We're on. I'd like to call this meeting of the Robinsdale Area Schools School Board to order. Today is Tuesday, January 20th, 2026. It is 7:00 p.m. We are in the Education Service Center boardroom and I would like to read our land acknowledgement. Welcome everyone. We acknowledge Robinstdale area schools is located on the homelands of the Dakota and Ajiway people. We recognize the painful history of genocide and forced assimilation of the indigenous habit inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. And we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ajiway languages, land-based education, and tribal sovereignty. Okie dokie. Will the clerk please read the role? >> With pleasure. Um, Director Long >> here. >> Director W >> here. Uh, chair Evans Becker >> here. >> Director Basset >> here. >> Director Brennan >> here. >> Director Hillbrand >> here. >> Director Bowman Marks herself is here. Dr. Stalo >> here. >> We are all here. Okay. Before we get to approving the agenda, I have some good news. On over on Thursday and Friday, schoolboard members attended the Minnesota State School Board Association. And on Wednesday night, there was an awards ceremony and two of our board members were received awards. Uh, Director Helen Basset received the Lighthouse Award presented by the uh, Minnesota Commissioner of Education and uh, the Lighthouse Award is an award for the Minnesota Schoolboard Directors of Color and Indigenous Fellowship and that has been in existence for 10 years because of director Helen Bassid and she was one of the initial starters of that group of people. So, congratulations to you. >> Thank you. [applause] But wait, there's more. [snorts] >> Director Bowman received two awards that night, but she was not there to get them. And so, luckily, we're here and we can give them to her. So, she has completed phase one, phases one, two, three, and four of the MSBA training program. And in addition to that, she has completed over 100 hours of training. So you get thing one and thing two certificates. >> Congratulations to you. >> Thank [applause] you. >> Thank you very much. >> Yes. >> Now I need a motion to approve our agenda. >> So moved. >> Moved by Director Wuto. >> Seconded. >> Second by Director Brenson. All in favor, please say I. I. >> Oppose say nay. >> We have an agenda. Okay. Next thing on our agenda is the consent agenda. Items on the consent agenda are routine in nature and are enacted with a single motion. Um if a board and if a board member wishes to remove an item from the consent agenda, we will do that and vote on that separately. Items on today's consent agenda are uh the monthly professional development report, meeting minutes, bimonthly dispersement report for January 21st, business office monthly contract report, community education monthly contract dispersements for December, monthly budget report to actual, and the personnel reports for licensed and non-licensed staff. Is there a move to accept the consent agenda? >> So moved. >> Moved by Director Hillenbrand. >> Seconded. >> Seconded by Director Brenson. This is a roll call vote because it involves money. So when you are ready, we'll vote on the consent agenda. >> Great. Director Wuto, >> yes. >> Director Hillbrand, >> yes. >> Director Brennan, >> yes. >> Director Bowman votes yes. >> Director Bassid, >> yes. >> Uh, Chair Evans Becker, >> yes. >> And Director Long, >> no. >> Okay, we have accepted we have we have approved the consent agenda. Next, we're going to move on to unfinished business. Um, the first item, letter A on our unfinished business is the proposed boundary changes. And do I pass it off to you or CFO? >> You can certainly pass it off to me and I'm going to pass it off to our CFL Kristen. Thanks, Kristen. >> Thank you. Good evening, Chair Evans Becker, Superintendent Stalo, schoolboard members. Uh what is bef in front of you are the proposed boundary changes uh that were presented a week ago at the study session. What has also been included coming out of that study session were a few items. One is the uh enrollment or projected enrollment. I would like to point out that the comparison on the sheet that's provided is that October uh 1st of 2025 enrollment for those particular buildings and then enrollment based on boundary changes only. So this is where students get sent to their attendance area and that's what it is. That is not to say this is where it's going to end up um for staffing purposes. is at the beginning of the year. It was meant to be illustrative so you could see what the boundary changes um the impact that the boundary changes would have and then ultimately the estimated capacity and utilization just based off of purely those the boundary changes as presented. Also what is included uh in the packet is the maps for elementary, middle and high school. high school boundaries would not be impacted. But you can see uh via the legend the where the boundaries the proposed boundaries would lie should the board uh approve the three action items as presented. So those are that's the additional information that was requested that is what has been provided and so I will turn it back over uh to the board for questions or >> Okay. Um, does anyone have a question about these boundary changes? Okay, Director Basset. >> Well, um, I do and I actually had an opportunity to speak to the um, our superintendent about this just before as I look at uh, the boundary changes and in particular the existing Robbinsdale Middle School boundaries uh, distribution. Uh if a 100% of those students who are currently at Robbinsdale Middle School all go then to Sandberg that will cause Samberg to be at 89% capacity as opposed to 65% capacity at Plymouth Middle. Um I think that is we're looking for par and is we're looking for uh trying to have as much as we can uh have uh the buildings be somewhat equal uh in terms of their capacity. um really more about students and um staff to student ratios uh just the climate in the building all the things um better to have it have more par and I don't see that there so I asked and mentioned to the superintendent rather than the um equation being 100% of Robbinsdale middle perhaps we could look at like 75 if 75% of the students coming from Robin Robbinsdale middle uh go to Samberg that gives them some uh release in terms of their capacity uh saturation. Uh I then uh superintendent you may want to kind of share that again so I don't mess it up but I think I understood you to say that you're going to apply uh some additional measures to that with regard to if there's some interd district transfers and the like and certainly that's something we always try to accommodate. Do you want to speak to that please? >> I think you just did a great job of it that that there will certainly be just just as there always are uh students and families who uh while they're boundaried to one school. We know that there's a number number of uh students who do request an intra district transfer to another building. We're anticipating um that will happen as well in this situation. I don't know if there's anything else uh CFO assistant superintendent like to add to that. No, the only thing I'd like to add is at least historically um and I'll say during my tenure uh for PMS there has there has been a uh an intrad district or a an open enrollment weight list for PMS um just again trying to have parody across and so there is an expectation that it might it might not be entirely balanced but there is an expectation that again those numbers won't be as um just based on boundary three changes wouldn't be as um stark. >> Dr. Bass >> then for me because this I think we're going to be asking for a vote on this and so so we're asking for a vote on it. I I really kind of want to go on the record with regard to rather than 100% of those students 75. And so I you know or or a different number because uh if we pass it for 100 then it says 100. So I in full transparency I I I've stated the reasons why I'm concerned. >> Okay. >> Uh Director Bernesen, >> I I'd asked this before, but I think it'd be good for everyone in the community here. I I see Metobrook or Metobrook. Wow. Meadow Lake numbers are higher and that's not a school that's involved with changes due to uh enroll, you know, changes for closure or anything like that. Some people have just asked why. we expect that to be a little higher. >> Uh the likelihood is is that those are students that are attending one of the areas that is being uh closed and so they're getting pushed they're getting reset back home. Again, this is solely based off of boundary changes and sending families back home or centerbased students back home to their particular areas. So there was fluctuation. And if you look at the October number versus where other sites are as well, you will see uh variation, that is more than likely the reason. And again, we will enter the process to allow uh at least this coming year afford the opportunity to be in a different building if they don't want to attend their home school. >> Great. Thank you. >> Thank you, Director Basset. Well, I'd like to make a motion. Uh I like make a motion that that split for Robbinsdale Middle School students rather than 100% of those students uh going to um Samberg Middle School that uh no more than 75%. And with the understanding that um interd district transfers will be factored. That's my motion because right now it says 100% and I understand we're going to be passing a resolution to support the changes. I mean, you know, the boundary changes. So, >> I am not hearing a second. Second. I hear a second. So, moved by Basset, seconded by Long. Further discussion? Director BH. Yeah, I I mean I share the same uh sentiments on the population, but when we look at those numbers for 2026 27, we are barely over 100, right? 