at a review and comment piece uh so that it starts to become a fill-in- thelank uh part for June 15th if that's the direction you end up going. So, we'll have that as well for you to to work through. >> Director Basset. >> Yeah. So, um, at the end of one of our recent meetings, we saw the U garage on it. As you know, that's not something we've talked about very much at all. So, if there's any kind of uh crystallized information about where that's at, it would be helpful to kind of a refresher on that because we really never have talked about it fully as a board and and you know, not I I don't even know. Well, there is a lot that could be talked about because of course, you know, it doesn't fit our buses, but that's a whole another thing. >> Yeah, we will have to bring that up as well because that's as as priorities go, as you saw, something like that didn't make anywhere close to a priority list. So, that's why kind of why I wanted to share this little slide deck and I and I think Molly has it uploaded because I wanted you to be able to see that list that has all the buildings on it and the anticipated costs for all of them >> because I think that would be helpful in trying to decide, okay, if I had to make a a different decision, could we look at this? >> Thank you. >> Thank you. Is that the end of administrative reports? >> Yeah. Thank you. >> Thank you. All right, this moves us into board committee reports and board reports and we had listening time tonight. So, we're going to start with Director Brentesen who is the facilitator. >> Thank you. We had seven speakers tonight uh on a variety of subjects. Those subjects included classroom safety support for our EAS, uh some guidance around the FAC, uh some special education concerns on how eval work, uh listening hour and having streaming access, equity within the school, specifically around music programs, and how to work better together to solve problems in the community. [snorts] >> Thank you. Would you like to do your board report? >> Uh yeah, absolutely. Uh I I think the big thing obviously we uh graduation was last week. It's Monday, right? Yeah. Um so I had the opportunity to to go to RTC and the adult academic program graduations. Went to the other three as well. But uh uh I I want to give the extra love for the RTC and the adult academic program. Those were great ceremonies. >> That's the end of my report. >> Thank you, Director Long. Um, yeah. So, I attended uh the graduations at the convention center. I didn't get to attend the ones on Thursday because of work commitments and attending the 287 schoolboard meeting. So, uh the at the 287 schoolboard meeting, we had a board retreat before our school board meeting. At that retreat, we discussed the upcoming review of the superintendent. We also discussed what her goals will possibly look like coming up. So we had some preview into uh what that needed to look like. We also discussed as a board what we wanted our other retreats to be involved in. So uh everybody went around and shared ideas of what they would like to learn more about as a school board member so that we could set up those schoolboard retreats around that too. Um during the meeting they shared their strategic goals. the outcome of that. Uh some of their goals they did not meet and so they shared that information about not meeting their goals and kind of some um information about why they felt those goals were not met. Um and we also got a presentation from food service um in the district. One of the things that I found interesting from that presentation is that um we they food service cannot spend more than 10% of their budget on um non-domemestic food purchases. And so they said that made it really hard for seasoning of food and things like that because a lot of the seasons that they use for food are non-domemestic and not you know US-made. um also came about the question of ethnic foods too where that also causes an issue um in that budget too. So that's it. >> Thank you, >> Director Basset. >> Well, Mary Quickley, >> oh, it was so much fun going to the fair school um honors parade. I missed their closure date because I went to another event, but it was really well attended. It was really a lot of fun. They were the kids were great. The staff was upbeat. It was It was great. Great little parade. Um kudos to Miss Milky and of course that's been mentioned already, you know, the RFT uh honore. And then of course it was fun to see her at graduation be selected and she came prepared with her own little stool. That was really cute, [snorts] you know. So seeing her do that and uh so of course congratulations to the families and the students and who graduated, you know, that's always wonderful. Thanks to you, superintendent, for touring the New Hope Learning Center with me. I had a chance to pop on over there. And then the Armstrong Art Show, which was really great. I saw some great pieces and some of the students who had made them weren't quite there, but I heard from one of the moms. And so, uh, a lot of good things are happening. And so, I I really like that there's more of a a focus and an emphasis