100 in student population when you compare the two schools. So the percentages could be a little bit misleading. In both schools you have almost 1,300 kids and then one school you have 1,400 kids. So I think it's fairly comparable, right? And this might actually help with allocation of special uh ed programs into one school to make sure that we are not scattering that across uh schools. Right? So, um I I personally don't think this is so much of a difference for us to worry about, but that's my view. >> Okay. Director Hillbrand. >> Yeah. My other concern with percentages is it's just difficult to work it that way. It'd have to be by school and then you're talking several hundred kids, right? Because you can't just you'd have to say kids who go to forest are zoned here or there. You can't just say percentages of kids because that's not clear for members of the public. It's not clear for families. So, if you wanted to identify a school, maybe I think that'd be easier for me to understand and for for members of the public. So, that's just my ask. >> Okay. Thank you, Dr. Brenten. >> I I think so. My concern I I completely agree that it seems higher. Wouldn't the issue be though that you would have to move some students who are already in the Sandberg area to balance this? Cuz I think like I'm just looking at the map for RMS. I don't know how in the world you would carve out that chunk or you'd take like half the forest area. Like I it feels like we're gonna we're gonna take a we're going to take a bunch elementary kids and then split them into two different middle schools based on where like I'm looking at the I'm looking at the current boundary and where you would try to draw it. I'm trying to like lay the forest one. That would be the only one I could think of cuz forest goes to RMS. They would go right like I don't know if that would >> that'd get really messy. That's my concern. >> Yeah. [snorts] Okay. Thank you. It's me and then it's you. >> Okay. >> Okay. Okay. Um I think that parent option will take care of this imbalance and I think that this is clean this way and I in the past I mean like PMS has had a waiting list. there will be parent option people and it will it will balance itself out and by keeping it with this nice and clean um we'll be able to plan for our special education classes and our other thing our other classes and we'll have the power to adjust it using the parent option and so I would I would speak against this motion director Basset >> well I appreciate all the comments that you guys have made um I still have a problem with saying that 100% will go to of RMS will go to Sanberg. I do believe that it will tip those numbers over and if I understood the superintendent correctly that some transfers that will be asked for can be in place will happen. I mean that's an accommodation we've always made. So with that accommodation so maybe it's maybe not best to say a specific percentage more the the goal is to seek parody so maybe we strike the percentage altogether and uh because my goal is that we have parity in numbers to the extent that we can that's the issue because we're moving a lot of children into new [clears throat] buildings 100% of of RMS is going to move and they're going to go into Plymouth Middle School, they're going to go into Sandberg. And so to the extent that we can [snorts] balance them as much as we can utilizing um the parent choice, which I think we've done before, it's no nothing unusual, but also accommodate balance. That is a um a very worthy goal. It's an accepted premise in school business and I think that that should be applied here and so um so I'm hearing what you all are saying about and the other part of it too is that it's not our job to try to calibrate where they go. I mean we've been getting different models from from the administrative team from the beginning. So they're going to be the ones ultimately who are going to figure it out anyway. I mean, so I mean I so so my the goal of what I'm saying is what I'm talking about and the spirit of what I'm saying is what I'm talking about and I think to make the statement that 100% will go to RMS is mistake. I think the what I'm saying is that we should try to seek for parody to the extent we can when we make those transfers and we'll factor in parent choice and all the rest of it. >> Okay. So is are you changing your motion to say you would you want parity in the numbers to the extent that we can utilizing parent choice? >> I love that. Is and strike the one the 100%. >> And is that okay with the seconder? >> That's you. >> Yeah. [clears throat] >> Can I ask it? >> I'll get you on the list. It's director long and then it can be you. But director Long, are you okay with that as a change? >> I'm okay with that. >> Okay. Director Long, you're up next. Yeah. So, I guess I'm concerned when people bring up special ed if we have a school that has a huge capacity for uh sightbased programs and the other one does not have a huge capacity for sightbased programs. Like to definitely make sure that those are more spread out in our district and not all concentrated in one building. And so that makes me worrisome, not just looking at the middle school numbers, but then also looking at the elementary school numbers. >> Thank you, Director Bowman. >> I'm trying to understand the nature of the resolution because I believe it morphed into something that really supports the the initial resolution of the boundary change. Is that >> Thank you. Okay. I mean, because it's only with parody some of the other language, but is that customary for us to be putting into our resolutions? >> Okay, I have a question. I think that this motion does not exclude the boundary change that's recommended. It I mean, if we voted on the boundary change that's recommended for 100% to go there and we know that we want parody in numbers to the extent that we can utilize parent option, I think both. It's a win. It's a both. Is that what you're thinking? And also director Basset with your motion. Director Bowman. [snorts] >> Um go ahead. Uh come back to me. >> Okay. That is my that is the way I am understanding. >> Oh, I knew what it was. >> Oh yes. My concern also is is that when we get into the sort of the squishy area of trying to be perfect in all things, you end up with boundaries like you see for the cities of Crystal and New Hope and those kind of things. Um I I I sort of think that we'd be well off in this first year to set our boundary lines and then if they're creating problems, I don't know why we can't come back and revisit them. Um, I see these as being logical sort of feeders to a couple of the schools, kind of keep neighborhoods intact, and those are my criteria. So, I suspect that if there are problems that uh our administration is going to bring it to the board, and we'll adjust at that time. >> Thank you. And I would guess that our administration would go for parody to the extent that we can even without this motion. I'm seeing not. >> Exactly. >> Okay. Uh, Director Basset. So that's your interpretation and I hear and understand uh the comments that director Bowman has made with regard to um some of the things you said and I think it you know I mean I think it all has merit. But I do think that if we are a district that espouses to uh really be about equity and parody and all of those things, that is not language we should back away from. And the fact of the matter is is that if the as the staff and the administration are working through the boundaries and that this is an important factor that the board has asked for, that's why you put it in the motion because it's not just I'm serious about it, you know, and so uh and but I think I've also heard what everybody said. So there's flexibility in that. And so this is a direct, you know, kind of to our superintendent that we're going to be looking for the parody that we will continue to honor the parent choice as we always have for for transfers as much as they can because they have to factor that when they're doing it. It's never perfect, you know. So Okay, I'm going to call on Director Bowman and then I everybody has had a chance to speak. We'll vote after Director Bowman. >> Great. Just short, but I will also point out for transparency's sake and for the public to know, we also have an equity policy in this district. And my assumption is is that our our executive staff and our superintendent functions from that equity policy. Uh with that always up at the forefront. Uh when I first when Dr. Stalos first started, she kept her equity measurement po tools on the table. And I don't say that I say that because I want the public to know that I've seen it happening in real time that those policies are being enforced and utilized within our district. So that's my only comment. It's not like there's a void there right now. Uh because I do believe that we are following those policies. But to strengthen it is fine with me. I just wanted you to know I am not shying away from any language. It's just built into the way these people work. >> Yeah. Great. >> Okay. [clears throat] We're ready to vote. >> Okay. >> All in favor of um >> I think this is roller call. >> I don't think so. This doesn't have to do with money. >> Wait. Oh, I see. Never. >> Um in the boundary changes look for par in the in numbers to the extent that we can utilizing parent choice. All in favor please say I. >> I. Oppose say nay. >> Nay. >> Okay, let's do that again. All in favor, please say I. >> I. >> I. >> Oppose, say nay. >> Nay. >> Okay, do a roll call vote. >> Oh, just division. Call for division. >> Right. I said a roll