on many of the good things that are happening, although it's a challenging time. So we recognize that but uh there was a lot of good and oh and I and I was too late and missed the trap shoot. >> There were 60 students >> but and I got I got there late and you know I saw mom's view you know. So anyway that's it. >> Okay. Um, I had the opportunity to attend all five graduations and it's just one of the best couple days of the year. Seeing the joy, the feeling of accomplishments, the pride in the families, and the pride in the kids, it it's just really great. I loved that a lot. And also the teacher of the year celebration, you don't just hear about the one teacher, you get to hear about all of the candidates and the wonderful things that they're doing. And it just makes one so proud to be part of Robin Stale Schools to see all of these amazing teachers and they're just representative of all the other amazing teachers that we have. Um, also super Jennifer Day that was a hoot. We we started a mock school board meeting. He read the land acknowledgement and I got I gabbled us in. It was it was very fun. So um just a lot of fun things to wrap up the school year. Yeah. Um I also attended some of the graduations. I was part of the EA of the year uh selection committee and I will have to say I will echo the same. We do have some great staff uh listening to all candidates that came before the panel. Any one of them deserve to be EAS of the of the year. So um kudos to the administration. I know that we probably don't sing your praises enough. uh negative news cells, but I do want the community and that to understand that for our kids to have good grades besides the teachers, the administration support is equally important. So having good leadership going forward so we are not going through superintendent every two or every 3 years as it has been the district history I think is very important. Let's make sure that we continue to support in whichever way we can to keep the ones we have. At least based on what I see, they are probably one of the best in the business. So, thank you for all you've done. >> Yeah. I just want to say I was at graduation. I was at the Armstrong graduation quite early because I had to drop off my graduate and so I got to see the amazing amount of work that staff put in to prepare. I don't you know as parents you show up because I had one graduate already and you see the event and it happens it's great but you don't realize the amount of work and the hours that staff are there beforehand organizing everything and then afterwards making sure everybody gets the their diploma with their name on it which is very important. Um, but really the dedication of staff. I mean, there were hundreds of staff there making sure that everything went off without a hitch. And I just want to say thank you to all the staff. And also shout out to all the parents who sent me photos of my kid getting his going across the stage since I couldn't take any. Um, so very much appreciated as well. And um, just want to say congratulations to all the graduates. Congratulations to all the staff who brought those kids all the way from preK um through graduation. Um really amazing and to all of the other graduates um also an adult academic people who um put all the work in to come back to school because that is no small feat as well. So, thank you to everyone and um also thank you to the staff behind the um the uh uh policy committee because even though we say you know policy committee work but really the staff these the last few bunches of policies have been the staff doing a lot of work and updating things for um legal changes and things like that. It really hasn't been a lot of work on our part. It's been a lot of lifting on the staff's part. So, thank you to the staff and hope those who have the summer off have a great summer. >> Yes. Well, here I am at the very end. You all said everything I wanted to say. Um, I was not at graduation this year. I actually was on vacation. Uh, uh, rock hunting. So, uh, but having been to the last three graduations and graduations before, it is an incredible time. And I just want to be able to say thank you. Uh congratulate congratulations to the graduates. I want to be able to uh thank their families also because a graduate didn't get there alone. Uh I really want to thank also the dedicated teachers and staff as you had said. It takes this huge village behind the scenes and it takes the leadership of the huge village. So thank you for uh Dr. Duto for talking on that and um how wonderful it is to get to this time of year and how much I look forward to the fall and welcoming all of them back and starting it all over again with all their excitement from all the little ones up. So, uh thank you to everyone for the work from this past year. >> All righty, >> let's keep going. >> All righty, that wraps it up. We are finished with our agenda. So, is there a move to adjurnn? So moved >> moved and seconded by moved by Bowman seconded by Basset. All in favor please say I. I. >> Most say no. We are adjourned. It is >> 9:24. You missed my whole [laughter] just