call. >> Roll call. >> All right. Hang on. Uh, let's see. I wasn't ready for an impromptu roll call. Excuse me. Oh, clarifying question. Yes. >> This is on the motion of Director Helen, not the boundary changes. Correct. Okay. >> This is the motion by director Basset and >> Yes. Superintendent St. I just have a question on the intent behind this because I also I also believe that there could be a time where we are unable for specific reasons to not be able to honor intra district uh transfer requests and I I just want to be very cautious that this doesn't somehow tie our hands to that and have unintended consequences someplace else. >> Thank you. And director Basset, >> are you clarifying also? >> Well, actually I I given what the superintendent said uh and all that's always been an open question. So, it's good to just kind of remind us that that's management's prerogative to make those to make those decisions about whether or not you're going to allow a transfer or not. It always has been and I don't see that changing. So, I appreciate you're raising that, superintendent, because it's very valid. Uh, but I think it's just as important to uh and so I appreciate that we we've taken a vote and talked about parody and it seems like it actually by a voice vote by exclamation seemed like it passed. >> Okay, it's time. Okay, we're we really shouldn't be discussing the motion while we're just doing the division of the house. Let's do the division of the house, please. So, [snorts] this is uh Director Basset's motion. Oh, so we're ready. Okay. >> Director Basset, >> yes. >> Uh, Bowman votes to abstain. Director Ven Brennesen, >> yes. >> Uh, Director Chair Evans Becker, >> no. >> Director Hillbrand. >> I'm going to say no. >> Director Long, >> yes. >> Director Wuto, >> no. >> Motion does not prevail. >> One, two, three to one, two, three. Motion does not prevail. Okay, there. Okay, let's move on to the um boundary change uh school boundary adjustments. The first one up is for Sison Elementary. Uh the the following proposed boundary adjustments need to be made due to the closure of Sonos Elementary School. Students west of Highway 169 will be assigned to Zachary Lane Elementary School. Students east of Highway 169 will be assigned to Neil Elementary School. Um, is there a move to approve the the proposed boundary changes for Sonison? >> So, moved by Director W, seconded by Director Brentesen. >> This is a roll call vote. >> And we're just going there. >> I don't see any hands up. >> Sounds good. All right. Uh, Director Brennan, >> yes. >> Director Bowman votes yes. Chair Evans Becker, >> I vote yes. >> Director Hillbrand, >> yes. Yes. Director Wuto, >> yes. >> Director Long, >> no. >> Director Basset, >> yes. >> Motion carries. Okay. Next action item is the uh boundary adjustments for Noble Elementary. Following proposed boundary adjustments need to be made due to the closure of Noble Elementary School. Students east of the railroad tracks, north south line running through Golden Valley Robbinsdale and north of Golden Valley Road will be assigned to Lake View Elementary School. There is a map. Uh students west of the railroad tracks north south line running through Golden Valley Robbinsdale or south of Golden Valley Road will be assigned to Neil Elementary School. That was easy. Uh is there a move to approve the proposed boundary adjustment? >> So moved. >> Seconded. >> Okay. It was move. All right, >> take it away. >> Moved by Director Hillen Brand, seconded by Director Brenson. And I do not see any hands up. So, let's do a roll call vote on that one. >> All right. Director Long, >> no. >> Director Wuto, >> yes. >> Director Hillbrand, >> yes. >> Director Bowman votes yes. Uh, Chair Evans Becker, >> yes. >> Uh, Director Brennesen, >> yes. >> Director Basset, >> yes. >> Motion prevails. >> All right. Thank you. Motion carries. So, we have reboundaried the Noble students. Now, it is time to reboundary the Robbinsdale Middle School students. The following proposed boundary adjustments need to be made to due to the closure of Robbinsdale Middle School RMS. Current RMS boundaries will become Sandberg Middle School boundaries in their entirety. Is there a move to approve this motion? >> So, move. >> Moved by Director Wuto. >> Seconded. >> Seconded by Director Brenesen. Seeing no hands, let's do a roll call vote on RMS boundaries. >> Sounds great. Uh, Chair Evans Becker, >> I vote yes. >> Director Hillbrand, >> yes. >> Director Bren Brennan, >> yes. >> Uh, Director Bowman votes yes. Director Basset, >> no. >> Uh, Director Long, >> no. >> Director Wuto, >> yes. >> Motion prevails. >> Okay. Five five to two. Motion carries. Thank you very much. Okay. Next action item is the 202526 revised budget. >> Can I send it right over? You can send >> CFO Heisel. It's back to you. >> Thank you. We did discuss this at the study session and questions were asked and answered there. I have looked back and forth several times. I do not see hands. Is there a move to approve the resolution adopting the 2526 revised budget? Director Bowman. Seconded by Director Wuto. Still not seeing any hands. And oh, director Long >> clarification. So I think at the last meeting you had mentioned if a vote yes on the revised budget is also kind of like the same thing as the SOD plan because they >> No. >> No. Okay. 25. Thank you for that. Okay, not seeing any other hands. We can vote on the uh resolution for the Oh, wait a minute. Do we have Did you moved it, right? And you waved the reading. >> Yes. >> Thank you for doing that. Okay. So, uh it's time to vote on the revised 2526 budget. And it is a roll call vote. >> I'm ready. Uh Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Brennan, >> yes. >> Director Basset, I'll pass. Abstain. Uh, Director Bowman votes yes. Uh, Director Long, >> no. >> And Director Wuto, >> yes. >> Motion prevails. F. >> We have a revised budget for 2526. Moving right on along. The next item is the final statutory operating debt plan. CFO Hoheisel. >> I feel like there should be a drum roll. >> There should be. No. Um this has been, you know, as as the board looks at the stat uh statutory operating debt plan, this has been um a quite a a handful of months coming since October, back to bringing you back to the October 6th schoolboard meeting. It was what was what was going to be part of the SOD plan and the areas of responsibility of which it falls. And so during that meeting it was explained that uh administration and the school board work was to you know talk about building closures and staffing and budget adjustments and there was also going to be uh the FAC committee that would be working essentially on the revenue assumptions. And so throughout the course of October, November, December, and arguably even January, the school board has been doing its work as it relates to um their area of focus with the school closures, the staffing, the reductions. the FAC uh did its work in OC on October 8th, October 22nd and November 5th to establish parameters and that all comes together to create um the financial component of the SOD plan. when the board had looked at the draft version of the statutory operating debt plan, uh other than I think there were a few um technical corrections within the plan, uh High View was uh listed as High View Elementary, um there was some verbiage that needed to be changed like that. The only question as it relates to the narrative component was as we get out beyond into future years, fiscal year 28 and fiscal year 29, um do we need to write anything, does the board need to incorporate that in its narrative as to what the plan was going to be? I did contact uh the department of education. And I actually was on a call with three members of the Department of Education and they had uh stated to me that the verbiage that was already embedded in the plan about this is the first phase of a multi- um a multi-phased approach and that there will be um programmatic and operational changes and issues that we or um financial constraints that would need to be addressed going forward. So they said we were fine on the narrative. So I just wanted to inform the board that other than you know some technical corrections the narrative section did not change uh to that they did also respond to the financial side of which did need to change. We all knew it needed to change because it was uh listed in in a deficit uh it was listed as a deficit during the work session for fiscal year 28 and fiscal year 29. And so what I would like to call out that that actually changed during those years is they did say to me you need to be relatively specific as far as intentions. They recognize that this is merely a plan. You revise it every year. We're they're evaluating it. We're evaluating it at all times and it can be modified. So if what is put in as an assumption or as what is put in as a potential uh recommendation for reduction doesn't need to be um and so we had that conversation at length and I will tell you at least as far as changes to what you saw there were in fiscal year 28 there were two revenue components that actually adjusted. So not anything in the reduction but in revenue and this is in working um in working through what we have been doing um in special education and maybe some opportunities that are presenting itself. We do have how we code information that comes through that runs through tuition billing and there there is we believe opportunity in that coding to actually increase our tuition billing which ultimately increases the revenue. Um and for fiscal year 28 that the combination of tuition billing and then there was also um third-party billing which is when we are able to and it was behavior supports and mental health services that we might get third party billing. The combination of those two in fiscal year 28 was $500,000 and then we also believe we can get another $150,000 in tuition billing. So there was swings on the revenue side that don't impact um the expenditure side but also helps us get out of out of deficit. Then on the deficit side to get us to balance um there was the acknowledgment that in fiscal year 28 IB at Cooper uh if IB is gone K1 IB at Cooper would then be gone for fiscal year 28. that was taken off and then uh again it was the possibility of and it was stated only because the board discussed it. I'd like to make that very clear to the public that this was an option. Um it is not necessarily the board's intent but we because it was discussed we needed something that it could possibly be um the elimination of additional transportation. And then as we move into fiscal year 29 again that carries forward and we are back to another um 2.5 million to be balanced which then lists as possible option to close more buildings. Again that's a few years out. There is a lot of opportunity for numbers to look different. it. There is ample opportunity for the board to decide um what the vision of our day looks like and what those decisions are going to be, but I was clearly advised by the Department of Education that something needed to be written in that financial component. We couldn't be as maybe as forgiving as as we had talked about at the work session. And so those are the changes and you can see um as we move out fiscal year 27, fiscal year 28 and fiscal year 29 we are balanced. Those are the changes uh since the plan was presented in draft form uh a week ago. >> Thank you questions. >> I do have it >> director. So on the 500 uh billing component is this revenue that we will be assured of yearoveryear or are we thinking this will be a one year done sort of a catch? >> I believe it will be year after year. >> Thank you. >> Dr. Brenten, >> is there anything in the narrative at the top? It talks about how we got here. Do we need to acknowledge the accounting errors as part of this to MDE? because that obviously is an element that got us here. Should that be in here? >> I believe that is up to the board to again this isn't this isn't my plan. This is the board's plan. And so if should the board say, you know, to the to the second paragraph where it says declining enrollment combined with rising operational cost, underutilized and aging facilities, and the expiration of one-time revenue sources has created uh structural financial challenges for the ha for the um for the district. these conditions have contributed. It doesn't say they're the sole reason. Should the board want to change language, it's your plan. >> Well, I I would absolutely change [snorts] the language before. >> Okay. >> Um, >> thank you. >> What page are we talking Where is that? >> It's called the the plan. Um, it's in >> I'm looking at the plan. So, what is there a page number? >> It under Helen. It would be under It's page one. What? >> 109. >> 109. >> 109. It's and it's under it's the second paragraph under the introduction explanation of current SOD position. >> Welcome. >> I was just thinking if we're going to be transparent, we might as well be transparent, >> Dr. Long. So, what were you thinking? >> Uh just just to acknowledge, right, you we could just add a declining enrollment accounting, you know, one time accounting error or something. You know what I mean? something that acknowledges that that that is part of how we got here. [snorts] [clears throat] >> Just though, is it just a one time accounting error? Were there several accounting errors? >> Let's just call it an accounting error. But yeah, I mean there there's the 20 million and there's the other thing, right? Like >> I don't want it to make it look like it this was an accounting error on the part of anybody who is employed here right now. >> Yeah. Yeah, that's fine. But I'm just saying like previous [snorts] >> then how would you delineate that? >> Well, previous administration error >> previous administration error if um director Bowman you had your hand up. >> I did. I'm really uncomfortable with it from a standpoint of view that I don't think we've ever ascertained one one point on this financial map in all these months. I I myself would never have look would not be looking at it as an accounting error. I myself would be looking at it as perhaps a judgment error over time and therein sort of starts to because you know I mean if we first of all we haven't discussed it at all I mean much really as a board we've left it in the rear view mirror for good reason because we had to move forward and solve the problems but for me personally you know I look back at you know um uh opening of schools without regard for uh capacity in those buildings kind of a build it and they will come kind of mentality. I kind of get it but but is it worth mentioning in this you know uh because we haven't had any discussion on it because again to me it would require kind of an investigation and further looking into this and then we go back to pointing fingers and shame and blame and >> I I mean to me it's enough to say I mean I understand my experiences here a little different than yours right now but um What's the purpose of calling out a supposed accounting error that has not been uh truly defined in the work that we've done? That would be my concern. >> Uh Dr. Basset. Well, um I will just say that um after learning of the issue back in 2024, I actually did make a request that the board have a discussion about this. Um and uh not making any judgments about how far or whatever uh you know, I mean, but maybe that discussion might have led to some kind of forensic examination. Uh, I think it lend itself to that when I watch the pain that I've watched this school community go through and I contemplate that we may be asking the community to vote for any kind of a bonding referendum. And I I might add that error was found uh days before the uh actual last vote where we pass a techn technology levy. So I am of the mind of transparency and I'm of the mind of stepping up to the plate and owning it. Uh it doesn't matter that we don't know the full scope of it. That's our fault. I mean because we could have had asked for an investigation. Uh I will point out that in 2025, this last year we just ended, I made that same request again. Now, because we have this reputation of being whatever people want to call it, uh I know I've been making a conscious decision not to um ruffle rock the boat unnecessarily. So pressing forward in a meeting and recriminations about who did or who didn't pass do, you know, agree to it. I have not been into that, but I want to make it clear. I think that we should have done an examination when we found out about it. I think it's not too late to do it and we should do it. I was right here in this district when we had over 2,000 signatures that asked for us to have an audit and there wasn't, you know, there were some people who thought there was something wrong, but that we certainly hadn't lost $20 million. So now $20 million comes up missing and nobody wants to talk about it. I mean and and so now I'm I mean this may sound a little bit you know I mean I heard what you had to say uh Director Bowl and I respected it. I'm not >> uh I mean I'm just saying I heard what you had to say and I respected what you had to say. >> But this is my view and my view is that as a board that is accountable for millions of dollars that that's something that we should have and in the future perhaps can take a look at. So having language in it that talks about whatever you said and this it's it's not it's this this is not a funny matter because we're going to go out and ask for money from the public. And so I think you all take it just as seriously as I do. I think you do, you know, and so I I'm not ashamed of anything I'm saying, you know, and I think everything I'm saying is right on point. >> Director Wuto, then Hillbrand, then Bowman, and Brendan Brenten. Yeah. So, I know there's not a formal motion on the table yet. Um, however, my fear is that discussions are starting to go in too many multiple directions. Now, if we are going to be precise, I think the public knows that there was an error. There's nothing here that is still hidden from anybody. Right? If we are going to be precise then we should also be willing to include the fact that the board also failed in its duty to catch that error because that is one of the functions that we should be doing. So if we are going to be calling out individuals or administration then we should own that as well and I haven't heard any of us say that right. So I want to propose that if the language that we already have that was already stated is good enough to get this going, let's not start pushing ourselves into corners that will start discussions that we may not be able to get out of. >> Second. >> Thank you. Uh Director Hillbrander, I I just want to clarify and just be really clear. No money went missing. I think that's really important to say that money went to pay staff. >> No, no, you said missing. And I just want to be clear. It didn't go missing. Nobody absconded with money. And I really want to be clear about that. The money paid staff that was planned to have been cut and was not cut. That money did not go into somebody's pocket. That money went to pay staff that were in schools. that should have been cut, was planned to have been cut, and was not cut. It did not disappear. I just want to be really clear. Now, I I I'm not [clears throat] I'm not saying that to I just want to make sure the message is really clear because that's really really important because that matters. And I don't we still hear people saying stuff about money disappearing. Money didn't disappear. It was paid to save who are grateful we're here for our kids and doing amazing work. I would like to though move that we just so that we can move this forward. I and we can continue discussion but I'd like to move that we approve the SOD plan. >> Just I'll second it. So that is officially on the table. >> You already make that. >> Thank you. Director Bowman, you're next and then Director Brendesen. Now, I I just want to uh thank directors WO and Hillenbr for their remarks. Their sentiments were exactly what I was going to share. Thank you. >> Thank you. Uh let's see, Director Brenten, and then Director Basset. >> I I wasn't trying to pick back at a scab there. I was just suggesting the language that is on the FAQ on the district's website says compensatory funding implementation error. That would be all I would add >> because that's what happened. That's all I was suggesting. >> Uh, Director Basset, then Director Long, >> and I appreciate that. And the only reason that I've used vague language in terms of missing is because the discussion about uh the statutory operating debt and all of that. Um, those discussions happened in a close session. My initial understanding and belief was staff got paid that money. You can't put $20 million in your pocket. But we had talked about and given some directives in a closed session and it's been mentioned here by a director. So that's the reason I'm saying it. >> Director Basset, we have a motion on the foot. Can you keep your topic on on topic? >> I'm speaking on this motion. I'm speaking on what language we'll put in. That's exactly what I'm speaking on. And there was a comment about imprecise language about missing. And I'm clarifying the only reason I use that language because I was here. I know it went for staff. I know that. But the only reason I haven't called it out publicly anywhere is because we discussed it in a closed session. Director Hillbrand was not present. So, you know, if that's her assumption and she says it, that's what she just said. But that's exactly what I Nobody can put $21 million in your pocket. Okay, Director Long, then Director Bowman. But no, not you. Just long. >> No, she's just trying to say that you need to move things along and get Helen to stop talking. That's what she's doing over here >> along with the sign and the other things that you're doing. >> Okay, let's order. My whole thing is that um >> yeah, I don't support it because of the the discussions that we were having earlier. You know, Director Bowman pointed out a lot of things that I was against. There was a call to do more as a board that wasn't taken seriously and wasn't acted upon. So, um, >> true. >> Yeah. >> So, I remember there were there were individual sessions where we were told this, not together as a board again. So, because of the inconsistencies that were brought up and discussed here, I can't support this. >> Okay. So, you're not supporting the resolution for SOD? >> No. >> Okay. Thank you. Okay. >> The motion on the floor is to approve the SOD plan. >> I think it was seconded, right? >> And it was >> it was moved by Director Hillbrand, seconded by Evans Becker. I'm just looking for hands and not seeing any. So, um, Director Bowman, would you do the role? >> Of course. Director Hillbrand, >> yes. >> Director Long, >> no. >> Director Wuto, >> yes. >> Director Bowman votes yes. Director Basset, >> no. >> Director Brennesen, >> yes. >> Chair Evans Becker, >> yes. >> Motion prevails. >> We have an SOD plan. Thank you for your work on that. It was a lot of work. >> All right, [snorts] we are going to move into new business. Do not use my name. >> Don't have a conversation with me right now while we're in the middle. >> Point of order. Point of order. Stop. Thank you. >> Talk to me after the meeting. >> Director Long, out of order. >> All right. Director Bowman also because she's the one who started it. Stop both of you. Okay. New business. We have a resolution to accept donations. We have $4,921 $22521 in donations this month. Is there a a move to accept these donations? >> Moved by Director Wa, >> seconded by Director Basset. This is a roll call vote. >> I am ready. >> Thank you. >> Director Basset, >> yes. >> Director Bowman votes yes. Director Brennesen, >> I abstain due to conflict. >> Okay. Uh, Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Long, >> yes. and director Wuto. >> Yes. >> Motion prevails. >> We have Thank Thank you everyone who donated for the $4,92521 policy. >> Thank you Helen and Caroline. >> Out of order. >> Okay. >> Policy. Um >> there's no new policies. Our next meeting will be tomorrow. >> Thank you. Okay. Listening time update. Director Hillbrand, you were the facilitator. Yep. We had five people speak all on the topic of closing Fair Crystal um and feeling like um the basically being unhappy with the closing of Fair Crystal, feeling that it was um not well thought out or rushed decision. So, thank you. All right, that moves us to administrative reports. Superintendent Fellow. >> Uh thank you very much. Good evening uh chairman Becker, board directors, those of you in the room and uh the viewing public. Uh as we look to this uh title slide, we will update this slide as it indeed is uh my report for January 20th. So we'll make sure that that happens. At Robbinsdale Area Schools, our mission is to inspire and educate all learners to reach their unique potential and to positively contribute to their community. Our collective work is focused on achieving this mission. And tonight I'd like to highlight some of the work in which we have been engaged. I want to take a moment to acknowledge that many of our students, families, and staff are navigating fear, stress, and uncertainty related to increased ICE and federal border control activity in our communities. First and foremost, the safety and well-being of our students and staff, and protecting the rights of our students to a free and appropriate education is our top priority. Robbinsdale Area Schools remains committed to ensuring our schools are safe, supportive environments where every student belongs. We have district-wide safety and visitor protocols in place and staff are trained to follow them consistently. We also want families to know that the district does not collect or keep information about a family's immigration status and we follow all state and federal laws related to student privacy and data sharing. Finally, we want families to know that they are not alone. The best point of contact is always your school principal who can help connect families to support and ensure that students have what they need. And if students need to be absent from in-person school for an extended period of time due to safety concerns, families can contact their principal about learning supports, including when needed, temporary e-learning or online learning options to help students stay engaged and connected to school during this time. We shared this information last Wednesday with all families. Um and schools are working with families on an ongoing basis to make sure that if it's requested and needed for the online option um it's available and again we want families to reach out to their principles in that case. We encourage families to visit our website and under the community section they'll find a page called all our welcome immigration resources where community members can find additional information including our resource guide for immigrant families in multiple languages. We will continue to lead with care, clarity, and our our unwavering support to the safety, dignity, and belonging of each and every student and family we serve and staff member who is with us each day. In the strategic priority theme of academic excellence, I'm proud to celebrate the Robbinsdale debate team and an exceptional season of academic competition, leadership, and statewide recognition at the 2026 Minnesota State High School League state debate tournament last weekend. Robbinsdale students earned top finishes across multiple events, showcasing the strength of both our Armstrong and Cooper programs. In congressional debate, Robinsdale Cooper senior Lily Plan captured the 2026 state championship, earning back-to-back state titles after winning again at in 2025. Cooper senior Tessa Lanach also had a strong showing, placing sixth. Armstrong's Allison Wamacher competed in her third consecutive state tournament and earned fourth place in congressional debate. Renee uh uh Narin advanced to the final round and earned f finalist honors. Beyond the tournament itself, the min Minnesota debate teachers association recognized Robbinsdale students with a prestigious end of the year honors. Allison, Lily, Tessa were all named the MDTA allstate debate honores. Allison and Lily are among only a handful of students in Minnesota history to earn all state recognition three times. And initi in addition, RA received the MDTA student of the year runnerup honor recognizing all-around excellence including competitive success, service, and contributions to team culture. This is what academic excellence looks like in Robbinsdale Area Schools. Congratulations to our students, coaches, and families on an outstanding season and best wishes as the team heads to the national debate tournament in Richmond, Virginia in June. Also in the strategic priority theme of academic achievement on December 12th, I enjoyed being with Armstrong and Cooper students as they participated in the NASA hunch preliminary design review at Dunwy College, presenting their engineering designs and receiving feedback from NASA engineers, professors, and peers. This was espec especially exciting because it marked the first time that both Cooper and Armstrong teams presented um since Robbinsdale adopted NASA hunch programming. Students are working on a wide range of projects including everything from redesign challenges to robotics to lunar related solutions. The preliminary review is a key checkpoint as students prepare for the critical design review on February 26th. Also in the strategic priority theme of academic achievement, one of our priorities as a district is making sure students have meaningful opportunities to explore future pathways and to connect their interest with real careers. On January 6, we had about 60 students visit the Twin Cities Auto Show as part of a career exploration experience. This opportunity allowed students to learn about the wide range of careers in automotive and mechanical fields from hands-on skilled trades to advanced technology and engineering focused work. [cough] [clears throat] Also in the theme, we've got a lot going on with students right now. Also in the strategic priority theme of academic achievement, on January 16th, Robbinsdale Area Schools proudly celebrated 32 CNA students during a pinning ceremony held at Henipin Technical College. This moment is a sign significant milestone for students. The CNA pinning ceremony is a meaningful tradition in the nursing profession. Separate from graduation, it marks completion of training and symbolizes entry into healthware healthcare. We're proud of our students for their dedication and professionalism that they demonstrated to reach this point. And we're grateful to our staff and partners at HTC for supporting this powerful opportunity in [snorts] the strategic theme of community engagement and well-being. This is a great example of how learning and belonging comes to life across Robbinsdale area schools. This fall, first graders at Neil Elementary partnered with students in Miss Marusa's family and consumer science class at Armstrong High School on a social emotional learning project centered around the How I Met My Monster series. After reading the books, Neil students designed their own monsters, creative companions that represent feelings and ask students uh help students talk about their emotions, stress, and self-management in age appropriate ways. And then the magic happened. Armstrong students took those drawings and brought them to life by sewing exact replicas of each monster. When the first graders received their monsters, the excitement and joy was immediate. They could lit literally hold their ideas in their hands. Some monsters we even paired with short stories written by Armstrong students featuring the monsters as the main character. Last week, Plymouth Middle School Theater presented Beauty and the Beast Jr. As you all recall, we were able to see just a bit of that at a meeting a while back during uh Ardale Pride Proud. Um but the the uh Beauty and the Beast Jr. was a production that showcased months of hard work for our students, cast, and crew. The performances were filled with creativity, music, teamwork, and tremendous pride. I'm grateful that evening that uh chair uh Evans Becker and principal Tamiko Thomas and I were all able to attend opening night and see firsthand the talent and confidence of our students um and shared all of their experiences with uh with a great crowd. I want to thank the staff, families, and volunteers who supported this production. Congratulations to Plymouth Middle School theater students for a wonderful show. Also in the strategic theme of student engagement and well-being, Cooper High School recently hosted its second blood drive of the 2526 year in partnership with the American Red Cross. In total, in total, Cooper students and staff made 32 successful blood donations with the potential to help up to 96 people in our community. Um, I want to recognize Cooper's National Honor Society who volunteered throughout the day to make sure everything went smoothly. Um, Cooper will host one more drive this year on March 13th. In the strategic theme of collaboration and partnerships, before winter break, Noble El Elementary organized a food drive to support prim Prism, a nonprofit in Golden Valley that helps families facing food insecurity and other basic needs. The school set a goal of collecting 300 items and our noble lions exceeded that goal in a big way by collecting 700 items. want to thank the noble families and uh students and staff for showing what it means to care in our community. In the strategic theme of staff investment, I'm proud to recognize Dr. Alandra Estrada Bert, co-principal in Robbinsdale Spanish School, who's been named the 20 25 MEPA West Suburban Division Leadership Award winner. This honor reflects her years of dedication, equitydriven leadership, and and her unwavering commitment to dual language education and multilingual learners. Uh congratulations to her and thank you to RSI staff for the important work that you do every single day with her. Uh finally, in the strategic theme of staff uh investment last week, uh as we heard earlier, all members of our school board along with Mr. Dr. Mcdal and myself attended the Minnesota School Board Association leadership conference. Um the conference is really a great opportunity for all of us to learn for board members to engage uh in shared learning, strengthen their governance and practice and connect with colleagues from across the state all in service um of better outcomes for our students. I want to also uh uh echo uh the chair's comments about our award winners. Um, and I want to share my appreciation of all of our board members uh really modeling and making the commitment to uh being leaders who are learners. Thank you very much. I think with that I also am going to hand it over once again this evening to CFO Hoheisel as she has an update as well. >> Thank you Dr. Stalo. uh within the last week uh I had received our S SNP global ratings which is an updated uh rating on our debt that is done annually and I just want to give you um an overview view a rationale uh components of the overview the rationale and the outlook for what they are saying for where we are this year. Um, as far as the overview goes, we have gone from we were at a tripleB rating, BBB rating. We are now at a tripleB minus rating. So, we have continued to fall in our rating and our but our outlook is uh stable. The rationale. The underlying rating incorporates our forward-looking view of the district's materially negative reserve position, which is expected to weaken further in fiscal year 26, driven by another large deficit anticipated by management. In our opinion, the district's budget planning and monitoring practices and its governance oversight have not been sufficient to support a fiscal balance. The district proposed 6.5 million general fund deficits in both fiscal years 24 and 25 driven by significant compensation increases. Uh it previously settled new labor contracts that involve significant salary increases over fiscal years 24 and 25, including salary increases of 8.25% for cabinet level management, 12.8% 8% for principles, 20.8% for teachers, and 20.3% for assistants without consideration for structural balance. In their view, they attributed the recent history of deteriorating operations to unrealistic budgeting assumptions and lack of structural adjustment in response to continuous enrollment declines. In fiscal year 2026, a budget implementation error resulted in a double counting of $20 million compensatory fund. The district is making great strides in trying to balance its budget with significant workforce reduction in fiscal year 26 and another $8 million and another $8 million in cost cuts planned for fiscal year 27 in order to balance the budget. In their view, the district's historical budgeting, financial planning practices and policies, and board oversight were insufficiently robust to ensure expenditure control and support long-term fiscal balance. On the upside, they could consider a positive rating action over time if the district sustains structural balance and significantly improves its available reserves to be in line with a higher rating. These are just components of the uh S&P report. It is a now a public document and I believe I do this at le this is done at least once a year. Um this this rating could matter um well will matter if if the district decides to take out further debt. >> Okay. You said it was a 20.8 for teachers and a 20.3 for EAS. listed is 20.8% for teachers and 20.3% for assistance is what they wrote. >> Thank you, >> Director Long. Then Director Basset. So, can we get a copy of that? >> Sure. >> Director Basset. >> Actually, that was what I was going to ask. >> Okay. Thank you. Okay, that concludes the uh superintendent report administrative reports. Now, uh the next item on the agenda is a closed session pursuant to Minnesota statutes 13D.03 for labor negotiation strategy. I will entertain a motion that the meeting rec the meeting recess to the closed session. >> So moved. >> Director WO and Director Bass by and then seconded by Director Basset. All in favor, please say I. I oppose say no. >> Okay, we are recessing for close session. We need to I have the hiccups. We need to clear the room. [snorts] Yeah. Thank you. >> Okay, we're back. Our our closed session for pursuant to Minnesota statute 13D.03 for labor negotiation strategy is over. We are back in the boardroom and it is now time for us to adjourn the meeting. So is there a move to adjurnn? >> Move. >> Moved by Basset. >> Second. >> Seconded by WO. All in favor please say I. I. >> Oppose say nay. >> We are adjourned. We will start our study session in five minutes. That would be at 9:40. Thank you. You >> just need to stop. >> I was going to [clears throat] do right is what you said. >> Okay, we're back. >> Study session is now beginning. Um, welcome to the study session. I'm Gita Evans Becker, board chair. Generally in study sessions, everybody introduces themselves and so we're going to go that way. >> Terry Stall, superintendent. >> Helen Bassid, board director. >> Caroline Long, school board member. >> DJ Renison, school board member. >> Jamie O'Harn, executive director of human relations, human resources. Renee Bowman, director >> Aviva Hillenbrand School Board >> Connectto School Board. >> Thank you. Okay. Purpose and agenda. >> Excellent. Uh well, the purpose of uh study sessions is so board members and administration can share information uh in order to have efficient and effective decision-making at the board table. Uh tonight uh the sole agenda item uh is to review the superintendent midyear goal progress report which falls under the board the board's governance role of uh superintendent relations. >> Thank you. So moving right along um we don't need number four, four, four, five or six and so we're going to get right to number seven. >> Superintendent [clears throat] midyear progress report. >> Thank you very much. Um good evening. just as we do with leaders and some staff across the district at this time of the year. Tonight's an opportunity to provide a midyear report on my goals. Uh well, this review is ultimately on the superintendent goals uh which were set and approved by the school board at the beginning of the year. My goals are based on dis district direction and my goals also reflect the work of a team and many others across the district. I'm absolutely privileged each day to work with the incredible leaders and staff who have high standards and expectations and who relentlessly work on behalf of our kids. So the outcomes this evening um I'm going to share a brief update on the progress uh of those goals that were set. In addition to these goals which you won't see in this presentation um there are the standards and the elements uh in the materials which ultimately will serve as the measure or the rating and the degree to which goals have been accomplished as part of the end of the year uh process. Um, as I start tonight, um, I just want to, uh, remind you all, you've seen this a number of times. Um, my goals and all the work that I do each day are aligned, uh, are centered in my purpose, why I've dedicated my career to serve as an educator and why I choose every day to be a leader um, in public education. Um, I lead to inspire, empower, and develop others to thrive so that we can create life chances, equitable outcomes, and a sense of belonging for all learners through trust, service, authenticity, and love. So, that's why I show up every day. And um, I'm proud to serve and lead in Robinsdale Area School with a bold mission and commitment that aligns to my values. The journey of leadership here over the last 18 months has not been an easy path. However, each day surrounded by people who truly want to have something better for our students, um I'm inspired to be the best for them and for the staff, families, and community members who are counting on us to thrive so that we can ensure that our kids thrive. So, in the materials that you all have gotten, um I do have outlined four main goal areas. Again, you've seen these goals. Uh you approved these goals. Um and each of the goals has a a few performance indicators. Um the goals were were that were were created are really about forecasting the most important work that was in front of us this year. And that first goal talks about successfully implementing the schoolboard direction on the future of Robbinsdale area schools based on schoolboard study and stakeholder input including recommendations of the reimagine Ardale vision team um 2030. The first indicator of evidence around this goal uh is that I'll provide a plan of action outline development and improvement of systems as beginning stages of the vision of academics, teaching and learning and the student experience. And I think what's really important in this goal as I think about and have reflected on the progress to date, this is really about creating strong systems, standardsbased, guaranteed and viable curriculum for our students. So sometimes as we think about right the vision of academics and I know we'll talk later about the the arts and innovation districtwide what we've really done and what what the team around me has focused on is really looking at academic standards really looking at the Minnesota standards ensuring that we have a core instruction um we have a strong district multi-tered system of support so going backwards a little bit on some things so that we can gain clarity and consistency as we move forward. Um the other progress to date and you've heard about this a little bit in the last week actually as we started talking a little bit about uh Cooper's work around um as they transition from IB to AP and what that can look like as well as the middle school presentation that y'all had on the sixth period day and getting consistency with our middle schools as well. Um the other work that we've done uh actually in part um we as we use data collected over the era where we were working on the reimagine Ardale work um and really collecting input from 17,000 stakeholders. We used that data and had the fortune to work with uh World Savvy, collaborate with World Savvy because of financial support from the Graves Foundation and the Minneapolis Foundation to work on our portrait of an Ardale learner. So, we have a draft of that. Um but now as we look at uh next steps, right, we're going to be working on finalizing that um getting input uh from others around that, clarifying what does it mean operationalizing what it what it means to be an arts and innovation district. Um really creating that clear MTSS plan. We've had work in place, but we've had to take several steps back to really do some assessment and groundwork of of what we have on paper and what we're actually doing. And so we're doing some huge work with that. Establishing consistent and common courses. Um making sure our elementary level and middle level in high school we have schedules for instructional minutes that are aligned. Um as I said before the alignment of standards and course progression, scope and sequence including pathways and just really ensuring that we have that guaranteed and viable curriculum um across the board. also looking at special education reviewing programming processes and service delivery there. So whole lot of work in in front of us and has been done to date in this area. In the second uh area of evidence around that goal one superintendent will lead the process design and implementation of school closures andor consolidations to include school attendance boundary adjustment, staffing changes and provide documentation of the process and outcomes. Um so board members you have been a part of this work uh through multiple presentations ongoing reports um dating back to last spring and specifically focused uh since since late September um documentation communication has been shared with the board and community on a regular basis around that. As we look at next steps, um in addition to monitor monitoring student enrollment and staffing, there are multiple areas of logistics. Um where we have established teams around to ensure that no detail is missed. Um we have weekly uh leadership transition team meeting scheduled right now so that we can ensure that the plan, the design, communication and implementation goes really well. Such things as all things leading up to the back of back to school events. Um what does that mean for summer planning for spring planning? All the workaround boundaries, building closures, um construction facilities improvement, enrollment, registration, program changes, the reductions for beyond this year, um special education, staffing, staffing timelines as technology are some of those areas that we're working on those logistics right now. The third area of evidence aligned to to goal area one. Um again as if directed the board by the board the superintendent will lead the process to establish a bond referendum for future facility improvements and provide documentation of the process and timeline. Um again as the board has completed the the first part of phase one with the building closures site consolidation and and uh SOD we can now continue to work on planning forward stepping back reviewing some of the vision work some of the data um engage board in discussion and planning around what's next. Um, obviously continuing to analyze capacity and condition of all of our buildings, both instructional and others, this leasing buildings and whatnot, determining some of the long-term decisions regarding what we need to operate efficiently. Um, determine specialized programs that are needed um, beyond an excellent foundation of the core curriculum that I was just talking about. really looking at this notion of what facilities are needed if we want to do something with the district-wide arts and innovation as we expand pathways andmies for students. Um, and really determine what that long-term building configuration is for our district based on the enrollment. Um, and then what that means for any kind of of bond all of this would have to be done as we determine a project scope and finance of that. So we look at goal two um indicating significant work is providing leadership to create and implement an approved statutory operating debt plan. Uh that first performance indicator of goal two uh is to actually create document and submit an SOD plan to the MDE by January 31st. Um as of this evening um we do have a plan that's approved by the board uh for that. Um and as we look at um next steps, it really goes into that next evidence of performance two in the same goal, which is to continued proide to uh support and provide leadership for the implementation of the statutory operating debt plan. Um that means right continuing to make sure that we implement all of the cost-saving targets um such as the transportation adjustments that we've talked about uh the program changes looking at staffing and scheduling efficiencies at both the secondary and elementary level and the non-instructional staff reductions that um we talked about as well as what it looks like into seen um with some of the data that's been shared. Goal area three uh represents my commitment to continuous improvement and performance excellence as it says will provide leadership to implement the district system of continuous improvement. Uh you've seen this next slide often. Um it's the framework uh that I brought with me as I came to the district last year and have worked to continue to build capacity around this with our leaders to work on clarity alignment and a focus on systems and process improvement. We know everything starts with the strategic plan, the schoolboard working document, our district priority work. Uh you've seen um an update on the district balance scorecard. Um and then all of the work around our district priority work around those four strategic themes into our school improvement plans, department improvement plans, into our system of uh professional development, um professional learning communities, and ultimately all so that we can meet the individual needs of each of our students. As we look at uh goal three, that first performance indicator, um says that I'll lead and collaborate with with uh my team to provide progress and monitoring reports at schoolboard meetings inclusive of district priority work, school improvement plans, district scorecards, and student achievement, students student achievement data, and student engagement data. Um so the first uh evidence of this, you've seen again an updated uh district scorecard. Um and you've seen progress in writing um from each of the teams on the various district priority work aligned to our strategic themes of academic achievement, student wellness and engagement, collaboration and partnership and staff investment and impact. The next step will be to have teams report progress to the board at upcoming meetings and study sessions. Um, additionally, we'll review data from midyear school and department improvement plans. And there was a schedule in your materials around when those reports will come forward to the board. Um, because we've had so much additional work. Um, we're going to have to our our pace is going to be a little bit uh quicker uh in order to get all those in, but we um have a schedule and a plan to be able to do that. So, that'll be part of your governance role of oversight of operations. Um in goal four is the next goal uh indicating um the importance of investing in improving culture, climate and trust with staff, families and community members. uh as we look at the evidence of performance in that the first one is the super superintendent will engage in internal and external stake with internal and external stakeholders to ensure district communication resources information regarding the reimagine Ardale vision 2030 plan are well known and input and perspectives are gathered to help with decision making. um in my documents to you the progress to date. I shared all the communications that have been sent with staff and families um shared on social media and on our website since July. Um in that communication, the district updates, presentations, gathering information from stakeholders, we'll continue as we continue to create the district our students want, need, and deserve. Um, in terms of making sure that we've got engagement uh to help inform final decisions, I think the process that we just went through with adding additional with the board, adding additional listening sessions and making sure that we had opportunities um for stakeholders to share perspective with us was important as we move forward now with some of the additional recommendations on um on whether it's the high school decision or arts and innovation or the profile of an deal learner. There's going to be plenty of opportunities to seek input from our stakeholders as as decisions are made as well. And then the second uh area of evidence aligned to goal four uh superintendent will deliver to the board a document that outlines involvement at community and school district events including visits to schools, classrooms, and student events. Um weekly, almost weekly, I provide uh an update, end of the week update to you. And one of the things in that update is um just a a brief uh summary of some of the things that I've done throughout the week. I think that's important so that you have an ongoing understanding of how I spend my time um the work that I do both with our team um with our community, with our students, with our staff, I think is important for you to see. Uh the next steps in terms of my calendar and involvement with our community and school district starts tomorrow morning at 7:30 where we have a district 281 partnership meeting. Um I go right into a senior leadership meeting and then right after that uh we launch I'll be hosting the first meeting um of our newly formed superintendent student advisory council. So I'm really excited about uh that opportunity. Um, also, uh, Molly and I are working on my schedule for, um, the next round of visits to school. So, I'll be inviting all of you to join me. We'll try to get that schedule out in the next, uh, couple of days. That'll also be an opportunity for, um, me to touch base with principles, um, around what they're most proud of, uh, with their school improvement plans at midyear also. And then those things that they're continuing to work on. So, I know there was a lot more that you all got a chance to look at, but I think it's important um publicly that I share back with our community um in a transparent and clear way what the goals are and how uh progress is going to that as well as what next steps are. So, you all know the pace and work of the last six months has been intense and has been built on everything that was designed and implemented um in my first year. Uh what I'm really excited about right now is we've moved from the half to peace, right? There's still a lot we have to do. Um but hopefully we're also at a place now where we finally get to continue to build forward and uh and help make uh make our district even better. And I'm grateful that we have a community members of this school board, staff, and a leadership team that wants to take the challenges we've been dealt and turn them into the magic that our students deserve. So, thanks for that. >> Thank you very much. Okay, so the next item on our agenda is a closed session pursuant to Minnesota statute 13D.05 05 subdivision 3A uh for superintendent midyear goal progress report. I will entertain a motion to recess to the close session. >> Director Brenesen moves and director Halenbrand seconds. All in favor please say I. >> I oppose say nay. >> Okay we are going into closed session. Thank you. And we're back. So the close session is over and we are back in study session. Director Huto, did you have a question? >> Yeah, I do. I know this has been mentioned multiple times, but I do want to encourage the board to try and set a date so we can have our own self evaluation. Um I think being at the conference and listening to some of the items that are on there, it's individual evaluation uh based on how you see all of us working. Um I think that will be a good tool for us to have guiding us into the next closest future. Um so I'd like to suggest that if it's possible I don't know how the process will be uh not to put any timelines on all of us but to set a target like by the end of February or end of March we all would have had the link uh sent out by the district and then uh we can take that tool and that way we can talk as a board and find a way that we can move forward uh both public facing and also in the interest of how we do our work. >> Great idea. I attended the board self-evaluation session at MSBA also. And so it's it's very doable. I bet we could talk about that at agenda setting to figure out a timeline. >> I think that's great. Dr. Ba, I was just going to suggest that the two people have >> and if we use >> depending on what you choose, if you choose some that the board has used in the past different people now, but maybe it's a good barometer for what the you know where it's been. I it may or may not be a good barometer for you know where we are now because it it tracks a couple of different boards >> some time ago because we've used MSBA and one good thing about using them for that tool is you can track yourself over time >> and it's free unless you use the unless you pay for the facilitator to come and tell you the results. So we can afford it. [clears throat] >> Maybe we can't not afford it. >> Okay, that too. Anything else >> that we need to um that we need to talk about? >> I agree. >> Is there anything else we need to talk about? All right. >> I think so. >> Then this study session is over. >> Thank you. >> Thank you very Oh, tomorrow morning there's >> 7:30 >> at 7:30 legislative. >> No, it's what is it? >> The district 281 partnership. >> District 281 partnership. >> Used to be the legislative one. >> Yeah, partnership. >> But we're done. >> We are done here. Thank you. We only